Chapter 3

10 Minute Rule

10 Minutes per grade level, modified for a child with special needs.

Problem-Solving Process with Steps or Stages

All models and consultation have steps and stages.

Voluntaries

All participants are voluntary.

Open Questions

Allows a full range of responses, and discourages a short "yes" or "no" answer.

Teaming

Formal work groups that... have clear goals and committed members. Example: General Education Teacher on RTI Leadership Team.

Lesson Co-Planning

General education and special education teachers plan specific lessons and desired outcomes for the week.

Long Range Co-Planning

General education and special education teachers plan their overall goals and desired outcomes for the class and for specific students with disabilities in the class.

Individual Versus Class Focus

Instruction should be as a whole class.

Consultation

Interpersonal collaboration is a style for direct interaction between at least two coequal partied voluntarily engaged in shared decision making as they work toward a common goal.

Model A

One Lead Teacher: One Teacher "Teaching on Purpose" One teacher presents the lesson. The other teacher makes observations of student behavior and also "Teaches on Purpose"

Content Versus Accommodation

Students need adaption.

Teaming

Teams are groups wit definite goals related to the assigned task as well as goals for the ongoing functioning of the groups.

Lesson Co-Teaching

Two teachers are both in the classroom during the same lesson, and both participate in the instruction.

Consultation

"A voluntary process in which one professional assists another to address a problem concerning a third party."

Co-Teaching Definition

"Two or more professionals jointly delivering instruction to a diverse, or blended, group of students in a single physical space."

Paraeducators

- Assist in a general education or special education classroom. - work one-on-one with children. - Can be assigned to a specific child.

Family Adjustment

- Five Categories of Needs of Families

Over-representation of minorities

- Language Barrier - Environmental Barrier

Family Collaboration

- Two forces contributing to increased engagement of parents and family. - Over-Representation of Minorities. - Home-School Communication is a two-way street. - Six Factors of Successful Partnership.

Basic Principles for Communication with Parents, Teachers, and Other Professionals.

1. Acceptance 2. Listening 3. Questioning 4. Staying Focused

Ways to resolve the need for resources needed for collaboration

1. Administrators designate a common time for collaborating professionals. 2. School boards pay for professionals one extra time period each week to collaborate or meet with parents. 3. School districts provide early dismissal for students one day a week so team members have a common planning time. 4. Teachers schedule brief focused planning periods with one another.

Co-Assessment/Co-Grading

1. Assessment and Evaluation. 2. Purposes of Assessment and Evaluation 3. Grading

Critical Communication Skills

1. Collaboration among professionals and the family of children is increasingly emphasized since the amendments to IDEA 2004 and RTI. 2. Collaboration among professionals and families is mandated in legislation, assessment, IEP participation, placement, transition, behavior support plans, and mediation.

Six Factors of Successful Partnerships

1. Communication 2. Commitment 3. Equality 4. Skills 5. Trust 6. Respect

Strategies for Collaborating with Other Professionals

1. Consultation 2. Co-Teaching

Collaboration Models

1. Consultation 2. Teaming 3. Co-Teaching 4. Co-Assessment

Types of Listen

1. Effective Listening 2. Elements

Questioning is used to?

1. Establish Relationships 2. Inquire 3. Investigate 4. Teach

Working with Parents

1. Family Collaboration 2. Family Adjustment 3. Homework 4. Planned Conferences: Preparation 5. Parent Conference Considerations 6. Unplanned Conferences 7. School to Home Communication

Effective Team Efforts Necessitate?

1. Focused Leadership. 2. Efficient Procedures and Rules (must be enforced) 3. Clear Definition and Roles. 4. Accountability and Responsibility. 5. Active Communication. 6. Problem-Solving has to take place.

Two Forces Contributing to Increased Engagement of Parents and Family

1. Increased Parent Advocacy. 2. Research on the impact of family involvement.

Five Categories of Needs of Families

1. Information Exchange 2. Consumer and Advocacy Information 3. Home/Community Program Implementation 4. Counseling, Therapy, and Consultation 5. Parent-Coordinated Service Programs

Purposes of Assessment and Evaluation

1. Initial Screening 2. Diagnosis to determine individual strengths and challenges 3. Monitoring 4. Determining appropriate placement in special education services 5. Determining student outcomes to make decisions about promotion or graduation. 6. Evaluating the strengths and weaknesses of instructional program. 7. Being accountable to key stakeholders at school, district, and state levels.

Two Types of Co-Planning

1. Long Range Co-Planning. 2. Lesson Co-Planning.

10 Reasons that Teachers Assign Homework

1. Practice 2. Preparation 3. Participation 4. Personal Development 5. Parent-Child Relations 6. Parent-Teacher Communications 7. Peer Interactions 8. Policy 9. Public Relations 10. Punishment

Characteristics of Consultation are provided for?

1. Provided for the individual teacher. 2. Special education teacher. 3. Special Education/General Education Team

Concerns about Co-Teaching

1. Student Ownership 2. Individual versus class focus 3. Content versus accommodation 4. Real world versus student's world

Co-Teaching

1. Teaming 2. Co-Planning 3. Co-Teaching 4. Co-Assessment/Co-Grading

What are the Characteristics of Consultation?

1. Triadic and Indirect Relationship. 2. Voluntaries. 3. Expert and Directional Relationship. 4. Problem-Solving Process with Steps or Stages. 5. Shared but Differentiated Responsibilities and Accountability.

Staying Focused

1. Use time efficiently and effectively. 2. Redirect the Individual.

Grading General Education v. Special Education Students

Adaptions to work

Student Ownership

Both teachers are responsible for all students.

Expert and Directional Relationships

Consultant provides expertise and guidance in solving a problem.

Shared but Differentiated Responsibilities and Accountability

Consultant works with consultee to figure out what to do.

Triadic and Indirect Relationship

Consultation involves an expert, called the consultant parents, teachers, and administrators, or consultee. Client is not directly involved in consultation.

Collaboration

Direct interaction between two people to solve a problem. People working together as equal partners.

Goal of Collaboration for Students with Disabilities

How can you include the student in the general education classroom.

Co-Teaching Models

Model A - One lead Teacher: One Teacher "Teaching on Purpose" Model B - Two Teachers; Same Content Model C - Two Teachers; Different Content Model D - Two Teachers; Content May Vary Model E - Two Teachers Teaching Together

Effective Listening

More than waiting politely for someone to finish speaking. You must hear what they are saying.

Real World Versus Students World

Perception of undue advantage because of accommodations. Example: "That's not fair"

Assessment

The collection of data through the use of multiple measures, including standardized and informal instruments and procedures.

Evaluation

The process of integrating, interpreting, and summarizing the comprehensive assessment data. Also, data-based decision making.

Co-Assessment

Two or more professionals are actively engaged in assessment data collection, evaluation, grading student performance, determining report card grades, and reporting student assessment outcomes and grades to parents or caregivers.

Goal

To achieve ongoing dialogue among all persons who can provide support for the educational and social needs of all students.

Model D

Two Teachers; Content May Vary - Multiple Centers - Teacher Led Center - Student Led Center - Groups of Same or Mixed Ability

Model C

Two Teachers; Different Content - Students are placed in groups based on their instructional needs.

Model B

Two Teachers; Same Content - Mixed Ability Groups. - Parallel Teaching Occurs.

Model E

Two Teachers; Teaching Together - Teachers divide the agenda. - They share responsibilities.