HIGH-LEVERAGE PRACTICES IN Life Skills and Transition Programs

It Takes a Team:
Ready Resources Beyond Your Scope

Episode Description

In this episode, Heather and Veroncia dive into high-leverage practice by examining how collaboration among professionals directly impacts student success. Veroncia shares real-world examples of working alongside special educators, therapists, general educators, administrators, and families to align goals and support students across settings. The conversation highlights how shared expertise and consistent approaches help students generalize skills throughout the day while reducing the burden on any one individual. They also acknowledge common barriers to collaboration, including time constraints, differing philosophies, and uneven implementation. The discussion emphasizes the value of proactive problem-solving, clear norms, and defined roles to keep teams focused and effective. Ultimately, the episode underscores a central takeaway: when students are kept at the center and adults work collectively, collaboration becomes one of the most powerful drivers of meaningful learning and growth.

Key Points and Takeaways

  • Collaboration in special education involves a strategic partnership among teachers, therapists, and families to enhance student learning and well-being.
  • Effective communication skills, including active listening and questioning, are crucial in fostering successful collaborative environments.
  • Veroncia emphasizes the importance of structured meetings with set agendas and norms to effectively manage diverse perspectives and focus on student outcomes.
  • The guest highlights that collaboration extends beyond annual IEP meetings; proactive and continuous teamwork is essential for student success.
  • Challenges such as varying philosophies and uneven participation exist, but can be managed by maintaining clear roles and responsibilities.
Podcast Guest

Veroncia Monford, MEd, BCBA

Veroncia Monford is a special education instructional specialist who specializes in special education curriculum, functional communication, and daily living skills. She has been a comprehensive development classroom educator and instructional specialist in the public education sector. Outside of her professional work, she enjoys spending time with her family. Veroncia is a Board Certified Behavior Analyst with her Bachelors in Speech and Language Pathology and Masters in Special Education.
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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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"Student success does not come from just one person alone. And we as adults need to kind of just grab a hold to that. It takes a village."

Veroncia Monford, MEd, BCBA

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Host: Heather Volchko

Guest: Veroncia Monford, MEd, BCBA

This week, we're talking about High-Leverage Practice number one, collaborating with professionals to increase student success, and Veroncia. I know you are collaborating with everyone in all directions on the regular. So, for you and your practice, what does this look like?

You're absolutely right. Collaboration is essential for student growth, and it really can be powerful. It's working together, it's aligning expectations with different expertise that are at the table. It promotes growth across settings. You place people together to essentially problem-solve so that success comes to the student.

And when I was in a classroom as a special education teacher, I would collaborate with all the stakeholders. I remember collaborating with the SLPs, with the OTs, with the school psychologists, and when we came together and talked about a student, be it for their annual IEP, there were times where we would all know that student, have a great relationship with that student, and we would have similar goals, right? And so, collaborating with them. When you look at the different expertise coming together, for example, I would have a student who may be non-verbal, and I wanted them to request help. Using that SLP could pull in or push in a device or visuals. Personally, as the SpEd teacher would have a goal for requesting help. It could just be turning to the adult, and we could also talk to that OT who may have wanted that student to learn how to open their lunchbox. So, just that requesting help comes in different forms, coming across different settings. The growth, just the repetition across the day, would increase that student's ability to ask for help in different settings across different people.

Again, you can even talk with the educational assistant or the general education teacher. It’s very beneficial when you collaborate with the stakeholders who are working with a student. In a SpEd world, we do collaborate. You could say we collaborate annually. You have to come together with IEPs, or you collaborate every three years, because you have to do that annual review. But it's nice to come together before to do some preventative work. When you come to the table and talk about students, whether it's in a PLC, the professional learning community, when you talk about those students ahead of time, problem-solving, working through the barriers, those things aid in the support and the success, so that the kids will actually have that more effective teaching component. Again, scheduling the collaboration.

Now, don't get me wrong, there are tons of barriers to collaboration, too. Barriers can be time restraints. You could have varying perspectives, stakeholders who are at the table, and they don't see eye to eye. Or you can have uneven participation. So if there is a behavior plan that has been developed by the BCBA or behavior interventionist and the gen ed teacher doesn't agree with it and doesn't necessarily implement those things, although you've all collaborated and had input in there, if everyone doesn’t do their part, then success may be, I won't say necessarily stopped, but slowed down.

So collaboration is powerful, but there are some barriers to it. There was an instance where, in my profession now as an instructional specialist, I talked with a SpEd teacher who had a different philosophy with a student in a comprehensive development classroom. She believed that those students in her classroom should just be self-contained all day. And that is not my philosophy. And that's not a philosophy of the district that I work for. I believe that students in a comprehensive development classroom, yes, they learn from the special education teacher, but their peers are the best teachers. And so to expose them to their peers is what I was trying to convey. There are things that you learn from your peers. There are things that we as adults learn from our peers. And her philosophy was very different. And she believed that having them in her care, although I knew she was coming from a good place, having them in her care for the amount of time that a day was, she wanted to teach them how to have those life skills. But in return, how would they develop those things? Or how would they look at other students and have them watch the other kid modeling those things if they didn't see it? And so because she had that different philosophy, when I left the building, honestly, she did what she wanted to do. And so therefore, again, the learning didn't stop, but the learning slowed down. So there are some barriers to collaboration. Again, that was one where it was a philosophy change, but it is truly, truly a powerful tool that we almost take part of.

I don't know how we talk about collaboration with low-incidence students without just acknowledging how many different players are at the table. Like, so you're talking about specialists, you also brought in peers, you're talking about colleagues. So if we are bringing community and kind of collaborating around students in the classroom, or leveraging all the professionals to collaborate around the student, or just partnering them up with peers to learn, likewise as adults, we're also sitting at those IEP and review tables. We're sitting in community with our professionals, who are then helping us learn and consider new ways of doing things.I don't know that there's really a way to provide services to students who are in that low-incidence world without leveraging so many different backgrounds, fields of expertise, and positionality. I mean, I just, I don't know how you provide programming or any semblance of a decent education without this.

No, you can't provide it. You think of the whole child. There are so many parts of it that you have to look at. Going back to when I was a SpEd teacher, and looking at the SLP and the OT. There are things that I will provide for a student. Maybe it's a task analysis for that student. Maybe it's the SLP providing the visuals for the task analysis. Maybe it's meeting with a special area teacher who the interventionist may train the special area teacher to actually go through the task analysis. It is a collaborative model. Student success does not come from just one person alone. And we as adults need to kind of just grab hold of that. It takes a village. You know, you have that language. It takes a village. It's the same in the classroom. In the district, it takes all different partners. And it does, be it in the classroom or at a district level.

You know, I think about myself now in an instructional role, sitting around the table. I recognize that it takes administration, it takes the superintendent. One of our values, we oftentimes use tiers, and you see that triangle. But our district uses a circle. And we have students at the center. And then around the center are the principals. Around the center are the educational assistants. Around those students are maintenance people, our food coordinators. Around that circle are administrators. But we always keep those kids at the center, but it takes all of us to keep it running. Even the school board, you know, they're part of the collaborative model too. And we cannot forget the parents. Parents are a part of that collaboration. I go back to, they know their student best, they know their child best. So it really, it honestly takes everyone sitting at the table to deliver what's best for that learner.

Thank you for calling out so many different adults who are around a student, trying to help them be successful. Because a lot of times I see teachers taking on a very heavy burden of providing so many, if not all of those services. I find a lot of specialists will even put in consult, which then puts that burden back on the teacher as well. And so, how to navigate all of that? So it's like teacher, student, family, but you called out everybody up the whole way, like the entire hierarchy within schools.

So, like, let's call the elephant in the room out, right? Like, how do we get all these people to play nice together? There are so many different opinions, and every person kind of needs or wants something different out of either the intervention success or if there are certain student metrics that they're keeping an eye on. How have you seen incredibly divergent teams come together and truly keep that student at the center picture?

That's very true. When you do come together, there are a lot of different personalities. There are a lot of different perspectives and views. Your 100% may not be equal to my 100%. And that's where, first of all, you have to develop, find a time, right? You have to have that structure. You may have to build some norms. You may have to create that. That's where that agenda comes in so that we can stay on topic. You may have to assign roles and responsibilities to one particular person and then adjust those things so that everyone has a voice in that collaborative model.

But having those norms and having respect for them will help keep that focus centered and help keep that student or learner at the center, so that's what you're talking about. In today's times is you have to have an agenda, and you have to have norms that you follow through. And you have to have clarifying norms and responsibilities. Even in the meetings, there may be some action plans that need to happen, assigning those to individuals so that everyone knows what's expected of them. And when we come back together, you know, you report it out.

A lot of those responsibilities. You're right when you say it feels as if the teacher has all the responsibilities on them. And in many districts, just as my own, I want them to know that they are not alone, that I'm a thinking partner with them. And that's really what the collaborative model should suggest. It's not that one person is greater than the next, but that we are all experts. We have our knowledge, maybe in one area, but no one knows everything. No one knows it all. So I love when people sit down together, and we bring in not only our knowledge, but our experience. And that comes to the table too. So, yes, there's a lot that goes into collaborating. Not just one person doing one thing, but again, fully having individuals sitting, maybe not even sitting around the table. Maybe it's all hands on deck, you know, talking to the kids or actually in the classroom.

Can I just say, I so appreciate how I was like, how do we get people to play nice together? And you didn't go down the road of like conflict management strategies or all of these dealing with tension types of things. You said, ‘You know what, we're just going to level set. This is how we operate here. This is how we interact. This is what we do. Now adhere to that. Whatever that means for you and your field, your practice, how you show up. This is just how we expect each other to engage with each other. If it's at a meeting, if it's in a classroom, if it's responding to a crisis event, it doesn't matter. This is who we are. This is how we engage.’ That is so beautiful because it cuts through so much noise.

Yes, absolutely. That's how a student will be successful. Again, looking at why we are here. Going back to our why. We have to look at why are we collaborating? And oftentimes, there are those individuals who will collaborate; however, their agenda may be personal. Their agenda may be to benefit the adult versus the learner. And you have those individuals. But again, when you establish the norms, it kind of keeps you centered. It kind of keeps the focus and pulls it back to, “hey, what is best for the student?” It should be your why. Student first.

Well, I think I'm just going to land this conversation right there because yes, at the center of every collaboration is that student and what is best for them. And it's all of us around them trying to help them get that to happen. So thank you so much for sharing your time, your expertise with us today, talking about all things collaboration. I truly appreciate you being at the table.

Thank you for having me.

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When you establish the norms, it kind of keeps you centered. It kind of keeps the focus and pulls it back to, “hey, what is best for the student?"

Veroncia Monford, MEd, BCBA

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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 diverse team of professionals, families, and caregivers. Their mission? To design and implement educational programs that truly cater to each student with a disability.


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, socioeconomic statuses, cultures, and languages of the families and professionals they work with. This cultural competence 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 Individuals with Disabilities Education Act (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 disabilities.


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 a sense of professional community develops, 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 disabilities.


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 disabilities 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' disability status. 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 expression can be. These cues 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 students' diverse 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 disabilities. 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.