Iowa’s Consultative Model for Collaborative Service Provision

1. Iowa’s Consultative Model for Collaborative Service Provision Iowa Department of Education 2006

2. Workshop Objectives • Review impetus for approaching the education of all students collaboratively • Define/understand vocabulary related to Iowa’s Consultative model • Explore a variety of methods to co-teach • Examine the concept of collaborative consultation • Define roles and responsibilities of general educators, special educators, paraeducators and administrators • Discuss issues in planning for implementation • Identify needs and next steps Iowa Department of Education 2006

3. Why This, Why Now? • Subject matter expertise • Success in general education settings • Law Iowa Department of Education 2006

4. Research on Subject Matter Expertise # 1 recommendation: 1. Stronger disciplinary preparation that incorporates an understanding of a discipline’s core concepts, structure, and tools of inquiry as a foundation for subject matter pedagogy; What Matters Most: Teaching For America’s Future, National Commission on Teaching and America’s Future, 1996 Iowa Department of Education 2006

5. More Research INTASC standards, based on extensive research, call for a “knowledge of subject matter and how to make it accessible to students.” INTASC = Interstate New Teacher Assessment and Support Consortium Iowa Department of Education 2006

6. Council for Exceptional Children July 2002 Because of the significant role that content specific subject matter knowledge plays at the secondary level, special education teachers should routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area. Iowa Department of Education 2006

7. Keys to Successful Teachingreflect combined expertise of core content endorsed teachers and special education teachers • Subject matter knowledge • Expertise in curriculum • Instructional strategies for diverse students • Assessment • Collaboration • Technology • Reflection What Matters Most: Teaching For America’s Future, National Commission on Teaching and America’s Future, 1996. Iowa Department of Education 2006

8. Success in General Education Settings In the school year 2000-2001, the categories of students that did not include cognitive impairments totaled 86.5% of children eligible for special education under IDEA. U.S. Department of Education, 2002 as quoted in Wright's Law: Children with Disabilities Under No Child Left Behind: Myths and Realities – a Position Paper from NAPAS Iowa Department of Education 2006

9. Success in General Education Settings A 1994 review of three meta-analyses concerned with the most effective settings for educating students with special needs concluded that regardless of the type of disability or grade level of the student, “special needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings” (Baker, Wang, & Walberg 1994, P. 34) Iowa Department of Education 2006

10. Law • Highly qualified in federal terms refers to subject matter competency • Teachers can be highly skilled without meeting the federal highly qualified definition • Special education teachers must demonstrate subject matter competency in addition to their skills in special education if they teach core content Iowa Department of Education 2006

11. Highly Qualified does not equal highly skilled Iowa Department of Education 2006

12. IDEA Requirements in Iowa • Bachelor’s Degree in education • Appropriate endorsements • Class C endorsements • Core content competency or use of consultative model Iowa Department of Education 2006

13. Accountability • NCLB reporting requirements • Schools must demonstrate “measurable steps” Iowa Department of Education 2006

14. Highly Qualified Elementary Teachers • Elementary general education license with special education endorsement • Elementary special education license Iowa Department of Education 2006

15. Highly Qualified Secondary Teachers • Must have content endorsement to teach subject matter or provide services through “consultative” model • Iowa Department of Education recommends consultative model Iowa Department of Education 2006

16. Legislated Core Content Areas • English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography • “Arts” is not yet defined Iowa Department of Education 2006

17. Teachers of students with the most significant disabilities • Teachers who teach to alternate assessment standards are considered highly qualified if they hold a special education endorsement appropriate to the needs of their students Iowa Department of Education 2006

18. LRE and HQTRelated, but not the same • Highly qualified is not about a setting or a place • Distinction between LRE, inclusion, access to the general education curriculum, and “highly qualified” Iowa Department of Education 2006

19. Iowa License and HQTRelated, but not the same • Distinction between Iowa licensure requirements and federal legislation on “highly qualified” teachers Iowa Department of Education 2006

20. “It does indeed take an entire village to educate a child, but we must first reconstruct the village.” Gwendolyn Webb-Johnson Iowa Department of Education 2006

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

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

23. 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

24. 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

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

26. Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting. Iowa Department of Education 2006

27. 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

28. Specially Designed Instruction Instruction that is designed to meet the unique needs that result from an individual’s disability “ It is the student who needs specially designed instruction who is pulling the special education and general education teacher together.” Iowa Department of Education 2006

29. Co-teaching • Students are considered a blended single group • Professionals actively deliver instruction in a shared physical space • Both are engaged in planning, implementing, and evaluating instruction • Each must make a valued contribution Iowa Department of Education 2006

30. Co-Teaching as an Option Mutual ownership Specific content instruction Pooled resources Joint accountability Iowa Department of Education 2006

31. Co-teaching Iowa Department of Education 2006

32. Benefits of Co-teaching • Student benefits • Teacher benefits Iowa Department of Education 2006

33. Advantages of Collaborative Teams • Gains in student achievement • Higher quality solutions to problems • Increased confidence among all staff • Teachers support each other’s strengths and accommodate weaknesses • More support for new teachers • Expanded pool of ideas, materials,methods • Judith Warren Little Iowa Department of Education 2006

34. Key Components of Co-Teaching • A Philosophical Basis • Individual Prerequisites • The Professional Relationship • Classroom Dynamics • Co-teaching Concerns Iowa Department of Education 2006

35. A Philosophical Basis Examples of Co-Teaching Beliefs • Ideas about student behavior • Expectations for attendance • Appropriate discipline • Routines • Parity • Rules and consequences • Homework • Noise/activity • Grading Iowa Department of Education 2006

36. 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 IEP goals Ensures student receives IEP services Ensures appropriate accommodations 2. Individual Prerequisites Highly Qualified Teacher Roles Iowa Department of Education 2006

37. General Educators Content Classroom management Typical behaviors Master of pacing Special Educators Process Know kids one at a time Modifications/adaptations IEP Paperwork 2. Individual Prerequisites-Areas of Expertise Iowa Department of Education 2006

38. 3. The Professional Relationship • Select how you will work together • Value each person’s contribution • Determine a mutual goal/problem • Share responsibility for key decisions • Share accountability for outcomes • Share resources • Share planning, implementing and evaluating Iowa Department of Education 2006

39. 4. Classroom Dynamics • Planning • Classroom roles and responsibilities during instruction • Interactions between co-teachers and students • Monitoring all students’ progress Iowa Department of Education 2006

40. Finding Time to Plan • Use other adults to cover classes • Find funds for subs • Find volunteer subs or use paraprofessionals • Begin class with independent work time • Use videos or other programs • Use part of professional development time • Late arrival/early dismissal • Stay late after school • Treat collaboration as a committee responsibility • Reserve time in daily schedule Iowa Department of Education 2006

41. Types of Planning • Macro planning time • Micro planning time Iowa Department of Education 2006

42. Elements of Planning • Phase 1: Curriculum Outline • Phase 2: Instructional Delivery • Phase 3: Individual Adjustments • Macro planning time • Micro planning time Iowa Department of Education 2006

43. Planning for the lesson • Identify the resources and talents of each • Discuss the content areas • Analyze student needs • Decide how student outcomes will be assessed Iowa Department of Education 2006

44. 4. Classroom Dynamics (continued) • Planning • Classroom roles and responsibilities during instruction • Interactions between co-teachers and students • Monitoring all students’ progress Iowa Department of Education 2006

45. Selecting Co-Teaching Approaches • One teach, one observe • Station teaching • Parallel teaching • Alternative teaching • Teaming • One teach, one assist Iowa Department of Education 2006

46. Selecting an Approach for Co-Teaching • Student characteristics and needs • Teacher characteristics and needs • Curriculum, including content and instructional strategies • Pragmatic considerations Iowa Department of Education 2006

47. One teach, One observe Very purposeful — data gathering • Joint data analysis When to use: • In new co-teaching situations • When questions arise about students • To check student progress • To compare target students to others in class Iowa Department of Education 2006

48. StationTeaching • Content and students are divided • Instruction is repeated • 2 or more stations When to use: • Content is complex but not hierarchical • In lessons in which part of planned instruction is review • When several topics comprise instruction Iowa Department of Education 2006

49. ParallelTeaching • Simultaneous instruction • Varied instructional approaches When to use: • A lower adult-student ratio is needed • To foster student participation • For activities (drill/practice, re-teaching, and test review) Iowa Department of Education 2006

50. Parallel Teaching Structures • Split class • Cooperative • Lab • Learning Iowa Department of Education 2006