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

3. What’s on their plate?
The directions for this activity are as follows:
Each person at a table should have one paper plate. Think about all that you have on your mind right now. Using a pencil, pen, or maker, divide the paper plate into pie sections (example on newsprint) representing how much space each thing you have on your mind represents. (The point of this exercise is to establish the fact that we all have a lot that we are paying attention to at any given moment. “Now imagine….” SWDs and ELLs, given their histories, processing abilities, social functioning, etc. may, indeed, have more than that to which their brains attend. The take away here is that all students must be learning in an environment where they are welcomed and feel at ease.

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
Purpose: To link information to learner insights and state initiatives; to link learners outcomes with law and regulation.

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.
One reason why SWDs do not graduate is that they are not always given access to the general education curriculum. Every child can be college and career ready. These values must be shared by every educator in the building.

8. Implementation of the Common Core State Standards
Inclusive Practices
Implementation of Common Core State Standards
Ensuring Equity and Effectiveness by Closing Achievement Gaps
Highly Effective Teachers and Leaders
Purpose: To demonstrate how ____________aligns with _____major statewide school improvement initiatives.
Say: The _______Project aligns with three other major statewide school improvement initiatives:
Implementation of the Common Core State Standards
Highly Effective Teachers and Leaders
Ensuring Equity and Effectiveness by Closing Achievement Gaps
The training supports the implementation of the Common Core State Standards by making the core curriculum accessible for students with disabilities.
Highly Effective Teachers and Leaders have the skill to differentiate for all students – for students with disabilities it specifically requires the use of
In order to Close the Achievement Gap, students must have access to standards-based curriculum – the _______ provides the access for all students students.
Time: 2 minutes  

9. Danielson’s Framework For Professional Practice
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge and Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
Domain 2: Classroom Environment
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
Domain 3: Instruction
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism
Purpose: To tie together the Danielson’s Framework…with the goals of the State Department of Education for New York. The NYSUT rubric uses Danielson’s framework and includes language specifically aimed at educating SWDs.
Say: This training today particularly addresses the components of the domains highlighted in red from Danielson’s Framework.
Time: 1 minute

10. NYSUT’s Framework For 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 Framework For 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.

14. The Student Common Core Standards Universal Design for Learning
Differentiated Instruction
The Student
Educating all learners is tough work. The work must be student centered in order to be successful. In every conversation we have, the student must come first.

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
Globally completive
Knowledge and skills
Logical progression
Clear and consistent
Universal Design for Learning
The Common Core Standards are designed to provide flexibility to be assessable to all students. It is important for teachers to understand how the structure of the CCSS can make learning accessible to all students, especially students with disabilities. 17

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
When the responsibility for special education is extended across all staff we move closer to bridging the gap between special and general education. Taking ownership of all students at a school site strengthens the ability to include all students in the educational plan for that school. Providing opportunities for professional development and 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
Purpose: To link all together.
It’s important to realize that Common Core is not a retrofit.

20. Learner Diversity Brain Networks that Support Learning1.
Recognition Networks 2.
Strategic Networks 3.
Affective Networks
The “What” of Learning
The “How” of Learning
The “Why” of Learning
Identify and interpret sound, light, taste, smell, and touch Identify and understand information, ideas, and concepts
The ability to plan, execute, and monitor actions and skills
The ability to engage in actions and skills, set priorities and evaluate
Purpose: To develop an understanding and background knowledge of the learner’s brain and its networks and how the networks contribute to learner diversity. This creates one of the frameworks for understanding the brain, using UDL. Affective networks are primary and must be attended to first; hence, all learners must be engaged.
Say: Dr. David Rose, a founder of CAST, has identified three brain networks that support learning. The learning is distributed across three interconnected networks:
They are:
The Recognition Networks
The Strategic networks
The Affective networks
These networks enable us to do different things.
The Recognition Networks are the “what” of learning. They enable us to identify and interpret sound, light, taste smell, and touch. They are specialized to receive and analyze information.
The Strategic Networks are the “how” of learning. They give us the ability to plan, execute, and monitor actions and skills.
The Affective Networks are the “why” of learning. They give us the ability to set priorities and evaluate.
Listen to and/follow along to an audio transcript of Dr. Rose summarizing how our understanding of the three brain networks helps educators to comprehend the diversity of students in today’s classrooms. (Link on next slide.)
Activity: Media engagement through Audio File; Whole Group discussion
Materials: Internet access, laptop, speakers, LCD, audio, guided notes, URL for audio file
Facilitator: Activate link to the audio transcript prior to beginning the training module for easy access and transitioning URL:
Participants: Listen and or read along to the audio clip.
Time: 5 minutes
David Rose Ph.D., CAST

21. Supports for Student Diverse Recognition Networks
Examples
Underlining/highlighting
Vertical lines/asterisks/doodles/num margin
Provide multiple media/formats
“Chunking” information
Graphic Organizers
Provide multiple examples
Support background context
The “What” of Learning
Identify and interpret sound, light, taste, smell, and touch Identify and understand information, ideas, and concepts
Many of these are viewed as accommodations and are in typical use in many classrooms today
The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas
Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)
Teacher reads aloud
Digitized Text: Allows Dynamic Manipulation of the Medium On Demand
Text-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example – Read please program which is free to download
Highlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)
Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)
Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)
Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)
Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).
Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the student’s zone of proximal development)
Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in student’s primary language. (benefits: accessing the content in a student’s first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them)
Mentor reader reads to novice reader
Teacher highlights phrases while reading from
a transparency
Text available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

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
The “How” of Learning
The ability to plan, execute, and monitor actions and skills
Many of these are viewed as accommodations and are in typical use in many classrooms today
The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas
Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)
Teacher reads aloud
Digitized Text: Allows Dynamic Manipulation of the Medium On Demand
Text-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example – Read please program which is free to download
Highlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)
Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)
Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)
Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)
Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).
Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the student’s zone of proximal development)
Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in student’s primary language. (benefits: accessing the content in a student’s first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them)
Mentor reader reads to novice reader
Teacher highlights phrases while reading from
a transparency
Text available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

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
The “Why” of Learning
The ability to engage in actions and skills, set priorities and evaluate
Many of these are viewed as accommodations and are in typical use in many classrooms today
The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas
Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)
Teacher reads aloud
Digitized Text: Allows Dynamic Manipulation of the Medium On Demand
Text-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example – Read please program which is free to download
Highlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)
Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)
Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)
Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)
Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).
Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the student’s zone of proximal development)
Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in student’s primary language. (benefits: accessing the content in a student’s first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them)
Mentor reader reads to novice reader
Teacher highlights phrases while reading from
a transparency
Text available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)
NEA IDEA Special Education Resource Cadre

24. David Rose, founder of CAST Brain Networks
Learner Variability
Purpose: To have Internet source available to show audio clip.
Say: Click link to activate audio recording via Internet website.
These three primary networks , structurally and functionally distinguishable; but connected and functioning together are equally essential to learning.
Time: 1 minute, 30 seconds

25. Learner variability is the norm!
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
earner_variability.html?plist=explore
Purpose: To gain deeper understanding about myth of the average student.
There is no average student. The National Center On Universal Design for Learning is a great resource to gain deeper knowledge about UDL principles. The link can be activated to the website where a vast library of resources can be utilized.

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
Another way to observe good teaching and good learning is to assess how well teachers provide access for all learners to all the various ways there are to try and ensure memory of learning.

30. Long term filing cabinets of factual information
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
Semantic memory, language, is the principal means most teachers use to engage students in processing and expressing learning. Connections are critical to this mode of memory. Using UDL, do teachers ask: What barriers are present? How can those barriers be overcome?

31. Episodic Memory Contextual or spatial memory
Every piece of learning takes place in some location
“Invisible” information
Is the teacher mindful about the context in which the learning takes place? Is the teacher mindful about the context for the recognition, strategic, and affective networks to be engaged? Is the teacher able to command the subtleties of teaching well, using, for example, Doug Lemov’s work in Teaching like a Champion?
blog.schoology.com

32. Automatic Stimuli automatically triggers response
Can open other memory lanes
Songs, pictures, places
Ability to read, multiply, add
NO comprehension
Does the teacher vary the presentation and assessment of information? Is there routine in the classroom that students understand and participate in?

33. Takes precedence over all other memory
Emotional
Takes precedence over all other memory
What are relationships like in the classroom? Are students at ease? Are they happy? What are the values in the classroom? How is tone set? How have students participated in setting the tone?
metro.co.uk

34. Learning modalities Visual Audio Kinesthetic
Does the teacher use a variety of sensory means to communicate and evaluate classroom skills and content? Does the teacher utilize various recognition networks?

35. Learning Style Curriculum
Mastery Style:
35% Population
12% At-Risk
Interpersonal Style:
66% At-Risk
Understanding Style:
15% Population
0% At-Risk
Self-Expressive Style:
22% At-Risk
Do the strategies used in the classroom support the various learning styles? Are students in the classroom assessed using various learning styles?
(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?
These are fundamental questions for evaluators to ask teachers during the pre-observation conversation, the observation, and the post observation conversation.

39. Let’s Watch a Lesson

40. Traditional Materials: Textbooks
Strengths:
Challenges:
Purpose: To provide a hands-on activity for deeper understanding of “flexibility and accessibility” of materials and to understand the strengths and challenges of printed text.
Say: Like lecture format, textbooks are traditionally used to teach lessons. Textbooks, like the lecture format, have both strengths and challenges. Use your guided notes to jot down a few strengths and challenges of using textbooks that come to mind. Be prepared to share out with the whole group. Use any of the printed materials you have in front of you to support your responses.
(After 2-3 minutes) Again, I saw a variety of responses, who would like to share theirs?
Activity: Hands on/Authentic Teaching; Whole Group discussion
Materials: Guided notes and writing implement, printed text books/flyers/pamphlets handy.
Facilitator: Repeat the previous format, providing the participants two to three minutes to write down a couple of strengths and challenges inherent to traditional textbooks. Maneuver around the room to visually note participants’ responses. Let participants know to conclude their responses after two to three minutes have passed. Ask for volunteers to share out their responses and provide support as needed to get conversation going such as asking participants to share Or giving a few examples.
Participants: Take out their guided notes and a writing implement, think of some strengths and challenges of printed textbooks, writing down their thoughts using the guided notes and printed text books/flyers/pamphlets. Participants share responses and/or participate in whole group discussion.
Time: 4 minutes

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
Purpose: To validate participants’ responses and to check for understanding.
Say: Here are some examples of the strengths and challenges found in printed textbooks that many of you have referenced in our discussion. You may choose to write down additional responses of your peers and in the slide.
Activity: Graphic organizer; Whole Group discussion
Materials: Guided notes, writing implement.
Facilitator: Validate ideas shared by participants as well as read additional strengths and challenges that were not addressed by audience.
Participants: Write down additional responses in the guided notes and or listen and participant in whole group discussion.
Time: 3 minutes

42. Digital Text . . .
Purpose: To provide a video clip of a student with disabilities accessing digital text to gain an understanding of electronic text capabilities.
Say: Let’s watch a brief video clip that illustrated how accessing digital text using text-to-voice software provides access to grade level texts for a student with learning disabilities. Pay attention to what the student says in regards to using digital text. (After the video) Take time to share your thoughts with your table partners. Do you have a capabilities to access digital text on your campus? What is needed to provide access for students with print disabilities? What training do educators need?
Activity: Watching a video clip of student using digital text, “Shane McKnight demonstrates Bookshare
Materials: Video clip that can be accessed from the Internet or downloadable flash drive or external source; speakers; LCD; screen.
Facilitator: Determine the point of access (Internet or external source) for the video clip; check audio capacity. Observe participants watching video clip.
Participants: Watch the video clip noticing how access to digital text supports the learning for the student with disabilities.
Time: 5 minutes

43. Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects
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 43

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

45. Selecting a goal Reading Informational and Literary Text
Foundational Skills Reading with Fluency
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word
recognition.
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)
Purpose: To define differentiating instruction to build background knowledge.
Say: “The Center for Implementing Technology in Education defines differentiating instruction as the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student.”
Time: 30 seconds

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

48. Good teaching is good teaching, no matter the profile of the student.
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.
Students with Disabilities and English Language Learners, indeed, all students can learn if the school and school district support teachers in providing access to the Common Core Standards in general education classrooms.
Directions: With someone or others from your home school district or the network team at your table, choose a question from the hand out THE EVALUATION OF EDUCATORS IN EFFECTIVE SCHOOLS AND CLASSROOMS FOR ALL LEARNERS. Discuss how you would answer the question you have chosen. Write down your ideas and be prepared to discuss them.

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?

51. 2. Individual Strengths and Challenges and Supporting Diversity
• Does our school utilize strategies that help all students develop ongoing, natural friendships and supportive relationships with other students and teachers? How do the adults in our school model and support respectful friendships and relationships with all community members? • Do all students in our schools have opportunities to engage in co-curricular and extracurricular programs? If not, how can we redesign our co-curricular and extracurricular offerings to ensure that every student has access to them? • Does our school provide a variety of individualized, coordinated services designed to address the unique strengths and challenges of all students, such as pre-referral services, English as a Second Language (ESL) programs and services, response-to-intervention systems), first- and second-language support programs as appropriate, schoolwide positive behavioral supports and anti-bullying programs? How can we improve these systems of support for all students? • Does our school help all students make successful transitions (e.g., between classes, from elementary to middle school, from school to work/postsecondary education) and develop self-determination? Does our district achieve and sustain a 100 percent graduation rate with all students advancing to fruitful and self- fulfilling postsecondary opportunities? If not, what steps can we take to help students make successful transitions and develop self-determination, and how can we reduce the rate at which students leave school before achieving a high school credential? • Are our school’s services, policies and practices diversified? Do they take into account the cultural, linguistic and experiential backgrounds of all students and their families? Who is represented in our community, and how can we provide them a voice regarding our school’s services, policies and practices?

52. 3. Reflective, Responsive, Differentiated and Evidence-Based Practices
• Does our school provide all students with access to a challenging, high-quality and developmentally appropriate curriculum aligned to the state’s standards within and across content areas? If so, how can we improve this access? If not, how can we improve the quality of the curriculum and redesign curriculum delivery to make sure it is fair and provides equal access for all students ? • Does our school give all students access to effective and varied instructional practices, and an appropriate amount of instructional time? If so, how can we ensure continual improvement of these practices and instructional time allocations? If not, in what ways do we need to change our instructional practices and time allocations so that all students’ strengths, challenges, diversities, backgrounds, language needs, styles, abilities and preferences are addressed? • Does our school provide all students and teachers access to current and innovative instructional and assistive technologies? If not, how can we find and utilize our available resources so that all students and teachers have access to these technologies? • Does our school support classroom instruction that is characterized by differentiation, flexible groupings, student- and group-directed learning, high-quality language development, cultural sensitivity and responsiveness, and authentic and relevant learning experiences? If so, how can we continually improve these practices? If not, in what ways can we provide the necessary professional development and support to change our classroom instruction to encourage and sustain these practices? • Does our school utilize a variety of valid and reliable measures to assess student learning progress and inform instruction? Does our school offer students the appropriate assessment accommodations and alternatives they need to demonstrate their learning? What additional measures, assessment accommodations and alternatives can we use to evaluate student learning and inform instruction? • Does our school implement a comprehensive and multifaceted evaluation of all aspects of its programs, and make improvements based on the data collected? How do we use data to enhance our educational programs so they benefit all students? What additional data can we utilize? • Does our school utilize a variety of strategies and supports to help all students develop academic, social and civic-engagement skills? How can we make sure that meaningful engagement is encouraged, modeled and celebrated at the school, in the lassroom and with individual students?

53. 4. Culture, Community and Collaboration
• Do our educators, students, families, caregivers and community members collaborate to communicate, share resources and expertise, make decisions, and solve problems? Does our school provide educators with adequate time to collaborate with each other and to communicate with families, caregivers and community members? What can we do to improve our system of collaboration and professional development to ensure better sharing of resources, decision- making and problem-solving? • Does our school provide the resources, adult supports, time, scheduling arrangements and high-quality professional development to educate all students in inclusive classrooms? What can we do to encourage focused and fruitful collaboration and high-quality professional development? • Does our school communicate a sense of community where individual differences are valued? How can we create an even stronger sense of community?

54. Good teaching needs modeling, support and nurturance.
Fourth Take Away
Good teaching needs modeling, support and nurturance.

55. References
August, D., Salend, S., Staehr Fenner, D. & Kozik, P. (2012).  The Evaluation of Educators in Effective Schools and Classrooms for All Learners.  E3TL The Educator Evaluation for Excellence in Teaching and Learning ConsortiumCommon Core State Standards Initiative
Darche, S., Nayar, N., & Bracco, K.R. (2009). Work-based learning in California: Opportunities and Models for Expansion. WestEd & the James Irvine Foundation
Dynamic Learning Maps Alternative Assessment System consortium
National Center and State Collaborative Partnership (NCSC)
Partnership for Assessment of Readiness for College and Careers

56. Browder, D. , Spooner, F. , Ahgrim-Delzell, L. , Flowers, C
Browder, D., Spooner, F., Ahgrim-Delzell, L., Flowers, C., Algazzine, B. & Karvonen, M. (2004). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research & Practice for Persons with Severe Disabilities, 28(4),
Center for Applied Special Technology from
Common Core State Standards Initiative
Dawson, P. & Guare, R. (2012). Coaching Students with Executive Skills Deficits. New York, NY: Guilford Press.
Grisham-Brown, J., & Kearns, J. (2001). Can performance goals be set for all students? Creating standards-based individualized education. In H. L. Kleinert & J. F. Kearns, Alternate assessment: Measuring outcomes and supports for students with disabilities (pp ). Baltimore, MD: Paul H. Brookes.
Heacox, D. (2009). Making Differentiation a Habit. Minneapolis, MN: Free Spirit Publishing

57. References
Jackson, R. (2005). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning. Wakefield, MA: National Center on Accessing the General Curriculum from
Jorgensen, C. M. (1995). Essential questions, inclusive answers. Educational Leadership, 52(4),
Kleinert, H. L., & Kearns, J. F. (2001). Alternative Assessment: Measuring Outcomes and Supports for Students with Disabilities. Baltimore: Paul H. Brookes Publishing Co.
Maryland State Department of Education (2011). A Route for Every Learner: UDL as a Framework for Supporting Learning and Improving Achievement for All Learners in Maryland. Prekindergarten Through Higher Education from 06_2010.pdf
National Center on Accessing the General Curriculum (NCAC) (2001). Differentiated Instruction and Implications for UDL Implementation from nstruction_udl

58. References
National Center on Universal Design for Learning from Partnership for Assessment of Readiness for College and Careers Purcell, S. & Grant, D. (2002). Assistive Technology Solutions for IEP Teams, Verona, Wisconsin: IEP Resources. Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

59. References
Silver, H.F, Strong, R., & Perini, M.J. (2000). So That Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development. The Access Center: Improving Outcomes for Students K-8. Strategies to Improve Access to the General Education Curriculum, n.d. Retrieved on June 4, 2010, The National Center for Educational Statistics (NCES) (2011). The Nation’s Report Card: Grade 12 Reading and Mathematics 2009 National and Pilot State Results from UC Davis, MIND Institute, Center for Excelling in Developmental Disabilities, National Professional Development Center on Autism Spectrum Disorders Summer Institute Training, June 14-18, 2010 U.S. Department of Education, (2005). Alternate achievement standards for students with the most significant cognitive disabilities: Non-regulatory guidance. Washington DC: Author .

60. Reflection
Questions?
Comments?