# data[].attributes.body
I feel like I spend a lot of my time collaborating with other teachers both gen ed and special education. I also feel that some amount of collaboration is needed with parents. I want parents to not only feel involved but like they are a active part of their student's education.

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Collaboration is key to the success of my students in special education. I communicate daily with general education teachers & other colleagues to share information about how our students are doing and how we need to adjust instruction and other needs of our students. We utilize the PBIS app daily to communicate how our students are performing. This is super helpful pieces of data that help support our students.

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As a math interventionist I collaborate with all grade level teachers and the math coach. I am able to get information from the homeroom teachers about the students that come to my class. I collaborate with the math coach to make sure my lesson plans are on the correct level of content I need to be teaching for each group.

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Recently, the 8th Grade Science Teachers have collaborated on writing a grant for specific lab equipment. This lab equipment will be used for a Chromotography Lab that shows students how mixtures can be separated. One of the teachers has completed this lab in the past and she is helping the other science teachers use it in our classes.

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I collaborate daily with general education teachers, related service providers, and other special education teachers. We all work together to ensure the students' needs are met and how to give our students the opportunities to succeed. We collaborate in different ways such as sharing ideas, emailing, different ways to accommodate work or tests. We may email, call, google meet or have an inperson meeting.

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As a behavior unit teacher, I am constantly collaborating with general education teachers, paraprofessionals, behavior specialist, parents, students, administration, etc. I collaborate with all these sets of people differently. I may share documents via google for everyone to collaborate on, email, call, send paper copies home, etc.

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I am constantly collaborating with general education teachers, paraprofessionals, OT staff, HI teachers, and other special education teachers. We are all working towards the same goal of keeping our students on a path for success. Using the interdisciplinary approach ultimately helps the students be successful, which means we are successful as their teachers.

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Last year, I collaborated with our Art and Music teacher to teach a year long Unit on the different continents. We concluded our year long study with a World Travel Showcase. The kids really learned the content because it was being taught in 3 classes using different topics and skills.

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I collaborate with First and Second grade Teachers. We discuss what we see when we work with the students, how they interact with me in a small group setting versus how they respond to their teachers in the typical classroom. We can identify students' strengths as well as their weaknesses in order to provide instruction that will be beneficial for our students.

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I have used collaboration to co-teach in English and math inclusion classes. The experience was was beneficial to we teachers and the students as well. It gave me insight into teaching a general education classroom. 

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I have used collaboration to co-teach in English and math inclusion classes. The experience was was beneficial to we teachers and the students as well. It gave me insight into teaching a general education classroom. 

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In order to teach AAS, I must collaborate with general education teachers if I am unsure what/how to teach the standard.  

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In order to teach AAS, I must collaborate with general education teachers if I am unsure what/how to teach the standard.  

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As a S+EPS teacher Middle School our students work mainly through Edgenuity. Therefore collaboration is a must between myself and the other teachers. This is usually done by google meet, email or phone conferences.

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I collaborate with general education teachers as well as related service personnel to better meet my student's needs. 

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I collaborate with general education teachers as well as related service personnel to better meet my student's needs. 

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Counselors collaborate monthly as PLCs, Zones, and collectively. This is a wonderful opportunity for us to work together and problem solve, find creative ways to to bring new lessons and breath fresh air into our programs.

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I am always collaborating with the other teachers that I work with (gen ed and SPED alike) to work towards the same goal. We all help each other out, and I use email a lot to do that.

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Collaborating and encouraging participation with school events or celebrations in PE is a way to build connections for students throughout the building.

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The counselors collaborate each month at our meetings and have a group me to communicate in that we use often. I also collaborate with gen ed teachers, sped teachers, and ESL teachers often to better serve my students and meet their needs.

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I am always collaborating gen ed teachers, sped teachers, and other SLP's in order to better serve my students and making sure that they are getting the best resources and accommodations.

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I collaborate with other reading interventionists and with our reading coach to discuss ways to improve vocabulary and to increase engagement.

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In my former county, I collaborated with the other elementary music teachers to organize our first Elementary Music Festival. I led a committee and arranged directors, chose music, booked a venue and wrote a grant with the Alabama State Council for the Arts to fund it.

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As the math interventionist, I collaborate with the teachers and math coach. We work together with assessments, making intervention groups, classroom performance, and students' individual needs. This allows for better intervention because we are all on the same page.

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I collaborate with other teachers to implement topics that are learned in the general education classroom to be taught within PE. This creates an interdisciplinary approach that ultimately helps students see the big picture.

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I have collaborated with art for a performance. I had students listen to a piece of music which they would then go to art and paint what they heard in that song. The art was displayed on a fine arts night and the song the kids practiced was performed as well.

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I am constantly collaborating with the gen ed teachers, other special education teachers, and PAS in order to be able to better serve my students.

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I have collaborated with Art to make a learning segment that helps students see the connection between the arts.

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I use PLC meetings as a time to collaborate with content area teachers. I also use Google Drive to share and collaborate with other colleagues.

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I constantly collaborate with sped teachers and other therapist to ensure our students are getting the best assistance they can!

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I am currently collaborating with a self-contained Special Ed teacher to create a class "store" to motivate our students and reward them for doing work around our school.

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I collaborated with a co-worker in writing a grant benefiting our students.

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I collaborate with other educators to teach them how to get difficult students (usually who are impacted by trauma) to cooperate without drama.

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I have facilitated a collaboration with professors at a local university to allow my students the opportunity to experience real world learning.

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I collaborate with special education teachers and OT to design weekly lessons. We plan and implement activities that target the weekly theme and IEP objectives for students. We also collaborate regarding students' alternate means of communication and how to incorporate AAC use into their daily schedule.

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Collaborate with the Reading Coach to make sure we are covering ALL the teachers, that we are on the same page with PLCs and planning

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I collaborate with speech pathologist, physical therapist, occupational therapist, and adapted PE teacher to meet the diverse needs of my students with moderate-severe special needs.

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I love to collaborate with classroom teachers when I find students struggling with a musical concept. A fresh perspective, even from a non-music educator, gives me insight into how my students think and solve problems! For example, I had a class of students struggling to translate verbal instructions into finger placements on ukulele. By going to the teacher we discovered they had the same problem with drawing fractions and that they needed a visual way to practice translating that information.

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We use a lot of the Google features and it's sharing feature.  It really makes things easier and accessable!

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I collaborate with other music teachers to create engaging lesson plans that provide connections between music and literacy. I also work with classroom teachers towards the same goal.

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I collaborate daily with gen ed teachers, special ed teachers, and OT through email and in-person collaboration to ensure my students are receiving services that meet their IEP goals and services.

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I collaborate with the special education teacher and occupational therapist to incorporate literacy and math skills and fine motor practice in weekly, language group activities.

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Working with my team in my classroom allows for ongoing communication and ongoing planning.

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I collaborate with other special education teachers, PAS, and related service providers when we brainstorm ideas to help specific students and increase their success in the classroom.

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I often share ideas and plans with other music teachers to determine how to reach as many students as possible.

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I collaborate with special education teachers on their activities for the week so when I come in to provide services my lesson is meaningful and is easily carried over by the teachers after our lesson.

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I brainstormed with coworkers with an idea to do a cross curriculum, cross class collaborative project about building a zoo. Integrating the mathematical calculations, scientific research, and English writing skills, and artistic creation would be a fabulous way to work together!

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I enjoy talking with other area teachers to get suggestions on how to better tackle something that is difficult in the classroom. Doing this both in person and online opens up the number of teachers I can reach out to beyond just the county.

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I use Yeti Academy and Typing Agent to allow the teachers to focus specifically on the classwork while I am working on the typing and digital portion

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I have co-taught with a third grade teacher for a project based on Jerry Pallotta's Who Would Win series.  I was responsible for teaching students about locating and evaluating print/digital resources and citing sources. I used pre-selected print resources and chromebooks and grouped them by animals' habitat to create research stations for the students. After conducting their research, students collaborated in the classroom to write a narrative of a battle between animal pairs and create collages of their assigned animal. These projects were placed on display in the library.

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I collaborate with gen ed teachers about how to best meet students needs when we bring them into the classroom. A lot of my gen ed teachers are great about including me in planning and talking to me about assessments so that I'm able to modify/accommodate as needed.

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I collaborate with teachers to plan projects, teach research strategies for and incorporate the use of AVL.

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I work with a 3rd grade teacher when her class comes to the library to find just right books for her students.

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In all my classrooms we utilize Google Meet and virtual technologies to collaborate and visit places and people that may not be readily available by other means.  For example, in my history class we will be doing some virtual field trips.  Here  are some links to some ideas (https://www.bookshark.com/blog/american-history-virtual-field-trips/)
In my Computer Science class, we regularly meet with virtual teaching assistants through the Microsoft TEALS program.
Additionally, I collaborate regularly with all teachers in the school. This is not just within my subject areas but also interdisciplinarily. For example, I am currently working on a concept to introduce farm-to-table and native growing with the "three sisters" planting with our agriculture and food science programs.

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When we venture out on field trips, our kids get first hand experiences that a book can never mimic. At the same time, homeschool field trips can be stressful, time consuming, and sometimes expensive. Weather is an added factor to consider with outdoor events such as a Civil War re-enactment.

One alternative to packing snacks, loading the van, and buying tickets is the virtual field trip. These online explorations can awaken your child's love of American history. Besides supplementing your American history curriculum, virtual field trips also provide a way for your child to explore places that may be inaccessible.

If you want to spice up your study of American history, look at these 32 virtual trips and a list of easy ways to enhance them.

Life in Early America and Cowboys

Native Americans

American Revolutionary War

Lewis and Clark and the Oregon Trail

American Civil War

Immigration, World War II, and Modern American History

American Transportation

Ways to Enhance a Virtual Field Trip

Virtual field trips can be just as enriching and interactive as a physical one as long as you plan ahead. For example, print out a notebooking page or prepare a scavenger hunt for kids to fill out. Many websites provide these kinds of helps in the educational resources section of the domain. Do a little hunting prior to your virtual visit to make the most of any freebies the site offers. Some children may like to work as they explore while others will want to totally immerse themselves in the experience and make notes only after the field trip is over.

To make sure your virtual field trip doesn't become a passive affair, incorporate a hands-on activity before or after. BookShark has Lap Book Kits for both American History Year 1 and Year 2 that could work as field trip follow up in many cases!

Your field trip will likely offer you plenty of ideas for further exploration. What do your kids seem enamored by? What do they keep asking about? Those are areas for interest-led research.

Your project may lead to questions which are answered by the virtual field trip. Or your virtual field trip may lead to fascination that is satisfied by making hands-on models or reading additional books.

Before you tour the 1860s farm, make butter in a jar or beeswax candles.

Print out a copy of a ship or submarine and have your children label the parts. Learn about early navigation and how sailors navigated without modern tracking equipment. Make an easy homemade compass.

If you're viewing the Supreme Court field trip, your children can memorize and recite the Miranda Warning or review the steps of how a bill is passed.

After viewing Plimoth plantation, have your children make a craft of the Mayflower and create a diary that looks vintage.

After viewing Mount Rushmore, your children can carve the faces in soap or playdough.

Make a cookie dough map of the Oregon Trail or Lewis and Clark Trail.

Make a timeline of the events of the American Revolutionary War. It's been said that George Washington was an excellent dancer. Learn his favorite dance, the Minuet.

Learn about early American cattle drives.

Listen to American Civil War music or read letters written during that time period.

Preserve plants in a nature notebook while learning about Lewis and Clark.

Research the physics behind dropping a bomb before viewing Pearl Harbor. Make vegetable soup and learn about rationing after viewing the World War II museum.

Experiencing virtual field trips has become an essential part of our home education journey; the internet opens up dozens of ways to approach American history. Take the extra time to organize activities along with virtual field trip, and you'll reap the benefits for years to come.

About the Author

Tina Robertson celebrated the graduation of Mr. Senior in 2013 and Mr. Awesome in 2015. Because of her love for new homeschoolers, she mentors moms through her unique program called New Bee Homeschoolers. She loves all homeschoolers, though, as she shares her free 7 Step Curriculum Planner, unit studies, lapbooks and homeschooling how tos. She can't sing, dance, or craft, but she counts organizing as a hobby. She is still in the homeschool trenches blogging at Tina's Dynamic Homeschool Plus.

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32 Virtual Field Trips for American History

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Virtual field trips supplement your American history curriculum, awaken a love for history, and provide a way to explore places that may be inaccessible. Try an online excursion to one of these 32 historical websites today.

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Google Translate, Google Chat, Google Docs, Google Slides, collaboration with other ESL teachers, Talking Points APP to communicate with ESL parents.

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My 5th grade students collaborated with the High School students to perform the Lion King Jr. Musical.

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We share materials to support differentiation for high achieving students in the regular classroom on an ongoing basis. We use WAKELET to share lots of these materials and ideas.

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I have used a physical education Facebook Group to collaborate with other PE teachers across the state, sharing lessons and brainstorming ways to implement best practices with course of study guidelines.

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In special education we constantly collaborate with paras, gen ed. teachers, and other special education teachers to determine the best fit for our students' needs. That is often times via text, email, or face to face. We also collaborate with service providers to write IEPs if students have related services.

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I use Google docs, sheets, slides, and Drive to collaborate with other teachers. We share teaching resources, strategies, and data and collaborate on the platform.

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The Google shared drives have helped me collaborate better with classroom teachers.  It's also a way for me to upload ESL resources and accommodated assignments and quizzes and saves time not having to email all of it.

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As a special education teacher, I collaborate daily with 5 general education teachers and 3 para-educators through face to face discussions, emails, shared editing of Google docs and slides. We share ideas about how we can meet the needs of our students with special needs in order for them to access the curriculum to the best of their ability, and increase their success in school and in life.

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I collaborate with general education teachers and paras on a dily bases through a variety of means to meet student where they are at.

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The counselors collaborate as a department at our monthly district meetings, through Group Me, and email.  I collaborate with teachers by email, google forms, and meetings set up using Google Calendar.

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Both self contained classrooms combine for science and are able to work together with various ability levels.

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I collaborate with the teacher of our self-contained unit to allow her students extra time in the library when no other classes are there. Storytime is specially geared toward these students and their needs.

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I collaborate with other coaches, interventionists, and teachers to support students in the best ways possible.

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We collaborated with the entire 6th grade and parents to plan and implement an Immigration Day while studying Ellis Island. We had designated areas throughout the school that represented the immigration process. We even role played! This wouldn't have been accomplished without other teachers participating in the simulation to depict immigrants' stories.

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I collaborate with other reading interventionist, reading coach, as well as homeroom teachers to develop schedules, best taught practices and programs to share and discuss what is best for the students.

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We are a K-2 school and have collaborated with the intermediate school PE teachers to see what kinds of activities they do when the kids get to 3-5th grade.

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As a gifted specialist, I often use technology to collaborate with classroom teachers and other gifted specialists. We have used Google Classroom, Google Sites, Google Meet, and shared drives to easily access and share information.

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I collaborate with our Reading Specialist, Reading Interventionists and teachers on a regular basis to determine the needs of our students and skills and strategies that need to be implemented during my time with students.

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I collaborate with my PLC on assessments so we can use the data to drive instruction.

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I collaborate with teachers to cover standards that teachers may not be able to fully cover in gen ed. I also hit back on certain standards to really help re-enforce their learning, such as the Engineering Design Process.

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We Collaborate with out multidisciplinary teams often to fine the best solutions for learning for each individual student

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We already collaborate through PLC's, GroupMe, and through email. I foresee a need to collaborate on our new challenge presented by the opt-in legislation. We are already discussing ways to address this challenge.

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By sharing documents and information using Google docs and on Schoology, we are able to better meet the needs of students. We also collaborate and discuss ideas at PLC meetings.

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We collaborate daily with content teachers, paraprofessionals, parents, and administrators.

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By using collaboration and different ideas for generating new styles of learning my SPED team and I have been able to create specially designed instruction and share resources. Which has been extremely important to meeting our students needs.

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As a gifted teacher, collaboration is key for the success of a gifted student. We work with the classroom teachers to provide consultation for our students and those high end learners that need to be differentiated for as well.

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I collaborate on a weekly if not daily basis. There are many online PLC groups to join and share ideas and struggles along with our fellow Shelby County band director group.

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We often collaborate with classroom teachers to see how we can assist with addressing the needs of high end learners who are not necessarily in the gifted program.

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The Occupational Therapist and I lead a group together weekly for students. I love working together to meet the different needs of students in a fun and purposeful way. It helps to stretch my thinking and view the whole child.

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I collaborate with classroom teachers and other important stakeholders to develop best practices for meeting the needs of our diverse learners.

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We collaborate as a department to figure out what lessons/lesson plans work best with individual classes as well as different grade levels. We also collaborate to learn new games to teach to engage the students.

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Working and learning with others is essential to our success!

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Collaboration is key for success between Special Education teachers, General Education Teachers and Paras.

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Regular collaboration with general education teachers is important in monitoring student progress.

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IEP team members collaborate and share information to enhance the learning of the student.

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We collaborate in person, digitally via Google products (meet, sheets, docs, and so on), and over the phone with other schools and departments. This can be from needing records from CO, questions about transcripts, how other schools are handling ___ issue/situation.

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Special educators collaborate every single day with their paras and general education teachers on what is best for every student on their caseload at any given moment of the day. Collaboration is almost a living, breathing, entity between these people that is "on" all day, every day.

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Collaboration is very important to ensure everyone is working as a team, and meeting the needs of every student.

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We worked together to come up with an idea to have the student draw images upside down under their desk to simulate Michelangelo and the Sistine Chapel painting

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We collaborate every month at our counselors meeting - this past time we talked about the best ways to reach out about our counseling opt-in form!

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Collaboration is essential to successfully reaching diverse learners and celebrating increased knowledge in increased Lexia levels.

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All of the elementary school counselors have a GroupMe where we can ask each other questions and share resources.

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I collaborate weekly with my school's reading coach and reading interventionists to discuss what the needs of our students are. Last year, students scored low on Vocabulary Skills so I taught direct vocabulary lessons to my students.

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Special Education teachers collaborate all the time. We are known to be a TEAM, flexible and work together!

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In special education, we are constantly collaborating with teachers, paras, therapists and parents to serve our students and find new ways to reach them.  

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In special education, we are constantly collaborating with teachers, paras, therapists and parents to serve our students and find new ways to reach them.  

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I enjoy collaborating with grade level teachers for grade level performances. We are able to choose themes that align with standards in music, as well as the classroom.

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We collaborate with general education teachers by helping creating accommodated tests and providing those teachers with an accommodation checklist for SPED students.

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As a SPED educator, we are always collaborating with one another and with gen. ed. educators.  We work together as a team to ensure all of our students receive their needed services and schedules coordinate to keep the students engaged at all times.

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We are going in and out of the classrooms and have to collaborate to make things flow. As a team, we are always developing new ways to improve our students' learning.