Iowa Department of Education 2006 Iowa’s Consultative Model for Collaborative Service Provision

Iowa Department of Education 2006 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, paraeducators and administrators  Discuss issues in planning for implementation  Identify needs and next steps

Iowa Department of Education 2006 Why This, Why Now? Subject matter expertise Success in general education settings Law

Iowa Department of Education 2006 Research on Subject Matter Expertise # 1 recommendation: 1. Stronger disciplinary preparation that incorporates an understanding of a discipline’s core concepts, structure, and tools of inquiry as a foundation for subject matter pedagogy; What Matters Most: Teaching For America’s Future, National Commission on Teaching and America’s Future, 1996

Iowa Department of Education 2006 More Research INTASC standards, based on extensive research, call for a “knowledge of subject matter and how to make it accessible to students.” INTASC = Interstate New Teacher Assessment and Support Consortium

Iowa Department of Education 2006 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 Keys to Successful Teaching reflect 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 What Matters Most: Teaching For America’s Future, National Commission on Teaching and America’s Future, 1996.

Iowa Department of Education 2006 Success in General Education Settings In the school year , 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 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 Law Highly qualified in federal terms refers to subject matter competency Teachers can be highly skilled without meeting the federal highly qualified definition Special education teachers must demonstrate subject matter competency in addition to their skills in special education if they teach core content

Iowa Department of Education 2006 Highly Qualified does not equal highly skilled

Iowa Department of Education 2006 IDEA Requirements in Iowa Bachelor’s Degree in education Appropriate endorsements Class C endorsements Core content competency or use of consultative model

Iowa Department of Education 2006 Accountability NCLB reporting requirements Schools must demonstrate “measurable steps”

Iowa Department of Education 2006 Highly Qualified Elementary Teachers Elementary general education license with special education endorsement Elementary special education license

Iowa Department of Education 2006 Highly Qualified Secondary Teachers Must have content endorsement to teach subject matter or provide services through “consultative” model Iowa Department of Education recommends consultative model

Iowa Department of Education 2006 Legislated Core Content Areas English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography “Arts” is not yet defined

Iowa Department of Education 2006 Teachers of students with the most significant disabilities Teachers who teach to alternate assessment standards are considered highly qualified if they hold a special education endorsement appropriate to the needs of their students

Iowa Department of Education 2006 LRE and HQT Related, but not the same Highly qualified is not about a setting or a place Distinction between LRE, inclusion, access to the general education curriculum, and “highly qualified”

Iowa Department of Education 2006 Iowa License and HQT Related, but not the same Distinction between Iowa licensure requirements and federal legislation on “highly qualified” teachers

Iowa Department of Education 2006 “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 “If you find yourself collaborating by yourself, seek professional help.” Marilyn Friend

Iowa Department of Education 2006 Iowa’s Consultative Model Effective Instruction Effective Behavior Supports Co-teachingCollaborative Consultation

Iowa Department of Education 2006 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 – 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 Supportive beliefs and values Mutual trust Mutual respect Establishment of a sense of community

Iowa Department of Education 2006 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 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 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 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 Mutual ownership Joint accountability Pooled resources Specific content instruction

Iowa Department of Education 2006 Co-teaching

Iowa Department of Education 2006 Benefits of Co-teaching Student benefits Teacher benefits

Iowa Department of Education 2006 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 Key Components of Co-Teaching 1.A Philosophical Basis 2.Individual Prerequisites 3.The Professional Relationship 4.Classroom Dynamics 5.Co-teaching Concerns

Iowa Department of Education 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 Individual Prerequisites Highly Qualified Teacher 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

Iowa Department of Education 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

Iowa Department of Education 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 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 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 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 Macro planning time Micro planning time

Iowa Department of Education 2006 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 Planning for the lesson Identify the resources and talents of each Discuss the content areas Analyze student needs Decide how student outcomes will be assessed

Iowa Department of Education Classroom Dynamics (continued) Planning Classroom roles and responsibilities during instruction Interactions between co-teachers and students Monitoring all students’ progress

Iowa Department of Education 2006 Selecting Co-Teaching Approaches One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist

Iowa Department of Education 2006 Selecting an Approach for Co-Teaching Student characteristics and needs Teacher characteristics and needs Curriculum, including content and instructional strategies Pragmatic considerations

Iowa Department of Education 2006 One teach, One observe Very purposeful — data gathering Joint data analysis When to use: In new co-teaching situations When questions arise about students To check student progress To compare target students to others in class

Iowa Department of Education 2006 Station Teaching Content and students are divided Instruction is repeated 2 or more stations When to use: Content is complex but not hierarchical In lessons in which part of planned instruction is review When several topics comprise instruction

Iowa Department of Education 2006 Parallel Teaching Simultaneous instruction Varied instructional approaches When to use: A lower adult-student ratio is needed To foster student participation For activities (drill/practice, re-teaching, and test review)

Iowa Department of Education 2006 Parallel Teaching Structures Split class Cooperative Lab Learning

Iowa Department of Education 2006 Alternative Teaching One teacher has large group Other teacher has small flexible student groups Important to vary the purpose of the group When to use: Pre-teaching, re-teaching Enrichment is desired Some students are working in a parallel curriculum Extremely high levels of mastery are expected Where mastery of concepts varies tremendously

Iowa Department of Education 2006 Teaming Referred to as tag-team teaching Same content, same time When to use: When two heads are better than one When material is complex Teachers have a high sense of comfort When instructional conversation is appropriate The goal is to demonstrate interaction to students

Iowa Department of Education 2006 Teaming Styles Tag team Speak and interject Speak and chart Perform and comment Duet

Iowa Department of Education 2006 One teach, One assist Unobtrusive assistance is provided Potential for many negatives NEVER the primary approach When to use: The lesson lends itself to delivery by one A teacher has expertise for that lesson In new co-teaching relationships When students work needs close monitoring

Iowa Department of Education Pick two approaches you might be willing to start with. -Next identify what each person could be doing in this approach.

Iowa Department of Education 2006 Alone we can do so little- Together we can do so much. Helen Keller

Iowa Department of Education Classroom Dynamics Cont. Planning Classroom roles and responsibilities during instruction Interactions between co- teachers and students Monitoring all students’ progress

Iowa Department of Education 2006 Interactions between co-teachers and students How does each co-teacher interact with each student? Consider discipline and other classroom management issues. Do all students belong fully to both teachers while co-teaching? Why/Why not?

Iowa Department of Education Classroom Dynamics Planning Classroom roles and responsibilities during instruction Interactions between co-teachers and students Monitoring all students’ progress

Iowa Department of Education 2006 Monitoring all students’ progress  Use data to determine:  Flexible groups  Who needs reteaching/enrichment  If lesson enhancement is needed  If the lesson worked for all  Progress on IEP goals  The appropriateness of the service delivery approach

Iowa Department of Education Concerns Conflict management Varying expectations for students may exist Dealing with challenging and unproductive behaviors Skill acquisition for teachers

Iowa Department of Education 2006 Iowa’s Consultative Model Effective Instruction Effective Behavior Supports Co-teachingCollaborative Consultation

Iowa Department of Education 2006 Interaction in which school personnel confer, consult, and collaborate as a team to identify learning and behavioral needs and to plan, implement, evaluate, and revise as needed the educational programs that are expected to serve those needs. Dettmer, Thurston, Dyck

Iowa Department of Education 2006 Collaborative Consultation IS NOT: Counseling for the consultee(s) A resource teacher with more free time Supervisory or judgmental A money saving mechanism

Iowa Department of Education 2006 Washington Administrative Video Clip

Iowa Department of Education 2006 __________________________________________ Co-teaching Both Collaboration

Iowa Department of Education 2006 Collaborative Consultation as an Option Mutual ownership Joint accountability Pooled resources Specific content instruction

Iowa Department of Education 2006 Benefits  Fewer referrals for special education  Strategy expertise accessed by a broader range of students  Students have access to a broader range of general education classes  Sharing of knowledge increases the skills of all parties involved

Iowa Department of Education 2006 Collaborative Consultation Key Components 1.Individual prerequisites 2.The professional relationship 3.Planning, implementing and evaluating 4.Concerns

Iowa Department of Education Individual Prerequisites (Highly Qualified Teacher 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

Iowa Department of Education The Professional Relationship Both/All Open communication skills Positive interpersonal traits Focus on what is best for the student Compatibility of perspective on effective teaching Identification of needed supplemental materials Problem solving Ongoing assessment of student progress Collegial exchange of teaching strategies

Iowa Department of Education Professional Relationship (continued) Responsibility of general educator Clearly defined content outcomes Consistent behavioral expectations Responsibility of special educator Curriculum adaptation Skills deficit remediation Assessment modification Effective behavior supports Strategies instruction

Iowa Department of Education 2006 Interpersonal Skills Activity

Iowa Department of Education Planning, Implementing and Evaluating Planning Implementing Evaluating

Iowa Department of Education 2006 Planning Planning process –Problem solving process –Multidisciplinary team input Planning content around learning objectives –Accommodations/modifications –Reteaching/preteaching –Skills acquisition –Strategy needs Planning actions –Division of tasks

Iowa Department of Education 2006 Planning Macro Micro

Iowa Department of Education 2006 BASE Planning Building a Strong BASE of Support for All Students Through Coplanning Hawbaker, Balong, Buckalter, Runyon access online at: VOL.33NO.4MARAPR2001_TEC_Article4.pdf

Iowa Department of Education 2006 Implementing As a result of planning: Core Content Teacher Implements accommodations/modifications in classroom Completes behavior checklist or progress report May provide specially designed instruction Special Education Teacher Develops/provides general educator with accommodations and/or modifications Provides strategy instruction to students Provides specially designed instruction to students

Iowa Department of Education 2006 Evaluating On-going progress monitoring or assessment in all settings Monitoring amount of time in each environment Determine the appropriateness of the service delivery approach Celebrate success

Iowa Department of Education 2006 Activity Brainstorm activities for consultation: –Planning –Implementing –Evaluating

Iowa Department of Education Concerns Requires effective consultation skills Special education teacher may not be perceived as an equal educator Numerous content areas and personalities Movement in and out during class time Requires thoughtful advance lesson planning and sharing

Iowa Department of Education 2006 Top Listen to your collaborative partner(s) Keep a supply of materials to send to classrooms for students who need additional help Arrange for frequent communication and find planning opportunities Don’t press for one’s own solutions to be adopted, but strive instead for collaborative efforts to problem-solve together Rather than just telling classroom teachers about materials modification, show them. Give examples and model one for them.

Iowa Department of Education Request demonstration lessons from classroom teachers featuring their most outstanding teaching technique. Arrange ways that these can be shared Offer to retype a test for a teacher (to double space, type in large font, or organize it differently) for use with students with learning problems When preparing and distributing materials for classroom use, don’t just drop them off and run. Help the teacher or student get started, and stay awhile to see how it goes Have a favorite dozen of successful strategies available for demonstration teaching or sharing.

Iowa Department of Education 2006 And the number one reason is… Be understanding of classroom teachers’ daily struggles with students with learning difficulties. Celebrate with classroom teachers even small successes in student progress.

Iowa Department of Education 2006 ‘Reverse Consultation’ For a small number of students –Core content endorsed teacher consults with special education teacher about core content

Iowa Department of Education 2006 Paraeducators

Iowa Department of Education 2006 Clarifications Paraeducators should not:  Replace teachers as the primary instructor  Replace a collaborative teacher as a result of reluctance: On the part of one of the collaborators to participate in the partnership On the part of the teacher to serve a difficult student  be the communicators of progress with the parents

Iowa Department of Education 2006 Administrative Considerations Collaborative Conversations with Iowa School Administrators and Teachers

Iowa Department of Education 2006 Special Appreciation Cedar Falls High School, Cedar Falls, Iowa Holmes Junior High, Cedar Falls, Iowa Miller Middle School, Marshalltown, Iowa Mount Ayr High School, Mount Ayr, Iowa Norwalk High School, Norwalk, Iowa Ottumwa High School, Ottumwa, Iowa Washington High School, Washington, Iowa

Iowa Department of Education 2006 DVD Scene Segments 1.Descriptions of collaborative teaching models 2.Implementation of collaborative teaching models 3.How do you know this model is working for students? 4.Impact on curriculum

Iowa Department of Education 2006 DVD Scene Segments (continued) 5.How to schedule collaborative teaching models 6.Planning time for teachers 7.Addressing conflicts in the classroom 8.Communication needs 9.System supports 10.Additional considerations

Iowa Department of Education 2006 Administrative Roles  Sets the vision/defines clear expectations to get there  Empowers staff  Schedules: joint planning, student schedules, logistics  Faculty evaluations — leads to further PD  Allocates resources: building, staff, materials, budgets  Resolves conflicts  Links to the community

Iowa Department of Education 2006 “Disappointing results come from the fact that most new programs, materials,or staff are intended to produce more of what the system is already producing and will not change the outputs of the system significantly.” “The current system in place was never designed to successfully teach all children. If we set out on a new mission, we will have to craft a new system.” Lawrence Lezotte in Learning for All

Iowa Department of Education 2006 Logistics and Scheduling Assigning co-teacher partnerships –Determine student IEP needs –Determine schedule options

Iowa Department of Education 2006 Logistics and Scheduling How to place students –Clustering –Equal distribution across classes –Based on teacher’s knowledge of student

Iowa Department of Education 2006

1.You grow collaboration 2.People need to work as part of a team 3.When the system is working it is seamless 4.It doesn’t look the same from year to year 5.It is a relentless effort 6.Reluctance is overcome through continual PD

Iowa Department of Education 2006 What do I have to offer?

Iowa Department of Education 2006 Do Something Simply Begin

Iowa Department of Education 2006 Capacity building is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop. You need to learn it by doing it and having mechanisms for getting better at it on purpose. Michael Fullan

Iowa Department of Education 2006 Resource Visits to schools featured in the Iowa video

Iowa Department of Education 2006 Next Steps Future opportunities/supports Skill building especially in regard to collaboration Evaluation of school district collaborative work Action planning guide/sheet to take home

Iowa Department of Education 2006 Final Handouts Action Planning Guide Passion and Persistence (Richard DuFour)

Iowa Department of Education 2006 Co-Teaching Task Force Michelle Arneson, Prairie Lakes Area Education Agency 8 Dr. Cynthia Knight, Iowa Department of Education Kara Krohn, Iowa Department of Education Norma Lynch, Iowa Department of Education Cheryl Risen, Heartland Area Education Agency 11 Dr. Esther Streed, Central College, Pella, Iowa