Collaboration

© 2010 Pearson Education, Inc. All Rights Reserved. 2  Collaboration refers to “ongoing participation of two or more individuals who are committed to working together to achieve common goals” (Walther- Thomas, Korinek, McLaughlin, & Williams, 2000, p. 5).

© 2010 Pearson Education, Inc. All Rights Reserved. 3  Collaboration is  Based on parity  Mutual goals  Shared participation, decision making, and accountability  Shared resources and expertise  Emergent

© 2010 Pearson Education, Inc. All Rights Reserved. 4  Working in Teams  Inclusion support teams  Individual student needs teams  Teacher assistance teams  Working as a Co-Teacher  General and special educators working collaboratively to share responsibility for instructing a diverse group of students in a single classroom.

© 2010 Pearson Education, Inc. All Rights Reserved. 5  Key Components of Effective Collaboration  Collaboration is a skill that should be a natural part of teachers’ repertoire. Key components include: ▪ Prepare for collaboration ▪ Define roles ▪ Achieve role parity ▪ Address key considerations when collaborating ▪ Evaluate the collaborative relationship frequently

© 2010 Pearson Education, Inc. All Rights Reserved. 6  Communication Skills and Successful Collaboration  Communication is the most important skills for effective collaboration. Steps include: ▪ Listen ▪ Develop verbal communication skills ▪ Address nonverbal communication

© 2010 Pearson Education, Inc. All Rights Reserved. 7  Teacher Assistance Teams  provide assistance to other teachers. ▪ Team members read the referral ▪ The team meets with the teacher ▪ The team brainstorms possible solutions ▪ The referring teacher selects several solutions ▪ The referring teacher selects a recommendation for classroom use ▪ The team and the teacher discuss goals for determining success ▪ The teacher provides feedback during follow-up

© 2010 Pearson Education, Inc. All Rights Reserved. 8  Co-Teaching  Determine common goals  Discuss the strength both teachers bring to the classroom  Define roles and responsibilities for both co-teachers  Participate in professional development  Develop a plan for classroom management  Develop a master plan for instruction and a format for daily lessons  Create a common planning time for co-teachers

© 2010 Pearson Education, Inc. All Rights Reserved. 9  Working with Paraprofessionals  Welcome and acknowledge the paraprofessional  Orient the paraprofessional to the school  Provide training related to assigned activities  Plan a schedule with the paraprofessional  Communicate effectively with the paraprofessional  Supervise the paraprofessional appropriately

© 2010 Pearson Education, Inc. All Rights Reserved. 10  Working with Families  Get to know parents as individuals  Try to understand, respect, and take into account the parent’s perspective  Determine the types of involvement that will work for particular parents  Design, implement, and evaluate collaboratively with parents

© 2010 Pearson Education, Inc. All Rights Reserved. 11  Structured interventions used with students before eligibility for special education is determined. The purpose is:  To determine if a struggling student might be able to improve performance if provided more concentrated instruction.  To provide an alternative means of documenting whether a student really needs special education instead of, or in addition to, formal tests.

© 2010 Pearson Education, Inc. All Rights Reserved. 12  Lists the educational goals for students with special need, the special education and related services the student is to receive, the educational placement, and other important information.  A statement of:  The student’s present level of performance.  Measurable annual goals.

© 2010 Pearson Education, Inc. All Rights Reserved. 13  Continued…  Special education and related services and supplementary aids and services  the extent of participation in the general education classroom  Participation in state or district wide assessment  Projected dates for beginning/ending services  How progress will be measured

© 2010 Pearson Education, Inc. All Rights Reserved. 14  Developed for students considered a person with a disability under the Rehabilitation Act or ADA.  Ensures that schools respect the civil rights of students with disabilities who are entitled to an accommodation so they can participate in school.

© 2010 Pearson Education, Inc. All Rights Reserved. 15  Contributing to IEPs  Recognize the importance of your role  Become familiar with the terms, forms, and procedures  Be prepared for the IEP meeting  Involve students in the IEP session  Leave with a clear understanding of your role and that of others  Respect confidentiality

© 2010 Pearson Education, Inc. All Rights Reserved. 16  Procedures for Developing a 504 Plan  Identify the student who may require a 504 Plan  Identify the 504 Plan Coordinator  Participate on a 504 planning committee  Develop the 504 plan  Inform key persons of the content of the plan  Set a review date, review and revise the plan if needed