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Going Deeper with TBTs and the Ohio 5-Step Process Getting Results: Impacting Each Student within All Students Going Deeper with TBTs and the Ohio 5-Step.

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Presentation on theme: "Going Deeper with TBTs and the Ohio 5-Step Process Getting Results: Impacting Each Student within All Students Going Deeper with TBTs and the Ohio 5-Step."— Presentation transcript:

1 Going Deeper with TBTs and the Ohio 5-Step Process Getting Results: Impacting Each Student within All Students Going Deeper with TBTs and the Ohio 5-Step Process SPDG Professional Development

2 Our Targets For Today Linking Assessment to Instruction Differentiation and Multiple Intelligences Differentiation and Universal Design for Learning

3 School and Classroom Practice MUST CHANGE TBT Step 3: Planning for High Quality Instruction

4 Evaluate the difference between LRE compliance and achievement for all students Understand the link between formative assessment and planning for instruction Analyze how Multiple Intelligences, Differentiation and Universal Design for Learning Support ALL students. Training Outcomes: TBT Protocol Step 3

5 Step 1 Collect and chart data Step 2 Analyze student work specific to the data Step 3 Establish shared expectations for implementing specific effective changes in the classroom Step 4 Implement changes consistently across all classrooms Step 5 Collect, chart and analyze post data The Ohio 5-Step Process: A Cycle of Inquiry

6 All available evidence suggests that classroom practice has changed little in the past 100 years. James Stigler and James Hiebert 2009 There is a lot of sitting and listening and not a lot of thinking. Robert Pianta 2008 (on his observation of more than 1,000 classrooms) Prove It Activity: HOW We Teach 1)In pairs, choose one of the quotes below and “prove” it wrong by providing evidence of specific examples you have seen recently in the classroom. 2)Give each person 30 seconds to share with partner.

7 Current Challenges increased diversity in classrooms high expectations for all students high stakes testing accountability for all students

8 Think About Your Classroom How many students have: Visual issues Attention difficulties Auditory issues Reading disabilities

9 Greater Access to Curriculum and Instruction LEAs have increased the number of students who spend 80% or more of their school day in regular classrooms. Ohio now is near the national average for this placement. 9

10 Settings Have Changed IEP teams continue to include more children in regular classrooms, while avoiding separate placements.

11 Performance Has Improved…. But the Gap Hasn’t Closed

12 I contend that to integrate requires the teacher to plan lessons that actually require the student with special needs to actively participate in the learning. Inclusion, on the other hand, simply requires the students be placed physically in a regular classroom without any real expectation that the student will be participating intellectually in what the rest of the class is learning. Ainsley B. Rose 2009

13 Students with Disabilities Achievement – not merely compliance

14 Step 3 Establish shared expectations for implementing specific effective changes in the classroom What planning must occur at Step 3, so that our core instruction addresses the diverse needs of ALL students in our classrooms ?

15 Step TBT Process FOCUS ON THE CORE

16 Assessment and instruction are often conceived as curiously separate in both time and purpose. The key to high-quality formative assessment is to intertwine the two. Graue 1993

17 If we have deconstructed our embedded learning targets, and our assessments provide us formative feedback, then how do we link instruction to the results of our assessments, KNOWING there is learner diversity in every classroom? Step 1 Collect and chart data Step 2 Analyze student work specific to the data Step 3 Establish shared expectations for implementing specific effective changes in the classroom

18 Formative Assessment Instruction Case Study - Modified Jigsaw A.Number the tables 1,2,3 B.Table will read their assigned case study and answer the preview questions (5 minutes) C.Form triads of a 1s, 2s and 3s D.Summarize your case study and share out table responses (1 minute each)

19 Differentiated Instruction Multiple Intelligences The Bridge from Content to Learner

20 Does Differentiated Instruction Look Like This?!

21 Differentiated Instruction Features Responsive to individual needs Teaching is planned to ensure maximum growth Learning is guided Instruction is purposefully planned Each student is treated fairly Teaching is designed to meet individual needs and learning style Content is modified Instruction is student focused Formative Assessment Features Data are gathered to identify student needs Areas of requisite growth are clearly identified Student understanding is monitored Instruction is based in students’ assessed readiness and starting points in order to learn Each student gets what assessment data indicate he/she needs to progress Needs and learning style are measured through ongoing formative assessment, and instruction is customized accordingly Scaffolding, tiered activities, and grouping are based on assessment needs Different resources and measures are used Peer and self-assessment inform learning What Teachers Really Need to Know about Formative Assessment pg. 147

22 Multiple Intelligences and Formative Assessment IntelligenceApplicationSample Formative Strategies Verbal-Linguistic (word smart) Student writes it down and tells others Minute Paper Journaling Spatial (picture smart) Chart it: format ideas related to a specific term Empty Outlines Graphic Organizers Bodily-Kinesthetic (body smart) Demonstrate itModel the steps Line-Up Logical-Mathematical (number/reasoning smart) Count or measureColor-coding Clusters Musical (music smart) Put it to a beatCreate a rhythm haiku Interpersonal (people smart) Group workMuddiest Point Bump in the Road Intrapersonal (self smart) Self-assessmentJournaling

23 Let’s Use What We Know…  In triads, review the following charts together: 1)Differentiated Instruction Features vs. Formative Assessment Features 2)Multiple Intelligences and Formative Assessment  Discussion points: 1)How can formative assessments be used to develop differentiated instruction? 2)How can multiple intelligences be considered in formative assessments? 3)How should differentiated instruction reflect and support students’ multiple intelligences in any given classroom?

24 A Differentiated Classroom Video Clip “ (Differentiated Instruction) provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.” (Tomlinson, 2001 p.1)

25 A Differentiated Classroom Video Clip

26 Differentiated Instruction Universal Design for Learning The Bridge from Content to Learner

27 Universal Design for Learning If we first “universally design” our lesson plans to meet the needs of more learners, there will be fewer “struggling” learners in need of further accommodations.

28 UDL: The "Intersection of Initiatives" Where integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, technology enhanced learning, and performance- based formative assessments come together.

29 Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Affective Networks The "why" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

30 Supporting Recognition Learning Alternative formats for presenting new information – Provide multiple examples – Highlight critical features – Provide multiple media and formats – Support background context

31 Supporting Strategic Learning Provide alternative means for action and expression – Provide flexible models of skilled performance – Provide opportunities for practice with support – Provide ongoing relevant feedback – Offer flexible opportunities for demonstrating skill

32 Provide alternative means for engagement: −Offer choices of content and tools −Offer adjustable levels of challenge −Offer choices of rewards −Offer choices of learning context Supporting Affective Learning

33 UDL Addresses These Facts… Students with disabilities fall along multiple continua Typical classes are highly diverse Teacher adjustments benefit all learners Curriculum needs fixing, not the student Materials must be flexible and diverse General education and intervention specialists plan instruction collaboratively (TBT 5-Step Process: Step 3)

34

35 Meeting the Needs of ALL Learners

36 UDL Video Jigsaw Activity  Count off at each table: 1 – Representation 2 – Action and Expression 3 – Engagement  Away from your table, join with others of your “expertise” number in groups of up to 4  Referring to the UDL Guidelines chart, discuss key components of your assigned Learning Guidelines in preparing to watch video clip

37 UDL Video Jigsaw Activity  Complete template for your “expertise” area with evidence from video clip.  Share what you observed in the video with your table.

38 UDL Video Jigsaw Activity

39 Co-Teaching Approaches One Teach, One Observe – Co-teachers decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. The teachers should take turns teaching and gathering data, rather than assuming that the special educator is the only person who should observe. Station Teaching – Co-teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could give students an opportunity to work independently. As co-teachers become comfortable with their partnership, they may add groups or otherwise create variations of this model. Parallel Teaching – Co-teachers are both teaching the same information, but they do so to a divided class group. Parallel also may be used to vary learning experiences, for example, by providing manipulatives to one group but not the other or by having the groups read about the same topic but at different levels of difficulty. Alternative Teaching – one teacher takes responsibility for the large group while the other works with a smaller group. These smaller groups could be used for remediation, pre-teaching, to help students who have been absent catch up on key instruction, assessment, and so on. Teaming – both teachers share delivery of the same instruction to a whole student group. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-teachers consider this approach the most complex but satisfying way to co-teach, but it is the approach that is most dependent on teachers’ styles. One Teach, One Assist -one teacher keeps primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. This should be the least often employed co-teaching approach.

40 Which Is Over-used? Why? One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Teaming One Teaching, One Assisting

41 Which Can Be the Most Difficult? One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Teaming One Teaching, One Assisting

42 Understanding… Specialized Instruction  Occurs above and beyond Core Instruction  If on a student’s IEP, all team members must be fully versed in and utilize as part of instructional planning  During TBT Step 3, Intervention Specialist guides team members

43 From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference “Special Ed was never designed to be a place. It was meant to be specially designed instruction.”

44 Specially Designed Instruction Defined: “ Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district.” From OSEP (Office of Special Education Pograms), USDOE

45 Teacher Based Teams: Impacting Each Student within All Students through use of effective instructional practices !

46 What should be considered when connecting instruction to formative assessment? What are the key ideas of Universal Design for Learning? What are the key ideas of Differentiated Instruction? What are the most significant barriers to learner success? What are the most significant factors for ensuring student success? Carousel Reflection

47 Our Targets From Today Linking Assessment to Instruction Differentiation and Multiple Intelligences Differentiation and Universal Design for Learning

48 WHEW!! THANK YOU for your hard work!

49 TEAM TIME…

50 Resources ttp://www.internet4classrooms.com ed+Instructional+Strategies ed+Instructional+Strategies Teaching Every Student in the Digital Age: Universal Design for Learning, David H. Rose & Anne Meyer. ASCD, 2002

51 This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #Q27A090111A, CFDA A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.


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