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Elementary Collaboration Training

Elementary Collaboration Training. Elementary Gen. Ed/RSP TT&C Nov. 13 th , 2014. Welcome. Introductions Agenda Outcomes We will review the benefits of the co-teaching model We will collaborate with colleagues on Co-Teaching practices and procedures.

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Elementary Collaboration Training

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  1. Elementary Collaboration Training Elementary Gen. Ed/RSP TT&C Nov. 13th, 2014

  2. Welcome • Introductions • Agenda • Outcomes • We will review the benefits of the co-teaching model • We will collaborate with colleagues on Co-Teaching practices and procedures. • We will learn effective ways to communicate with colleagues. • We will review where we are in the process of team building and articulate an action plan for future collaboration.

  3. Norms for Today • Cell phones are silent. • Laptops are down, unless taking notes. • Focus on the issues and not the person. • Discussions within groups are confidential. • Actively listen to your colleagues. • Seek to understand and not judge.

  4. Co-Teaching Team Table Groups School Pairings • Emery Park/Fremont • Garfield/Granada • Marguerita/Monterey Highlands • Northrup/Park • Brightwood/Park • Ramona/Repetto • Baldwin/Ynez

  5. Where elementary special education collaboration is now. • RSP 8th students are generally clustered in one or two classes in either ELA or Math, or both. • General Education teachers are aware of the SpEd students in the class and their accommodation/modification needs through PowerSchool. • Most RSP teachers use a push-in model to support RSP students in the class between 0 and 90 min. daily depending the grade level assignments of the RSP teacher. • RSP teachers aide the teacher in class, modify assignments, and/or re-teach assignments in both push-in and push-out models. • The general education teacher is the teacher of record and both RSP and General ed. Teachers collaborate on assigning appropriate grades.

  6. How does it benefit or impede student learning? • On the chart, identify the student learning benefits and challenges of a traditional RSP model.

  7. What is Collaboration? Collaboration=Co-Labor To work together toward a common goal Co-Teaching, a form of collaboration, is a teaching relationship in which general and special educators share responsibility for planning, delivery and evaluation of instruction for a heterogenousgroup of students.

  8. What Does the Research Say? • Read the article, “Middle School Co-Teaching: Effective Practices and Student Reflections” • Jigsaw Learning • Numbered Heads 1-7 • (5-6 people per group, 3 will record, 2-3 will present)

  9. What are the Main Components of Co-Teaching? • Teachers are equally responsible for what happens in the classroom. • Decisions are made together • Teachers share roles • Student needs determine classroom practice • Both teachers facilitate learning and impact knowledge Barbara Glaeser, US Dept. of Ed.

  10. What Does Co-Teaching Look Like? • Co-Teaching Model for Special Education

  11. Co-Teaching Benefits • Increased time for individualized attention and supervision • Increased teacher time and assistance • Increased learning options for all students • Improved program intensity and continuity • Reduced stigma for SWD and students who struggle with learning • Increased support for teachers and related service personnel • Utilizes the unique perspectives of general and special educators

  12. Traditional vs. Co-Teaching Instruction

  13. What do our Teachers and Administrators say about the Effect of the Collaboration Model on Student Success? • “I saw more of our SWD’s attending prom, football games, and other extra curricular events because they were with their peers during the day and felt included and a part of the school.” • “It benefits the general ed students as much as the SWD as the classroom becomes a reflection of the real world and diversity in our communities.” • “SWD’s began to ask about college and all the a-g requirements as they were with their gen. ed. Peers getting the same messages about college.”

  14. Benefits for all Students • Improved self-esteem and self-confidence • Improved social skills and peer relationships • Decrease in behavioral referrals • Perform better in general education settings than special education settings

  15. What does the assessment data say?Longitudinal growth in ELA (Subgroup)

  16. Longitudinal growth in Math (Subject)

  17. Longitudinal Growth in math (subgroups)

  18. Longitudinal growth Grade Science (subgroup)

  19. Longitudinal growth in EOC science (subgroup)

  20. Longitudinal Growth in Hist/SS (subgroup)

  21. How do Collaborative Teams get Developed?Where are we? Team Development Wheel • Stage 1:Forming • Extreme Politeness • Stage 2: Storming • Honest Expressions of difference • Stage 3: Norming • Rule Development • Stage 4: Performing • Working Effectively

  22. Team Development Wheel 4 1 Performing Forming 3 2 Storming Norming

  23. Co-Teaching Common Mistakes • Planning on the go - not having regularly scheduled co-planning meetings • Leaving without debriefing - failure to debrief the lesson asap • Tightening the corset - lack of flexibility • Too many cooks - role confusion • Can you hear me now? - are we clear on roles, policies, rules, etc.? Anne Beninghof

  24. Where Are We Now? • Review your present instructional relationship with your co-teacher. Determine your present stage of team development and identify an area on the wheel that needs growth.

  25. What Makes a Co-Teaching Relationship Work?

  26. Solving a Conflict Like all relationships, there are bound to be conflicts, especially in Stage 2. • Four Steps for Solving a Conflict • Commit to Work it Out • Define the Problem • Brainstorm Solutions • Choose a Solution and Make an Action Plan

  27. The Art of the Question • Ask questions that encourage communication. • Refrain from: • Jumping to conclusions • Making judgments • Offering advice • Review the list of question stems and practice using at least 2 with a partner on the discussion topic. “What is something you have a difficult time doing.”

  28. Using “I” Messaging • Four Steps: • I feel… (Talk about your feelings) • …when… (State the specific behavior) • …because…(State what happens to you) • …and what I NEED is… (Say what you need to make the situation better) • Think of a person you may be having a conflict with. Speak to your partner as if he/she is the person. Practice using the steps.

  29. Collaborative Co-Teaching Models • Complementary Teaching • Station Teaching • Parallel Teaching • Alternative Teaching • Shared Teaching

  30. Collaboration Resources • Collaboration Google Site https://sites.google.com/a/ausd.us/high-school-collaboration-resources/ • Accommodations and Modifications Matrices • IEP goals Matrix • Discussion Topics for Next Steps (Action Plan)

  31. Afternoon Collaboration • Please work with your co-teachers in completing the: • Accommodations and modifications matrices • IEP matrix • Discussion Topics for Next Steps (Action Plan) Share Out

  32. Ending our Day "The challenge of every team is to build a feeling of oneness, of dependence on one another because the question is usually not how well each person performs, but how well they work together." Vince Lombardi

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