How does this picture relate to collaboration?

How does this picture relate to collaboration?

Before the training starts, at your table:

• Use the 3x 5 card to jot down your response to the question above.

• Share your thoughts with others at your table.

Collaborative

Teaching

UDL

Planning

Strategies

AdaptationsColla

bora

tion

Consu

ltati

ve

Supportiv

e

Instruction

Differentiation

COLLABORATIVE TEACHING

Effectively Utilizing Two Teachers to Maximize Student

Success

2008

Inclusion

INCLUDE

Co-teach

ing

Outline

• Differentiate Inclusion, Collaboration, and Collaborative Teaching

• Review legal requirements

• Provide a rationale for implementing Collaborative Teaching

• Provide an overview of the Collaborative Co-teaching Models

• Provide a readiness process for Collaborative Partners

• Promote individual reflection

• Share of ideas/thoughts/perceptions with staff members

• Begin the planning process for Co-teaching

TEAM

InclusionInclusion

• A belief system or philosophy that all students are a part of the learning community/classroom and make valuable contributions, even if their abilities differ.

Adapted from: Marilyn Friend, Inc. 2008

IntegrationIntegrationThe merging of educational

components that contributes to inclusion:

Physical

Social

Instructional

Marilyn Friend, Inc. 2008

CollaborationCollaboration

“The systematic process in which we work together to analyze and impact professional practice in order to improve our individual and collective results.”

Rick DuFour, 2003

Collaborative TeachingCollaborative Teaching

• A way to implement inclusive practices for students with unique needs in the classroom

““Inclusive practices imply that all Inclusive practices imply that all learners are welcomed at their learners are welcomed at their schools and that they are seen schools and that they are seen

as the responsibility of as the responsibility of allall educators.”educators.”

Bateman and Bateman, 2002

Legal Requirements

What does the law say?

• NCLB–Close the Gap–Highly Qualified

• IDEIA - 2004–FAPE–LRE

What does the law say?• Access to the General Curriculum

– Schools are required to provide access to the general curriculum by giving students with disabilities the opportunity to achieve the same standards as all other students. The IDEA and KARs stress the importance of participation of students with disabilities in the general curriculum. (707 KAR 1:320, Section 5. (7)(a)(b))

– In addition to IDEA, the No Child Left Behind Act of 2001, (P.L. 107-110), seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach or exceed minimum proficiency on challenging state academic achievement standards and state academic assessments” (Sec. 1001, Part A, Title I of ESEA; 20 U.S. C. 6301).

Special Education

Specially designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability including instruction in the classroom….

707 KAR 1:280(56)

Role of the Special Ed Teacher

• Teacher of the child or a teacher knowledgeable about the child’s suspected disability

• Participates in the development of the IEP

• Implements the IEP• Communicates Progress• Shares Accommodations/Modification

Role of the Regular Ed Teacher• Participates in the development

of the IEP• Assists in the determination of

interventions and strategies• Assists in the determination of

supplementary aides and services, program modifications, or supports for school personnel that will be provided the child

• Implements the IEP

Law – Least Restrictive Environment (LRE)

To the maximum extent appropriate, children with disabilities, including children in public and private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

IDEA Section 1412(5)(A)

Least Restrictive EnvironmentThe Continuum of Alternative

Placements include: 707 KAR 1:350 Section 1 (2)

– Instruction in Regular Classes

– Special Classes

– Special Schools;

– Home Instruction; and

– Instruction in hospitals and institutions

L

R

E

Specially-Designed Instruction

Adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum in the Program of Studies…

707 KAR 1:280(58)

Supplementary Aids and Services Are…

Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.

707 KAR 1:280 §1 (54)

34 CFR 300.28

Progress Monitoring

The LEA shall ensure that:(a) The child’s IEP is accessible to each regular

education teacher, special education teacher, related services provider, and other service providers who are responsible for its implementation;

(b) Prior to the implementation, each implementer is informed of his specific responsibilities related to implementing the child’s IEP.

707 KAR 1:320 IEP Section 1 (6)

Fairness

Data

CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities

School: Mason Intermediate School Grade(s) 4-5 District: Mason County

Academic Index by Content Area

1999 2000 2001 2002 2003 2004 2005 2006 Gain(+ or -)

Reading Non-disability

80.26 91.88 87.97 89.26 96.23 93.70 95.11 93.10 -

Disability 71.22 65.03 81.10 83.91 86.06 94.08 99.42 96.54 -

MathNon-disability

58.54 79.36 81.22 75.44 82.64 91.36 82.98 86.55 +

Disability 45.39 56.82 73.35 66.20 83.44 100.34 84.29 105.28 +

ScienceNon-disability

79.12 91.43 92.01 92.33 103.28 111.76 103.41 102.92 -

Disability 76.86 67.54 88.36 93.08 95.73 106.66 103.33 110.29 +

Social StudiesNon-disability

60.44 77.50 79.84 71.16 80.44 91.58 83.14 91.86 +

Disability 48.41 55.86 77.47 59.48 80.73 98.40 88.24 114.88 +

Practical Living/Voc. St.

Non-disability

68.06 81.42 88.22 80.44 89.89 98.55 92.12 99.98 +

Disability 48.42 72.51 79.64 71.18 101.18 99.79 88.83 114.12 +

Arts & HumanitiesNon-disability

43.62 56.80 55.27 52.17 62.40 69.24 69.65 68.86 -

Disability 29.84 33.11 53.47 47.65 74.77 67.60 71.00 86.92 +

Total WritingNon-disability

63.99 73.96 72.04 77.46 83.91 88.57 91.51 92.06 +

Disability 57.24 57.51 63.94 72.89 75.56 84.48 90.93 94.65 +

Overall Academic IndexNon-disability

67.2 81.7 81.7 79.7 87.9 93.9 89.9 92 +

Disability 57.5 59.8 75.8 73.5 84.7 95.5 91.7 103.6 +

CATS Performance of SubGroupsData Tracking Form for Students with Disabilities

School: Mason County Middle School Grade(s) 7 – 8 District: Mason County


1999 2000 2001 2002 2003 2004 2005 2006 Gain (+ or -)

ReadingNon-disability

82.23 82.42 88.88 95.24 92.75 88.30 92.12 96.22 +

Disability 45.17 39.31 52.15 63.82 74.85 62.90 61.39 75.31 +

MathNon-disability

64.65 65.82 62.32 68.55 78.31 79.29 78.92 76.82 -

Disability 28.94 29.65 29.73 36.79 40.08 47.34 48.67 59.52 +


68.60 65.69 74.12 76.47 74.37 81.53 79.34 88.61 +

Disability 30.59 30.04 35.99 46.07 55.61 58.40 50.49 71.46 +


66.21 73.92 68.22 76.16 79.04 83.21 74.49 81.12 +

Disability 33.47 36.74 34.43 43.79 35.56 61.20 59.44 63.38 +

Practical Living/Voc. St.

Non-disability

74.79 75.65 69.64 78.99 76.76 81.97 84.40 73.45 _

Disability 30.90 26.39 26.16 40.73 32.04 49.66 57.67 57.66 =


65.02 74.81 68.82 81.23 87.14 81.21 87.30 79.48 -

Disability 24.80 34.30 28.46 36.58 40.32 69.73 57.66 55.09 -


42.48 45.17 61.18 69.09 73.20 69.53 66.30 82.28 +

Disability 20.21 21.81 33.58 44.15 59.93 No KPR Data

No KPR Data

73.48

Overall Academic Index

Non-disability

65.70 68.00 70.70 77.60 79.90 80.60 79.5 83.6 +

Disability 31.00 31.30 35.50 45.60 50.40 No KPR Data

No KPRData

66.5

CATS Performance of SubGroupsData Tracking Form for Students with Disabilities

School: Mason County High School Grade(s) 10 – 12 District: Mason County


1999 2000 2001 2002 2003 2004 2005 2006 Gain(+ or -)


75.89 74.65 73.38 74.33 75.98 81.60 90.43 83.16 -

Disability 34.62 32.94 33.68 28.41 31.60 46.58 59.10 78.08 +

MathNon-disability

58.33 65.46 62.32 68.89 74.39 72.71 75.64 81.49 +

Disability 19.13 24.35 32.04 26.88 21.52 38.44 44.18 67.09 +


60.89 65.30 69.55 67.44 75.29 69.47 75.01 73.66 -

Disability 40.06 39.57 44.33 34.99 27.29 43.66 52.12 67.66 +


66.44 71.38 71.26 73.77 78.00 75.07 89.10 79.96 -

Disability 38.80 34.00 42.19 29.41 23.94 47.89 59.43 63.95 +

Practical Living/Voc. St.Nondisability

77.23 78.33 74.88 76.53 88.54 ? 90.04 86.75 86.73 =

Disability 26.87 36.63 33.84 26.13 43.89 47.29 71.53 92.08 +


53.13 59.87 60.66 58.08 78.71 74.78 81.52 87.83 +

Disability 22.40 24.99 34.38 24.99 20.53 43.55 51.93 67.80 +


68.37 66.46 71.45 75.98 79.64 80.88 79.40 84.33 +

Disability 25.16 30.56 NoKPRData

41.03 NoKPRData

66.88 70.19 90.06 +


65.9 68.7 69.3 71.3 77.8 77.0 82.3 81.7 -

Disability 30.4 32.0 NoKPRData

31.1 NoKPRData

48.2 57.8 74.5 +

CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities

School: Grade(s) District: Meade County Middle SchoolAcademic Index by

Content Area2005 2006

COLLABORATION

2007 Gain(+ or -)

Note


Disability

MathNon-disability

Disability


Disability


Disability

Practical Living/Voc. St.Non-disability

Disability


Disability


Disability


Disability

TogetherEveryoneAchievesMore

Collaborative Teaching• How do you define it?

How does it …

Look Sound Feel

Collaborative Teaching is…

An attitude of sink or swim together; supporting and enhancing each other’s learning.

“The Power of Two”

Each team member brings individual expertise in unique areas and combines these skills with those of others to creatively prevent and solve problems within the classroom setting.

Defining Characteristics

• Compatibility

• Based on Mutual Trust & Open Communication

• Requires Sharing of Responsibilities and Resources

• Based on Mutual Goals

• Shared Accountability for Student Outcomes

All Students are

General Education students first!!!

+ -

Collaborative Teaching IS IS NOT

• Taking responsibility for all students

• Providing every child the support and services needed for success

• Visualizing every child’s learning as limitless

• Dumping children• Watering down the

curriculum• One size fits all• The end of

specialized services• Knowing it all• Trading quality

services for surface integration


• Designing learning experiences for every child to meet academic standards through unique and individual means

• Allowing every child to have a name, not a label

• Allowing every child a special education

• A miracle cure• Integrating students

but adults still maintain responsibility for their own separate population

• Homogeneous grouping of all at-risk students in one classroom with two teachers


• Determining what two teachers can do together that one person cannot easily do alone

• Mutual planning and evaluation of learner outcomes and proposed strategies

• Arriving in the classroom as the “plane is leaving” (i.e. collaborative teaching without collaborative planning)

• One person delivering content while the other is solely responsible for crowd control


• Determining and defining roles and responsibilities for working together in different capacities

• Taking time to reflect on instructional practices, roles and responsibilities

• Use of effective communication and conflict management skills

• Creating learned helplessness

• Pulling out students by disability label in the back of the room

• Parallel play where “you do your thing and I do my thing” without communication

• One teaches while the other takes a break

Children in the Classroom are More Alike Than

DifferentActivity

CHILDREN IN THE CLASSROOM ARE MORE ALIKE THAN DIFFERENTTypical Child Special Needs ChildAll Children

Inclusive Classroom A-ZTeacher’s Publishing Company

What is my style and what is your style?

ACHIEVER

• High risk taking

• Less people oriented

• Confident and decisive

• Like to be in control

• Forceful and direct

Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995

PERSUADER

• High risk taking

• More people oriented

• High spirited and social

• Love to inspire and be inspired

• Articulate and intense when working with colleagues


SUPPORTER

• Low risk taker

• More people oriented

• High ideals and standards

• Love calm environments

• Hate conflicts

• Need security and appreciation for your efforts


ANALYST

• Low risk taker

• Less people oriented

• Highly disciplined and persistent

• Love to reason

• Need time to think things through before moving into projects

• Accuracy and order are your trademarks Working Together: Tools for Collaborative Teaching by DeBoer and Fister,

1995

When Working with Achievers

• Be business like and direct• Use factual, here and now questions

that imply clear goals and specific objectives

• Propose logical and efficient action plans, but let Achievers share control

• Anticipate possible objections they may have and be prepared to address them


When Working with Persuaders

• Acknowledge their strengths, importance, competence, humor, and friendliness

• Present ideas in an enthusiastic, optimistic, and persuasive manner

• Encourage and present ideas that are innovative and adaptable – they love change

• Get plans in writing – it helps them stay focused


When Working with Supporters

• Be calm, casual, friendly, informal

• Actively listen, reflect their feelings and concerns

• Appreciate their efforts

• Present ideas that are consistent with their values and high standards – they are original idealists


When Working with Analysts

• Present information in logical, step-by-step manner

• Pay close attention to details• Appeal to logic, reason, order, and a

systematic approach to solving problems• Do your homework (research) before meeting

with them• Expect to be challenged on your

assumptions, intuitions, ideas, and procedures


Collaborative Teaching Beliefs/”The Perfect Match”

• Classroom Procedures and Set-up*• Discipline *• Data Collection • Grades*• Monitoring• Homework/Makeup Work• Planning Time• Parent Involvement/Contact• Resolving Conflicts/Tension• Provision of Accommodations*• Flexible Grouping of Students*

Pulling it all Together

What skills, talents, knowledge, and experiences do I bring to the partnership/ team?

Trust and Respect are essential elements when collaborating


CHANGE

The “best” administrators recognize that to grow and improve one must change!

• 5% - will accept it immediately• 25% - will slowly adapt and accept• 60% - will take a “lets wait and see

approach” • 10% - will never accept any change

If you don’t feed the teachers they will eat the students by ….

Whose Role and Responsibilities is it?

Roles and ResponsibilitiesAdministrator

• Build Consensus• Monitor the planning schedule, ensuring that

teachers are meeting together – • Meeting on a regular basis builds trust• Help in scheduling special education teachers time

in general classroom• Educate faculty, staff, and parents on the continuum

of services• Create meaningful incentives for teachers

implementing change• Expand fiscal, human, technical, and organizational

resources

Roles and Responsibilities

Administrators

• Assist in designing a schedule of JOINT planning time between special and general education teachers

• Creating opportunities for problem solving• Being a neutral third party to point out future growth

and strengths • Assist in the formation of collaborative teams• Support the culture of collaboration which nurtures

risk taking

Roles and ResponsibilitiesCo-teaching

General Educator• Delivers content• Determines content to be

assessed• Implements IEP• Shares responsibility for

all students• Encourages special ed

teacher to play an active role during whole class lessons

• Engages in “referencing”• Plans with strategic

educator

Strategic Educator• Restates content• Designs tactics and

strategies• Modifies assessments

and grading scales• Monitors IEP progress• Helps students not only

with academics, but skills for success

• Plans with general educator

Joint Roles General Educator & Strategic Educator

• Planning together the instructional program for the total group

• Communicating with each other on an on-going basis, both formally and informally on matters concerning joint assignment

• Developing as a team the program from the IEP. The Special Education Teacher will assume primary role, but the regular education teacher’s input is essential

Joint Roles General Educator & Strategic Educator

• Sharing information for student assessment and records

• Establish behavior management for the class

• Communicates progress or lack of progress to parents

• Diagnosing problems through individual academic assessment and analyzing student work

Paraeducator Roles• Assist the teacher, as directed and with

supervision• Help individual students with academic work• Help in collecting & maintaining data about

students’ performance/progress• Implement educational programs & lesson plans• Reinforcing students’ appropriate behavior with

positive reinforcement• Assisting students with navigating the school

building or follow classroom and school routines• Working with students in the proper use of

assistive technologyAdapted from Para Educators a Training in Program developed by ihdi

Paraeducator Roles cont.

• Providing study skills assistance• Restating instructional directions or

concepts• Communicating or interpreting for deaf, non-

English speaking or non-verbal students• Utilizing focus strategies with students• Utilizing supplementary materials• Taking notes in class to share with students• Working with students on assignment

completion and organizationAdapted from Para Educators a Training in Program developed by ihdi

Collaborative Teaching Beliefs/”SHARE”

• Classroom Procedures and Set-up• Discipline• Data Collection • Grades• Monitoring• Homework/Makeup Work• Planning Time• Parent Involvement/Contact• Resolving Conflicts/Tension

Pulling it all Together

What skills, talents, knowledge, and experiences do I bring to the partnership/ team?

Trust and Respect are essential elements when collaborating

Collaborative Collaborative ActivitiesActivities

Co-Teaching

Consultative Teaching

Consultative Teaching• A professional such as a psychologist,

behavior specialist, speech-language therapist, or special educator meets on a regular basis with teachers to problem-solve

• Assists in maximizing student learning


Co-Teaching

• Service Delivery Option• Based on parity• Each teacher assumes responsibilities for

delivery of instruction and accountability for a single group of students

• Occurs primarily in a shared classroom or workspace

• Specific Level of Participation varies based on the partners skills and the instructional needs of the students they share

• Teachers exchange roles during instruction

Elements of Co-teachingElements of Co-teaching

• Two or more professionals

• Joint delivery of instruction

• Diverse group of students

• Shared classroom space

Co-Teaching ApproachesCo-Teaching Approaches• Lead and Support• Station Teaching• Parallel Teaching• Alternative Teaching• Team Teaching

Speak and AddSpeak and ChartDuet

• Shadow Teaching• Skill Groups

Co-teaching Approaches

• Strengths

• Drawbacks

• Individual Classroom Application

Strategies for Lead and Support

• Communicate in/out boxes that do not interrupt teaching

• Behavior documentation charts

• Posted homework charts

• Materials station- both teachers need access

• “See Me Later” Cards

Lead and SupportLead and Support

Strategies for Station Teaching

• Use of timers and signals

• Practice routines as a class procedure

• Have colored index cards stating student role at stations

• Table tents with directions

• Always have something for them to turn in

• Provide Anchor Activities

Station Teaching

Strategies for Parallel Teaching

• Break groups by learning styles

• Ensure heterogeneous grouping

• Put a deck of cards over desk (on the ceiling) and call suits or matching cards for grouping

• Include brain breaks

• Teach with a timer to keep everyone on track

Parallel Teaching

Strategies for Alternative Teaching

• Use mini dry erase boards

• Have accessible computer station

• Create individualized folders with appropriate work

• Provide adapted classics or modified books available

Strategies for Alternative Teaching

• Use mini dry erase boards

• Have accessible computer station

• Create individualized folders with appropriate work

• Provide adapted classics or modified books available

Alternative Teaching

Team TeachingTeam Teaching

• Speak and Add

• Speak and Chart

• Duet

Strategies for Speak and Add

• Develop a signal before interjecting information

• General educator asks for input

• Questions are asked for clarification

• Engage in referencing

Speak and Add

Referencing

Strategies for Speak and Chart

• Have a variety of graphic organizers to model connections of information

• Copies of organizers and note taking assists all learners

• Use copies for students who have been absent

• Use charting for review

Speak and Chart

Strategies for Shadow Teaching

• Monitoring progress based on preset criteria may be done.

• Use proximity control.• Have additional supports available for

student use. ( e.g. dictionaries or calculators for some students, vocabulary cards for others)

• Model appropriate behavior for class (e.g. active listening)

Shadow Teaching

Strategies for Skill groups

• Use a sorting of the groups based upon the immediate instructional needs of the class.

• Grouping is temporary and flexible.• Room arrangement facilitates.• Cooperative learning groups need routines

and structure for this to be effective.• Takes more teacher prep to do well.• Very targeted to student need.

Skill Groups

Match Game

• Alternative Teaching• Station Teaching• Parallel Teaching• 1 Teach/1 Observe• Speak and Add (also can be called “Tag Teaming”)

Scenario 1

• “In Math today, we need to do three things: (1) re-teach long division (2) work on steps for solving a word problem (3) and practice making change. Let’s set up two teaching stations and an independent station where students can work in pairs making change.”

Scenario 2• “I think the students will understand this science

experiment better if they can get closer, see better and are able to talk more informally about what is going on. We have 25 students in this class. What if we divide them in half and do the same experiment in two different parts of the room. We can answer questions and have the students to their lab reports in these smaller groups. I think it would give more opportunities for the students to interact with the experiment and each other. And we can monitor their learning better.”

Scenario 3• “Place value is really difficult for

about 6 students in this class. Those 6 still need to work with manipulatives. The rest of the students are ready to move on to two digit addition problems with carrying. Why don’t I take the small group and be sure they have learned place value, while you move ahead with the larger group.”

Scenario 4• “ A few students are not doing well in this

class. I know that Sam is not handing in his homework, so that is most probably the reason why he is failing. Ben and Jennifer are not participating at all. When you’re teaching, why don’t I collect some data on what they are doing during class time? I’ll call Sam’s parents to discuss the homework issue.”

Scenario 5• “The students need some extra practice

crafting opening sentences that grab the reader. Why don’t we play a game with them where we both make up opening sentences about a particular topic, like my favorite birthday or a day with my pet. We can have the students vote on the one they like the best and tell why.”

Planning

• The Collaborative team needs to have planning time to meet, plan, problem solve, and develop instructional programs

• Team members must not only have time to meet and problem solve or plan, they must use the time effectively

Co-Teaching Planning Process

Before Meeting – General Ed teacher gathers key curriculum information

During Meeting – General Ed and Special Ed teachers decide Co-teaching approaches, determine student grouping/s, pinpoint potential difficulties for students, and discuss individual students

After Meeting – Special Ed teacher prepares materials to meet students’ unique needs, determines alignment with IEP goals, prepares learning process


Planning

Common Planning:

• Look for macro-planning at a minimum of once per month (every 3 to 4 weeks)

• Start with instruction for entire class

• Develop a communication system


“Planning on the Fly”

Between Common Planning:

• During Bell-ringers

• Fast Talk

• Wiki

• Blogs

• Notes in Plan book

• Post It Notes


Grading

Planning • Identify what is essential for all students to

know – Program of Studies• Plan the Assessment• Anticipate Learning Difficulties• Plan activities – Differentiation• Plan Teaching Strategies – Research Based

(Peer Review)• Determine Resources and Materials Needed• Determine teaching roles between

Collaborative Partners• Implement Instruction• Reflect on What Worked and What needs to

be Changed

B A S EB A S E

Big Ideas

Analyze the difficulties

Strategies

Evaluation

INCLUDE

Identify classroom environmental, curricular, and instructional demands

Note student learning strengths and needs

Check for potential areas of student success

Look for potential problem areas

Use information gathered to brainstorm instructional adaptations

Decide which adaptations to implement

Evaluate student progress

Can write a paragraph

using complex sentence

structures, appropriate mechanics, and internal consistency

Can write an essay

using complex sentence

structures, appropriate mechanics, and internal consistency

Can write a short story using

complex sentence

structures, appropriate mechanics,

internal consistency and

metaphors

Can write paragraphs using simple sentences that have

appropriate noun-verb

relationships

Can construct

(write/say) a simple sentence

that conveys meaning

Lesson Plan Activity

1. Using the lesson plan format given, begin draft of lesson plan you will be teaching during this semester (preference a lesson where collaboration will be implemented.

2. Complete “Minimal, Advanced, and Adapted concept skills”

3. Make sure to include Roles and Responsibilities of Collaborative Models included during instruction

Adaptations, Extensions, Modifications and

Strategies

Strategy Bank

Strategy Bank

• SLANT• Music as Cues• Window Pane• Check w/ Partner• Venn Diagram-Sorting• Geometric Reflection• Repeat Directions to a

Peer• “Thumbs Up”• Fidgets

• ___________________

• ___________________

• ___________________

• ___________________

• ___________________

• ___________________

Scheduling

Scheduling Support Services:

How do I do it all?

Scheduling

• Scheduling should be a collaborative effort, also

• Keep your sanity

• Collaborative planning is essential

• Combination of services is not a bad thing

• Flexibility is important!!

Scheduling for Collaborative Teaching

1. Compile a list of Special Needs students for each grade level.

2. Group students based on IEP/LRE (# needing collaboration/resource)

3. Determine the number of classes needed to be offered to meet the number of students

4. Begin with one grade level of students and map a schedule offering each class

5. Plug in students to be sure that each student can move through the schedule and take each class based on IEP recommendations.

6. Repeat process with next grade level

Collaborative Teaching Checkpoints Collaborative Teaching Checklist

Co-teaching Walkthrough

Principal Collaborative Teaching Monitoring

Analysis of School Collaboration

How does it …How does it …

Look Sound Feel

Questions??

• Tiffany Sanders

West KY Educational Cooperative

[email protected]

Documents

How does this picture relate to collaboration?