HIGH-LEVERAGE PRACTICES IN Self-contained EBD and Alternative Education CLASSROOMS

Self-Contained, But Not Solo:
Collaborating as a Unit

Episode Description

In this episode, Heather and Mary take a deep look at what true collaboration looks like in schools, especially when working with students in alternative settings. Mary shares how her building has built-in structures for teaming and how she intentionally aligns collaboration with school improvement goals, not just compliance tasks.
They talk about the difference between appearing collaborative and actually building shared ownership—something that takes time, trust, and a commitment to supporting both students and staff. From flexible teaming and strategic goal-setting to small, everyday acts that build connection, this conversation reminds us that collaboration isn’t a moment—it’s a culture. One that’s carefully grown over time, with intention and care.

Key Points and Takeaways

  • Collaboration in education requires strategic planning and the intentional building of trust among educational teams to ensure long-term success.
  • Empowering educators with choices in professional development and collaborative roles can substantially enhance both teacher satisfaction and student outcomes.
  • Effective collaboration is about more than just meetings; it encompasses a culture of shared values and mutual respect that supports dynamic educational delivery.
  • While collaboration sounds ideal in theory, achieving effective collaboration entails overcoming challenges through careful planning, ongoing dialogue, and data-based decision-making.
  • True collaboration must involve open-ended dialogue, active listening, and an acknowledgment of the multiple perspectives, experiences, and expertise within a school environment.
Podcast Guest

Mary Mangione, MA

Mary Mangione is a coach for school building leaders specializing in creating specialized programming, restorative practices, adversity-informed schools, school-based mental wellness interventions, and multi-tiered systems of support. She has been a private tutor for students with special needs, special education teacher for ED/BD/ASC, mentor for a social services organization, substance abuse case manager, and assistant principal and principal of specialized and public alternative schools. Outside of her professional work, she enjoys traveling, eating great food, providing taxi services for her two sons, binging Netflix, and is an active yogi. Mary is an Administrative Coach for Building Leaders with her Bachelors in Fine Arts with an Emphasis in Graphic Design and Painting, Master of Arts in Special Education, and Master of Arts in Principal Leadership.
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High-Leverage Practice #1:
Collaborate with professionals to increase student success

Collaboration with general education teachers, paraprofessionals, and support staff is necessary to support students learning toward measurable outcomes and to facilitate students' social and emotional well being across all school environments and instructional settings, like co taught. Collaboration with individuals or teams requires the use of effective collaboration behaviors like sharing ideas, active listening, questioning, planning, problem-solving, and negotiating to develop and adjust instructional or behavioral plans based on student data and the coordination of expectations, responsibilities, and resources to maximize student learning.


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It's those little moments where you're connecting with your team and then figuring out a different way to do something in the most like, unconventional way.

mary mangione

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Host: Heather Volchko

Guest: Mary Mangione

This week we're talking about high leverage practice one, collaborate with professionals to increase student success. So Mary, for you, you do a ton of collaborating as being, you know, the building leader with alternative ed and taking students in from all kinds of different places. What does this practice look like for you?

So I think I'm in a very unique situation where we do have built in collaboration times in our building. I know that we are one of seven high schools and our school district. And that's one of the gifts that we have in my building where we can really set aside time and develop a strategic way to have teams meet. Whether it's district driven or it's school improvement planning, there's various ways for us to meet and collaborate on students and various tiered needs.

I really think that I'm anticipating this upcoming school year that tying it back to the SIP goal that we have and looking at tier one practices and finding those areas of need and developing those teams and ensuring that the right people are on that team and then the right system and the structure is there is going to be a major game changer for us. But again, working in a smaller school, in an alternative setting, we are able to set up those systems and structures so that there's checkpoints and share outs and data reviews so that we know that we're on the right path.

I mean, in order to build systems that truly function well, I mean, you've got a lot of different voices at the table, different backgrounds, fields of study, even just like life experiences. How, how do you actually get all of those voices to be fully present and engage in that process so that you can really like get the best of all of the world while everyone's still at the same table.

So it definitely does not happen overnight. I am just reflecting back on the last four years as a principal. The biggest impact truly has been to invest in your people and to get to know them, to get to know what their personal interests are, what makes them excited and tick. Because after you build relationships with your teachers and hourly staff, you kind of figure out what their interests are and why they became an educator.

And when you invest in that work and you give them choices, I think that you'll start to see so much more progress in the data and student achievement, specifically around giving them choices on which teams they could be part of, what work they may want to be doing this upcoming year, allowing them to work with their friends or maybe not work with their friends, and maybe they are working with new team members that they have never worked with before. So again, as we think about student achievement and student plans.

We really also need to think about how we set up our educators for success, because they may need to work with a new group of individuals who are really going to push them, or they are doing great in their current team. And we want to continue to support that team so that they can make the progress that they're currently making. So I really think about it in the sense of as we want to make sure that students have choices.

Well, sometimes we forget that our teachers and adults want choices, too. So getting that piece set in a system where teachers feel like they have a voice and they're doing the work that they want to be doing, I think that's super important.

Well, I appreciate your focus on those that are actually doing the supporting, because so many times when we talk about, yeah, we need to work together, but because of the kid, and we're so focused on student outcome, student success, like what that student experience is going to be that we forget. That part of, and a very large part, in my opinion, of creating that opportunity for student success is creating the opportunity for staff success. And everything you just talked through is literally like how you do that.

But sometimes I feel like in education, we get so focused on that student success that we forget all of the adult and staff pieces that go into really making that possible.

Yeah, absolutely. I think the most important thing is that we are focused on students, but at the same time, we're having fun doing it. I mean, education can be. Coming to work every day in a school setting can be really stressful. And unless you have the right people working on the right teams, working collaboratively, it can become a very negative and toxic place because the work doesn't stop. Yeah. So we do need to have some fun and some success.

And some of that has to do with some of the systems that are already put into place. The goal, obviously, is always going to be looking at data and creating action steps, having a discussion about what to do next, what's working and what's not, gathering those resources to ensure that those are the right key pieces that go into the recipe, and then reestablishing and also reevaluating and then again creating those action steps. So it's constant cycle and it can get pretty daunting. But you do want to see successes. So when I think of collaboration and setting goals, we want to make sure that we're setting goals that are achievable, but then really looking at that overall goal or that vision of where you want to be ultimately so that you're constantly working towards something. But adults also need those small step wins so that you can celebrate, so that you can continue to make that progress.

Absolutely. So I'm curious, how do you get so many different people, especially? I mean, we work with a challenging population that have been through a lot of things, and people have a lot of very strong opinions about how they think either they should be supported or what they should or shouldn't be required to do. You know, how do you get all these different people to even agree on this is where we're headed, so that you can set up those smaller steps to get there?

Well, I think that would be. That's like the magic big question, right? That's something that doesn't happen again overnight. I think trust is a really big factor when it comes to the work that people are doing, especially when it comes to students' lives. You know, repeatedly, what we've been discussing in our teams is the vision and the mission statement. I think that's really crucial because at the get go, from the start of the school year, even before you hire them, when your mission and vision statement is strong and clear and visible and it lives within the building, it is very unlikely that that one naysayer or that one outlier, that one person or two people will continue to work in that environment against what other people are trying to achieve.

So I really do think that as long as the vision and mission statement is very clear and honestly, and the work that you're doing is aligned with the mission and vision. Right. So as long as that is present and there's trust embedded within teams and also within the leadership team as well, I do think that, you know, those situations will eventually cease to exist, but you will always have that one person. And that's okay.

That is totally okay.

And I know, like, just because I've gotten to walk with you through this season, I know that this has not come overnight. Like this has been an intentional effort, deep thinking, strategic choices. You know, like this has been an intentional build over time. I'm curious for you, are there, are there any moments that you can think of that maybe people at the table thought they were being collaborative, or maybe they thought they were focused on student success?

But you're looking at it and you're like, you're not actually collaborating here. Like this. You think you are, but this is maybe not hitting the mark.

Yeah. So working in an alternative setting, but coming from the special ed world, I think I have a unique ability to see what best for students. Not that our team doesn't believe in that. But there are things that get in the way, especially when it comes to student placements. And a lot of the work that I've been doing from the special education lens is making sure that students are placed in the least restrictive environment and moving on to the least restrictive environment when necessary.

So I would have to say that there have been some situations where myself and a co worker did not quite agree on a placement or agree on the transition to the next placement. And those have been really difficult conversations because in my mind, there is a. We have an obligation to make sure that the student is going to be successful and we're following laws. Right. So even if it's not written in stone, like in my mind, this is the way we should be doing it. If we, and if we are individualizing that plan, that is okay.

But the ultimate goal needs to be that they're in the most restrictive or least restrictive environment. So in those situations, I definitely would have to say that, like, I've had to listen more, I've had to explain a little bit more about my decision and try to get the team on board in a way. It's also looking at our current system to see why it's not set up so that students can naturally move through different programs or placements in that manner too. So it's a lot of that work. But I do have to say that collaboration doesn't always mean that you're going to agree on something.

Collaboration really means that you're working as a team. You're taking all different individuals point of view and professional experience and you're trying to make the best plan or system that's going to benefit students and not, you know, like sometimes it's not always that immediately you're going to be able to see the results, but ultimately you're setting up those systems so that you don't have to recreate new systems.

Yeah, it sounds so pretty, doesn't it? But oh my goodness, the amount of choices and little nudges and constant observation, like just being, needing to be so incredibly aware of all of the nuances is really what gets that genuine collaboration to show up on top of all the things that you're talking about, about supporting all of your staff and getting them into the places where that really is like a sweet spot and a fit for them so they can engage and invest into whatever that effort is so that they're actually collaborating and for that common goal, like through that vision and mission, like, it sounds beautiful. It's like these things that, you know, read in textbooks. But I'm really lucky to be able to walk with you through some of these things and know that like, yeah, it is actually possible.

Right? But you got to do the hard things to actually get to this kind of a place.

It's really funny the way you put that too. You know, it sounds beautiful. It sounds very glamorous, like working toward your vision and mission. But you know, if you think about it, it's like the little things. It's helping somebody carry multiple bags up the stairs when you see them, and then having conversations with them about how their students are doing. And then all of a sudden you're talking about the work that you're doing and then you're making those connections, right? It's those little moments where you're connecting with your team and then figuring out a different way to do something in the most like, unconventional way or in a space where you would never think that you were going to be able to have a different idea. But it's not so glamorous, right?

It's hard work. It's working with people. And working with people is definitely difficult.

Well, thank you for taking the time to talk about collaboration with me because it is so much more than just the people at the table when the decision needs to be made. It's all of the things that are happening well outside, around, and just continuously throughout. Kind of like the workplace dynamics within the teams that are then ultimately at the table in that moment making those choices. So thank you for painting that bigger picture and like reminding us that it is so much more than just the meeting schedule.

You're welcome. Not a problem.

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When you invest in that work and you give them choices, I think that you'll start to see so much more progress in the data and student achievement.

mary mangione

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Imagine walking into a classroom where every student’s unique needs are not just acknowledged but actively met through a web of strategic collaboration. Effective special education teachers are the architects of this environment, bringing together a team of various professionals, families, and caregivers. Their mission? To design and implement educational programs that truly cater to each student with learning differences.


The magic of collaboration lies in its ability to pool varied expertise and perspectives. When teachers, therapists, counselors, and parents come together, they create a richer, more comprehensive understanding of a student’s needs. This synergy translates into more effective planning and delivery of instruction and services.


Communication is key here. Special educators excel in using respectful and effective communication skills, always mindful of the backgrounds, financial circumstances, cultures, and languages of the families and professionals they work with. This cultural awareness ensures that every voice is heard and valued.


When we talk about collaborative activities, we're focusing on two main goals: designing each student’s instructional program to achieve specific outcomes and meticulously collecting data to monitor progress. This isn't just about ticking boxes; it's about making real, impactful changes in a student's educational journey.


District and school leaders play a pivotal role in this process. They need to champion collaboration by providing professional learning opportunities, fostering a collective commitment, and creating schedules that allow for regular, meaningful interactions. Whether it’s through IEP teams, co-teaching arrangements, or partnerships between teachers and paraprofessionals, structured collaboration time is essential.


In special education, collaboration is the bedrock for achieving a multitude of goals. It helps determine eligibility for services, supports instruction, ensures paraprofessional support, and resolves both student and programmatic issues. Think of collaboration not as an end but as a vibrant culture—a means through which any educational goal can be attained.


This culture of collaboration is nurtured by providing opportunities for face-to-face meetings, fostering positive professional relationships, and establishing clear procedures for working together. While the IDEA might not explicitly mandate collaboration, the spirit of the law and best practices within schools heavily imply that it’s through collaboration that we achieve the most effective education for students with learning differences.


When we define collaboration, it goes beyond simply “working together.” It’s about how individuals share their work, characterized by voluntariness, mutual goals, parity, shared decision-making, joint accountability, and shared resources. Over time, as trust builds and professional relationships develop, collaboration becomes even more effective.


Despite its somewhat elusive nature, research shows that collaboration is indispensable in special education. It’s this collective effort that ensures we’re not just meeting compliance standards but genuinely transforming the educational experiences of students with learning differences.


Professionals working in schools can easily assume that collaboration is occurring simply because teachers and staff regularly see and talk to each other. However, mere interaction does not equate to true collaboration. Genuine collaboration requires intention, effort, and skill, leading to positive outcomes for all parties involved, particularly students with learning differences and those who struggle. High-Leverage Practice 1 (or HLP 1) is crucial because it is utilized daily, regardless of grade level, content area, or students' additional needs. A special educator who collaborates effectively with colleagues is well-positioned to also collaborate with families (HLP 3) and conduct effective meetings to determine and implement quality programming (HLP 2). Furthermore, collaboration is vital for implementing almost all social/behavioral and instructional HLPs. This is the first HLP for very good reasons.


Teachers Who Effectively Collaborate with Other Professionals demonstrate effective communication skills through co-teaching and working with paraprofessionals as well as following interaction procedures.


  • Demonstrate communication skills

    When we talk about teachers who excel in collaboration, we're really looking at a set of refined communication skills that set them apart. First, let's dive into verbal active listening—this is where paraphrasing comes into play. By repeating back what a colleague has said, teachers show they truly understand and value the input.


Then there's nonverbal active listening. Think about how powerful a nod or a thoughtful facial cue can be. These can make a world of difference in making someone feel heard and appreciated.


Next up is the art of open-ended questioning. This technique encourages active participation and helps draw out valuable insights from other professionals. It's not about getting a yes or no answer but about opening up a dialogue that leads to richer, more productive conversations.


Another crucial aspect is the use of accurate and descriptive statements. Instead of being vague or overly evaluative, effective communicators provide clear and precise feedback, which helps keep everyone on the same page.


Finally, it's the careful blending of all these communication skills that truly fosters strong partnerships among professionals. When teachers master this blend, they create a collaborative environment where everyone feels valued and engaged, leading to better outcomes for students.

  • Co-Teaching & Working with Paraprofessionals

    When it comes to effective collaboration, especially in co-teaching and working with paraprofessionals, there are several key elements that successful teachers embody.


First and foremost, co-teaching partners must have a strong commitment to their shared work. This isn't just a job; it's a partnership that requires dedication and a unified vision. Regular communication and planning are essential components. Co-teachers need to be in constant dialogue, ensuring that they are always on the same page and able to adapt their strategies as needed.


Sharing resources, decision-making, and accountability is another cornerstone of effective collaboration. Co-teachers must be willing to pool their materials and expertise, make joint decisions, and take collective responsibility for their students' successes and challenges.


Moreover, effective co-teaching involves planning for and using a variety of approaches to meet the wide range of students' needs. This might include different instructional strategies and flexible grouping, always with the goal of providing the best possible learning environment for every student.


Clearly establishing and agreeing upon roles and responsibilities is crucial. Whether it's between co-teaching partners or involving paraprofessionals, everyone needs to know their specific duties and how they contribute to the overall plan. This clarity prevents confusion and ensures that all team members can work together seamlessly.


By fostering strong commitments, maintaining open lines of communication, sharing resources and responsibilities, and planning strategically, teachers can create a collaborative environment that significantly enhances student learning.

  • Follow Interaction Processes

    When we are managing conflicts or disagreements, it’s all about following a structured approach.


It’s crucial to adhere to the steps of shared problem-solving. This means tackling conflicts systematically, with a clear process that helps all parties work through their differences constructively.


Leaning on student data is vital. Data isn’t just numbers—it's evidence that can support different viewpoints and help resolve disagreements. By focusing on what the data tells us about student needs and outcomes, we can ground our discussions in objective information.


Sometimes, despite our best efforts, reaching an agreement can be challenging. In these cases, seeking additional help from school leaders can be a game-changer. Leaders can facilitate further discussions, offer fresh perspectives, and help mediate solutions that might not be immediately apparent.


In essence, effective collaboration isn’t just about working together; it’s about using a structured approach to navigate conflicts, relying on data for objective support, and knowing when to involve leaders to ensure a positive outcome.


School leaders can support teachers by ensuring there is sufficient common time allocated for team planning and co-planning. They should communicate that co-teachers and other collaborators are equally valuable and expected to contribute equally to planning and instruction. When creating the school master schedule, it is important to consider the needs of co-teaching. Leaders should also support all professionals in implementing specially designed instruction and supports as noted in IEPs. Setting up data systems to guide teachers’ work and communicate shared accountability in using and maintaining these systems is crucial. Additionally, leaders should proactively monitor collaborators’ communication and planning, providing guidance as needed to help foster positive communication and planning efforts.


Collaboration is a concept that seems naturally appealing—who wouldn't want professionals working together to benefit students? However, studying collaboration rigorously is an entirely different ballgame. It's extraordinarily challenging to pin down with empirical research.


While there is some evidence to support the effectiveness of collaboration, much of it comes from case studies, program evaluations, and qualitative research. These sources provide valuable insights, but they don't offer the robust, empirical evidence that many practitioners look for when assessing the quality of collaboration.


Currently, we have limited rigorous empirical evidence to guide us on the specific criteria for evaluating the quality of collaboration. We also lack definitive proof that collaboration directly and positively impacts outcomes for students with learning differences. This doesn't mean collaboration isn't effective—it just means that proving its effectiveness with hard data is more complex than it might initially seem.



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