Chris Matsumoto
Principal
Experimental Education Unit
Mission
Research
Service
Applied
Research Unit
Experimental
Education Unit
(EEU)
Training
Professional
Development
Unit
 Collaboration
is a style for direct interaction
between at least two equal parties
voluntarily engaged in shared decision
making as they work toward a common goal.
5
 Real
or perceived differences in power
 Mandating collaboration
 Changing decision if collaboration produces
undesired outcomes
 No goal at all or a goal chosen by one party
6
NEEDED
 Mutual Respect
 Shared Philosophy
 Common Goals
 Shared Decision
Making
 Support and
Training
ACTIVITIES
 Respect Activity
 Philosophy Activity
 Team Goal Activity
 Team Expectations
Activity
 Training Activity
7
I
feel respected by my team members when…
 Share your definition of respect
 Listen to your team members’ perspective
 As an individual your job is to focus on
meeting the definition of other team
members
8
 What
do we expect/believe…
 Develop a team philosophy that everyone can
stand behind
 Goal: Identify the beliefs that are shared

This does not mean that the team philosophy
represents a comprehensive picture of an
individual’s beliefs
9
 Identify



group goal
What questions will we ask during our debriefing
time?
How will we collect data?
How will we celebrate the achievement of the
goal?
10
 How


will we share…
Information
Decision Making
 How
will we prioritize our collaborative
efforts?
11
 What



should every team member know?
Knowledge
Skills
Strategies
 Prioritize

Most to least important
13
 Assess
 Identify
Current Perfromance
 Set goals (observable behavior)
 Learning


Provide opportunities or instruction
Provide feedback
 Evaluate

Performance
Provide evaluation or review self evaluation
14
 Team

Areas where majority of team members are
learning
 Individual

Areas where an individual is learning and the
category is high priority
 Develop
a staff training Matrix to identify the
strengths, goals and plans for improvement


Individual
Group
Group Staff Training Matrix
Staff
Member
Strengths
Areas of
Improvement
Goals
Strategies/
Resources
Individual Staff Training Plan
Strengths
Areas of
Improvement
Goals
1.
2.
3.
Strategies/Resources





Focus is on what is happening instead of
judging performance (less subjective)
Provide supporting evidence for the
conclusions in the evaluation process
Increase professionals abilities to self
evaluate and problem solve
Create a system that is easy to use both
by supervisors and classroom staff
Create a system of evaluation that
engages both parties in a discussion
rather than evaluator reporting on
findings
19
 Set


up observation day with staff
Select an activity that you are going to observe
Set up a time to meet the same day
 Select
the child and staff behaviors you
going to track
 Conduct
the observation
 Review the data prior to meeting with
staff
 Meet with staff member the same day to
discuss observation
 Identify next step


Follow up (based on this observation)
Next scheduled observation
 Meeting
Procedure:
 General positive comments on activity
 “Do you feel you met your goals in
relation to the activity?”
 Look at data on chart and explain coding
system
 Staff member look at chart and tell about
what they see/conclusion they make

Write ideas in the conclusion box
 Evaluator

SAME Conclusion


tells about their conclusions
Affirm it when they bring it up
DIFFERENT Conclusion

Wait until they have finished and then explain how you
have interpreted the data
 Summary
plus plan of action
Goal for staff member being observed
 Suggested behaviors (kid and adult) to observe
for next session

 Suggested
session
activity to observe for next
Purpose: Provide guidance on effective
practices for improved development and
learning outcomes for young children with
disabilities and their families
 Bridging the gap between research and
practice
 Based on research evidence and shared
beliefs
 User-friendly product
 Educators
 Practitioners
 Families
 Administration
 Age
Group: Birth to Five
5 Direct Services Strands:
 Assessment
 Child-Focused Practices
 Family-Based Practices
 Interdisciplinary Models
 Technology Applications
Audience: individuals working in a variety of
early childhood settings that provide services to
young children with disabilities and other special
needs
 Settings









Early Intervention Programs (Home and Center)
Preschool
Preschool Special Education Programs
Child Care Programs
Head Start
Public School
Hospital Based Programs
Other programs in which children receive educational
and other services
 Teams


of Professionals and parents
determine the strengths and needs of their
program
Make change to policy, classroom and home
based service
 Individuals


Determine strengths and needs as a professional
Improve professional skill
 Entire

Staff
Identify the professional development needs of
the entire staff in a program
 Research

Describing the context and the quality of
classrooms as a setting variable
 Program

Evaluation
Summary information collected within the
workbook to measure the impact on the quality
of the program of professional development,
technical assistance, and other interventions
 Workbook

Used to assess one or more entire strands of
practices
 Workbook



Forms by Strand
Forms by Activity
Used to assess all strands cutting across a
specific activity
Six different activities
Blank form to develop activity
 Each
set of forms can be used for two
assessment periods
 Strand



Summary of performance across strands
Only used with forms by strand
Total points and percentages for each strand
 Graph

Summary Form
for Percentage Scores across Strands
Visual representation of the data gathered on the
summary form (percentage scores)
 Action



Planning Form
Provides a place to record the next steps to be
taken tom improve practice
Used to identify priority needs and targeted
activities as well as the resources and supports
required to accomplish the identified goals
Can be used with the workbook forms by strand
or by activity





2 = Fully Implemented: The practice is implemented
consistently across children, families, teachers, time and
settings
1 = Partially Implemented: The practices is not
implemented consistently across children, families,
teachers, time, and/or settings, or the practice is being
implemented but needs improvement
0 = Not Implemented: The practice is not being
implemented
D/K = Don’t Know: Cannot confidently address the
particular practice’s implementation
N/A = Not Applicable: Not included in the point total. The
item is not relevant to the specific program (e.g., a
classroom-based practice might not be relevant if the
program is a home-based program).
Interactive Tools to Improve Practices for Young
Children with Special Needs and Their
Families (CD)
 Four Toolkits:





Embedded instruction
Systematic teaching strategies
Teaching early communication skills,
Monitoring children's learning
Self-paced tutorial



Video clips
Self-tests
Resources
 Clear

Display the schedule in a way that is appropriate
for the children and follow it
 Use

and consistent schedule
staff schedules
Display and use a schedule for the adults that
tells them where they should be and what they
should be doing
 Support
participation
 Have high expectations
 Be consistent
 Give good, clear directions
 When children are participating, provide
feedback on their performance
 Teach
the expectations during transitions
 Use pictures or salient cues
 Begin the activity when a few children are
ready
 When in doubt, teach the routine
 Reminders
about the purpose of activities
 Make interactions more purposeful
 Signs in each area
The way we view the family influences the way
we work with families.
 The family influences the growth and
development of the child.
 The family is the best determiner of its own
needs.
 Family support is a responsibility shared
among family members, program staff, and
community agencies.
(Workman & Gage)
As families and professional work together and
develop collaborative relationships, they can
establish a new way of addressing academic
problems.
 The family and the professional can benefit from
each others' knowledge, experience, and
understanding of the student.
 Working together, families and professionals
increase each others' repertoire of tools to help
the student.

(Homan)
 Professionals
may view parent participation
as irrelevant to a child's success



Parents seen as spectators who appropriately
seek out, understand, accept, and rigorously
follow professional intervention plans
Parents in the role of information receivers and
bystanders rather than partners
Parents support teacher practices, carry out the
professional's requests
(Winzer & Mazurek)
A
family-school relationship becomes a full
and equal partnership when the parties:




Truly believe each member brings something
meaningful and valued to the relationship.
Share a common purpose - the welfare of the
child.
Create a sense of shared responsibility around
common goals.
Base the relationship on trust, understanding and
respect.
(Turnbull & Turnbull III)
As educators we strive for nothing less than the
academic and life achievement of our students.
We study techniques and methods with the
hope of becoming more effective teachers. We
search for the resources and information that
will help our children succeed. It is here that
we make a fatal flaw. These are not our
children. Despite our love and devotion to
their pursuit of excellence, these children are
members of a complex and multidimensional
unit called a family. When we acknowledge
this fact, we may also understand that the one
true resource children need is the very group to
which they belong.
Children need their family.
Chris Matsumoto
Principal, Experimental Education Unit
University of Washington
ctm@u.washington.edu
(206)221-3868