1. Collaboration and Effective Case Management
Cathy Warden
Itinerant Special Education Teacher
DPS Summer Institute
July 2010

2. At your table, write a good definition for collaboration
At your table, write a good definition for collaboration. What contributing factors are needed for collaboration to be effective?
Share your thoughts and ideas at your table.
Assign one leader to share out with whole group.
Collaboration

3. Let’s take a look at the process of effective collaboration using the “C.R.I.M.E” tool.

4. Step One: Compare the classroom practices with the students strengths and limitations.
C.R.I.M.E tool

5. Curriculum What is the content?
What standards will need to be achieved?
What is the level of difficulty?
What pre-skills are needed to access the curriculum?
Curriculum

6. What are the implicit rules?
What are the explicit rules?
Rules

7. What is the teaching style. Does it change throughout the lesson
What is the teaching style? Does it change throughout the lesson? How often?
Is the instruction allow for individual and group work?
What is the pace of instruction?
Is the instruction teacher or student directed?
Instruction

8. Materials Which materials will the student have access to?
Textbooks or trade books?
Tests?
Homework?
Equipment?
Supplies?
What other materials are needed? (organizational supplies?)
Materials

9. Environment How is the furniture arranged?
Are students grouped at tables or seated at individual desks?
Are there physical barriers (space, doors, windows, etc.)?
How are supplies and materials stored?
Environment

10. Step Two: Evaluate the student’s strengths and limitations.
Focus on the following areas:
Academic Skills
Learning Preferences
Behavior
C.R.I.M.E. Tool

11. Step Three: Compare the classroom practices with the student strength and weaknesses.
Are there areas of concern (curriculum, rules, instruction, materials, and environment) in which additional planning and preparation are needed so that the student can access the general education curriculum?
C.R.I.ME. Tool

12. Step Four: Plan adaptations and accommodations that facilitate learning and minimize the effects of learning barriers.
C.R.I.M.E Tool

13. Adaptations, modifications, & goals
Determine how both the general educator and special educator will
Teach a new skill
Fill in the gaps
Facilitate learning
Pull in appropriate materials and technology
Reduce barriers
Determine non-negotiables
Adaptations, modifications, & goals

14. C.R.I.M.E. Tool Graphic Organizer
Here is the four step process in a graphic organizer format.
“Educators’ Perceptions of Collaborative Planning Processes for Students with Disabilities”, Preventing School Failure, Carter, N., PRATER, M. A., Jackson, A., & Marchant, M., Volume 53, Issue 1, Pages 60-70, September, 2009.
C.R.I.M.E. Tool Graphic Organizer

15. Effective Case Management
Effective collaboration lends itself to effective case management. 1. All parties can identify student goals and clearly understand academic/behavioral expectations. 2. Collaboration is focused on student achievement. 3. Both special educator and general educator can communicate student’s growth with parents.
Effective Case Management

16. Professional Learning Community
Shared vision and mission for student achievement
Data driven
Allows for “Best Practices” refinement
Building capacity for instructional strategies for all students.
Professional Learning Community

17. How will the student’s needs best be met along the continuum of services?
What will the “specialized instruction” look like?
What skill will be taught?
Where?
For how long?
By whom?
Will additional resources and training be needed for instructors?
Next steps

18. Think back to an inclusion planning session, would the C. R. I. M. E
Think back to an inclusion planning session, would the C.R.I.M.E. Tool be effective? Would you adapt this tool in any way?
What barriers may still exist? Brainstorm with your table on how to overcome those barriers.
Questions?

19. Final Thoughts