Creating Collaborative Communities

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 Initiatives Sharyn 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

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 Current Practice vs. Collaborative Services Learning Center

General Resource Special Education Specialist Day Program Program Least to most restrictive continuum: Big Changes: Before

Big Changes: Now Intensive Instruction SUPPORT Extended Instruction Base Instruction

What does it look like? Co-Planning Co-teaching 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. Collaborative Consultation

Collaborative Consultation Purpose • Teacher to teacher • Co-planning for instruction • Accommodation development • Teacher to student • Ongoing progress monitoring • differentiate instruction

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 Purpose • 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

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 students Requires 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

Station Teaching • Both teachers actively involved • Division of instructional content • Each plans for instruction and delivers instruction • Students rotate groups

Parallel Teaching Joint planning Delivery of instruction to heterogeneous group ½ of students Same instruction

Alternative Teaching Small group instruction within the classroom to provide intensive instruction to a selected students based on assessment

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

Creating Collaborative Communities

Creating Collaborative Communities

Presentation Transcript

P2P for Collaborative Communities

Creating Livable Communities:

Creating professional learning communities

Creating Professional Learning Communities

Creating Whole Communities

Creating Online Class Communities

Creating Vibrant Social Communities

Creating Connections _______________________ Creating Bicycle Friendly communities

Creating Sustainable Communities

Creating Collaborative Care

Creating Inclusive Communities

Creating Sustainable Communities

Creating Collaborative Learning Environments

Creating Healthy Communities

Creating Resilient Communities

Creating Learning Communities

Creating Communities of Resiliency

Caring Across Communities Collaborative

Creating Collaborative Care (C3)

Creating Knowledge Communities (2011)

Creating Livable Communities:

Creating Inclusive Communities