Sharen Bertrando Peter Kozik Ph.D.

2. Differentiation for Special Education in a Common Core WorldEvaluating All Teachers of All Learners Sharen Bertrando Peter Kozik Ph.D. Special Education Resource Assistant Professor Development Specialist Keuka College WestEd

3. What’s on their plate?

4. Take Aways • All students, students with disabilities (SWD) and English Language Learners (ELL) included, should be ready for learning in an environment where they feel welcomed, at ease, and comfortable. • When discussing teacher performance, there a multiple frameworks for the conversations about learning for all students. • Good teaching is good teaching, no matter the profile of the student. • Good teaching needs modeling, support and nurturance.

5. Purpose • To explain and enhance evaluator’s ability to help grow teachers’ knowledge, skills, and abilities regarding the learning of all students through access to the Common Core Standards.

6. Greater diversity and accountability • Responsibility of administrators, teachers to ensure that all students reaches highest level of achievement • Responsibility for students with disabilities to demonstrate progress in general education curriculum • Responsibility for students with first language other than English • Responsibility for students who don’t fit the mold

7. Importance of the shared values There are 6.5 million students with disabilities in the U.S. • The challenges for these students include: • 70% of all schools in the United States that were cited as failing to achieve AYP did so because their students with disabilities failed to achieve AYP. • In 2008, 42% of students with disabilities failed to graduate.

9. Danielson’s Framework For Professional Practice

10. NYSUT’s FrameworkFor Professional Practice Standard I: Knowledge of Students and Student Learning I.1: demonstrating knowledge of child and adolescent development I.2: research-based knowledge of learning and language acquisition theories and processes. I.3: knowledge of and response to diverse learning needs, interests, and experiences of all students. I.4: knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that influence their students’ learning. I.5: knowledge and understanding of technological and information literacy and how they affect student learning. Standard II: Knowledge of Content and Instructional Planning II.1: knowledge of the content they teach, including relationships among central concepts, tools of inquiry, [and] structures and current developments within their discipline(s). II.2: understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem solving related to real world contexts. II.3: use a broad range of instructional strategies to make subject matter accessible. II.4: establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement. II.5: design relevant instruction that connects students’ prior understanding and experiences to new knowledge. II.6: evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals.

11. NYSUT’s Framework For Professional Practice Standard III: Instructional Practice III.1: research-based practices and evidence of student learning for developmentally-appropriate and standards-driven instruction that motivates and engages students. III.2: communicate clearly and accurately with students to maximize their understanding and learning. III.3: high expectations and create challenging learning experiences for students. III.4: explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage students and promote achievement. III.5: engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use of technology. III.6: monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs. Standard IV: Learning Environment IV.1: create a mutually respectful, safe, and supportive learning environment that is inclusive of every student. IV.2: create an intellectually challenging and stimulating learning environment. IV.3: manage the learning environment for the effective operation of the classroom. IV.4: organize and utilize available resources to create a safe and productive learning environment.

12. NYSUT’s Framework For Professional Practice Standard V: Assessment for Student Learning V.1: design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth. V.2: understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction. V.3: communicate information about various components of the assessment system. V.4: reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly. V.5: prepare students to understand the format and directions of assessments used and the criteria by which the students will be evaluated. Standard VI: Professional Responsibilities and Collaboration VI.1: uphold professional standards of practice and policy as related to students’ rights and teachers’ responsibilities. VI.2: engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning. VI.3: communicate and collaborate with families, guardians, and caregivers to enhance student development and success. VI.4: manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations. VI.5: understand and comply with relevant laws and policies as related to students’ rights and teachers’ responsibilities.

13. NYSUT’s FrameworkFor Professional Practice Standard VII: Professional Growth VII.1: reflect on practice to improve instructional effectiveness and guide professional growth. VII.2: set goals for and engage in ongoing professional development needed to continuously improve teaching competencies. VII.3: communicate and collaborate with students, colleagues, other professionals, and the community to improve practice. VII.4: remain current in their knowledge of content and pedagogy by utilizing professional resources.

15. Commitment to Students with Disabilities Evident in Standards “The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.” ELA Standards, in section titled “What is not covered”

16. Application to Students with Disabilities “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers….Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.” ELA Standards, in section titled “What is not covered”

17. Common Core State Standards Multi-state Collaborative Rigorous Knowledge and skills Globally completive Clear and consistent Logical progression Universal Design for Learning

18. Shared Responsibility • Taking ownership of all students • Providing opportunities for professional development – general and special education together • Creating a culture where all students are general education students first . . . is the first hurdle to meeting the challenge

19. Brain Research, Technology, and Universal Design for Learning • Insights from brain research • New technology tools • Common Core Standards • Universal Design for Learning

20. Learner DiversityBrain Networks that Support Learning David Rose Ph.D., CAST

21. Supports for Student Diverse Recognition Networks Examples • Underlining/highlighting • Vertical lines/asterisks/doodles/numbers @ margin • Provide multiple media/formats • “Chunking” information • Graphic Organizers • Provide multiple examples • Support background context

22. Supports for Student Diverse Strategic Networks Examples – Multi-media for student expression (video, audio, text, drawing) – Concept mapping tools – Scaffolds and prompts – Checklists – Embedded coaches and mentors, peer tutors – Assessment rubrics for students

23. Supports for Student Diverse Affective Networks Examples – Choice afforded – Age appropriate activities – Culturally relevant activities – Charts/schedules/visible timers – Display of goals – Group work/collaboration – Personal journal

24. David Rose, founder of CASTBrain Networks • Learner Variability • http://udlonline.cast.org/page/module1/l156/

25. Learners vary in the ways they take in information Learners vary in their abilities and approaches Learning changes by situation and context Learners vary across their development • http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore Learner variability is the norm!

26. Pass the Profile Meet . . . • Madison • Christian • Elijah • Charles • Kalani

27. The Brain • How can educators better understand student variability?

28. Think . . . • What other frames for discussion are important for educators to know about the brain and teaching all children? • What else should evaluators know and look for?

29. Memory: 5 storage systems (Sprenger, 1999) • Semantic – information from words • Episodic – contextual/spatial • Procedural – muscle memory • Automatic – conditioned response memory • Emotional

30. Semantic Memory Long term filing cabinets of factual information • New information must be connected to old known information • Difficult to access, requires repetition. • Needs to be stimulated by associations, comparisons and similarities

31. Episodic Memory • Contextual or spatial memory • Every piece of learning takes place in some location • “Invisible” information blog.schoology.com

32. Automatic Stimuli automatically triggers response • Can open other memory lanes • Songs, pictures, places • Ability to read, multiply, add • NO comprehension

33. Emotional Takes precedence over all other memory metro.co.uk

34. Learning modalities • Visual • Audio • Kinesthetic

35. Learning Style Curriculum (Silver, Strong, and Perrini, 2000)

37. Second Take Away • When discussing teacher performance, there a multiple frameworks for the conversations about learning for all students.

38. Inclusive Classroom • Are the principles of UDL utilized? Are the recognition, strategic, and affective networks utilized? • Is there evidence that the classroom learning is brain compatible? • Is there evidence that learning and assessment are designed, developed, and implemented using multiple modalities, learning styles, and intelligences?

39. Let’s Watch a Lesson

40. Traditional Materials: Textbooks Challenges: Strengths:

41. Traditional Materials: Textbooks Strengths: • Tactile formats • Re-representation of spoken language • Can refer back to reinforce what’s been learned • Accurate record of past events • Can be reread, reconsidered, reexamined Challenges: • Sight • Decoding skills, fluency • Turning pages • Background knowledge • Follow/remember information • lacks inherent expressiveness of speech • Bound by conventions (e.g. newspapers, journals, novel, reference) • Re-purposing information

42. Digital Text . . .

43. Reading Standards for Informational Text 6-12: Grades 11-12: Key Ideas and Details Cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Linking the annual goal to the CCSS Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects

44. How do we build accessibility and transition to college and career for Shane . .. Keeping the end in mind . . .

45. Selecting a goal

46. Differentiating Instruction • As the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Center for Implementing Technology in Education (CITEd)

47. Why differentiate? • Because . . . • Systematic learner variability • State and Federal mandates • Evidenced-based practices • Diversity of students

48. Third Take Away Good teaching is good teaching, no matter the profile of the student.

49. Supports in School • All students can learn if the school and school district support teachers in providing access to the Common Core Standards in general education classrooms.

50. 1. All Learners and Equal Access • Does our school clearly articulate and communicate a vision for and commitment to educating all students in effective classrooms? If so, how? If not, what barriers to full inclusion and equal access for ELLs and students with disabilities exist and how can they be addressed? • Do our school’s classrooms have appropriate class sizes and composition? How can redesigning class size and composition ensure better proportionate representation? How does our school ensure that legal and educationally sound procedures are followed when identifying and placing ELLs and students with disabilities in appropriate educational placements? • Does our school provide ample opportunities for ELLs to interact with fluent speakers of English in order to acquire academic and social language, and to support the acculturation of these students into the school and society while maintaining their first language and culture? • Does our school provide all educators with access to students’ individualized education program (IEPs) and Section 504 individualized accommodation plans? Does our school inform and support educators in understanding and implementing these individualized programs? How can we ensure that the best plans to meet all students’ individual needs are implemented as intended? • Does our school provide all educators with access to data (e.g., grades, observations, curriculum-based assessments, formative assessments, records and test scores) related to students’ academic achievement and English language development? Does our school provide support to educators in interpreting these data to promote students’ academic, social and behavioral success, and to ensure that ELLs learn language and content simultaneously?