Collaboration in Locating, Selecting and Developing Materials

Activity Sheet

 

In order for the process to work smoothly, teachers working together must take a number of things into consideration. Discuss each of the following points and list possible strategies and/or suggestions for practical implementation in our schools:

 

Regular communication between classroom teacher(s) and resource teacher about implementation of the IPP

Possible strategies for implementation:

  • E-mail
  • Notes in mailbox
  • consultation “week” regularly scheduled for resource teachers
  • Article 46 funding continued to be utilized
  • Regular updates from classroom teacher
  • Regular “consultation week” implemented into Resource Teacher’s schedule
  • Continuation of Article 46 funding
  • E-mail
  • Access to digital IPPs/Adaptations on school network
  • Purchase external hard drives to save files regularly
  • Weekly written reports/e-mail – brief updates
  • Consultation week for Resource Teachers
  • Article 46 days
  • Full computer access to IPP/Adaptation – allows all to contribute and implement
  • Time worked into the timetable for resource teachers & classroom teachers to meet (NEEDED)
  • Time limit on meetings after school
  • Open-minded communication via e-mail, quick lunch room conversation
  • A period per cycle that is in the schedule to have this discussion with the ELA/or Math teacher
  • After school meetings
  • Classroom visits to help teacher work on a certain outcome (in class support)
  • Memos
  • Pay subs to cover classroom so classroom teacher and resource teacher can meet – especially before reporting period
  • Time for meetings during the day with $ for subs to allow teachers to meet during the day
  • Make sure some resource time is in-class as that you both see what’s going on in class setting
  • Memos
  • Electronic communication
  • Article 46
  • Chose time convenient to teachers
  • Built into schedule
  • Arrange a time with the classroom teacher that is convenient – a prep after school (not always the same time)
  • Article 46 (cash bank of days) sub
  • P.P.T. time on the schedule
  • Apply for release time to plan IPP “Article 46”
  • Teacher/resource teacher collaboration
  • Scheduled time
  • Finding a coordinator for meetings outside Resource staff
  • Common prep time
  • Regular e-mail reminders
  • Via e-mail if necessary
  • IPP review in November if necessary
  • Weekly meeting (10-15 min) once a cycle
  • Prep after school
  • E-mail note – sticky note
  • Communication book
  • Using permission slips with teacher request, to report back to teacher
  • Lunchtime meetings
  • Notebook – by classroom door – communicate each day – what is worked on and what is accomplished
  • Communication notebook/folder between classroom and resource teacher
  • Hallway conversations
  • Lunch time/after school mtg

 

 

Sharing of responsibility for locating selecting and/ or developing materials

Possible strategies for implementation:

  • Interactive web site for each school’s resource materials link to board
  • Collaboration of resource/classroom teacher on a regularly scheduled meeting
  • Additional prep time
  • ½ day in-service for sharing resources in school
  • In-servicing for jr/sr high in elementary outcomes and vice-versa
  • ½ in-service to share resources available in school/classrooms
  • Establish Professional Learning Communities to discuss and share
  • Morning announcements for teachers to share on-line (ex: I want to de a unit on ??? anyone have materials)
  • On-line interactive page on website
  • In-service day to explore what is available through Irt, NSTU, different boards – there is a vast amount of info available from the department
  • In-service to share resources
  • Professional Learning Community Sessions
  • Use of teacher accessible Daily Announcements to request information/resources
  • Board wide lesson sharing online
  • In-services to explore online resources
  • In-services for high school teachers about elementary outcomes and strategies and elementary teachers to see where their students are headed
  • Many (most) resources in one place (with sign out)
  • Resources organized in content area/subjects
  • Manipulative located in one space for easy access
  • A period per cycle that is in the schedule to have this discussion with the ELA/or Math teacher
  • Collaboration between teachers and Resource teachers and
  • You know on your staff who has a lot of resources (share – make a list of what materials you have)
  • Share day during a ½ day in school driven in-service day
  • Electronic copies accessible by all teachers
  • Draft IPPs made in June
  • L.C. has materials available
  • Instructional coach
  • Setting guidelines
  • Consultant – Lenora Surette – for immersion students – CPRP Universite Ste-Anne very helpful
  • Electronic copies of IPPs are available to teachers
  • Learning Center available
  • Informational Coach is very helpful
  • Electronic copies for teachers to access
  • Guidelines are clear between teachers/resource teachers
  • Scheduled release time for planning
  • Access instructional coaches
  • Common prep time
  • Resource locates & teacher selects and develops
  • Work together
  • Included in IPP development
  • Responding to teachers requests, on a need basis
  • Resources located in library

 

 

Ensuring sufficient lead time for locating, selecting and/ or developing materials

Possible strategies for implementation:

  • Built-in (prep time)
  • Time to review material
  • Collection of previously used materials for subject areas and accessible storage
  • Article 46 day to assist teachers compile info
  • Have meeting/e-mails regarding what’s coming up
  • Send out “help I need this” to all staff
  • Resource teachers initiate conversation
  • A period per cycle that is in the schedule to have this discussion with the ELA/or Math teacher
  • Banked time to share
  • Draft IPPs constructed in June
  • Again guidelines are clearly set
  • Instructional coach can also help locate materials
  • Show teachers sites/resources that you find useful at beginning of year
  • Planning ahead of time
  • Consulting with librarian for searches
  • Developing pkgs of work that could be used over with different students
  • Sticky note on bulletin board of Needs/Wants

 

 

Ensuring that the materials are appropriately respectful of the student’s dignity

Possible strategies for implementation:

  • Funding from Department of Education           
  • Funding from Board                                          for new/ appr, materials
  • Extend fund from Book Bureau
  • Internet sites for high interest/low vocab books
  • Must take time to review material before using
  • Interests
  • High interest, low-level
  • Get rid of grade level indications
  • A period per cycle that is in the schedule to have this discussion with the ELA/or Math teacher
  • Self advocacy
  • High interest-low readability texts
  • Ed-helper
  • That quiz.com
  • Free rice.com and other websites
  • Encourage students to speak to their teachers about their needs
  • High interest/low vocabulary texts
  • Web sites – abcteach.com, mathdrills.com, freerice.com
  • Self advocacy – students should be encouraged to speak out (one-on-one)
  • Edhelper.com – very good place to find readings (hi/lo, respectful of age) no babyish pictures
  • Thatquiz.com (or .org) – math mostly varied levels
  • Freemice.com (or.org) – math, vocabulary, geography – varied levels, students feel they are working towards a goal
  • Planning and managing TIME!! (no last minute plans!)
  • Developing a “Resource Library” with these appropriate materials
  • Webquests