1. Why the Regular Classroom and Effective Collaboration

2. Why is inclusion important? As a group discuss why inclusion is important Why is it beneficial for the Special Education student as well as the Regular Education student? Consider the Social and Academic aspects

3. Collaboration What are the Key Components of Effective Collaboration 1.Prepare for Collaboration 2.Define roles 3.Achieve role parity 4.Address key considerations when collaboration 5.Evaluate the collaborative relationship frequently Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

4. Collaboration Sharing the Load Reach out to your collaborators to make them feel comfortable and accepted as equal partners. Make it clear to your collaborators that you strongly prefer to work collaboratively. Use time efficiently. When a problem arises, clearly define the problem and focus on a solution. Try to understand the collaborative relationship from the perspective of others. Continue to work on any problems until they are resolved. Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

5. Collaboration Communication and Collaboration 1.Listen 2.Develop verbal communication skills 3.Address nonverbal communication – be aware of how verbal language is being interpreted based on body language, voice inflections, etc. Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

6. Factors that interfere with effective listening Filtering certain messages that you do not want to hear. Being distracted by details that are not important to the main point. Rehearsing a response while the other person is talking. Reacting to “hot” words that cause you to react strongly. Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

7. Verbal Communication Skills Repeat messages through multiple modes. Practice empathy (Place yourself in their shoes) Ensure understanding by using clear and concise language. (avoid acronyms, professional jargon and slang) Use questions to clarify, better understand, seek further information and convey acceptances to the speaker. Summarize the content at the end to ensure everyone is on the same page. Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

8. Collaboration Teacher Assistance Teams (TAT) TAT consists of a group of professionals who meet two to four times per month to provide collaboration assistance to other teachers having difficulty with a student or group of students. Could by made up of: Principal Guidance Counselor Experienced Teachers Special Education Teacher Experienced Aide Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

9. Collaboration Teacher Assistance Teams (TAT) cont. TAT are typically referral based. Once they have a referral they typically go through the following steps: 1.Team member reads the referral 2.The team meets with the teacher for about 30 minutes 3.The team, including the referring teacher, brainstorm possible solutions. 4.The referring teacher selects several of the recommendations. 5.The referring teacher selects a recommendation that they will use in their classroom. 6.The team and the teacher discuss goals for determining the success of the intervention. During the follow up meeting the teacher provides TAT with feedback. Information from:Information from Inclusion Effective Practices for All Students; McLeskey, Rosenberg, Westling

10. Teacher Assistance Teams (TAT) and Blue Mountain High School In groups discuss how we could implement a TAT at BM High School. Consider: Who should be part of TAT? What would TAT’s role would be? Reasons for referrals What resource would be available?