ela si connecting to serve all 2012

Connecting to Serve All

Addressing Student Needs in an Addressing Student Needs in an Era Of New Content StandardsEra Of New Content Standards

1.How does this content area prepare students to be future ready?

2.How does this area connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to this content area?

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”

•Council of Chief State School Officers’ (CCSSO)

Changing what we think of as “State Assessments”

This is what we’ve known

Summative

Interim Tools

Formative Processes

• Constructed Response• Performance Tasks• Computer Adaptive

Testing

Instructional Improvement System’s flexible tools to•Diagnose Needs•Check Progress•Use data

• NCFALCON • Online Writing Instruction • NC DIGINs • Professional Development

around Formative Strategies

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RtINC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Problem-Solving Questions

• Do we have a problem?

• What is the precise nature of our problem?

• Why does the problem exist, and what can we do about it?

• What are the actual elements of our plan?

• Is our plan being implemented, and is it working?

• What is the goal?

(Newton et al, 2009)

Data Discussion

• What data does your LEA rely on to guide instruction?– Achievement

– Demographic

– Program

– Perception

– How do interpret it for my own classroom?

Team Initiated Problem Solving (TIPS) Model

CollectCollect & Use& UseDataData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem SolvingMeeting

Foundations

Identify Problems

(Define & Clarify)

(Newton et al, 2009)

By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist

• What do we want our students to learn?

• How do we know that they have learned it?

• What do we do if they have not learned it?

• What do we do when they already know it?

Four Critical Questions

Universal Design

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Universal Design for Learning (UDL)

Understanding UDL

Sharing Best Practice

UDL Principles

Principle 1:Representation

Principle 3:Engagement

Principle 2:Action and Expression

Principle I:

Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Represent

Act/Express Engage

Principle 1:Representation

Multiple Means of RepresentationExamples: Manipulatives

Visual Displays

Anticipatory Guides

Graphic Organizers

Artifacts

Videos

Music

Movement

Text Readers

UDL requires Multiple Means of Representation.

Represent

Act/Express Engage

Multiple Means of Representation for ELLs

Non-verbal• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Represent

Act/Express Engage

Principle II:

Multiple Means of Action and Expression

Represent

Act/Express Engage

http://goo.gl/Rvjod

Principle 2:Action and Expression

Action/Expression

Quick Draw Directions

• Use a sheet of paper to create an image/drawing that depicts a way that you provide students with opportunities to act or express themselves or their ideas.

• Find a six-step partner and share ideas.

• Share an idea you like.http://goo.gl/dHJqh

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UDL requires Multiple Means of Action and Expression.

Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

Represent

Act/Express Engage

Multiple Means of Expressing for ELLs

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• First language

Represent

Act/Express Engage

Principle III:

Multiple Means of Engagement

Represent

Act/Express Engage

Principle 3:Engagement

Multiple Means of Engagement

UDL requires Multiple Meansof Engagement.

Examples:

Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

Represent

Act/Express Engage

Multiple Means ofEngagement for ELLs

• Student Interaction

– Oral comprehension supports reading and writing development

– Differentiate Collaborative Activities

Represent

Act/Express Engage

Universal Design

BREAK

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

Gifted Education and new NCSCOS

• An opportunity for growth and collaboration with regular education and within the field of gifted.

• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.

• Common Core State Standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

What do gifted learners need in order to maximize

their learning?

Why Gifted Students Need Differentiated Learning

For most.…

•Faster pace of learning (2-3 repetitions)

•Ability to synthesize information within and across disciplines (conceptual understanding)•Intensity of learning in area of interest•Precocity for information•Asynchronous development: Vary in Needs and Strengths

Learning Needs of Gifted: Some, Not All:

• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

• Depth: Higher levels of thinking, concepts

• Creativity: Open-endedness, choice

• Acceleration: Rapid pacing, Focus on Growth

• Relevance: Personal interest, Real-world problems and audiences, Connections

Where have you found success?

• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

• Depth: Higher levels of thinking, concepts

• Creativity: Open-endedness, choice

• Acceleration: Rapid pacing, Focus on Growth

• Relevance: Personal interest, Real-world problems and audiences, Connections

Get One – Share One

Leigh Daniels AccelerationI love to use the Teachers’ Domain Middle Grades Literacy Initiative website to focus on acceleration opportunities for my students. This website gives students the opportunity to learn at their own pace. Students are provided with structured modules, yet they have choices about how they want to be assessed.

http://goo.gl/1RDZN

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

1.How does this content area prepare students to be future ready?

2.How does this area connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to this content area?