WestEd.org MA Department of Elementary and Secondary Education Career Vocational Technical Education Institute April 4, 2013 Sheraton, Framingham Robin Ahigian Silvia DeRuvo

WestEd.org Effective collaborative practices Inclusive practices that ensure access to the same opportunities and curriculum as non-disabled students A culture of high expectations, shared responsibility and accountability for all students Effective collaborative practices Inclusive practices that ensure access to the same opportunities and curriculum as non-disabled students A culture of high expectations, shared responsibility and accountability for all students 2 Goals of the Institute: Increased career/vocational technical education opportunities for students with disabilities contributing to improved results for all students through:

WestEd.org Collaborative Norm- Pausing to Allow Time for Thought Critical Friends/Case Consultancy UDL and Optimizing instruction and Learning for Vocational Technical Students – - Ken Rocke Short Term Action Planning Development and Scheduling of Common Planning Time- Patrick Cleary, Dominic Pistone Next Steps 3 Agenda Follow-up Institute # 3

WestEd.org Seven Norms of Collaboration 1.Pausing to allow time for thought 2.Paraphrasing to ensure deep listening 3.Putting inquiry at the center 4.Probing to clarify 5.Place ideas on the table 6.Paying attention to self and others 7.Presuming positive intentions

WestEd.org Pausing to Allow Time for Thought

WestEd.org Pausing to Allow Time for Thought “Thinking takes time. Higher-level thinking takes even longer. Research indicates that it takes from 3 to 5 seconds for most human brains to process higher-level thought.” (Rowe, 2001) Four types of pauses: 1.After a question is asked 2.After someone speaks 3.Personal reflection –gives self time to think 4.Collective pause – allows ideas to settle in/note taking and reflection Gives other people time to think

WestEd.org Critical Friends: Case Consultancy A Consultancy is a structured process for helping an individual or a team think more expansively about a particular, concrete dilemma Steps: 1.Presenter gives overview of dilemma 2.Consultancy group asks clarifying questions 3.Consultancy group asks probing questions 4.Discussion about dilemma presented 5.Presenter reflects on discussion 6.Facilitator leads conversation on observation of Consultancy process

WestEd.org Critical Friends: Case Consultancy 1.Present dilemma and focus question (5 minutes) 2.Clarifying questions (5 minutes) 3.Probing questions (8-10 minutes) 4.Group discussion (10-12 minutes) 5.Presenting group reflects (3-5 minutes) 6.Debrief process (3-5 min)

WestEd.org Critical Friends: Case Consultancy Debrief How did the input of the Consultants help you in moving forward with your project or help you solve your dilemma? What next steps do you have to take? Will this change or affect your Action Plan?

WestEd.org 10 Break

WestEd.org Universal Design for Learning UDL is a framework for instruction organized around three principles based on the learning sciences. The principles guide the design and development of curriculum that is effective and inclusive for all learners. (Rose & Gavel, 2010)

WestEd.org Universal Design for Learning Principles 1.To support recognition of learning, provide multiple means of representation – offer flexible way to present what we teach and learn 2.To support strategic learning, provide multiple means of action and expression- flexible options for how we learn and express what we know 3.To support affective learning, provide multiple means of engagement- flexible options for generating and sustaining motivation- the why of learning

WestEd.org UDL Short Review

WestEd.org What is Universal Design? “Universal” does not mean “one-size-fits-all”, but rather that all learners with all their individual differences have equal and fair access and opportunity to learn the same content in ways that work best for them. Difficulties accessing the same content suggests that the “disability” resided in the student, when most often it resides in the curriculum. Content curriculum is disabled when it is: Designed for the fictional “average” student (Who) Delivered largely around print based media (What) Unable to provide key elements of evidence based pedagogy (How)

WestEd.org Article Review: Universal Design for Learning (UDL) Guidelines Discuss: What are the implications of UDL at your school site in regards to students with disabilities in Career Vocational Technical Education environments? How would you describe the meaning behind the term, “curricular disability?”

WestEd.org Optimizing Instruction and Learning for Vocational technical Students – Part two Ken Rocke- Pioneer Valley DSAC Regional Assistance Director

WestEd.org 17 Lunch

WestEd.org Share your project plan with the whole group (3 minutes) Ask for input/advice in areas where you have confronted barriers Identify next steps for implementing your plan Identify next steps in developing your presentation for the May meeting 18 Short Term Action Planning

WestEd.org 19 Break

WestEd.org The Development and Scheduling of Common Planning Time Patrick Cleary- Data Analyst Dominic Pistone- Director of Special Education Southeastern Regional Vocational Technical High School

WestEd.org Next Steps Complete Evaluation Homework: Attend April 25 th webinar Sharing progress/problem solving on project plans Read Universal Design for Learning Guidelines pages Complete Reading Response Guided Questions Complete presentations for May 16 th meeting Attend webinar on April 25 th, 2:30 -4:00 pm

WestEd.org Need Help? All supporting documents, forms and PPT on Wiki at: Questions or clarifications Robin Ahigian – Silvia DeRuvo-

WestEd.org Dates of last Institute face to face session May 16 th 23 REMINDERS…