Creating Collaborativ e 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 Initiatives Sharyn Miller, Administrator
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Creating Collaborative Communities Presented and adapted by: Fleming MS Team Emily Kuwahara, LRE Specialists Jean Lee, Program Specialists Support Unit.
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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