Trigg County Collaboration RoundtableDiscussion

“March 17, 2009

Bell Ringer

Complete Handout # 1

“Pre Assessment”

Agenda

• District Data• Administrator’s Role• Rational for Collaboration• Data• Models of collaboration• Closing Activity and Next Steps

Opening Activity

What is Collaboration?

Closing the GAP!!! Congrats!

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DefinitionCollaboration is a style of

teaching with direct interaction between at least two equal parties engaged in shared decision making as they work toward a common goal.

Roles and ResponsibilitiesAdministrator

• Build Consensus • Monitor the planning schedule• Meeting on a regular basis builds trust• Help in scheduling special education teachers time in

general classroom• Educate faculty, staff, and parents on the continuum of

services• Create meaningful incentives for teachers

implementing change• Expand fiscal, human, technical, and organizational

resources

Roles and ResponsibilitiesAdministrators

• Provide joint planning• Provide opportunities for problem solving• Create a support system • Assist in the formation of collaborative teams• Provide a nurturing environment• Communication is KEY!

NCLB Handout

What does the law say?

• NCLB– Close the Gap– Highly Qualified

• IDEA– FAPE– LRE

What does the law say?• Access to the General Curriculum

– Schools are required to provide access to the general curriculum by giving students with disabilities the opportunity to achieve the same standards as all other students. The IDEA and KARs stress the importance of participation of students with disabilities in the general curriculum. (707 KAR 1:320, Section 5. (7)(a)(b))

– In addition to IDEA, the No Child Left Behind Act of 2001, (P.L. 107-110), seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach or exceed minimum proficiency on challenging state academic achievement standards and state academic assessments” (Sec. 1001, Part A, Title I of ESEA; 20 U.S. C. 6301).

CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities

School: Jones Elementary Grade(s) 4-5 District: Mason County

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 Gain(+ or -)

ReadingNon-disability

80.26 91.88 87.97 89.26 96.23 93.70 +13.44

Disability 71.22 65.03 81.10 83.91 86.06 94.08 +22.86

MathNon-disability

58.54 79.36 81.22 75.44 82.64 91.36 +32.82

Disability 45.39 56.82 73.35 66.20 83.44 100.34 +54.95

ScienceNon-disability

79.12 91.43 92.01 92.33 103.28 111.76 +32.64

Disability 76.86 67.54 88.36 93.08 95.73 106.66 +29.80

Social StudiesNon-disability

60.44 77.50 79.84 71.16 80.44 91.58 +31.14

Disability 48.41 55.86 77.47 59.48 80.73 98.40 +49.99

Practical Living/Voc. St.Non-disability

68.06 81.42 88.22 80.44 89.89 98.55 +30.49

Disability 48.42 72.51 79.64 71.18 101.18 99.79 +51.37

CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities

School: Mason County High School Grade(s) 9th-12th District: Mason County

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 Gain(+ or -)

ReadingNon-disability

75.89 74.65 73.38 74.33 75.98 81.60 +5.71

Disability 34.62 32.94 33.68 28.41 31.60 46.58 +11.96

MathNon-disability

58.33 65.46 62.32 68.89 74.39 72.71 +14.38

Disability 19.13 24.35 32.04 26.88 21.52 38.44 +19.31

ScienceNon-disability

60.89 65.30 69.55 67.44 75.29 69.47 +8.58

Disability 40.06 39.57 44.33 34.99 27.29 43.66 +3.6

Social StudiesNon-disability

66.44 71.38 71.26 73.77 78.00 75.07 +8.63

Disability 38.80 34.00 42.19 29.41 23.94 47.89 +9.09

Practical Living/Voc. St.Non-disability

77.23 78.33 74.88 76.53 88.54 90.04 +12.81

Disability 26.87 36.63 33.84 26.13 43.89 47.29 +20.42

Arts & HumanitiesNon-disability

53.13 59.87 60.66 58.08 78.71 74.78 +21.65

Disability 22.40 24.99 34.38 24.99 20.53 43.55 +21.15

Total WritingNon-disability

68.37 66.46 71.45 75.98 79.64 80.88 +12.51

Disability 25.16 30.56 NoKPRData

41.03 NoKPRData

66.88 +41.72

Overall Academic IndexNon-disability

65.9 68.7 69.3 71.3 77.8 77.0 +11.10

Disability 30.4 32.0 NoKPRData

31.1 NoKPRData

48.2 +17.80

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 Gain(+ or -)

School: Mason County High School Grade(s) 9th-12th District: Mason County

(Continued)

CATS Performance of Sub GroupsData Tracking Form for Students with Disabilities

School: Mason County Middle School Grade(s) 6th -8th District: Mason County

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 Gain(+ or -)

ReadingNon-disability

82.23 82.42 88.88 95.24 92.75 88.30 +6.07

Disability 45.17 39.31 52.15 63.82 74.85 62.90 +17.73

MathNon-disability

64.65 65.82 62.32 68.55 78.31 79.29 +14.64

Disability 28.94 29.65 29.73 36.79 40.08 47.34 +18.40

ScienceNon-disability

68.60 65.69 74.12 76.47 74.37 81.53 +12.93

Disability 30.59 30.04 35.99 46.07 55.61 58.40 +27.81

Social StudiesNon-disability

66.21 73.92 68.22 76.16 79.04 83.21 +17.00

Disability 33.47 36.74 34.43 43.79 35.56 61.20 +27.73

Practical Living/Voc. St.Non-disability

74.79 75.65 69.64 78.99 76.76 81.97 +7.18

Disability 30.90 26.39 26.16 40.73 32.04 49.66 +18.76

Arts & HumanitiesNon-disability

65.02 74.81 68.82 81.23 87.14 81.21 +16.19

Disability 24.80 34.30 28.46 36.58 40.32 69.73 +44.93

Total WritingNon-disability

42.48 45.17 61.18 69.09 73.20 69.53 +27.05

Disability 20.21 21.81 33.58 44.15 59.93 No KPR Data

+39.72

Overall Academic IndexNon-disability

65.70 68.00 70.70 77.60 79.90 80.60 +14.90

Disability 31.00 31.30 35.50 45.60 50.40 No KPR Data

+19.40

School: Mason County Middle School Grade(s) 6th -8th District: Mason County

(Continued)

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 Gain(+ or -)

All students are GENERAL EDUCATION

students first!!!

Continuum of Services 707 KAR 1:220 Section 3

• Regular Classroom• Indirect/Consultative Support• Regular Classroom with Collaboration• Resource Setting• Special Class (Self-contained

Classroom)• Specialized School Setting• Home/Hospital

“The Power of Two”

Each team member brings individual expertise in unique areas and combines these skills with those of others to creatively prevent and solve problems within the classroom setting.

Collaboration IS IS NOT

• Taking responsibility for all students– every child every day

• High Standards and levels for all

• Providing every child the support and services needed for success

• Visualizing every child’s learning as limitless

• What is convenient for adults

• Watering down the curriculum

• One size fits all• The end of a continuum

specialized services• Trading quality services

for surface integration

Collaboration IS IS NOT

• Determining what two teachers can do together that one person cannot easily do alone

• Mutual planning and evaluation of learner outcomes and proposed strategies

• Arriving in the classroom as the “plane is leaving” (i.e. collaborative teaching without collaborative planning)

• One person delivering content while the other is solely responsible for crowd control

Handout # 6

Models of Collaboration Services

Co-Teaching

Supportive Teaching

Consultative Teaching

Co-Teaching

• Each teacher assumes responsibilities for delivery of instruction and evaluation upon their strengths and preferences

• Teachers swap roles during instruction

Handout #7

Co-Teaching Approaches

• Lead and Support

• Speak and Add

• Speak and Chart

• Alternative Teaching

• Station Teaching

• Parallel Teaching

• Shadow Teaching

Supportive Teaching

• The general education and strategic teachers meet regularly to plan, implement, and evaluate instruction

• The teachers may not implement the instruction within the same setting

• BUT, support each other …

~General Educator provides Core

Content

~Strategic Teacher provides strategies for

diverse learners

Consultative Teaching

• General Education and Strategic Teachers meet regularly to discuss individual student needs

• The Consulting Teacher may not directly serve the student

• General Education Teacher advises Strategic Teacher regarding content

• Strategic Teacher advises General Education Teacher regarding strategies for diverse learners

Closing Activity

• Complete Handout #1

“Post Assessment”

Both the pre and post assessments are to be turned in prior to leaving.

Next Steps….

• Three year commitment from district;- Training; Observations; Refinement (all with job embedded PD);

• Logistics of Creating and Sustaining Collaboration– Class scheduling– Staffing– Monitoring– Evaluation

Collaboration Action Planning Agenda

What do you see needs to be done?

Timeline What is the product or outcome?

Person Respon-sible?

What is your role? How will you support the plan?

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Poem: If You Don’t Feed the Teachers…. P. 141