1. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-1 What Is Collaboration? 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).

2. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-2 What Is Collaboration? Collaboration is Based on parity Mutual goals Shared participation, decision making, and accountability Shared resources and expertise emergent

3. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-3 What Are The Collaborative Roles In Inclusive Schools? 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.

4. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-4 What Are The Collaborative Roles In Inclusive Schools? Consulting with Others for Assistance Involves two persons working together to seek solutions to a mutually agreed upon problem or issue. Types of consultation: Seeking assistance from others Providing assistance to others Collaborating with paraprofessionals Collaborating with families

5. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-5 What Are Guided, Step-By-Step Interventions And Practices? 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

6. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-6 What Are Guided, Step-By-Step Interventions And Practices? Communication Skills and Successful Collaboration Communication is the most important skills for effective collaboration. Steps include Listen Develop verbal communication skills Address nonverbal communication

7. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-7 What Are Guided, Step-By-Step Interventions And Practices? Teacher Assistance Teams provide assistance to other teachers. Team members read the referral The team meets with the teacher The team brain storm 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

8. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-8 What Are Guided, Step-By-Step Interventions And Practices? 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

9. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-9 What Are Guided, Step-By-Step Interventions And Practices? 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

10. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-10 What Are Guided, Step-By-Step Interventions And Practices? 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

11. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-11 Response-to-Intervention Plans 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.

12. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-12 Individualized Education Programs 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

13. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-13 Individualized Education Programs 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

14. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-14 Section 504 Plans 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

15. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-15 Effective Planning Strategies for IEPs 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

16. Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling 0135154340 © 2010 Pearson Education, Inc. All Rights Reserved. 12-16 Detailed Effective Planning Strategies for 504 Plans? 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