Summer Institutes
description
Transcript of Summer Institutes
Summer Institutes
2013
ChangingTeacherPractice
ChangingStudentOutcomes
June’s remodeling
2013 Summer Institutes | Changing Teacher Practice Changing Student OutcomesRemodeling Session
ACCESS FOR ALLEXCEPTIONAL CHILDREN DIVISION
Presenters:EAST: CYNTHIA DEBREAUX, BARBARA SCRIVENWEST: BILL RYNN, JENNIFER CASH, BOBBIE GRAMMER
North Carolina Summer Institutes
Learning Path
2011 2012 2013
WHAT
Focus: Internalizing a new SCOS
HOW
Focus: Planning how instruction needs to change
IMPROVING PRACTICE
Essential Standards
Focus: Reflecting, adjusting and improving after year one of implementation
Summer Institutes
Summer Institutes
Summer Institutes
SISStudent
Information System
IISInstructional Improvement
System
DuFour PLC Questions
What do we want students to learn?
How will we know if they have learned it?
How will we respond when they don’t learn it?
How will we respond when they already know it?
Universal Design for Learning
#1 Representation
#2 Action & Expression
#3 Engagement
#1 Representation
#3Engagement
#2 Action &
Expression
Disclaimer
The digital tools used during this institute have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this institute.
Session DescriptionThis session will provide: • Educators with methods and strategies that may
be used to ensure that students with disabilities and students with varying learning needs have access to the General Education curriculum
• Strategies using the principles of Universal Design for Learning and available technology resources that will assist teachers in successfully meeting the needs of all students
Reflection Question…As a leader in education, what do you need to help students with special needs access
the Common Core State Standards?
Record your comments:Lino canvass
Setting the stageMajority of General Education classrooms have students with High Incidence Disabilities:
• Intellectual Disability Mild• Emotional Disability• Specific Learning Disability•Other Health Impairment• Speech/Language Impairment•Autism
NC Data
9
ID-Mild ED SLD OHI SI AU Total0
20000
40000
60000
80000
100000
120000
140000
NC SWD and SettingsN
umbe
r of s
tude
nts w
ith d
isabi
lities
Total NC SWD served in Regular Education – 136,331 (71% of EC pop.)Total NC Students with disabilities -192,261 (13% of NC pop.)Total NC Students – 1,483,559
Retrieved from NC DPI Count data as of April, 2013)
71% of students with disabilities spend most of the day in the general education classroom.
Application to Students with Disabilities
Schools should promote a “culture of high expectations for
all students”.
Article Location
Standards 6 & 8Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
Principals (and other Administrators)
1 65432 7 8Strategic Leadership
InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Academic Achievement
Leadership
NC Evaluation StandardsSchool Administrators:Standard II: Instructional LeadershipThe school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community.
Teachers: Standard IV: Teachers facilitate learning for their studentsTeachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional, development of their students.
Planning for AccessWhat do I want the students to be able to do as a result of this unit?
All children have varying learning needs.
View the video:
Diversity of Learners
Common Core State Standards & Students with
DisabilitiesIDEA requires that students with disabilities:• Have access to the general curriculum• Participate in state and district wide
assessments to the extent possible• Be educated along with their nondisabled
peers using supplemental aids and services to the maximum extent appropriate.
(Individuals with Disabilities Education Act Amendments of 1997; Individuals with Disabilities Improvement Act of 2004)
IEP & Classroom Instruction
GENERAL EDUCATION NONACADEMIC SERVICES &
ACTIVITIESSPECIAL EDUCATION
(If Applicable)
SUPPLEMENTAL AIDS/SERVICESMODIFICATIONS/ACCOMMODATIONS
ASSISTIVE TECHNOLOGY(If Applicable)
IMPLEMENTATION SPECIFICATIONS(Example: Who? What? When? Where?)
Least Restrictive Environment I. General Education Program ParticipationIn the space provided, list the general education classes, nonacademic services, and activities (ex: lunch, recess, assemblies, media center, field trips, etc.) in which the student will participate and the supplemental aids, supports, modifications, and/or accommodations required (if applicable) to access the general curriculum and make progress toward meeting annual goals. Discussion and documentation must include any test accommodations required for state and/or district-wide assessment. If supplemental aids/services, modifications/accommodations and/or assistive technology will be provided in special education classes include in the table below.
Supports and Services
• Instructional Supports for learning
• Accommodations and/or Modifications
• Technology devices and services
What methods and materials will I use to teach the lesson?
Instructional Supports for Learning
Universal Design for Learning
View the video: Principles of Universal Design for Learning
http://lessonbuilder.cast.org/window.php?src=videos
UDL offersMultiple means of:
RepresentationExpressionEngagement
UDL allows you to customize learning for each student.
Accommodations and Modifications
Accommodation: An effort to alter the representation or presentation of the curriculum or to modify the student’s engagement with the curriculum to enhance access and progress.
Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.
Accommodation TypesPresentation—change how an assignment or assessment is given to a student. These include alternate modes of access which may be auditory, multisensory, tactile, or visual.
Response— allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer.
Setting—change the location in which an assignment or assessment is given or the conditions of the setting.
Timing/Scheduling—increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment.
(Minnesota Manual of Accommodations 2009, 12)
Instructional Accommodations
• Used during instruction and classroom assessments
• Be considered first by IEP Teams• Enable the student to access information
during instruction• The accommodations for state tests are a
subset of those needed during instruction.Testing students with disabilities, August 2012
http://www.ncpublicschools.org/docs/accountability/policyoperations/tswd1213.pdf
Technology devices and servicesBrainstorm and share how you could use these devices to meet the needs of students requiring accommodations.
Access for All: Technology
Tools for AccessHow will we respond when a student experiences difficulties
in learning?
http://www.livebinders.com/play/play?id=848332
Access for All LiveBinder
Concept Mastery
How will I know whether the students have achieved the intended outcomes of this
unit?
Deconstructing the State Standards for Students with Disabilities
• Be aware of the student’s present level of academic achievement and functional performance (PLAAFP).
• Identify the appropriate grade level standard(s) statements.
• Unpack the standard. Identify what the student needs to know and be able to do in the simplest terms possible.
Example of Deconstructing a Standard
StandardQuote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1)
Break the standard into its component parts:
Quote accurately Explain what happened Draw inferences
Analyze the subskills Decides on a focus. For example, focus on
explaining what happened in the text to improve the student’s comprehension
Determine Accommodations and/or Modifications for student to successfully reach standard
Determine Plan to Monitor Progress
Effective Instructional Practices
• Instructional Pacing• Increased opportunities for Engagement, • Small Group Instruction (1:3 or 4)• Increasing Number of Responses• Corrective Feedback• Distributed Practice and Review• Frequent Progress Monitoring• Data-Driven Instruction• Direct, Explicit, Systematic Instruction
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Approaches to Dilemma
Traditional
http://www.cast.org/teachingeverystudent/toolkits/tk_modellesson.cfm?tk_id=61&tkl_id=181&disp=traditional
Universal Design
http://www.cast.org/teachingeverystudent/toolkits/tk_modellesson.cfm?tk_id=61&tkl_id=181&disp=udlapproach
RepresentationExpression
Engagement
Model Lesson Highlights
Geography lesson highlights
Now your turn…
In groups, discuss how can you apply these concepts in your work environment to ensure access to the general curriculum for all students?
Facilitated Team Time Preparation
• To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team.
• To access the reflection document, visit http://bit.ly/SIreflection or scan the QR code on the next slide.
• To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses.
Facilitated Team Time Preparation
EVALUATION
Complete the session evaluation located at:
https://docs.google.com/forms/d/1lokEBL3IOC8N6rKub6pvHFJ1Nx_AXnvaCO1Hr0UxfOM/viewform