Professional Professional Responsibilities:Responsibilities:

Building Building Collaborative Collaborative

Relationships to Relationships to Impact Student Impact Student

LearningLearning

WELCOMEWELCOME

•WORK INDEPENDENTLY WORK INDEPENDENTLY TO THINK OF WORDS TO THINK OF WORDS THAT YOU ASSOCIATE THAT YOU ASSOCIATE WITH THE TERM WITH THE TERM COLLABORATION COLLABORATION

•BE READY TO SHARE BE READY TO SHARE WITH THE GROUPWITH THE GROUP

Essential QuestionsEssential Questions• How does collaboration promote How does collaboration promote

student achievement? student achievement? • How can we develop models of How can we develop models of

collaboration that build upon collaboration that build upon strengths of existing personnel?strengths of existing personnel?

• How do we use paraprofessionals How do we use paraprofessionals and related support services in and related support services in collaborative models?collaborative models?

Analysis of Class Profiles Analysis of Class Profiles ActivityActivity

• Open your Important Book to the Open your Important Book to the centerfoldcenterfold

• Respond individually to the first 2 Respond individually to the first 2 prompts as you examine the data on prompts as you examine the data on the next slidethe next slide

NameName EthEth GendeGenderr

Rdg Rdg CRCTCRCT

Math Math CRCTCRCT

AmirAmir MRMR MM 281281 375375

AndrewAndrew WW MM 300300 350350

SidneySidney BB FF 337337 281281

AudieAudie WW FF 285285 250250

MalcolMalcolmm

BB MM 343343 290290

SueSue AA FF 300300 375375

JoseJose HH MM 443443 300300

NicoleNicole WW FF 255255 300300

DericoDerico HH MM 375375 275275

BIG IDEA:BIG IDEA:ALL CLASSES HAVE ALL CLASSES HAVE

PROFILES OF STUDENTS PROFILES OF STUDENTS WITH DIFFERENT WITH DIFFERENT LEARNING NEEDSLEARNING NEEDS

Collaboration:Collaboration:WHY NOW?WHY NOW?

• The 2001 No Child Left Behind Act is The 2001 No Child Left Behind Act is based on the idea all children can based on the idea all children can achieve. achieve.

• Georgia has set a state goal that 90% of Georgia has set a state goal that 90% of students with disabilities will be students with disabilities will be educated in regular classrooms 80% of educated in regular classrooms 80% of the timethe time

• 30 years of research indicates the more 30 years of research indicates the more students are pulled out of the regular students are pulled out of the regular curriculum the further behind they get as curriculum the further behind they get as measured on benchmark assessmentsmeasured on benchmark assessments

General General Education Education

ConsultationConsultation Supportive Supportive InstructionInstruction

Collaboration Collaboration Co-TeachingCo-Teaching Small group Small group

Student with a Student with a disability is disability is served in the served in the general general education education classroom classroom without without supportsupport

Student with Student with disability disability receives at least 1 receives at least 1 segment per segment per month of direct month of direct service service

Student with Student with disability disability receives receives service from service from personnel personnel OTHER than a OTHER than a certified certified teacher; parateacher; para

Student with Student with disability receives disability receives service for a partial service for a partial segmentsegment

Student with Student with disability receives disability receives service for a full service for a full segment segment

Student with Student with disability disability receives service receives service for a full segment for a full segment in a separate in a separate settingsetting

Service is Service is provided by aprovided by ageneral general education education teacherteacher

Service is Service is provided by a provided by a special education special education teacher and teacher and general general education teacher education teacher

Service is Service is provided by a provided by a para, para, interpreter and interpreter and general general education education teacherteacher

Service is provided Service is provided by a special by a special education teacher education teacher and general and general education teachereducation teacher

Service is Service is provided by a provided by a special education special education teacher and teacher and general education general education teacherteacher

Service is Service is provided by a provided by a special education special education teacher teacher

Service is Service is provided in provided in the general the general education education classroom classroom

Service is Service is provided in the provided in the general general education education classroom classroom

Service is Service is provided in the provided in the general general education education classroom classroom

Service is provided Service is provided in the general in the general education education classroomclassroom

Service is Service is provided in the provided in the general education general education classroomclassroom

Service is Service is provided in the provided in the special education special education classroomclassroom

Models of Service

General EducationGeneral Education

• Student with a disability is served in Student with a disability is served in the general education classroom the general education classroom without supportwithout support

• Service is provided by a general Service is provided by a general education teachereducation teacher

• Service is provided in the general Service is provided in the general education classroomeducation classroom

General EducationGeneral Education

•General Education is the General Education is the least restrictive environment least restrictive environment and should always be and should always be considered first in IEP considered first in IEP placement discussionplacement discussion

Discussion of General Discussion of General EducationEducation

Are there supports that Are there supports that could be put in place that could be put in place that would allow the student to would allow the student to remain in general education?remain in general education?Why are supports provided Why are supports provided not enough?not enough?Why does this student need Why does this student need more?more?

ConsultationConsultation

• Student with disability receives at Student with disability receives at least 1 segment per month of direct least 1 segment per month of direct service service

• Service is provided by a special Service is provided by a special education teacher and general education teacher and general education teacher education teacher

• Service is provided in the general Service is provided in the general education classroom education classroom

Supportive InstructionSupportive Instruction

• Student with disability receives Student with disability receives service from personnel OTHER than a service from personnel OTHER than a certified teacher: paraprofessionalscertified teacher: paraprofessionals

• Service is provided by a para or other Service is provided by a para or other support personnel and general support personnel and general education teachereducation teacher

• Service is provided in the general Service is provided in the general education classroom education classroom

CollaborationCollaboration

• Student with disability receives Student with disability receives service for a partial segmentservice for a partial segment

• Service is provided by a special Service is provided by a special education teacher and general education teacher and general education teachereducation teacher

• Service is provided in the general Service is provided in the general education classroomeducation classroom

Co-TeachingCo-Teaching

• Two or more people sharing the Two or more people sharing the responsibility for teaching some or all of responsibility for teaching some or all of the students assigned to a general the students assigned to a general classroom.classroom.

• Coordinating their work to achieve a Coordinating their work to achieve a common goal.common goal.

• Sharing a belief system that each teacher Sharing a belief system that each teacher has unique and needed expertise.has unique and needed expertise.

• Use of a cooperative process to plan, Use of a cooperative process to plan, perform, and monitor student growthperform, and monitor student growth

What Co-teaching is NotWhat Co-teaching is Not

• One person teaching a subject followed One person teaching a subject followed by another teacher teaching a different by another teacher teaching a different subject.subject.

• One person teaching a subject while One person teaching a subject while another teacher prepares materials, another teacher prepares materials, makes copies, and grades papers.makes copies, and grades papers.

• One person teaches a subject while the One person teaches a subject while the other sits and watches or helps only a other sits and watches or helps only a few students.few students.

• One person teaches while another One person teaches while another teacher tutors.teacher tutors.

Small group Small group

• Student with disability receives Student with disability receives service for a full segment in a service for a full segment in a separate settingseparate setting

• Service is provided by a special Service is provided by a special education teacher education teacher

• Service is provided in the special Service is provided in the special education classroomeducation classroom

Where can we be served?Where can we be served?

•Consider the information Consider the information provided on Michael, provided on Michael, Carrie & Edward Carrie & Edward

•Think-Pair-Share with a Think-Pair-Share with a partnerpartner

•Discuss with your table Discuss with your table groupgroup

Defining Roles & Defining Roles & ResponsibilitiesResponsibilities

• In groups of four, sort the strips In groups of four, sort the strips in your envelope.in your envelope.

• Sort responsibilities under the Sort responsibilities under the categories of responsibilities of categories of responsibilities of General Educator, Special General Educator, Special Education, or Both EducatorsEducation, or Both Educators

Setting Up for SuccessSetting Up for Success

•Inventory of BeliefsInventory of Beliefs•Ground Rules ActivityGround Rules Activity

Staff Committed to Staff Committed to Collaboration Work Collaboration Work

TogetherTogether• Before Teaching:Before Teaching: • Identify Georgia Performance Identify Georgia Performance

StandardsStandards• Develop Assessments/End ProductDevelop Assessments/End Product• Identify ResourcesIdentify Resources• Analyze Student NeedsAnalyze Student Needs• Develop StrategiesDevelop Strategies

Staff Committed to Staff Committed to Collaboration Work Collaboration Work

TogetherTogether• During Teaching:During Teaching:• Explain their roles to the studentsExplain their roles to the students• Communicate with each other to check Communicate with each other to check

perceptionsperceptions• Reinforce each otherReinforce each other• Monitor student understanding and Monitor student understanding and

performanceperformance• Determine if the lesson goals are metDetermine if the lesson goals are met• Assess end products for evidence of learningAssess end products for evidence of learning

Staff Committed to Staff Committed to Collaboration Work Collaboration Work

TogetherTogether• After Teaching:After Teaching:• Coach each other and communicate Coach each other and communicate

about lesson effectivenessabout lesson effectiveness• Plan reinforcement and extension Plan reinforcement and extension

activitiesactivities• Celebrate accomplishmentsCelebrate accomplishments

Benefits of CollaborationBenefits of Collaboration

• Helps all students achieve high academic Helps all students achieve high academic performance as required by NCLB and performance as required by NCLB and IDEA.IDEA.

• Increases participation of students with Increases participation of students with disabilities in rigorous academic general disabilities in rigorous academic general education and assessments.education and assessments.

• Helps all of us comply with the increasing Helps all of us comply with the increasing diversity and demographics in our schools.diversity and demographics in our schools.

• Leads to better instruction and learning for Leads to better instruction and learning for all. all.

BIG IDEA:BIG IDEA:The most important thing The most important thing

about Building about Building Collaborative Relationships Collaborative Relationships

is that collaboration is that collaboration impacts student learning.impacts student learning.

3-2-1 Reflection3-2-1 Reflection

• What are 3 strengths that I have as a What are 3 strengths that I have as a enter collaboration?enter collaboration?

• What are 2 ways collaboration will What are 2 ways collaboration will improve my current instructional improve my current instructional practices?practices?

• What is 1 question about What is 1 question about collaboration that I would like to collaboration that I would like to discuss further with other members discuss further with other members of my faculty?of my faculty?