Inclusive Education PLC

November 16, 2012Facilitated by

Jennifer GondekTST BOCES

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Jennifer

a chocoholic

Welcome Back!Participants will be able to:

• Describe elements of successful inclusive settings and compare those settings to their own school climate.

• Explain the three principles of Universal Design for Learning.

• Apply the UDL 2.0 Guidelines to refine an existing lesson.

• Explain how to use the UDL framework to set clear goals, individualize instruction, and assess progress.

Agenda

8:30-8:45 Breakfast, Welcome, Overview, and Table Sharing

8:45-10:00 Effective Inclusive Schools: Designing Successful

School-wide Programs

10:00-10:15 Morning Break

10:15-11:30 Universal Design for Learning

12:30-12:45 I am Norm

12:45-1:30 Universal Design for Learning

1:30-2:45 Independent/Team Work Time

2:45-3:00 Evaluation and Feedback

The News on Inclusion

• 70% of the 2003 cohort of SWD completed high school.

• Youth with emotional disturbances demonstrated a 16 percent increase in school completion.

• Rate of postsecondary education participation by SWD doubled over the past 10 years.

• 70% of SWD had worked for pay since leaving high school.

• Youths from households in the lowest income group did not have a significant improvement in postsecondary education.

• Youths from low-income households did not have an increase in employment since leaving high school; or current employment.

• Only white SWD experienced an increase in postsecondary education enrollment.

But…

Criteria for Successful Inclusive Schools

• Consistently high large-scale test scores for SWD over 3 years.

• Low drop-out levels; low suspension / expulsion rates for high schools

• Inclusive of students with disabilities (no separate special education classrooms for a majority of the day)

• Broad range of disabilities (high/low incidence)• Very low suspension and transfer rates.

Effective Inclusive Schools

What are barriers to effective inclusive schools?

•Not enough time in the day•Scheduling•Lack of money/supplies/resources•Too few people (resources) to meet the needs•Lack of administrative support•Lack of parental support•Lack of training•Lack of willingness to modify/re-create•Forced relationships/collaboration strains•Teaching philosophies/mindsets•Accountability (State Tests/APPR)

What are the pre-domintating features of effective inclusive

schools?

Effective Inclusive Schools

• O’Hearn Elementary School• Watson Elementary School• Boston Arts Academy

Read the case study. Note any features of this school that promoted effective inclusion.

Case Studies

“The philosophy is simple. Wherever you are, we take you

higher.” -Bill Henderson

Round the Table:• What is one success you are currently having

around inclusion in your classrooms?

• What is one challenge you are experiencing around inclusion in your classrooms?

UDL vs. Assistive Technology

Universal Design for Learning Assistive Technology

www.cast.org

The Value of Universal Design for Learning

Universal Design for Learning provides a framework for individualizing learning in a standards-based environment through flexible pedagogy and tools. It challenges teachers to incorporate flexibility into instructional methods and materials as a way to accommodate every student in the classroom.

www.cast.org

www.cast.org

Setting Clear Goals

• Allow teachers to determine the best methods and materials to reach the goals

• Clearly communicated goals let students know what to do, how to do it, and why it is important.

“Setting clear goals and communicating them so that students understand them is neither as easy nor as widely practiced as we might think”

-David Rose

www.cast.org

STANDARDS

True Purpose of a Standard

Purpose Method

Goal Statement

True Purpose of a Standard

• For recognition goals, focused on specific content, that content is key.

• For strategic goals, focused on a specific process or medium, that process or medium is key.

• For affective goals, focused on a particular value or emotional outcome, that emotional outcome is key.

Try it Out!

Standard:The student will demonstrate competence in the general skills and strategies of the writing process.

What is the purpose of this standard?What could you alter to support this student?What scaffolds might you put into place to create

success right now?

Try Again!

Standard:"Students will identify and express the major

causes of the United States Civil War.“

What is the true purpose?What could you alter?What scaffolds might you put into place to

support the student right now?

The Fosbury Flop

I Have a Goal….Now What?

Set the level of challenge for individual students...

1. Scaffolds2. Performance Criteria

Zone of Proximal Development

Individualizing

“Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time. The goal of UDL is to provide every student this kind of customized and responsive experience.”

www.cast.org

Individualizing

Clearly Stated and Well-Communicated Goals1. Which methods of teaching are most

compatible with the ways that each brain network actually functions?

2. What kinds of flexibility must instructional materials have to make individualization work?

To support diverse recognition networks

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

To support diverse strategic networks:

Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating

skill.

To support diverse affective networks:

Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context.

Designing Instruction to Support Recognition Learning

1. Provide Multiple Examples

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Designing Instruction to Support Recognition Learning

2. Highlight Critical Features

Designing Instruction to Support Recognition Learning

3. Provide Multiple Media and Formats

mediaformats

organization DETAIL

Depth

Designing Instruction to Support Recognition Learning

4. Support Background Knowledge

NEW KNOWLEDGE

OLD KNOWLEDGE

Designing Instruction to Support Strategic Learning

1. Provide Flexible Models of Skilled Performance

Designing Instruction to Support Strategic Learning

2. Provide Opportunities to Practice with Supports

AutomatizePractice skills in contextProvide scaffolds for ONE part, to focus learning on a

different partScaffolds should be optional and assignable to individual students

Designing Instruction to Support Strategic Learning

3. Provide Multiple Media and Formats

Feedback• watch a video of yourself•Listen to a coach’s observations•Watch a demonstration of your approach and correct approach•Read an evaluation/write-up

Designing Instruction to Support Strategic Learning

4. Offer Flexible Opportunities for Demonstrating Skill

http://iamascholarwarrior.blogspot.com/

Designing Instruction to Support Affective Learning

1. Offer Choices of Content and Tools

Affective Engagement

BackgroundKnowledge

Strategic orRecognition

Tasks

Designing Instruction to Support Affective Learning

2. Provide Adjustable Levels of Challenge

Designing Instruction to Support Affective Learning

3. Offer a Choice of Rewards

Designing Instruction to Support Affective Learning

4. Offer Choices of Learning Context

1972 Fischer-Spassky Chess World Championship

I Am Norm

http://www.iamnorm.org/home.aspx