nti july 2012 differentiation for special education in ccss presentation

7/23/2019 Nti July 2012 Differentiation for Special Education in Ccss Presentation

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Diferentiation orSpecial Education in aCommon Core WorldEvaluating All Teachers o AllLearners

Sharen BertrandoPeter Koi! Ph"D"

Special Education #esourceAssistant Proessor

Development Specialist

Keu!a College


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What$s on their plate%


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Ta!e A&a's

(" All students) students &ith disa*ilities +SWD,and English Language Learners +ELL,included) should *e read' or learning in anenvironment &here the' eel &elcomed) at

ease) and comorta*le"-" When discussing teacher perormance) therea multiple rame&or!s or the conversationsa*out learning or all students"

." /ood teaching is good teaching) no matterthe pro0le o the student"

1" /ood teaching needs modeling) support andnurturance"


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Purpose

To e2plain and enhance evaluator$s a*ilit'to help gro& teachers$ !no&ledge) s!ills)and a*ilities regarding the learning o allstudents through access to the CommonCore Standards"


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/reater diversit' and

accounta*ilit' #esponsi*ilit' o administrators) teachers

to ensure that all students reaches highest

level o achievement #esponsi*ilit' or students &ith disa*ilitiesto demonstrate progress in generaleducation curriculum

#esponsi*ilit' or students &ith 0rstlanguage other than English

#esponsi*ilit' or students &ho don$t 0tthe mold


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3mportance o the sharedvalues

There are 4"5 million students &ith disa*ilitiesin the 6"S"

The challenges or these students include7 89: o all schools in the 6nited Statesthat &ere cited as ailing to achieve A;P did

so *ecause their students &ithdisa*ilities ailed to achieve A;P" 3n -99


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8


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Domain 1: Planning and

Preparation(a7 Demonstrating Kno&ledgeo Content and Pedagog'(*7 Demonstrating Kno&ledgeo Students(c7 Setting 3nstructional

=utcomes(d7 Demonstrating Kno&ledgeand #esources(e7 Designing Coherent3nstruction(7 Designing Student

Assessments

Domain 2: Classroom Environment

-a7 Creating an Environment o #espectand #apport-*7 Esta*lishing a Culture or Learning-c7 >anaging Classroom Procedures-d7 >anaging Student Behavior-e7 =rganiing Ph'sical Space

Domain 3: Instruction.a7 Communicating &ithStudents.*7 6sing ?uestioning and

Discussion [email protected] Engaging Students in

Domain 4: ProfessionalResponsibilities1a7 #eecting on Teaching1*7 >aintaining Accurate #ecords

1c7 Communicating &ith amilies1d7 Participating in a Proessional

Danielson$s rame&or! or ProessionalPractice


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;S6T$s rame&or!

or Proessional PracticeStandard I: no!ledge ofStudents and Student "earning

3"(7 demonstrating !no&ledge ochild and adolescent development3"-7 research*ased !no&ledge o

learning and language ac@uisitiontheories and processes"3".7 !no&ledge o and response todiverse learning needs) interests)and e2periences o all students"3"17 !no&ledge o and are responsiveto the economic) social) cultural)linguistic) amil') and communit'actors that inuence their students$learning"3"57 !no&ledge and understanding otechnological and inormationliterac' and ho& the' afect student

learning"

Standard II: no!ledge of Content andInstructional Planning

33"(7 !no&ledge o the content the' teach)including relationships among centralconcepts) tools o in@uir') andF structuresand current developments &ithin theirdiscipline+s,"33"-7 understand ho& to connect conceptsacross disciplines and engage learners incritical and innovative thin!ing andcolla*orative pro*lem solving related to real&orld conte2ts"33".7 use a *road range o instructionalstrategies to ma!e su*Gect matter accessi*le"33"17 esta*lish goals and e2pectations or allstudents that are aligned &ith learningstandards and allo& or multiple path&a's toachievement"33"57 design relevant instruction that connectsstudents$ prior understanding ande2periences to ne& !no&ledge"33"47 evaluate and utilie curricular materials

and other appropriate resources to promotestudent success in meeting learning goals"


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;S6T$s rame&or!

or Proessional PracticeStandard III: InstructionalPractice333"(7 research*ased practices and evidence ostudent learning or developmentall'appropriate and standardsdriven instructionthat motivates and engages students"

333"-7 communicate clearl' and accuratel' &ithstudents to ma2imie their understanding andlearning"333".7 high e2pectations and create challenginglearning e2periences or students"333"17 e2plore and use a variet' o instructionalapproaches) resources) and technologies tomeet diverse learning needs) engage students

and promote achievement"333"57 engage students in the development omultidisciplinar' s!ills) such ascommunication) colla*oration) critical thin!ing)and use o technolog'"333"47 monitor and assess student progress) see!and provide eed*ac!) and adapt instruction tostudent needs"

Standard I#: "earningEnvironment3H"(7 create a mutuall' respectul)sae) and supportive learning

environment that is inclusive oever' student"3H"-7 create an intellectuall'challenging and stimulatinglearning environment"3H".7 manage the learning

environment or the efectiveoperation o the classroom"3H"17 organie and utilie availa*leresources to create a sae andproductive learning environment"


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;S6T$s rame&or!

or Proessional PracticeStandard #: $ssessment forStudent "earningH"(7 design) adapt) select) and use a rangeo assessment tools and processes tomeasure and document student learning

and gro&th"H"-7 understand) anal'e) interpret) and useassessment data to monitor studentprogress and to plan and diferentiateinstruction"H".7 communicate inormation a*out variouscomponents o the assessment s'stem"H"17 reect upon and evaluate the

efectiveness o their comprehensiveassessment s'stem to adGust assessmentand plan instruction accordingl'"H"57 prepare students to understand theormat and directions o assessments usedand the criteria *' &hich the students &ill*e evaluated"

Standard #I: ProfessionalResponsibilities andCollaborationH3"(7 uphold proessional standards opractice and polic' as related to students$

rights and teachers$ responsi*ilities"H3"-7 engage and colla*orate &ithcolleagues and the communit' to developand sustain a common culture that supportshigh e2pectations or student learning"H3".7 communicate and colla*orate &ithamilies) guardians) and caregivers toenhance student development and success"H3"17 manage and perorm noninstructionalduties in accordance &ith school districtguidelines or other applica*le e2pectations"H3"57 understand and compl' &ith relevantla&s and policies as related to students$rights and teachers$ responsi*ilities"


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;S6T$s rame&or!

or Proessional PracticeStandard #II: Professional%ro!t&H33"(7 reect on practice to improve

instructional efectiveness and guideproessional gro&th"H33"-7 set goals or and engage inongoing proessional developmentneeded to continuousl' improveteaching competencies"

H33".7 communicate and colla*orate&ith students) colleagues) otherproessionals) and the communit' toimprove practice"H33"17 remain current in their !no&ledgeo content and pedagog' *' utiliing

proessional resources"


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IThe Standards should also *e read asallo&ing or the &idest possi*le range

o students to participate ull' rom theoutset and as permitting appropriateaccommodations to ensure ma2imum

participation o students &ith specialeducation needs"J

Commitment to Students &ith

Disa*ilities Evident inStandards

ELA Standards) in section titled IWhat is not coveredJ


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IStudents &ith disa*ilitiesmust *echallenged to e2cel &ithin the general

curriculum and *e prepared or successin their postschool lives) includingcollege andor careers"Thereore) howthese high standards are taught and

assessed is o the utmost importance inreaching this diverse group o students"J

Application to

Students &ith Disa*ilities

ELA Standards) in section titled IWhat is not coveredJ


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Common Core StateStandards

Rigorous

Knowledge and skillsGlobally completive

Clear and consistentLogical progression

Multi-state Collaborative

Universal esign !or Learning


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Shared #esponsi*ilit'

Ta!ing o&nership o all students

Providing opportunities or proessionaldevelopment M general and special

education together Creating a culture &here all students are

general education students 0rst " " " isthe 0rst hurdle to meeting the challenge


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Brain #esearch) Technolog')and 6niversal Design orLearning 3nsights rom *rain research e& technolog' tools

Common Core Standards

6niversal Design or Learning


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Learner Diversit'Brain et&or!s that Support

Learning1'

Recognition(et!or)s

2'Strategic (et!or)s

3'$*ective (et!or)s

The IWhatJ oLearning

The INo&J oLearning

The IWh'J oLearning

3denti' and interpretsound) light) taste)smell) and touch

3denti' andunderstandinormation) ideas)and concepts

The a*ilit' to plan)e2ecute) and monitoractions and s!ills

The a*ilit' to engagein actions and s!ills)set priorities and

evaluate

David #ose Ph"D") CA


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Supports or Student Diverse#ecognition et&or!s

E+amples 6nderlininghighlighting

Herticallinesasteris!sdoodlesnum*ers O margin

Provide multiplemediaormats

IChun!ingJ inormation

/raphic =rganiers

Provide multiple e2amples Support *ac!ground

conte2t

The IWhatJ o Learning

3denti' and interpretsound) light) taste) smell)and touch 3denti' andunderstand inormation)ideas) and concepts


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Supports or Student DiverseStrategic et&or!s

E+amples, >ultimedia or student

e2pression +video) audio)te2t) dra&ing,

M Concept mapping toolsM Scafolds and prompts

M Chec!lists

M Em*edded coaches and

mentors) peer tutorsM Assessment ru*rics or

students

The INo&J o Learning

The a*ilit' to plan)e2ecute) and monitoractions and s!ills


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Supports or Student DiverseAfective et&or!s

E+amplesM Choice aforded

M Age appropriate activities

M Culturall' relevant

activitiesM Chartsschedulesvisi*le

timers

M Displa' o goals

M /roup &or!colla*oration

M Personal Gournal

The IWh'J o Learning

The a*ilit' to engage inactions and s!ills) setpriorities and evaluate


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David #ose) ounder o CAST

Brain et&or!s Learner Haria*ilit'

http7udlonline"cast"orgpagemodule(l(54

-1


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Learner varia*ilit' is the norm

http7udlseries"udlcenter"orgpresentationslearnerQvaria*ilit'"html%

plistRe2plore

Learners var' inthe &a's the'ta!e ininormation

Learners var' intheir a*ilities andapproaches

Learning changes

*' situation andconte2t

Learners var'across theirdevelopment


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Pass the Pro0le

>eet " " "

>adison Christian

EliGah

Charles

Kalani


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The Brain

No& can educators *etter understand

student varia*ilit'%


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Thin! " " "

What other rames or discussion are

important or educators to !no& a*out the*rain and teaching all children%

What else should evaluators !no& andloo! or%


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>emor'7 5 storage s'stems

Semantic M inormation rom &ords

Episodic M conte2tualspatial

Procedural M muscle memor' Automatic M conditioned response

memor'

Emotional

+Sprenger) (,


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Semantic >emor'Long term 0ling ca*inets o actual

inormation" e& inormation

must *e connected to

old !no&ninormation

" Dicult to access)

re@uires repetition"

" eeds to *e stimulated

*' associations) comparisons


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Episodic >emor'

Conte2tual or spatial memor' Ever' piece o learning ta!es place in

some location

I3nvisi*leJ inormation

blog.schoology.com


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Automatic

Stimuli automaticall' triggersresponse

" Can open other memor' lanes" Songs) pictures) places

" A*ilit' to read) multipl') add

" = comprehension


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Emotional

Ta!es precedence over all othermemor'

metro.co.uk


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Learning modalities

Hisual

Audio

Kinesthetic


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Learning St'le Curriculum

>aster' St'le7>aster' St'le7

.5: Population.5: Population

(-: At#is!(-: At#is!

3nterpersonal St'le73nterpersonal St'le7

.5: Population.5: Population

44: At#is!44: At#is!

6nderstanding St'le76nderstanding St'le7

(5: Population(5: Population

9: At#is!9: At#is!

SelE2pressive St'le7SelE2pressive St'le7

(5: Population(5: Population

--: At#is!--: At#is!

+Silver) Strong) and Perrini) -999,


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Second Ta!e A&a' When discussing teacher perormance)

there a multiple rame&or!s or the

conversations a*out learning or allstudents"


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3nclusive Classroom Are the principles o 6DL utilied% Are the

recognition) strategic) and afective

net&or!s utilied% 3s there evidence that the classroom

learning is *rain compati*le%

3s there evidence that learning andassessment are designed) developed) andimplemented using multiple modalities)learning st'les) and intelligences%


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Let$s Watch a Lesson

#$

T diti l > t i l


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Strengt&s: C&allenges:

Traditional >aterials7Te2t*oo!s

T diti l > t i l#%


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Traditional >aterials7Te2t*oo!s

Strengt&s:

Tactile ormats

#erepresentation ospo!en language

Can reer *ac! toreinorce &hat$s *eenlearned

Accurate record o pastevents

Can *e reread)reconsidered)

ree2amined

C&allenges:

Sight

Decoding s!ills) uenc' Turning pages

Bac!ground !no&ledge

ollo&remem*er inormation

lac!s inherent e2pressiveness

o speech Bound *' conventions +e"g"ne&spapers) Gournals) novel)reerence,

#epurposing inormation


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Digital Te2t " " "


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Reading Standards for Informational -e+t ./

12:/rades (((-7 Ke' 3deas and Details

(" Cite strong and thorough te2turalevidence to support anal'sis o &hat the

te2t sa's e2plicitl' as &ell as inerencesdra&n rom the te2t"

Lin!ing the annual goal to the CCSS

Common Core &tate &tandards !or 'nglis(

Language )rts * Literacy in +istory ,&ocial

&tudies &cience and .ec(nical &ub/ects


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No& do &e *uild accessi*ilit'

and transition to college andcareer or Shane " ""

Keeping t(e end in mind 0 0 0


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Selecting a goal

Reading Informational and Literary Text

Foundational Skills Reading with Fluency

#0 Read wit( su!!icient accuracy and !luency to supportcompre(ension0

a0 Read on-level text wit( purpose and

understanding0b0 Read on-level prose and poetry orally wit(

accuracy appropriate rate and e1pression onsuccessive readings0

c0 Use conte1t to con!irm or sel!-correct word recognition0


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Diferentiating 3nstruction As the planning and deliver' o classroom

instruction that considers the varied levels

o readiness) learning needs) and interestso each student"

Center or 3mplementing Technolog' in Education +C3TEd,


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Wh' diferentiate% Because " " " S'stematic learner varia*ilit'

State and ederal mandates

Evidenced*ased practices

Diversit' o students


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Third Ta!e A&a'

/ood teaching is goodteaching) no matter

the pro0le o thestudent"


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Supports in School All students can learn i the school and

school district support teachers in

providing access to the Common CoreStandards in general educationclassrooms"


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(" All Learners and E@ual Access

U Does our school clearl' articulate and communicate a vision or and commitment to educatingall students in efective classrooms% 3 so) ho&% 3 not) &hat *arriers to ull inclusion and e@ual

access or ELLs and students &ith disa*ilities e2ist and ho& can the' *e addressed%

U Do our school$s classrooms have appropriate class sies and composition% No& can redesigningclass sie and composition ensure *etter proportionate representation% No& does our schoolensure that legal and educationall' sound procedures are ollo&ed &hen identi'ing and placingELLs and students &ith disa*ilities in appropriate educational placements%

U Does our school provide ample opportunities or ELLs to interact &ith uent spea!ers o English

in order to ac@uire academic and social language) and to support the acculturation o thesestudents into the school and societ' &hile maintaining their 0rst language and culture%

U Does our school provide all educators &ith access to students$ individualied education program+3EPs, and Section 591 individualied accommodation plans% Does our school inorm and supporteducators in understanding and implementing these individualied programs% No& can &e ensurethat the *est plans to meet all students$ individual needs are implemented as intended%

U Does our school provide all educators &ith access to data +e"g") grades) o*servations)curriculum*ased assessments) ormative assessments) records and test scores, related tostudents$ academic achievement and English language development% Does our school providesupport to educators in interpreting these data to promote students$ academic) social and*ehavioral success) and to ensure that ELLs learn language and content simultaneousl'%


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-" 3ndividual Strengths and Challenges andSupporting Diversit'U Does our school utilie strategies that help all students develop ongoing) natural riendshipsand supportive relationships &ith other students and teachers% No& do the adults in our school

model and support respectul riendships and relationships &ith allcommunit' mem*ers%

U Do all students in our schools have opportunities to engage in cocurricular and e2tracurricularprograms% 3 not) ho& can &e redesign our cocurricular and e2tracurricular oferings to ensurethat ever' student has access to them%

U Does our school provide a variet' o individualied) coordinated services designed to addressthe uni@ue strengths and challenges o all students) such as prereerral services) English as aSecond Language +ESL, programs and services) responsetointervention s'stems,) 0rst andsecondlanguage support programs as appropriate) school&ide positive *ehavioral supports andanti*ull'ing programs% No& can &e improve these s'stems o support or all students%

U Does our school help all students ma!e successul transitions +e"g") *et&een classes) romelementar' to middle school) rom school to &or!postsecondar' education, and develop sel

determination% Does our district achieve and sustain a (99 percent graduation rate &ith allstudents advancing to ruitul and selul0lling postsecondar' opportunities% 3 not) &hat stepscan &e ta!e to help students ma!e successul transitions and develop seldetermination) andho& can &e reduce the rate at &hich students leave school *eore achieving a high schoolcredential%

U Are our school$s services) policies and practices diversi0ed% Do the' ta!e into account thecultural) linguistic and e2periential *ac!grounds o all students and their amilies% Who is

represented in our communit') and ho& can &e provide them a voice regarding our school$sservices) policies and practices%

. #eective #esponsive Diferentiated and


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." #eective) #esponsive) Diferentiated andEvidenceBased PracticesU Does our school provide all students &ith access to a challenging) high@ualit' and developmentall' appropriate

curriculum aligned to the state$s standards &ithin and across content areas% 3 so) ho& can &e improve this access% 3 not) ho& can&e improve the @ualit' o the curriculum and redesign curriculum deliver' to ma!e sure it is air and provides e@ual access

or all students %

U Does our school give all students access to efective and varied instructional practices) and an appropriate amount o instructionaltime% 3 so) ho& can &e ensure continual improvement o these practices and instructional time allocations% 3 not) in &hat &a's do&e need to change our instructional practices and time allocations so that all students$ strengths) challenges)

diversities) *ac!grounds) language needs) st'les) a*ilities and preerences are addressed%

U Does our school provide all students and teachers access to current and innovative instructional and assistive technologies% 3 not)ho& can &e 0nd and utilie our availa*le resources so that all students and teachers have access to these technologies%

U Does our school support classroom instruction that is characteried *' diferentiation) e2i*le groupings) student and groupdirected learning) high@ualit' language development) cultural sensitivit' and responsiveness) and authentic and relevant

learning e2periences% 3 so) ho& can &e continuall' improve these practices% 3 not) in &hat &a's can &e provide the necessar'proessional development and support to change our classroom instruction to encourage and sustain these practices%

U Does our school utilie a variet' o valid and relia*le measures to assess student learning progress and inorm instruction% Does ourschool ofer students the appropriate assessment accommodations and alternatives the' need to demonstrate their learning%

What additional measures) assessment accommodations and alternatives can &e use to evaluate student learning and inorminstruction%

U Does our school implement a comprehensive and multiaceted evaluation o all aspects o its programs) and ma!e improvements*ased on the data collected% No& do &e use data to enhance our educational programs so the' *ene0t all students% What additionaldata can &e utilie%

U Does our school utilie a variet' o strategies and supports to help all students develop academic) social and civicengagements!ills% No& can &e ma!e sure that meaningul engagement is encouraged) modeled and cele*rated at the school) in the lassroom

and &ith individual students%


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1" Culture) Communit' and Colla*oration

U Do our educators) students) amilies) caregivers and communit' mem*erscolla*orate to communicate) share resources and e2pertise) ma!e decisions)

and solve pro*lems% Does our school provide educators &ith ade@uate time tocolla*orate &ith each other and to communicate &ith amilies) caregivers andcommunit' mem*ers% What can &e do to improve our s'stem o colla*orationand proessional development to ensure *etter sharing o resources) decisionma!ing and pro*lemsolving%

U Does our school provide the resources) adult supports) time) schedulingarrangements and high@ualit' proessional development to educate allstudents in inclusive classrooms% What can &e do to encourage ocused andruitul colla*oration and high@ualit' proessional development%

U Does our school communicate a sense o communit' &here individual

diferences are valued% No& can &e create an even stronger sense ocommunit'%


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ourth Ta!e A&a'

/ood teaching needs

modeling) support andnurturance"


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#eerencesAugust) D") Salend) S") Staehr enner) D" V Koi!) P" +-9(-,"

The Evaluation of Educators in Eective Schools andClassrooms for All Learners. E.TL The EducatorEvaluation or E2cellence in Teaching and LearningConsortiumCommon Core State Standards 3nitiative&&&"corestandards"org

Darche) S") a'ar) ") V Bracco) K"#" +-99," Work-basedlearning in California !""ortunities and #odels forE$"ansion. WestEd V the Xames 3rvine oundation

D'namic Learning >aps Alternative Assessment S'stemconsortium &&&"d'namiclearningmaps"org

ational Center and State Colla*orative Partnership +CSC,http7&&&"cehd"umn"edunceoproGectsCSCCSC"html

Partnership or Assessment o #eadiness or College andCareers &&&"parcconline"org


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Bro&der) D") Spooner) ") AhgrimDelell) L") lo&ers) C")Algaine) B" V Karvonen) >" +-991," A content anal'sis o

the curricular philosophies reected in states$ alternateassessment perormance indicators" %esearch & 'ractice for'ersons with Severe (isabilities) *++1,) (45(D7Paul N" Broo!es"

Neaco2) D" +-99," #aking (ierentiation a ,abit">inneapolis) >7 ree Spirit Pu*lishing


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#eerencesXac!son) #" +-995," Curriculum Access for Students with Low-ncidence

(isabilities The 'romise of niversal (esign for Learning.Wa!e0eld)>A7 ational Center on Accessing the /eneral Curriculum romhttp7aim"cast"orglearnhistor'archive*ac!groundpaperspromiseQoQudl

Xorgensen) C" >" +(5," Essential @uestions) inclusive ans&ers"Educational Leadershi") /*+1,) 5-55"

Kleinert) N" L") V Kearns) X" " +-99(,"Alternative Assessment #easuring

!utcomes and Su""orts for Students with (isabilities. Baltimore7 Paul N"Broo!es Pu*lishing Co"

>ar'land State Department o Education +-9((,"A %oute for Ever0Learner (L as a 1ramework for Su""orting Learning and m"rovingAchievement for All Learners in #ar0land.Pre!indergarten ThroughNigher Education rom

http7dlsli*rar'"state"md"uspu*licationsE2ec>SDESB148Ch.95NB5Ch.94Q-9(9"pd

ational Center on Accessing the /eneral Curriculum +CAC, +-99(,"(ierentiated nstruction and m"lications for (L m"lementation romhttp7aim"cast"orglearnhistor'archive*ac!groundpapersdiferentiatedQinstructionQudl


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#eerencesational Center on 6niversal Design or Learning rom

http7&&&"udlcenter"org

Partnership or Assessment o #eadiness or College andCareers &&&"parcconline"org

Purcell) S" V /rant) D" +-99-,"Assistive Technolog0 Solutionsfor E' Teams) Herona) Wisconsin7 3EP #esources.

#ose) D" V >e'er) A" +-99-," Teaching Ever0 Student in the(igital Age niversal (esign for Learning.Ale2andria) HA7Association or Supervision and Curriculum Development"


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#eerencesSilver) N") Strong) #") V Perini) >"X" +-999," So That Each #a0 Learn ntegrating

Learning St0les and #ulti"le ntelligences" Ale2andria) HA7 Association or

Supervision and Curriculum Development" The Access Center7 3mproving =utcomesor Students K3D 3nstitute) Center or E2celling in Developmental Disa*ilities) ational'rofessional (evelo"ment Center on Autism S"ectrum (isorders Summer nstituteTraining) Xune (1(


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nti july 2012 differentiation for special education in ccss presentation

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