Creating Collaborative Communities

Presented and adapted by:

Fleming MS Team

Emily Kuwahara, LRE Specialists

Jean Lee, Program Specialists

Support Unit South

Created by:Susan Tandberg, Coordinator, Transition Instructional InitiativesSharyn Miller, Administrator

Why do we need to go somewhere else?

• NCLB– High School Graduation– Proficiency rates

• IDEA– Participation in rigorous general education curriculum– Participation in age/grade appropriate classrooms

• Research– Dropout rate– Expectations

• Data– Proficiency– Local Data-Grades, attendance, suspensions and expulsions

Where are we going?

• Increase student proficiency on statewide assessment

• Increase the number of students who receive diplomas or successfully complete schooling

• Reduce suspensions and expulsions

Where are we going?

• Increase integration opportunities for students with disabilities

• Increase in qualified providers

• Behavioral interventions, strategies, and supports

Current Practice vs. Collaborative Services Learning Center

• Separate academic classes

• Use of alternate, separate, or parallel curriculum

• Disjointed services

• General education classes supported by special education

• Use of rigorous grade/age appropriate standards-based curriculum with accommodations or modifications

• Ongoing collaboration through co-teaching and collaborative consultation

Big Changes: Before

General Resource Special Education Specialist Day

Program Program

• Least to most restrictive continuum:

Big Changes: Now

Base Instruction

Extended Instruction

Intensive InstructionSUPPOR

T

Successful collaborative communities require the combination of critical key components to meet the varied needs of students. Services for students with disabilities are provided in a comprehensive, connected fashion integrating the need for intensive instruction with the need for learning strategies providing access across the curriculum.

Co-Planning

Co-teaching

Collaborative Consultation

What does it look like?

Collaborative Consultation

• Teacher to teacher– Co-planning for instruction– Accommodation development

•Teacher to student–Ongoing progress monitoring–differentiate instruction

Purpose

The Four “Knows” of Collaborative Teaching

by Elizabeth B. Keefe, Veronica Moore, Frances Duff

• Know Yourself• Know Your Teaching

Partner• Know Your Students• Know your Stuff

Co-teaching

• Teacher to teacher– Model diverse teaching– Teach strategies to entire class– Model accommodations and modifications– Acquire content knowledge

• Teacher to student– Generalize skills taught– Apply accommodations and modifications– Provide on the spot adjustments

Purpose

Co-teaching: Definition

Two or more professionals jointly deliver substantive

instruction to a diverse, or blended group to students in a single physical

space.

Co-Teaching Approaches

• One teaching, one observing

• One teaching, one drifting

• Station teaching

• Alternative teaching

• Parallel teaching

• Team teaching

One Teaching, One Observing

One delivers specific instruction

One observes single or small groups of studentsRequires little joint planning

One Teaching, One Drifting

• One provides direct instruction

• One supports the classroom

– Requires little joint planning

– Must reverse roles to maintain parity

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Station Teaching

• Both teachers actively involved

• Division of instructional content

• Each plans for instruction and delivers instruction

• Students rotate groups

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Parallel Teaching

Joint planningDelivery of instruction to

heterogeneousgroup ½ of

students

Same instruction

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Alternative Teaching

Small group instruction within the classroom to

provide intensiveinstruction to a

selected students based on assessment

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Vision is the capacity to create and communicate a view of a

desired state of affairs that induces commitment among

those working in the organization.

Thomas Sergiovani

Change is an inevitable journey. All things are constantly changing, transforming, becoming something different. Guiding change so that it is successful is what

leadership is all about. Indeed, the measure of a leader may well be her or his capacity to understand and deal successfully with change to stimulate it, shape it, guide it, manage it, and keep it going in the right

direction.

California School Leadership Academy