Let’s Talk! Let’s Talk!

A Collaboration Model A Collaboration Model

for School Stafffor School Stafffor School Stafffor School Staff

OCALI ConferenceNovember, 2010

Leah Gongola, Ph.D., BCBA-DSandra Hess Robbins, M.Ed.

What is Inclusion?What is Inclusion?

• Term emerged in the 1990’s (Lipsky & Gartner, 1997)

• Driven by a vision of schools as a place where all students learn students learn

▫ Development of creative and successful environments

▫ Associated with the primary placement of students with disabilities in general education classrooms

• Diverse needs of all children are accommodated to the maximum extent possible within the general education curriculum (Sailor, 2002)

Partial Versus Full Inclusion

▫ Partial Inclusion: Instruction in the general education classroom for part of the day (with supports) and instruction in a resource room for part of the day.Students travel back and forth between classrooms.� Students travel back and forth between classrooms.

▫ Full Inclusion: Students with special needs, regardless of severity, receive instruction in the general education classroom full-time (with supports). � Grounded in social participation

� Less focus on academic achievement

The Inclusion ControversyThe Inclusion Controversy

• “Dump and hope" practices that some school districts are using under the name of inclusion

▫ placing students in general education classrooms without needed supports, without training without needed supports, without training teachers, with only the "hope" that it will work

(National Education Association)

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Is this an inclusive environment?

• Students with disabilities only appear to be friends with other students with disabilities

• The students with disabilities are not supported to engage in social activities with peers because the activities are deemed inappropriate or too advancedinappropriate or too advanced

• Some of the students with disabilities have no means of communicating with teachers or peers

• The classroom has been established as the sole “inclusion classroom” in the school

• The family and team members only meet when legally required to do so

• The students with disabilities are seated away from their classmates and sit idle when there is no paraprofessional at their desk

Inclusion• IS…▫ A behavior that is modeled by adults and learned by children

▫ Only true if everyone benefits and succeeds

• IS NOT…▫ A religion▫ A geography, a place or program

▫ Where the child with the disabilities has to act

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benefits and succeeds▫ Where social relationships develop among the children with special needs and their typically developing peers

▫ A model that creates communities where EVERYONE is valued, belongs, and is able to contribute

disabilities has to act exactly like children without disabilities or do exactly what typical children do

History of InclusionHistory of Inclusion

• Inclusion practices have morphed over timetime

• Began with mainstreaming▫ Students with disabilities in general education classes for some activities

LegalitiesLegalities

• IDEIA (2004) emphasizes access to the general curriculum and least restrictive environments (LRE)▫ So that students with disabilities can meet the ▫ So that students with disabilities can meet the educational standards that apply to all children (Sharpe & Hawes, 2003)

▫ Special supports and services should be provided to benefit from a free and appropriate public education

• No Child Left Behind (2001) seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education”

Benefits of Inclusion Benefits of Inclusion

for SWDfor SWD

• Students achieve more in inclusive settings versus resource room settings (Walther-Thomas et al., 2000)

• Reduced isolation and stigma

• Students in inclusive classrooms show academic gains in

• standardized tests and grades

• Mastery of IEP goals

• Increased on-task behavior and motivation to learn

(National Center for Education Restructuring and Inclusion, 1995)

Benefits of Inclusion for PeersBenefits of Inclusion for Peers

� demonstrate increased acceptance

and appreciation of diversity

� develop better communication and

social skillssocial skills

� show greater development in moral

and ethical principles

� create warm and caring friendships

� demonstrate increased self-esteem

(NAEYC-The Benefits of an Inclusive Classroom: Making It Work, 1996)

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With an emphasis on inclusion in today’s schools, collaboration is seen as a promising

model for service delivery

Collaboration is not a profession, but a role that can be taken on by many professions that holds can be taken on by many professions that holds the promise of producing change to an entire

system

What is Collaboration?What is Collaboration?

• An interactive process involving individuals with varying levels of expertise who work together to solve a mutually-defined problem or task solve a mutually-defined problem or task (Brownell & Walther-Thomas, 2002)

• Collaboration attributes include: ▫ supportive and shared leadership▫ collective creativity and accountability▫ shared values and visions

Myths of Collaboration Myths of Collaboration • “Everyone is doing it.”▫ Collaboration is implemented in many different ways and at different levels

• “More is better.”• “More is better.”▫ Designate time to implement practices

• “It’s about feeling good and liking others.”▫ Focus should be on student outcomes!

• “It comes naturally.”▫ Collaboration is something that needs to be taught and continually fostered (Friend, 2000)

Models of collaboration

• Working with paraprofessionals

• Co-teaching

• Consultation

• Itinerant teaching

• Coaching

• Mentoring

A box of crayons is like a classroom of children. A box of crayons is like a classroom of children. Each one is different. Each one is different.

(Marquardt, 2009)

“We can learn a lot from a box of crayons. Some are sharp, some are pretty, and some are some are pretty, and some are dull. Some have weird names and all are different colors, but they have all learned to live in the same box.”

(Anonymous, 2001)

Collaboration Considerations…Collaboration Considerations…

• Research suggests that general educators are more likely to interact collaboratively with other general educators than with special

education staff (Prom, 1999) education staff (Prom, 1999)

• It is very difficult to have an effective inclusion program without

collaboration (Paulsen, 2008)

Collaboration Considerations…Collaboration Considerations…

• “The success of all children is dependent on the quality of both special education and general education… and that special and general education… and that special education is not a place apart, but an integral part of education.” (NASDSE, 2002)

• There are 3 big ideas for the process…

Big Idea #1Big Idea #1

Ensuring that ALL students learn (DuFour, 2004)

• Focus on learning instead of teaching.• Focus on learning instead of teaching.

• Commitment to ensuring that ALL students do learn (Adams, 2009).

• Members must continue their own education in order to establish better teaching practices.

▫ The collaborative team process serves as a powerful form of job embedded staff development (Adapted from www.solutiontree.com, 2006)

Big Idea #2Big Idea #2

Embracing a Culture of Collaboration

• Requires that members share information such as:as:

▫ Goals and strategies

▫ Materials and pacing

▫ Questions, concerns, and results

• A team process as opposed to an isolated process (DuFour, 2004)

Big Idea #3Big Idea #3

Evaluating Evidence to Determine Progress and Direction

• By using relevant data and research, members • By using relevant data and research, members become the drivers of change in their classroom and schools (Rasberry, 2008).

• Age of accountability with continuous data collection. Data is proof of progress.

Small Group DiscussionSmall Group Discussion--2 minutes2 minutes

• Talk to colleagues seated close to you.seated close to you.

• What are some strategies that you find helpful when collaborating with other educators?

Applying Collaboration Practices Applying Collaboration Practices

to Support Learners with Autism to Support Learners with Autism to Support Learners with Autism to Support Learners with Autism

"In developing and implementing cooperative teaching, "In developing and implementing cooperative teaching, school professionals experience great changes in the way they go about their daily work. To overcome the inevitable fears and stresses associated with change, the educators involved must feel that they are responsible for the change and that its success

or failure lies directly with them." (Bauwens & Hourcade, 1995, p. 189)

Key Components to Key Components to

Effective CollaborationEffective Collaboration

• Wealth of knowledge: ▫ One person should not be

expected to have expertise • Being voluntary

▫ Begin with the path across all areas! (Paulsen, 2008)

• Trust and respect ▫ Relationship building

• Time efficient:▫ Meetings should be well

planned and time should be used effectively

• Communication skills

▫ Begin with the path of least resistance

• Based on mutual goals

• Shared resources and accountability for outcomes

Good Collaborators Good Collaborators

1. Facilitative:▫ Being a good listener, dependable, cooperative, responsive, unbiased, nonjudgmental, patient, & flexibleflexible

2. Personal:▫ Approachable, perceptive, thoughtful,

empathetic, & respectful

3. Knowledgeable:▫ About current trends, issues, & laws

(Paulsen, 2008)

Administrative SupportAdministrative Support

• A key factor in collaborative culture is administrative support (Sharpe & Hawes, 2003).

▫ Highly influential in shaping the school cultureculture

▫ Source of leadership necessary to cause systemic change (Idol & Griffith, 1998)

� Class placements and proportionality

▫ Make inclusion and collaboration a priority by providing time for teachers to engage in collaborative activities (Paulsen, 2008)

Administrative SupportAdministrative Support

• a full continuum of placement options & services

• appropriate professional development

• adequate time for teachers to plan and • adequate time for teachers to plan and collaborate on behalf of all students

• class sizes responsive to student needs and staff and technical assistance appropriate to teacher and student needs (Chase, 1995)

Challenges of CollaborationChallenges of Collaboration

• Lack of time available to collaborate

▫ Advocate! Elicit administrative support!

Red Flags

• A member(s) begin to speak less

• Avoidance of certain support!

▫ Make and prioritize time!

• Differing instructional or behavioral philosophies

• Change is hard

• Avoidance of certain topics OR discussing topics with others outside of the collaborative team

• Failure to follow through on commitments

Steps to TakeSteps to Take

Challenges should be considered inevitable

1. Reconfirm purpose of collaborative effort

2. Reexamine roles and responsibilities2. Reexamine roles and responsibilities

3. Identify and discuss what appears to be the source of the difficulty

▫ Resolution rather than blame (productiveness)

4. Decide on action steps with accountability

5. Identify clear criteria and evaluate (CEC, 2004)

Collaboration Looks Like…Collaboration Looks Like…

• Communicate the importance of "team"

▫ Not isolated; instead, a collective process

• Keep ownership of problems by using language such as:

▫ “I’m worried about Michael’s behavior. I wonder what we process

• Hold brainstorming sessions… one person does not hold all of the answers

▫ Collaborative problem-solving

process (Devlin, 2008)

behavior. I wonder what we could do to help?”

• Use active listening to encourage true disclosure

Effective Teams…

• Recognize signs of trouble & conflict and address them

• Incorporate team building skills & nurture relationships

• Practice good communication skills & LISTEN• Practice good communication skills & LISTEN• Have a shared vision• Set and follow ground rules• Define roles and responsibilities & act as equals• Create and follow meeting agendas• Involve families• Incorporate problem solving and make decisions by consensus whenever possible

When Collaboration When Collaboration

Should Occur?Should Occur?

• Hold a meeting prior to the start of the school year

• Designate one day each week for collaboration (DuFour et al., 2006)

▫ Time should be allocated during the regular, contractual day

▫ Regularly scheduled meetings foster a sense

of teamwork (Devlin, 2008)

When Collaboration When Collaboration

Should Occur?Should Occur?• "You will never 'find' time for anything. If you want time, you must make it." -Charles Bruxton

• The one commodity teachers say they do not have enough of is time (Many, 2009)

▫ Prioritize the importance of collaboration and realize that the commitment will pay off for students and adults

Practical Suggestions Practical Suggestions

for Collaborationfor Collaboration

• Monitor the meeting time

� Give all team members the chance to contribute

� Stick to the topic

• Have staff members prioritize 1-2 � Stick to the topic

� Keep the focus on students and how staff can support students

� Individual student needs (accommodations and modifications)

� Keep meetings positive!

� Be humble!

(Educational Testing Service, 2006; Stride, 2007)

prioritize 1-2 personal goals to focus on

• Choose a theme of the week

Practical Suggestions Practical Suggestions

for Collaborationfor Collaboration• Treat your colleagues with courtesy and respect in and out of the classroom

• Do more than your share, voluntarily• Do more than your share, voluntarily

• In the event that your colleague is absent, be prepared to fill in!

• Agree on and define tasks

• Agree on the essentials� Behavioral and academic expectations

� Responsibilities (lesson plans, progress reports)

Teacher ATeacher A Teacher BTeacher B ParaeducatorParaeducator

InstructionalInstructional

ProceduresProcedures

Lesson PlansLesson Plans

ProceduresProcedures

ActivitiesActivities

Assessment Assessment

and Dataand Data

FollowFollow--upup

Behavior Behavior

ProceduresProcedures

FeedbackFeedback

“If you’ve been doing something unsatisfactorily for 12 months, you’re awfully good at doing something incorrectly.”something incorrectly.”

• Provide timely feedback with honesty and enthusiasm.

• Request feedback on your own performance.

• “What could I do to improve?” (Clarke-Epstein, 2001)

Morgan, Morgan, AshbakerAshbaker, & , & ForbushForbush, 1998, 1998

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Why is it that receiving

feedback can be so

difficult, even when we

consciously want to

improve and know we

need someone else’s

perspective?

Providing FeedbackProviding Feedback

• Begin by inviting self-assessment and reflection. • Before giving feedback, think of how you would feel receiving the same comments.feel receiving the same comments.

• Begin feedback with positive observations.• Turn negative feedback into constructive challenges.

• Provide follow-up.• Try to be as specific as possible. (Westberg & Hilliard, 1994)

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Receiving Feedback

• Listen carefully – don’t interrupt

• Be open minded – not defensive

• Seek examples

• Summarize and check for understanding

• Share your feelings – but don’t be defensive

• Breathe, relax, breathe

• Determine what you will take from the feedback and what behavior you will modify or change

Why Collaboration?Why Collaboration?

• Commitment to continuous learning builds team capacity while achieving student success (Bertrand et al., 2006) et al., 2006)

• Strong collaboration models clarify and focus the efforts of the classroom team

▫ Produces team members who are continuouslystriving to improve the ways they work in effort to meet student needs (Morgan et al., 1998)

Why Collaboration?Why Collaboration?

• Collaboration allows educators to:

▫ Learn from each other

▫ Capitalize on each other’s

• Collaboration is a complex endeavor & there are challenges along the way; however…

• Focus on life-long professional ▫ Capitalize on each other’s strengths

▫ Learn new techniques

� integrating educational backgrounds & past experiences

• Focus on life-long professional development

▫ Build strong professional relationships

▫ Magnify the success for students (CEC, 2004)

Questions?Questions?Questions?Questions?

lgongola@gmail.comsrobbin4@kent.edu