D096 Study Guide 13

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Keuka College *

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500

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Communications

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Feb 20, 2024

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Module 13: Collaborating with Colleagues and Other Professionals Note : You are encouraged to download the Study Guide to document your responses. If you plan to print the Study Guide and complete it by hand (recommended), expand the tables after you download it to provide more space to enter a complete response. Learning Objective: The candidate recommends practices that promote effective collaboration between colleagues and other professionals in making decisions that improve the quality of education for diverse student populations. Understanding the Roles and Responsibilities of Various Stakeholders:  According to IDEA, list the individuals who must be members of the IEP team. Parent Regular education teacher Special education teacher Local education agency (LEA) representative Assessment interpreter (psychologist, speech pathologist) Child advocate (someone who knows kid – aunt, uncle) Student, when appropriate  Can a student be part of an IEP meeting? Why or Why not? In what circumstances? Yes, better when older, at discretion of parent, can leave after beginning Schools are required to invite students to participate in their IEP meetings whenever transition goals or services are considered If a youth is unable to participate in his/her IEP meeting or chooses not to attend, school personnel must take steps to ensure that the youth’s preferences and interests are considered in developing the IEP  What option is allowed by law if an IEP team member cannot attend the IEP meeting? Written form, parental excuse for team member Provide all feedback for meeting in timely manner in writing Developing Appropriate Service Plans:  Who is responsible for writing the IEP? School personnel and a student’s parents or guardian  List the main content that must be included in an IEP. Current performance – the IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the elevation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about “current performance” includes how the child’s disability affects his or her involvement and progress in the general curriculum. Annual goals – these are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable – meaning that it must be possible to measure whether the student has achieved the goals. Special education and related services – the IEP must list the special education and related services to be provided to the child or on behalf of the child.

This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel – such as training or professional development – that will be provided to assist the child. Participation with nondisabled children – the IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities Participation in state and district-wide tests – most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead Dates and places – the IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last Transition service needs – beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs Needed transition services – beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school. Age of maturity – beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of maturity. (this statement would be needed only in states that transfer rights at the age of maturity) Measuring progress – the IEP must state how the child’s progress will be measured and how parents will be informed of that progress Effective Collaboration with Paraeducators:  Describe five strategies for teachers to use when working with paraprofessionals. Clarify each other’s roles – paras are employed for various reasons. Don’t assume the para knows their role in your classroom. Determine if the para is assigned primarily to one student for individual support or for the whole class. Regardless, you are responsible for planning and assessing every child’s learning, social, and behavioral outcomes. Learn district policies regarding what duties paras can legally perform. Typically, paras are not allowed to introduce new skills. Check with your principal and district handbook for relevant policies Involve the para in decision-making – paras can be vital team members. Collaborative co-planning alerts the para to instructional and behavioral goals while clarifying tasks. Because paras sometimes perceive students differently than you, their insight is important. Meeting weekly to discuss upcoming lessons helps establish an effective team. Consider these additional tips: ask the para what they are comfortable doing, create a shared communication log for writing questions or comments that arise during the day and review daily, review student assessment data to determine your instructional effectiveness, adjust instruction accordingly, ask the para for input regarding upcoming lessons; however, remember that you make the final decisions

Provide ongoing professional development – do not assume that your para has a teaching background or understands your curriculum. Paras may need professional development regarding differentiation, learning standards, classroom management, disabilities, and IEPs. Be sensitive, however, to information overload, so begin slowly. To advance your para’s skills, consider doing the following: provide and then discuss relevant articles together, discuss timely issues and approaches (e.g. positive behavior supports for students with behavioral issues), model instructional techniques, introduce a new discussion topic each month with “coffee and conversation” after school, schedule the para to observe exemplary instructional or behavioral practices, suggest viewing online modules or completing webinars, invite your para to conferences or workshops if permitted Offer detailed instructions and feedback – provide copies of lesson plans with details of the para’s tasks, with specific job descriptions for various learning segments throughout the day. Develop cue cards with clear directions to provide specific instructions or supports. Detailed feedback encourages communication and clarifies standards. Therefore, rather than noting, “lake week you did a nice job with Michael,” say, “I just noticed that you used the First/Then visual support during class to redirect Michael to finish his independent work. That helped him remain on-task. Thank you.” Descriptive and timely feedback confirms the rationale for the approach and encourages the para to sustain the desired behavior Continuously evaluate practice – reflect on professional practice guidelines and adjust your practices accordingly. Consider these questions: are the para’s strengths and interests being used as much as possible? Are we involving family members regarding the need for and use of a para for their child? How are we fading para support to promote student independence? How are we involving peers to interact with and assist the student? How are we ensuring students are not embarrassed or isolated because of their para? Are we honoring the student’s desires regarding the para? Collaboration with Colleagues for Advocacy: Guiding Principles of Collaborative Advocacy Description Dignity Recognize all people have inherent dignity and value as human beings. Promoting dignity includes: treating everyone with respect and civility at all times, assuming best intentions, recognizing the right of parents and guardians to make informed decisions about their children’s educational needs Child-centered Understanding that a child with a disability is at the heart of every special education decision. Child-centered decision-making includes: ensuring that interactions and communication with parents and educators are focused on the child’s present needs, redirecting the team to the child’s needs when the conversation has lost focus Empowerment Encourage meaningful parent participation in developing the programs and plans. Empowerment can be facilitated by: educating parents about the special education process

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and procedural safeguards, helping parents clarify, prioritize, and articulate their concerns, needs, and vision for their child’ education and future to prepare parents to participate effectively in IEP/IFSP meetings, helping ensure the parent gathers the information necessary to be fully informed and ready to participate in problem solving as an equal partner, modeling collaborative problem-solving Collaboration Practice collaborative problem-solving skills and strategies to resolve disagreements and disputes. Collaboration includes: recognizing the value of conflict for identifying and clarifying concerns, asking questions to identify the interest underneath a position or demand, using an interest-based approach to problem solving, being open to different perspectives, listening for understanding, separating people from the problem, identifying areas of agreement, helping team members identify and evaluate potential solutions Relationship building Recognize the importance of team member relationships and seek to strengthen relationships through effective communication and collaborative problem-solving skills. Relationship-building includes: modeling effective and respectful communication skills, encouraging and empowering parents to participate meaningfully in conversations about their child, refraining from conduct that would harm the relationship, such as making disparaging comments to and about others, interfering with or discouraging communication between the family and the school or early intervention provider, encouraging parents to withhold relevant information, or knowingly misleading or misinforming parents or others Professionalism Remain professional at all times. Professionalism includes: maintaining regular contact with parents, responding to questions and concerns in a timely manner, following through with commitments, being aware of personal biases from past experiences, and making sure those do not negatively affect interactions Community liaison Connect families with local agencies, resources, and other parents, helping to build a support system within the community. Acting as a community liaison includes: sharing knowledge of various community resources that can benefit families, referring families to other agencies to ensure whole family support is in place (e.g. mental health services, respite care, health care), supporting families to find and organize learning opportunities and support groups Integrity Remain honest and trustworthy. Motives are aligned with the child’s needs and clearly articulated. Acting with integrity includes: upholding commitments, sharing accurate information, disclosing conflicts of interest, keeping the child’s needs as the focus

Competence Stay informed and knowledgeable about the special education and early intervention processes and regulations in the jurisdictions within which services are provided, understanding the limits of individual experiences. Competency includes: being honest with existing and potential clients about relevant experience and expertise, informing existing and potential clients if not competent to handle a specific issue, preparing adequately and reasonably to provide the requested assistance, completing continuing education courses in special education on a consistent or annual basis to stay informed of developments and changes in the field, understanding the limits of non-attorney advocacy as defined by the jurisdiction’s regulations concerning the “unauthorized practice of law” Privacy/confidentiality Recognize sensitive information concerning a child with a disability must be protected. Protecting privacy includes: obtaining permission before discussing matters with others, including school and early intervention personnel, in accordance with state and federal regulations; informing the parent that communications may not be protected by an advocate-client privilege and that advocates may have to comply with lawfully issued subpoenas to appear in a due process or civil court proceeding; informing parents and early intervention or school personnel that advocates do no speak for the parents Collaboration to Support the Needs of English Learners:  List some non-verbal signs of active listening. Smile Eye contact Posture Mirroring Distraction – no fidgeting, etc.  List some verbal signs of active listening. Positive reinforcement – saying very good Remembering Questioning Reflection Clarification Summarization Key Terms Members of the IEP Team IEP Content Collaborative Advocacy Active Listening (nonverbal signs) Active Listening (verbal signs)

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D096 Study Guide 13

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