Collaboration

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Collaboration?
Thanks to Dr. John Cressey for the opening slides
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How would you describe collaboration?
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How would you describe collaboration?

• Please take a moment to write your own definition

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What is Collaboration?

• A mutually beneficial relationship entered into
  by two or more individuals to achieve results
  they are more likely to achieve together than
  alone.
• Michael Winer and Karen Ray
• Collaboration Handbook, 1994

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What is Collaboration in 2005?

• An on-going process of critical information
  sharing, evaluation, and documentation, by two or
  more individuals, to help achieve goals that are
  more likely to occur over time by working
  together as a team than by being assumed by just
  one.

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Collaboration is no longer a choice it is a
necessity. Working together is not just rhetoric
it is essential in order to address the
increasingly diverse and sometimes daunting needs
of students. If we work together, both when it is
easy and when it is difficult, we can meet these
needs. Marilyn Friend, Ph.D. University of
North Carolina
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The Schools Mission Statement or Philosophy Sets
the Tone

• The principal is key to establishing and then
  maintaining the collaborative spirit of No Child
  Left Behind (NCLB) and the Individuals with
  Disabilities Act (IDEA) --- the mission statement
  often reflects the collaboration philosophy.
• Collaboration starts as a community of
  professionals working together to improve
  achievement for all students --- this often
  involves the establishment of a collaborative
  culture both with the school and the community it
  serves --- a climate of support and trust.

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Alone we can do little, together we can do so
much- Helen Keller
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Alone we can do little, together we can do so
much- Helen Keller
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We are caught in an inescapable network of
mutuality, tied in a single garment of destiny.
Whatever affects one directly, affects all
indirectly Dr. Martin Luther King, Jr.
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Key Collaborators

• Student and Teacher
• Teacher and Teacher
• Teacher and Specialists
• (SL, OT, PT, APE, Counseling)
• Teacher and Principal or other Administrator
  (VP, Director)
• Teacher and Family
• Interagency Collaboration

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Collaboration Consultation--- What Is the
Critical Difference?

• Consultation generally involves an expert who
  knows something special
• Collaboration means working together for a common
  goal --- usually a student being successful in
  the least restrictive environment.
• Collaborative Consultation is an interactive
  process that enables groups of people with
  diverse expertise to generate creative solutions
  to mutually defined problems (Idol, Nevin,
  Paolucci-Whitcomb, 1994)

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Collaborative Consultation
Diana Browning Wright G. Roy Mayer
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Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
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Ineffective Style of Interaction

• Giving advice
• Being an expert
• Accentuating the positive
• Sharing ones success

HO-A /
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Role Plays

• Giving Advice
• Identifying the Problem
• Being the Expert
• Accentuating the Positive
• Sharing Successes

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Swamp or Alligators?
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Phase OneDeveloping the Appropriate Environment

• 1. Do develop solutions and strategies together.
  Dont offer immediate solutions or assume total
  responsibility for the solution.
• 2. Do engage in collaboration with the teacher in
  understanding the problem. Develop strategies
  together.  Dont become an expert by developing
  a question and answer dialogue, or solving the
  problem for the teacher.
• 3. Do let the teachers know that you have heard
  and respect both their thoughts and feelings
  about the problem.Dont take teachers mind off
  their problems by cheering them up.

HO-C
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Phase OneDeveloping the Appropriate Environment

• 4. Do individualize a strategy with the teacher
  based on an assessment of the problem.Dont
  share your past successes as a way of giving the
  teacher a suggestion.

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Basic Communication Skills

• Paraphrasing
• Clarification
• Summarizing
• Nonverbal

HO-D /
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Phase OneDeveloping the Appropriate Environment

• 5. Do paraphrase what the consultee has said to
  convey understanding.Dont rely on your
  attention alone to convey understanding.
• 6. Do restate your confusion and ask for
  clarification.
• Dont wait, hoping that your confusion will be
  resolved by itself.
• 7. Do summarize the main points the consultee has
  said.
• Dont depend on the consultee to remember what
  has been said.

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Phase OneDeveloping the Appropriate Environment

• 8. Do make frequent use of I messages in
  gathering information.Dont rely on direct
  questions or requests to gather information.
• 9. Do reflect affect statements until the
  consultee indicates a readiness to pursue
  content.
• Dont move to content areas in the face of
  affect expressions.
• 10. Do reflect both affect and content
  statements.Dont move to content areas in the
  face of affect expressions or to affect in the
  face of content expressions.
• 11. Do sit near the consultee with a relaxed,
  open posture.
• Dont sit opposite the consultee behind a desk,
  table, or table with a formal posture.

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Consultant Misjudges Timing
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Phase OneDeveloping the Appropriate Environment

• 12. Do write when you are speaking and say what
  you are writing.
• Dont write when the consultee is talking, and
  dont keep your notes to yourself.
• 13. Do use a team approach to address problem
  behavior.
• Dont expect a teacher to address problem
  behavior by him-or-her self.
• 14. Do take a proactive approach and provide
  service for students at-risk. Dont wait till the
  problems occur or escalate to address them.

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Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
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Phase TwoProgram Development

• 15. Do use language that communicates.
• Dont use technical language (HO-H)
• 16. Do provide work relief.
• Dont add a considerable amount of work to a
  teachers load.
• 17. Do suggest a strategy that is not initially
  too different from what teacher is doing or has
  done.
• Dont suggest a strategy that is considerably
  different from what the teacher is doing or has
  done.

HO-C /
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Phase TwoProgram Development

• 18. Do give priority to strategies that build on
  skills the teacher already possesses.
• Dont encourage strategies that require the
  teacher to learn
• many new skills.
• 19. Do determine the payoff for both the current
  ineffective strategy and the proposed new
  strategy for the consultee.  Realize the effort
  needed to implement the new program and rally the
  environment to provide compensating support.
  Dont request that the consultee implement a new
  program without providing compensating support.

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Phase TwoProgram Development

• 18. Do give priority to strategies that build on
  skills the teacher already possesses.
• Dont encourage strategies that require the
  teacher to learn
• many new skills.
• 19. Do determine the payoff for both the current
  ineffective strategy and the proposed new
  strategy for the consultee.  Realize the effort
  needed to implement the new program and rally the
  environment to provide compensating support.
  Dont request that the consultee implement a new
  program without providing compensating support.

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Phase TwoProgram Development

• 20. In other words, Do tailor the program to the
  environment and teachers skills.
• Dont assume the teacher can initially
  implement the best program for the student.
  (Storytelling)
• 21. Do be sure the teacher starts with some
  degree of responsibility.
• Dont assume total responsibility for
  implementing the program.

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Average Day for a Consultant
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How Can Instituting FAST FACTS Help a School ?

• Streamlines collaboration and sharing of critical
  student information encourages teaming.
• Provides specific help in understanding
  modifications and accommodations for lessons,
  projects, homework, etc.
• Helps track what worked to help the student
  succeed provides a paper trail that can be
  shared at meetings with family and staff.
• Helps the team to prepare appropriate goals and
  objectives prior meetings.

(Term Fast Facts developed by Dr. John Cressey)
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Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
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Phase ThreeImplementing the Program

• 22. Do be present on the day the strategy is
  initiated to assist the teacher.
• Dont wait for the teacher to implement the
  strategy without you.
• 23. Do provide cueing, reminders, and modeling to
  facilitate strategy implementation.
• Dont rely on verbal reminders to insure
  strategy implementation.
• Activity Think-pair-share
• 1. Divide into dyads in your AB groups.
• 2. Discuss ways to accomplish 16

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Phase ThreeImplementing the Program

• 24. Do prompt just enough to bring about the
  response..
• Dont overuse prompts.
• 25. Do be available to help resolve problems
  that may develop.
• Dont wait for the teacher to adjust to the
  problems.
• 26. Do give immediate and frequent
  feedback.(Student progress alone in usually NOT
  sufficiently reinforcing for teachers or aides
  to maintain program implementation.)

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Phase ThreeImplementing the Program

• 27. Do use of variety of ways to provide
  reinforcing feedback.
• Dont rely on your verbal support to met the
  teachers need for reinforcement..
• Activity Think-pair-share
• 1. Divide into dyads in your AB groups.
• 2. Discuss ways to accomplish 26
• 28. Do use on-going data combined with social
  praise to provide feedback on successful
  student and teacher change.
• Dont use data only for providing feedback and
  monitoring change.

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Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
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Phase FourProviding Follow-up Support

• 29. Do identify and use a variety of reinforcing
  sources to support and maintain desired teacher
  behavior.
• Dont continue to be the teachers only source
  of reinforcement or support for the programs
  maintenance and success. (Use parents, students,
  teachers, administrators, classroom visitors)
• 30. Do encourage and support teacher statements
  of pride and competence.
• Dont leave such outcomes to develop
  themselves.
• 31. Do use prompts, directions, cues, and
  modeling to facilitate the occurrence of the
  next step in shaping the new behavior. Dont
  wait for the teacher to assume more
  responsibility on his/her own..

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Phase FourProviding Follow-up Support

• 32. Do gradually reduce prompts and reinforcers.
• Dont abruptly reduce them.
• 33. Do point out similarities between situations
  and communicate an expectation of
  generalization.
• Dont leave to chance the generalization of
  newly acquired strategies by the teacher.
• Activity Think-pair-share
• 1. Divide into dyads in your AB groups.
• 2. Discuss ways to accomplish 32

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Potential Reinforcers for Staff

• Verbal Praise
• Written Praise
• Tangible Rewards
• Miscellaneous

Handout I
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Consultation Points

• Major Consultation Points Mayer -
• Top Ten Behavioral Consulting Tips
  Browning-Wright -

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BSPs

• Mission create an adequate Behavior Support
  Plan
• Addressing the 6 keys for effective behavior
  support
• Written as a team, with continuous communication
  and teaming

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BSP QE What is it?

• Measures the extent to which the 6 consensus
  criteria components of effective positive
  behavior support are present in a behavior plan
• Produces scores of Adequate (Good or Superior
  24-17 points) or Inadequate (Underdeveloped to
  Weak 0-16 points)
• Examines 12 areas for quality and internal
  consistency

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BSP-QE evaluates 6 Keys

• Behavior serves a purpose
• Behavior is related to environment
• BSPs should address both purpose (through
  replacement behavior) and environment (remove
  need for problem behavior to attain the goal)

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BSP-QE evaluates 6 Keys

• New behavior must be taught (or elicited) and
  reinforced
• Reactive strategies should be described (cue
  replacement behavior taught, specify how to
  handle the problem behavior, debrief following
  the behavior, consequences if required)
• Communication should be two-way between team
  members and stakeholders, specifying manner,
  frequency and nature of the communication

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Training Improves Plan Quality
Superior6
Superior18
Weak16
Good36
Weak30
SUMMIT
Pre-SummitPlans
Post-SummitPlans
Underdeveloped19
Good47
Underdeveloped28
These changes are statistically significant!
?2 15.64
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Effects of Training on Quality of Plans
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Percentage Change in Plan Quality
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Training Improves Plan Quality
Inadequate 35
Inadequate 58
Adequate42
Adequate65
SUMMIT
Pre-SummitPlans
Post-SummitPlans
These changes are statistically significant!
?2 11.41 ODDS RATIO 2.1
?2 11.41 ODDS RATIO 2.1
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Relationship Between Component Scores and Plan
Quality
Chi Square 54.22
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Relationship Between Component Scores and Plan
Quality
Chi Square 39.22
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4 opportunities
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You can always email or phone me for
clarification or assistance. dwright_at_dcs-cde.ca.go
v [phone]
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"None of us is as skilled as all of us"
Make a pledge to yourself to keep sharing and
networking!