1. By Sandra Taylor

2.  Introduction  Phase I  Phase II  Phase III  Phase IV  Conclusion

3.  Collaboration Teaching –learning how to be on a team as teachers  Combining a Special Education Teacher and General Education Teacher, and learning how to share the role of the goals, decisions classroom instruction, responsibility of students, assessment of students, and classroom management,  This training is needed because there is not many schools who do not have the monies to have an Instructional Assistant at this time

4.  Training Name and Course Description Collaboration Training course for Special Education and General Education Teachers  Structured to help train the current Special Education and General Education Teachers on how to help incorporate and collaborate teaching a mixed class of 16 –25 students  Target Audience Analysis

5.  Delivery modality and length of course training  These deliverables for the collaboration training course for special education and general education teachers would consist of: - Analysis report - Design plan - Draft version of the facilitator’s guide - Draft participant handouts and information sheets - Draft evaluation instruments - Final camera-ready copies of all draft materials - Project evaluation

6.  Goals for Training Session (2 to 4) 1) help bring a strong and mutual beneficial relationship with special education and general education colleagues using a collaborative teaching approach, by using Mrs. Lynda Mattison’s top 10 collaboration ideas between general and special education teachers 2) make the teachers know that the collaboration of a special education teacher and the general education teacher in the class must start collaborating and thinking that their classroom is an “our class”; 3) to ensure that the supportive resource program truly supports the general education programs

7.  Objectives for each goal  A-B-C-D format: A= Audience, which is the special and general education colleagues with 4 year degree or more; B= Behavior, which trainer believes that the special and general education learners’ will be quick, about learning new policies and procedures; C= Conditions, the trainer has used different types of distribution methods that will help enhance the quick learning of the special and general education teachers; D= Degree, which explains the standards for acceptable performance

8.  These objectives help enhance learning of all special and general education teachers; help assist the teachers in knowing how to work with each other in their mixed classroom environment  Objectives used in Phase I, with an explanation in Phase II: First, use a collaborative teaching approach, by using Mrs. Lynda Mattison’s Top 10 Collaboration Ideas between general and special education teachers (donjohnston, 2014). (Note: Trainer will mention them now); Second, make the teachers know that collaboration of a special education teacher and general education teacher know and think that this is an “our” class; Third, ensure that the supportive resource program truly supports the general education programs

9.  Explanation of objectives used in this training course are collaborative learning and critical thinking  Why? Both special and general education teachers have to work together in the classroom  Collaborative learning technique

10.  Instructional Strategies used: - Collaboration Instructional Strategies by Mrs. Mattison - Motivational Framework for Culturally Responsive Teaching (Wlodkowski & Ginsberg, 2009). - Collaborative and cooperative learning techniques - Role-playing and simulations - Self-assessments methods - Variety in the processes of instruction and learning materials - Critical questions to engage learners - Provides effective feedback

11.  Instructional Technologies: - The trainer uses different types of distribution methods - Trainer will use captivating audience techniques, technology- enhanced, technology-facilitated, and distributed learning techniques to help assist with the learners’ performance - Instructional Methodologies such as lectures, role-play, small group activities, job aids, learner presentations and discussions

12.  Rationale  Timelines - Are structured - Will be given each year - 2 days, 8 hours a day from 8 a.m. – 5 p.m. totaling 16 hours - The last hour of each class will be for housekeeping, and a question-answer-session - The anticipated class size will be 25 or fewer - The class size is 25 or fewer unless an Assistant is available

13.  Individuals involved in this process will be the facilitator, special education and general education teachers – learners, administrators  Resources needed and materials that must be prepared such as activities to support the Trainers strategies are Instructional Methodologies such as: - lectures - role-play - small-group activities - job aids - learner presentations, power points, and discussions

14.  The trainer will also use handouts, simulations, self- assessments methods, and provide a variety of processes of instruction and in learning materials - use critical questions to engage learners in challenging reflection and discussions - provides effective feedback

15.  Details of plan implemented - the trainer will communicate this training plan by talking to the school board, and seeing how they could intertwine this two-day training course into their curriculums at the beginning of each school year, and in the middle of the school year for the teachers - the trainer will build interest and commitment by explaining (SWOT) of Collaboration Training Course for Special Education and General Education Teachers

16. - the trainer will select the participants by getting in contact with the school board, and will be given the names of the schools that are teaching the mixed classes for the year - the trainer will train them at the beginning of the year, and have a refresher course in the middle of the school year  Formative Assessments given are - The stages that Smith and Ragan advocated (list them) - Morrison’s, Ross, and Kemp’s basic model - The three phases to this approach - Rapid prototyping, and usability tests - These will help improve the instruction that is being developed

17.  Criteria for determining whether goals, objectives, and overall outcomes of training course session will be met - Evaluation in the Analysis Phase - Evaluation in the Design Phase - Evaluation in the Development Phase - Evaluation in the Implementation Phase  There is also Pre-Instruction, Post-Instruction, and a Summative learner evaluation  The learner evaluation will have validity and reliability

18.  Evaluation Instruments - Assessments and measurements - Rating scales forms, observation sheets, checklists, objective tests  Other tests – SWOT analysis, hands-on assessments - formative assessments - summative assessments -rubrics - measurement techniques

19.  Evaluation overview of how that information could be used for future decisions - Quality evaluation instruments - The three matrices - quality rating for objectives - quality rating for design plans - quality rating for lesson YOUTUBE VIDEO: http://www.youtube.com/watch?v=8pIe6CZX6PM

20.  Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2 nd ed.). Boston, MA: Allyn and Bacon.   Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3 rd ed.). Alexandria, VA: ASTD Press.   Idol, L. (2006, 2014). Toward Inclusion of Special Education Students in General Education. Vol. 27, number 2, March/April 2006, pp. 77-94. Retrieved  from http://www.bsnpta.org/.../Towards_Including_Special_Ed_Stuents_in_General_Ed.pdfhttp://www.bsnpta.org/.../Towards_Including_Special_Ed_Stuents_in_General_Ed.pdf   Johnston, Don Inc. (2014). Lynda’s Top 10 ideas for collaboration between general and special education teachers. Retrieved from http://donjohnston.com/2056-2/ http://donjohnston.com/2056-2/   Ripley, S. (2014). Collaboration between General and Special Education Teachers. Retrieved from https://www.teachervision.com/teaching-methods/resource/2941.html https://www.teachervision.com/teaching-methods/resource/2941.html   Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Wiley.  Published on Oct 12, 2012  The Co-Teaching Model Special Education graduate demonstrates the benefits of collaborative classrooms for special needs children and for teachers.  http://www.youtube.com/watch?v=8pIe6CZX6PM"Co-Teaching Model for Special Education." YouTube. YouTube, n.d. Web. 31 Oct. 2014. http://www.youtube.com/watch?v=8pIe6CZX6PM   University of Phoenix Classroom Materials, 2014.  ANY QUESTIONS???