Consultative Collaboration

1. Consultative Collaboration Iowa Department of Education 2006

2. “If you find yourself collaborating by yourself, seek professional help.” Marilyn Friend Iowa Department of Education 2006

3. Iowa’s Consultative Model Co-teaching Collaborative Consultation Effective Instruction Effective Behavior Supports Iowa Department of Education 2006

4. A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. DuFour, DuFour, and Eaker Iowa Department of Education 2006

5. Collaboration as a Tool Collaboration – is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal Marilyn Friend Iowa Department of Education 2006

6. Bridge Builders • Supportive beliefs and values • Mutual trust • Mutual respect • Establishment of a sense of community Iowa Department of Education 2006

7. You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring. Lance Armstrong Iowa Department of Education 2006

8. Collabortive Consultation Interaction in which school personnel confer, consult, and collaborate as a team to identify learning and behavioral needs and to plan, implement, evaluate, and revise as needed the educational programs that are expected to serve those needs. Dettmer, Thurston, Dyck Iowa Department of Education 2006

9. Collaborative Consultation IS NOT: • Counseling for the consultee(s) • A teacher with more free time • Supervisory or judgmental • A money saving mechanism Iowa Department of Education 2006

10. Collaborative Consultation as an Option Mutual ownership Specific content instruction Pooled resources Joint accountability Iowa Department of Education 2006

11. Co-Teaching: Collaborative Consultation Model: Both: Iowa Department of Education 2006

12. Benefits • Fewer referrals for special education • Strategy expertise accessed by a broader range of students • Students have access to a broader range of general education classes • Sharing of knowledge increases the skills of all parties involved (Increase in student achievement.) Iowa Department of Education 2006

13. Collaborative ConsultationKey Components • Individual prerequisites • The professional relationship • Planning, implementing and evaluating • Concerns Iowa Department of Education 2006

14. Core Content Teacher Content Expert Assigns grade/teacher of record Assures progress in course Certifies student has met course requirements Special Education Teacher Strategy expert Ensures student makes progress toward his/her goals Ensures appropriate accommodations 1. Individual Prerequisites(Highly Qualified Teacher Roles) Iowa Department of Education 2006

15. 2. The Professional Relationship Both/All • Focus on what is best for each student • Open communication skills • Positive interpersonal traits • Compatibility of perspective on effective teaching • Identification of needed supplemental materials • Problem solving • Ongoing assessment of student progress • Collegial exchange of teaching strategies Iowa Department of Education 2006

16. 2. Professional Relationship (continued) Responsibility of general educator • Clearly defined content outcomes • Consistent behavioral expectations Responsibility of “other” educator • Curriculum adaptation • Skills deficit remediation • Assessment modification • Effective behavior supports • Strategies instruction Iowa Department of Education 2006

17. Planning • Planning process • Problem solving process • Multidisciplinary team input • Planning content around learning objectives • Accommodations/modifications • Reteaching/preteaching • Skills acquisition • Strategy needs • Planning actions • Division of tasks Iowa Department of Education 2006

18. Planning PyramidA way of thinking about planning instruction for all learners • Degrees of learning (helps teachers consider the importance of the concepts to be taught) -What do I want ALL students to learn? conceptually broader; most important; big ideas; concepts should be made explicit to students; ample opportunities for learning concepts -What do I want MOST students to learn? additional facts, extensions of main concepts; majority of students should be able to grasp and retain this information; important, but not critical -What do I want SOME students to learn? incidental to the content; generally detailed/more complex information; student-directed experiences ***Students should have access to all levels. Iowa Department of Education 2006

19. Planning • Macro • Micro Iowa Department of Education 2006

20. BASE Planning Building a Strong BASE of Support for All Students Through Co-planning Hawbaker, Balong, Buckalter, Runyon Big ideas Analyze difficulty Strategies and supports Evaluation access online at: http://journals.cec.sped.org/EC/Archive_Articles/ VOL.33NO.4MARAPR2001_TEC_Article4.pdf Iowa Department of Education 2006

21. Resources Visits to schools featured in the Iowa video Norwalk High School Miller Middle School, Marshalltown Washing High School Mount Ayr High School Cedar Falls High School Holmes Junior High School, Cedar Falls Ottumwa High School Collaborative Conversations with Iowa School Administrators and Teachers - DVD Resource Segment #1: Descriptions of collaborative teaching models Segment #2: Implementation of collaborative teaching models Segment #3: How do you know this model is working for students Segment #4: Impact on curriculum Segment #5: Scheduling collaborative teaching models Segment #6: Planning time for teachers Segment #7: Addressing conflicts in the classroom Segment #8: Communication needs Segment #9: System supports Segment #10: Additional considerations Iowa Department of Education 2006