ela si connecting to serve all 2012
TRANSCRIPT
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Connecting to Serve All
Addressing Student Needs in an Addressing Student Needs in an Era Of New Content StandardsEra Of New Content Standards
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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?
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“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)
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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.
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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)
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Data Discussion
• What data does your LEA rely on to guide instruction?– Achievement
– Demographic
– Program
– Perception
– How do interpret it for my own classroom?
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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)
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By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist
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• 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
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Universal Design
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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)
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Understanding UDL
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Sharing Best Practice
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UDL Principles
Principle 1:Representation
Principle 3:Engagement
Principle 2:Action and Expression
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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
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Principle 1:Representation
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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
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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
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Principle II:
Multiple Means of Action and Expression
Represent
Act/Express Engage
http://goo.gl/Rvjod
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Principle 2:Action and Expression
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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
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Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Represent
Act/Express Engage
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Principle III:
Multiple Means of Engagement
Represent
Act/Express Engage
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Principle 3:Engagement
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Multiple Means of Engagement
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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
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Multiple Means ofEngagement for ELLs
• Student Interaction
– Oral comprehension supports reading and writing development
– Differentiate Collaborative Activities
Represent
Act/Express Engage
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Universal Design
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BREAK
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Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…
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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.
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What do gifted learners need in order to maximize
their learning?
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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
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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
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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
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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.
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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?