Best Practices for

Professional
Collaboration
Stacy Ruebenacker
ESE633 Collaborative Relationships and Transitions
Professor Yvonne McCastle
April 28, 2014

Building Partnerships
Best practices for professional collaboration include partnerships
with families and providers.
Parents, and the student(when appropriate);
At least one regular educator if the student is or may be placed in
regular education;
At least one special educator or service coordinator for the student;
District representative who is knowledgeable of general education
curriculum and can allocate resources;
Someone who can interpret evaluations; and
Others who have knowledge or
expertise related to the student.

IDEAL Problem Solving Model

Bransford and Stein (1984)

Identifying the problem to be solved

Defining the problem
Exploring alternative solutions
Applying the chosen solution
Looking at the effects

http://www.centeroninstruction.org/files/ImplementationOfRtI.pdf

The Four Steps

I.E.P/I.F.S.P. (Support Family )

Parent
Concerns
(Are expressed
to Dr. or
Teachers)

Referral
(support family
in the process)

Evaluation(Support
family in process)

Written Consent & Evaluation

Before the child is evaluated for the first time to determine eligibility
for special education
Before the childs initial placement in special education
Before the child is placed in a private placement
Before the child is re-evaluated

May include information collected by the school district through

informal and formal observations, a review of previous school work
or Birth to Three System records, standardized tests, and information
provided by teachers, service providers and parents.
The written notice of consent to evaluate will include a description of
the tests and procedures the district will use to make a determination
for special education eligibility

Evaluations
Communications from all team members on the childs
strengths and weakness
Formal evaluations done on specific areas of development
(speech/language, cognitive, fine and motor skills) through
observations and screening tools.

IEP: Planning before Placement

1.
2.
3.
4.

RTI/ SRBI
Evaluate
Develop I.E.P.
Placement

I.E.P. Services Provided

IEP services can be provided in several different ways when a student
is in preschool
1. The student may receive on site special education services at the
preschool he/she attends this allows for the preschool teacher to be a
part of the services and implement the enhancement in their weekly
learning experiences. The Special Education Teacher can give UDL
support to the (regular education) preschool teacher.
2. A student may require a shared placement at a local public school
that has preschool special education programs. Depending on the
childs age determines which program the student will be eligible for
either AM/PM. The student receives special education at the public
school and at the preschool the IEP goals and objectives are
implemented as well as supporting social and emotional growth.

Placement
Program before placement
Individually determined, based on IEP
First consideration must be general education with supplemental
services and supports
Must be in the least restrictive environment (LRE)
LRE: to the maximum extent appropriate children with disabilities
are educated with children who are not disabled.

On-Going Follow up
Another important part of the process of professional
collaboration is meeting to review and follow up on IEP goals
and objectives.
Re-evaluate the students progress and develop new goals and
objectives
If there is a need to amend the IEP for the student there needs
to be participation from the parent/ and IEP team.
Changes to an IEP can be made without a team meeting if the parents
and district agree and develop a written document to amend or
modify the current IEP.
The IEP can be amended rather than redrafting the entire document
unless the parent requests a copy of the revised IEP.

Student

Parent

Attend &
Participate
when ready

Attend

Share
information

Share visions
& priorities

Self-advocate

Communicate
to resolve
differences

Ask
questions
Observe the
child

Acknowledge
differences

Review/monitor
progress

School/
Preschool

Commit resources
Follow procedural safeguards
Deliver services

Roles and
responsibilities
at the PPT

References:
Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate,
& differentiate!: How to increase student learning in today's diverse
schools. Thousand Oaks, CA: Corwin Press
http://www.projectidealonline.org/special-education-referralprocess.php
http://www.centeroninstruction.org/files/ImplementationOfRtI.pdf

http://www.sde.ct.gov/sde/site/default.asp