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Iowa’s Consultative Model for Collaborative Service Provision. Welcome. A.M. Session 9 to 11:30 P.M. Session 1 to 3:30. Chuck Solheim Jan Collinson Cyndy Behrer Kathy Gillum Tete Long Linda Mannhardt Tom Meyer. Roger Roskens Cindy Vandewalle Stacie Giesecke Stephanie Weiner

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slide1
Iowa’s Consultative Model for Collaborative Service Provision

Iowa Department of Education 2006

welcome

Welcome

A.M. Session 9 to 11:30

P.M. Session 1 to 3:30

Iowa Department of Education 2006

task force members
Chuck Solheim

Jan Collinson

Cyndy Behrer

Kathy Gillum

Tete Long

Linda Mannhardt

Tom Meyer

Roger Roskens

Cindy Vandewalle

Stacie Giesecke

Stephanie Weiner

Judy Gipson

Georgie Koenig

Task Force Members

Iowa Department of Education 2006

today s presenters
Today’s Presenters
  • Jan Collinson
  • Stacie Giesecke
  • Georgie Koenig
  • Chuck Solheim
  • Dave Quinn

Iowa Department of Education 2006

workshop objectives
Workshop Objectives
  • Review impetus for approaching the education of all students collaboratively
  • Define/understand vocabulary related to Iowa’s Consultative model
  • Explore a variety of methods to co-teach
  • Examine the concept of collaborative consultation
  • Define roles and responsibilities of general educators, special educators, and administrators
  • Discuss issues in planning for implementation
  • Identify needs and next steps

Iowa Department of Education 2006

explanation of collaborative teaching initiative
Explanation of Collaborative Teaching Initiative
  • Expectations
  • Iowa Teaching Standards
  • Dates & Times of Future Sessions
  • Cost
  • Credit Options

Iowa Department of Education 2006

facilitator role
Facilitator Role
  • Work with CSIN to supply baseline data and follow-up data to group
  • Participate in training workshops either present or facilitate
  • Assist districts in the roll out of the initiative back in the buildings
  • Analyze data collected by building training teams
  • Work with the State Department of Education

Iowa Department of Education 2006

teacher participant role train the trainer
Teacher Participant Role (Train-the-Trainer)
  • Participate in all training sessions
  • Return to building and train other collaborative teams
  • Provide feedback to the facilitator group
  • Become a collaborative teaching partner with someone in the building
  • Collect building level data and give to the facilitator group

Iowa Department of Education 2006

lea lead person
LEA Lead Person
  • Facilitate communication between building team and the facilitator group
  • Organize building team
  • Collect team data and turn into facilitator group

Iowa Department of Education 2006

aea coach role
AEA Coach Role
  • Attend and participate in all training sessions
  • Attend sessions on coaching skills needed to support building
  • Observe collaborative partners and assist them with reflective feedback

Iowa Department of Education 2006

administrator role
Administrator Role
  • Participate in training
  • Participate in coaching training
  • IPI training – Oct. 19 or Oct. 20
  • Support initiative in any or all ways possible: modeling, problem solving, connecting with resources, attending team meetings, etc…

Iowa Department of Education 2006

iowa teaching standards
Iowa Teaching Standards
  • Standard 1
  • Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.

Easier to assess in order to make critical instructional decisions

Support in implementing strategies in order to meet student, building

and district goals

Easier to differentiate instruction

Model healthy learning environment through modeling of parity

Working collaboratively creates a school culture of improved student

learning

Iowa Department of Education 2006

iowa teaching standards13
Iowa Teaching Standards
  • Standard 2
  • Demonstrates competence in content knowledge appropriate to the teaching position.

General educator bringing content knowledge and what is typical

Special educator bringing strategic knowledge and what is individual (personal knowledge)

Iowa Department of Education 2006

iowa teaching standards14
Iowa Teaching Standards
  • Standard 3
  • Demonstrates competence in planning and preparing for instruction.

Two teachers better able to plan and know students personally in order to better meet student needs and interests

Using available resources to maximum benefit (including technology)

Iowa Department of Education 2006

iowa teaching standards15
Iowa Teaching Standards
  • Standard 4
  • Uses strategies to deliver instruction that meets the multiple learning needs of students.

Strong marriage between instructional strategies and content

Able to adapt instruction to meet learner needs and styles

Increased engagement

Iowa Department of Education 2006

iowa teaching standards16
Iowa Teaching Standards
  • Standard 5
  • Uses a variety of methods to monitor student learning.

Increased use of multiple assessments to guide planning and instruction

Collaboratively work to analysis student work

Able to clearly articulate students progress in relation to assessment criteria and standards

Iowa Department of Education 2006

iowa teaching standards17
Iowa Teaching Standards
  • Standard 6
  • Demonstrates competence in classroom management.

Using the various co-teaching approaches creating a learning community

Behavior standards

High expectations

Pacing

Create a safe & purposeful learning community

Iowa Department of Education 2006

iowa teaching standards18
Iowa Teaching Standards
  • Standard 7
  • Engages in professional growth

Participating in the Collaborative Teaching Initiative

Collaborating with co-teacher

Applying knowledge back in building through train-the-trainer & applying knowledge in classroom

Iowa Department of Education 2006

iowa teaching standards19
Iowa Teaching Standards
  • Standard 8
  • Fulfills professional responsibilities established by the school district.

Access to curriculum meets NCLB & IDEA

Adequate Yearly Progress

Highly Qualified Teacher

Iowa Department of Education 2006

framework
Framework
  • May 16: The Four Knows
  • June 15: Strategies & Planning
  • June 16: Strategies & Planning
  • August: In House Session with Coach

& Facilitator

  • October 25: Critical Issues
  • January 25: Reflecting, Evaluating, and Making Adjustments

Iowa Department of Education 2006

slide21
Cost
  • Books $37+$22 = $59.00 $79
  • Materials $20.00 $42
  • Refreshments $ 7.00 $86/$49
  • Relicensure Credit $16.00
  • Graduate Credit $140.00

Iowa Department of Education 2006

credit options
Credit Options
  • Syllabus for Train-the-Trainer Group
    • 2 Drake Graduate Credits
    • 2 Relicensure Credits
  • Syllabus for buildings
    • 1 Drake Graduate Credit
    • 1 Relicensure Credit

Iowa Department of Education 2006

why this why now
Why This, Why Now?
  • Subject matter expertise
  • Success in general education settings
  • Law

Iowa Department of Education 2006

rationale for highly qualified teacher initiative

Rationale for Highly Qualified Teacher Initiative

Highly Qualified Teacher Requirements

Licensure Requirements

Least Restrictive Environment

Instructional Decision Making

Iowa Department of Education 2006

key assumption supported by research
Key Assumption – Supported by Research
  • Students with disabilities, like all other students, will learn at higher levels if they receive instruction from teachers who have high levels of subject matter competence

Iowa Department of Education 2006

highly qualified teacher requirements
Highly Qualified Teacher Requirements
  • A result of the merger of IDEA and NCLB
    • Refers to subject matter competency
    • Is not the same as highly skilled…special education teachers could be very highly skilled but not highly qualified in a content area
  • Special education teachers who teach content areas must have subject matter competency in addition to their special education skills

Iowa Department of Education 2006

accountability
Accountability
  • School districts are required to report in a School Report Card (APR) provided to the community, AEA and DE, the percent of classes taught by highly qualified teachers
  • Districts must “take measurable steps to recruit, hire, train and retain highly qualified personnel…”
    • District plan likely to be required

Iowa Department of Education 2006

highly qualified teacher requirements in iowa
Highly Qualified Teacher Requirements in Iowa
  • Elementary Special Education Teachers
    • Vast majority have special education and general education licenses which meet the Highly Qualified Teacher Requirements
  • Middle and High School Teachers
    • Must have special education license and
      • be endorsed in the content area or
      • service may be provided through the consultative model which includes
        • collaborative teaching and “reverse consultation”
    • Some flexibility exists for middle school teachers

Iowa Department of Education 2006

content core areas
Content Core Areas
  • English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography
    • Arts are not yet defined
  • Is not practical or even possible for special education teachers to be endorsed in multiple core content areas

Iowa Department of Education 2006

reverse consultation
Reverse Consultation
  • General education content teacher consults with special education teacher who instructs students in the content area
    • 15% - 20% of students who receive special education
    • Is Iowa’s response to “Alternate Assessment II”

Iowa Department of Education 2006

potential least restrictive environment problems with reverse consultation
Potential Least Restrictive Environment Problems with Reverse Consultation
  • DE is issuing AEA and District Reports related to performance indicators contained in the IDEA
    • Two of the indicators are specific to the amount of time students with disabilities are in general education
  • Mississippi Bend AEA and some districts have students with disabilities removed for relatively large amounts of time
    • The result is likely to be a required corrective action plan in which the only practical solution is collaborative teaching

Iowa Department of Education 2006

instructional decision making
Instructional Decision Making
  • Key characteristics of Instructional Decision Making
    • Core curriculum
    • Screening, formative and diagnostic assessments
    • Core instruction, supplemental instruction and intensive instruction
  • Collaborative Teaching can make core, supplemental and intensive instruction more possible in the general education setting

Iowa Department of Education 2006

in conclusion why collaborative teaching
In Conclusion, Why Collaborative Teaching?
  • Best addresses Highly Qualified Teacher requirements for middle and high school special education teachers
  • Results in students being taught by teachers with content expertise
  • Increases the capacity of the general education setting to be successful for more students
  • Increases the amount of time students with disabilities can be appropriately taught in the general education setting (LRE)
  • Is consistent with and enhances the implementation of Instructional Decision Making

Iowa Department of Education 2006

council for exceptional children july 2002
Council for Exceptional Children July 2002

Because of the significant role that content specific subject matter knowledge plays at the secondary level, special education teachers should routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area.

Iowa Department of Education 2006

slide35
Keys to Successful Teachingreflect combined expertise of core content endorsed teachers and special education teachers
  • Subject matter knowledge
  • Expertise in curriculum
  • Instructional strategies for diverse students
  • Assessment
  • Collaboration
  • Technology
  • Reflection

Iowa Department of Education 2006

success in general education settings
Success in General Education Settings

In the school year 2000-2001, the categories of students that did not include cognitive impairments totaled 86.5% of children eligible for special education under IDEA.

U.S. Department of Education, 2002 as quoted in Wright's Law: Children with Disabilities Under No Child Left Behind: Myths and Realities – a Position Paper from NAPAS

Iowa Department of Education 2006

success in general education settings37
Success in General Education Settings

A 1994 review of three meta-analyses concerned with the most effective settings for educating students with special needs concluded that regardless of the type of disability or grade level of the student, “special needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings” (Baker, Wang, & Walberg 1994, P. 34)

Iowa Department of Education 2006

highly qualified does not equal highly skilled
Highly Qualified does not equal highly skilled

Iowa Department of Education 2006

slide39
“It does indeed take an entire village to educate a child, but we must first reconstruct the village.”

Gwendolyn Webb-Johnson

Iowa Department of Education 2006

slide40
“If you find yourself collaborating by yourself,

seek professional help.”

Marilyn Friend

Iowa Department of Education 2006

slide41
Iowa’s Consultative Model

Co-teaching

Collaborative Consultation

Effective Instruction

Effective Behavior Supports

Iowa Department of Education 2006

slide42
A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.

DuFour, DuFour, and Eaker

Iowa Department of Education 2006

collaboration as a tool
Collaboration as a Tool

Collaboration –

is a style for interaction

between co-equal parties

voluntarily engaged

in shared decision making

as they work toward a common goal

Marilyn Friend

Iowa Department of Education 2006

bridge builders
Bridge Builders
  • Supportive beliefs and values
  • Mutual trust
  • Mutual respect
  • Establishment of a sense of community

Iowa Department of Education 2006

slide45
Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting.

Iowa Department of Education 2006

slide46
You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring.

Lance Armstrong

Iowa Department of Education 2006

specially designed instruction
Specially Designed Instruction

Instruction that is designed to meet the unique needs that result from an individual’s disability

“ It is the student who needs specially designed instruction who is pulling the

special education and general education

teacher together.”

Iowa Department of Education 2006

slide48
Co-teaching
  • Students are considered a blended single group
  • Professionals actively deliver instruction in a shared physical space
  • Both are engaged in planning, implementing, and evaluating instruction
  • Each must make a valued contribution

Iowa Department of Education 2006

co teaching as an option
Co-Teaching as an Option

Mutual ownership

Specific content instruction

Pooled resources

Joint accountability

Iowa Department of Education 2006

co teaching is not
Co-Teaching is NOT…
  • Having one person act as a tutor
  • Having one person in charge of everything
  • One person teaching while another stands by or does errands
  • One person following a group of students from one teacher to another
  • A cure for poorly performing teachers
  • A Punishment
  • For all teachers

Iowa Department of Education 2006

missing elements activity
Missing Elements Activity
  • Teachers have co-equal status
  • Commitment towards common goal
  • Shared planning
  • Shared delivery of instruction in same space
  • Shared evaluation

Iowa Department of Education 2006

benefits of co teaching
Benefits of Co-teaching
  • Student benefits
  • Teacher benefits

Iowa Department of Education 2006

benefits to students
Benefits to Students
  • Collaborative modeling for present & future
  • Less wait time/more teacher attention
  • Improved academic & social skills for ALL
  • Improved self-concept of struggling students
  • Increased flexibility in grouping/scheduling

Iowa Department of Education 2006

benefits to teachers
Benefits to Teachers
  • Ability to use different researched-based teaching strategies more effectively
  • Professional growth
  • Greater feelings of empowerment & belonging
  • Creation of novel solutions to issues
  • Greater job satisfaction

Iowa Department of Education 2006

teacher quotes
Teacher Quotes
  • “Having a co-teacher who does not have in depth knowledge about the subject can be an advantage. She or he can model how to check for understanding and ask higher-level questions that all students today should be asking”
  • “Teachers working cooperatively is and important learning experience,especially for students who have no examples at home of how people cooperate,communicate, problem solve and handle conflict.”
  • “We move from a mindset of how do we fix the student so that s?he will fit in this class to how do we fix (adapt) the class so that all students can experience high levels of success”

Iowa Department of Education 2006

slide56
Advantages of Collaborative Teams
  • Gains in student achievement
  • Higher quality solutions to problems
  • Increased confidence among all staff
  • Teachers support each other’s strengths and accommodate weaknesses
  • More support for new teachers
  • Expanded pool of ideas, materials,methods
  • Judith Warren Little

Iowa Department of Education 2006

slide57
“Failing to Plan is a Plan to Fail”

Iowa Department of Education 2006

key components of co teaching to consider before beginning
Key Components of Co-Teaching to consider BEFORE beginning
  • Philosophical Basis
  • Individual Prerequisites
  • Administrative Responsibilities
  • Professional Relationship
  • Classroom Dynamics
  • Co-Teaching Concerns

Iowa Department of Education 2006

a philosophical basis
A Philosophical Basis

Examples of Co-Teaching Beliefs

  • Ideas about student behavior
  • Expectations for attendance
  • Appropriate discipline
  • Routines
  • Parity
  • Rules and consequences
  • Homework
  • Noise/activity
  • Grading

Iowa Department of Education 2006

2 individual prerequisites h ighly q ualified t eacher roles
Core Content Teacher

Content Expert

Assigns grade/teacher of record

Assures progress in course

Certifies student has met course requirements

Special Education Teacher

Strategy expert

Ensures student makes progress toward IEP goals

Ensures student receives IEP services

Ensures appropriate accommodations

2. Individual Prerequisites Highly Qualified Teacher Roles

Iowa Department of Education 2006

2 individual prerequisites areas of expertise
General Educators

Content

Classroom management

Typical behaviors

Master of pacing

Special Educators

Process

Know kids one at a time

Modifications/adaptations

IEP Paperwork

2. Individual Prerequisites-Areas of Expertise

Iowa Department of Education 2006

3 the professional relationship
3. The Professional Relationship
  • Select how you will work together
  • Value each person’s contribution
  • Determine a mutual goal/problem
  • Share responsibility for key decisions
  • Share accountability for outcomes
  • Share resources
  • Share planning, implementing and evaluating

Iowa Department of Education 2006

administrative responsibilities
Administrative Responsibilities
  • Support the implementation in any way possible/Make expectations clear
  • Assist in finding solutions to individual and system issues
  • Create the schedule and assign partners and classes
  • Provide feedback and evaluation

Iowa Department of Education 2006

4 classroom dynamics
4. Classroom Dynamics
  • Planning
  • Classroom roles and responsibilities during instruction
  • Interactions between co-teachers and students
  • Monitoring all students’ progress

Iowa Department of Education 2006

finding time to plan
Finding Time to Plan
  • Use other adults to cover classes
  • Find funds for subs
  • Find volunteer subs or use paraprofessionals
  • Begin class with independent work time
  • Use videos or other programs
  • Use part of professional development time
  • Schedule late arrival/early dismissal
  • Stay late after school
  • Treat collaboration as a committee responsibility
  • Reserve time in daily schedule

Iowa Department of Education 2006

types of planning
Types of Planning
  • Macro planning time
  • Micro planning time

Iowa Department of Education 2006

elements of planning
Elements of Planning
  • Phase 1: Curriculum Outline
  • Phase 2: Instructional Delivery
  • Phase 3: Individual Adjustments
    • Macro planning time
    • Micro planning time

Iowa Department of Education 2006

structures for success
Structures for Success
  • Workable schedule
  • Explicit planning time-(macro and micro) for each pair
  • Schedule for building level training
  • Regular meeting times for co-teachers to create solutions for issues & for support
  • Agreements about roles & responsibilities

Iowa Department of Education 2006

additional resources
Additional Resources
  • Blog
    • Purpose
  • http://www.aea9.k12.ia.us/bblog/
    • April 10th Kick Off
      • 6 articles
      • Today’s handouts

Iowa Department of Education 2006

complimentary training
Complimentary Training
  • Differentiated Instruction
    • October 24
    • February 15
  • Learning Disabilities Association of Iowa
    • October 22, 23, and 24
    • Co-Teaching/Collaboration
      • Presented by Marilyn Friend
    • Classroom Accommodations/Differentiated Instruction
      • Presented by Judy Wood

Iowa Department of Education 2006

wrap up
Wrap Up
  • Complete building contact person form
  • Complete session evaluation, including questions on the back
  • Leave contact form and evaluations on your table
  • An email will be sent to the contact person & teams need to respond positively or negatively by Friday, April 28th
  • Thank you for attending

Iowa Department of Education 2006

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