communicating and collaborating with other professionals and families sped 518: survey of the...

Communicating and Collaborating with Other Professionals and Families

Sped 518: Survey of the Exceptional Learner

Fall 2011

Portland State University

Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829

© 2011 Pearson Education, Inc.All Rights Reserved.3-2

Agenda Break up into groups of three. Review what you learned about the

students in your class from doing the class profile.

How did this knowledge change your practice?

Presentation on Co-Teaching Discussion on Autism

Video What You Can Do in the Classroom



"Fairness is not giving everyone the same thing. Fairness is giving each person what they need to succeed."



Background

General educators are more receptive to change when they have background knowledge and a chance to participate in the decisions rather than being given a special education mandate to follow.

Steele, Bell, & George, 2005



Background (cont.)

Special educators have developed a tendency to “own” students on individualized education plans (IEPs), which decreases the “voice” and participation of classroom teachers in collaborative problem solving.




Collaborating with Other Professionals

Consultation “a voluntary process in which one professional assists another to

address a problem concerning a third party” (Friend and Cook, 2007)

Collaboration “Interpersonal collaboration is a style for direct interaction between at

least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal” (Friend and Cook, 2007)

Co-teaching “two or more professionals jointly delivering instruction to a diverse,

or blended, group of students in a single physical space” (Friend and Cook, 2007)



Five Step Procedure for Peer Collaboration

1. Initiation or facilitation

2. Clarifying questions

3. Summarization

4. Interventions and predictions

5. Evaluation



Ways to Resolve the Need for Resources Needed for Collaboration

Administrators designate a common time for collaborating professionals

School boards pay professionals for one extra time period each week to collaborate or meet with parents

School districts provide early dismissal for students one day a week so team members have a common planning time

Teachers schedule brief focused planning periods with one another



Collaboration Issues and Dilemmas

Concerns about co-teaching

Student ownership

Individual versus class focus

Content versus accommodation

Real world versus student’s world



Where to Begin: Building Bridges

Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are in neutral territory, with the security of knowing they can return to land better, stronger, and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides.




Collaboration Won’t Just Happen

Deliberate Structured Systematic Ongoing




Why Won’t it Just Happen? General educators begin with the

curriculum first and use assessment to determine what was learned.

Special educators begin with assessment first and design instruction to repair gaps in learning.

No wonder we are talking different languages.




Limitations and Potential Drawbacks Co-teaching is not easy to maintain in

schools. There may not be enough special

educators for a co-teaching program. Co-taught classrooms may be

disproportionally filled with students with disabilities.

Special educators can function more as a teaching assistant than as a co-educator.

Friend & Cook, 2003

Effective Co-Planning



VIDEO: Co-Planninghttp://www.youtube.com/watch?

v=g8ENwz8g8t4



Pre-Planning Co-teaching requires thoughtful

planning time. Administrative support is essential. Here is where the alignment of

special and general education occurs

Make this time as focused as possible

Take turns taking the lead in planning and facilitating

Murawski & Dieker, 2004; Dieker, 2002



Provide Weekly Scheduling Co-Planning Time

Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week.

Experienced teams should spend10 minutes to plan each lesson.

Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996



Weekly Co-Planning Effective weekly

co-planning is based on regularly scheduled meetings,rather than “fittingit in.”

Important to stay focused Review content in advance of

meeting Walther-Thomas, Bryant, & Land, 1996



Weekly Co-Planning (cont.) Guide the session with the

following fundamental issues: What are the content goals? Who are the learners? How can we teach most effectively?

Walther-Thomas, Bryant, & Land, 1996



Two Stages of ClassroomCo-Planning

1. Getting to know each other2. Weekly co-planning




Getting to Know Each Other Consider completing a teaching

style inventory Compare how each of you prefers to

structure assignments, lessons,classroom schedule, etc.

Example http://www.longleaf.net/

teachingstyle.html



Effective Classroom-Level Planning Co-teachers should show a shared

commitment and enthusiasm. Both teachers’ names should be posted

on the door and in the classroom. All meetings and correspondence with

families should reflect participation from both co-teachers.

Skilled planners trust the professional skills of their partners.




Effective Classroom-Level Planning (cont.) Effective planners design learning

environments for their students and for themselves that demand active involvement.

Effective co-planners create learning and teaching environments in which each person’s contributions are valued.

Effective planners develop effective routines to facilitate their planning.

Planning skills improve over time.Walther-Thomas, Bryant, & Land, 1996



Defining Co-Teaching

Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space.

Cook & Friend, 1995, p. 1



Video: Co-Teaching

http://www.youtube.com/watch?v=DkY2D-f3JNo&feature=related



Co-Teaching Co-Teaching

Occurs when general and special education teachers work together to coordinate curriculum and instruction to teach heterogeneous groups of students.

Lesson co-teaching Co-Planning

Long-range co-planning Lesson co-planning

Grading Questions about grading at various grade levels General v. special education students



What is Co-Teaching Two (or more) educators or other certified staff Contract to share instructional responsibility For a single group of students Primarily in a single classroom or workspace For specific content (objectives) With mutual ownership, pooled resources, and joint

accountability



Why Co-Teach Co-teaching is one way to deliver services

to students with disabilities or other special needs as part of a philosophy of inclusive practices. As a result, it shares many benefits with other inclusion strategies, including a reduction in stigma for students with special needs, an increased understanding and respect for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community.



Regular Class Special TeacherOne Teach / One Monitornew students Data Collection

Present Instruction and check for understanding

Circulate, observe, collect data

One Teach /One AssistProximity controlIndividual Assistance

Present Instruction and check for understanding

Monitor and assist students

Parallel Teaching- same contentReduce t/s ratioIncrease interactionsDivide studentsTeach to different learning styles

Instruct part of class and check for understanding

Instruct part of class and check for understanding

Center TeachingSkill practice

Instruct small group Instruct small group

Alternative Teaching- modified lesson or assistanceWorkshops

Instruct large or small group Instruct large or small group

Supplementary TeachingAddressing Student Skill Deficits

Manage Classroom or Instruct Small Group

Manage Classroom Instruct Small Group

Team TeachingDirect InstructionCooperative GroupsNew Content

Present Instruction with a partner to the whole group

Deliver instruction to whole group with a partner, take notes, create visual graphic organizer, Illustrate content, present alternative method of problem solving.

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Station Teaching Divide and Concur

Students rotate around stations

30



Station Teaching Advantages

Separate responsibilities

Both teachers are active and equal

Low student-teacher ratio

Disadvantages Noise level

Lots of movement

Does the order matter?

Pacing



Parallel Teaching Joint planning

Slip the class into two heterogeneous groups

Diversity in both groups



Parallel Teaching

Advantages Lower student-

teacher ratio

Teach in two groups and bring together for discussions

Joint planning

Disadvantages Joint planning Cannot be used

for initial instruction

Noise level Lots of movement Pacing



1 Teach, 1 Observe 1 professional

instructs, 1 professional observes & collects data

Roles should not be static

Teachers should create systematic method for taking down observations 34



1 Teach, 1 ObserveAdvantages Requires little Joint

Planning Time

Allows both teachers to focus attention, rather than spreading selves to thin

Separate Responsibilities, less conflict with teaching style

Disadvantages If used

exclusively, can lead to one teacher being seen as the “assistant”



Alternative Teaching Small Group of

students receive separate instruction

Teachers’ roles should not be static

Small Group membership and composition should be fluid



Alternative TeachingAdvantages Students can receive

highly intensive instruction within general education classroom

Students have opportunity for more small group/1:1 interaction with teachers

Allows for peer modeling – having positive class models work alongside of students with behavior disorders

Disadvantages Students with disabilities

may be stigmatized because of being frequently pulled into small group

If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed



Teaming Both teachers are

responsible for planning and share in the instruction of all students.



TeamingAdvantages Both educators have equal

status. Teachers can play off of

each other (role play, trade ideas during instruction, one can speak while the other models.)

Results in a synergy that enhances students participation (and also invigorates professionals)

Disadvantages Requires a great level of

trust and commitment Requires a lot of planning Teaching styles must mesh

(if teachers differ in their use of humor, pacing or instructional format the “flow” of the lesson in often unsuccessful.)



One Teaching, One Assisting One teacher teaches

while the other supports in instructional process

40



One Teaching, One Assisting

Advantages Requires little joint

planning Gives a role to

special services provider if they do not feel competent in the subject area

Disadvantages Sometimes becomes the sole or

primary co-teaching approach when planning time is scarce.

Teacher probably takes the lead role and the special services provider becomes the assistant (special services- denied an active teaching role, undermines credibility)

Assisting teacher can become a distraction (both visually- walking around and auditory- whispering)

Risk of students becoming dependent learners



Co-Teaching Advantages Lower teacher – student ratio Classroom of diverse learners Teachers can respond effectively to varied needs of

students Another professional can provide different viewpoints and

more ideas for instruction. Teachers can be motivational for one another. Co-teaching can positively affect the general educator’s

instructional behavior.



Barriers/Disadvantages to Success Lack of administrative support Lack of shared planning time Need for in-service training Personality matches – the relationship between co-teachers

is critical to success. Misguided perceptions and / or lack of communication Poorly defined roles / unclear expectations Dividing the class based on SPED and non-SPED students

Scheduling Co-Teaching



Collaborative Scheduling

Collaborative Scheduling A Collaborative Scheduling B Collaborative Scheduling C

Walsh & Jones, 2004



Collaborative Scheduling A Special educator divides teaching

time between two different classes in the same day.

Walsh & Jones, 2004



Advantages of Collaborative Scheduling A

Enables students with disabilities to access a broader range of general education classrooms, including AP and honors

Ensures the availability of direct support from a special educator for critical parts of the instructional programs

Improved ratio of students with disabilities to students without disabilities

Walsh & Jones, 2004



Challenges of Collaborative Scheduling A

Requires effective consulting skills on the part of the special educator

Larger danger that the special educator will not be seen as an equal partner to the general educator

Could possibly disrupt the class routine Walsh & Jones, 2004



Collaborative Scheduling B The special educator divides time

between two different classes. The involvement of the special

educator varies by days of the week, not within classes in the same day.

Walsh & Jones, 2004



Advantages of Collaborative Scheduling B Advantages are similar to

Collaborative Scheduling A. Co-teachers report an ability to

implement a full range of co-teaching models because of the planned involvement of both teachers in complete classes on certain days ofthe week.

Walsh & Jones, 2004



Challenges of Collaborative Scheduling B Challenges are similar to

Collaborative Scheduling A. Teachers need to be cognizant of

the presence of two teachers on only certain days of the week.

Students with specific support and accommodation requirements have to be well aligned to the schedule.

Walsh & Jones, 2004



Challenges of Collaborative Scheduling B (cont.) Requires general educator to be able to

implement IEP requirements in the absence of the special educator

Special educator burnout is an issue because of the greater demand of knowledge of the general education curriculum.

Requires supervisory judgment regarding which teachers can effectively plan and implement this model

Walsh & Jones, 2004



Collaborative Scheduling C The special educator serves as a

resource to the interdisciplinary team.

His/her schedule is established weekly on the basis of instructional activities.

Requires the greatest amount of flexibility and planning by an interdisciplinary team of teachers

Walsh & Jones, 2004



Advantages of Collaborative Scheduling C

Special educator is present when needed most for instructional support.

Instructional need dictates the cooperative teaching role, not the calendar or time of day.

Most responsive to students’ needs and schedules. Walsh & Jones, 2004



Challenges of Collaborative Scheduling C

Requires the highest degree of planning and buy-in by a team of teachers

Walsh & Jones, 2004

Co-Teaching Scenarios



Activity Directions Each group will read and discuss

their scenario. Be prepared to report back to the

group with a summary of the scenario, including: Comments about pros and cons Personal insight into why the example

was a positive or negative experience for the co-teachers

Upper Elementary andMiddle School Earth Science



Working Relationships Elementary team volunteered;

middle school team was assigned. Both teams were upbeat and able

to interject appropriately during the lesson and displayed mutual respect.

Both teams indicated a genuine trust and respect for their partners.

Mastropieri et al., 2005



Strengths as Motivators Both teachers on both teams

claimed ownership for all of the students who were enrolled.

Teachers emphasized importance of enthusiastic teaching while maintaining effective behavior management.




Time Allocated forCo-Planning Elementary team did not have time

allocated for co-planning: Met before/after school and at lunch Because they enjoyed each other’s

company, lack of scheduled co-planning time did not appear to be a barrier to effective instruction.

Mentioned that it would have been easier ifthe administration had allowed them time forco-planning




Time Allocated forCo-Planning (cont.) Seventh-grade team had a

common free period for planning during which time they could: Review where they were in the

content Determine what needed to be

coveredand by when

Develop optimal ways to present information and complete activities




Appropriate Curriculum

Both teams used a hands-on,activity-based approach to instruction: Made content more concrete Lessened the language and literacy

demands of tasks




Appropriate Curriculum (cont.)

Activity-based instruction lends itself very well to co-teaching: Teachers can share more equitably in

instruction. In fact, teachers appear to be more

likely to share instruction in a hands-on approach.




Effective Instructional Skills Both teams used effective

instructional skills: Framework of daily review,

presentation of new information, guided and independent practice activities, and formative review

Effective classroom management, including good behavior as a prerequisite for participation in activities, such reinforcers as positive comments, and tangibles




Disability-Specific Teaching Adaptations Both teams planned for individual

student performance within the unit and how to handle individual differences: Reduced language and literacy

requirements Special educator worked with

students who required adaptations.Mastropieri et al., 2005



Disability-Specific Teaching Adaptations (cont.)

Seventh-grade team used PowerPoint presentations for supplemental review.

Special educator adapted tests by reducing amount of written language in questions.




Expertise in the Content Area

In fourth grade, both teachers deferred to each other during instruction so all students would benefit: Teachers frequently exchanged roles

as presenters.




Expertise in the Content Area (cont.) In seventh grade, the division between

the content and the adaptation experts was more pronounced: General educator appeared to have an

advantage over the special educator with respect to content knowledge.

Special educator viewed this as an advantage (i.e., giving him/her an opportunity to learn the curriculum).

During lessons, special educator more frequently assumed the role of assisting individuals and small groups than the general educator. Mastropieri et al., 2005

Middle School Social Studies



Co-Planning Both teachers had allocated

planning time; however, this was also their individual planning time.

One period per week was allocated for co-planning. Planned for: Curriculum issues (in general),

scheduling for curriculum sequence, and types of assignments and activities

Ways to divide the teaching responsibilities




Co-Planning (cont.) Lack of planning was an obstacle to

co-teaching Resulted in lessons that were too advanced

for all students Left one of the team members feeling

trapped in an unworkable situation As tensions mounted, teachers began to

split the class into two small groups and moved them into separate rooms for many of the activities. Mastropieri et al., 2005



Teaching Styles Each teacher had a distinct style of

instruction: One teacher was very relaxed and casual;

the other was more structured and formal. In the beginning, these styles seemed to

complement each other. Students appeared to adapt to the

differences in styles and expectations. As the year progressed, the extreme styles

contributed to the deterioration of the team.




Behavior and Classroom Management Little structure was in place in the

beginning. No specific class behavior rules were

posted. Teachers implied that schoolwide

behavior policies were the expectations for the class.

The loosely structured classroom behavior structure suited one teacher but not the other. This was a contributing factor to the eroding

of the team—the final straw.


Working with Families



Working with ParentsParents Rights in the Educational Decision-Making Process

Parents should be notified and their permission obtained before identification, evaluation, and placement of child

Parents may request an evaluation when they think child needs special education or related services

Parents may request an independent evaluation at public expense when they disagree with the school evaluation

Parent may request a reevaluation when they think their child’s placement is no longer appropriate

Parents may request their child to be tested in his or her primary languageParents may participate in development of the an IEP or IFSP

Parents may request a due process hearing to resolve differences

Parents should be informed of child’s progress at least as often as parents of children without disabilities



Family Collaboration

Two forces contributing to increased engagement of parents and family Increased parent advocacy Research on the impact of family involvement

Over representation of minorities Home-school communication is a two-way

street



Six Factors of Successful Partnerships

Communication Commitment Equality Skills Trust Respect



Family Adjustment:Five Categories of Needs of Families

Information exchange Consumer and advocacy information Home/community program

implementation Counseling, therapy, and consultation Parent-coordinated service programs



Planned Conferences: Preparation

Review the student’s materials, grades, and work progress

Meet with and learn the perspectives of other professionals who work with student

Review the student’s folder, portfolio, and previous assessment information

Obtain samples of student’s most recent work Make an outline of topics to discuss



Parent Conference Considerations

Considerations:

Welcome parents and make them feel comfortable

Review the outline and ask parents for other items to discuss

Begin and end with positives about the child

Try not to use technical language that would intimidate or insult parent

Communicate any concerns in straightforward and sensitive manner

Solicit parent reactions and recommendations to address concerns

Summarize any decisions or plan made at the end of the conference

Set a target date for follow-up



Unplanned Conferences

Avoid temptation to resolve complex issues in an impromptu meeting

Arrange a time to discuss parent’s concerns in a more appropriate setting



School-to-Home Communication Beginning of year letter or bulletin “Good News” notes Student-written learning logs Weekly and monthly calendars Newsletters Phone calls Email Face-to-face conferences Websites Classroom web pages Parent interviews or surveys

communicating and collaborating with other professionals and families sped 518: survey of the...

Documents

pearson education

general education classroom

teaching students

classroom slide

e vaughn

schumm isbn

students world slide

special education mandate