1. Deep Dive
and Practice

2. Standard 2d. Adapts teaching for the benefit of students with special needs
We will begin by looking at element 2d Teachers Adapt teaching for the benefit of students with special needs.
Remember to read what is in the gray box describing the element. I will be highlight the information in the gray box as we examine the elements today. 2 2

3. Standard 2d. Adapts teaching for the benefit of students with special needs
Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.
The information in gray for element 2d reads…Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met. 3 3

4. Standard 2d. Adapts teaching for the benefit of students with special needs
This descriptor circled in red states …Collaborates with specialist who can support the special learning needs of students…
This descriptor is difficult to mark if we cannot have a conversation with the teacher.
Some of you may remember that in one of the videos for 2d , there is an additional person in the room during the lesson. If we were observing an actual teacher in your school, you may already “know” that the additional teacher is a specialist, however in the video we cannot assume that the additional person is a specialist. When observing video , we are not privileged with information that we already “know”- we are rating the lesson based on just what we see.
Both teachers in the 2 videos for standard 2b were rated as developing. The descriptor circled above in red would have prevented a rating of proficient. 4 4

5. Standard 2d. Adapts teaching for the benefit of students with special needs
Evidences:
Collaborates with specialists – may not be observable
All students are engaged in the class
Students’ learning needs are being met through inclusion or other effective practices
Questions to Consider:
How does the teacher engage resistant students?
How do you know students’ learning needs are being met?
What interventions /adaptations are used during the class?
Some evidences to consider when rating a teacher on element 2d include:
Collaborates with specialists – may not be observable
All students are engaged in the class
Students’ learning needs are being met through inclusion or other effective practices
If you have additional evidences for 2d- type those in the chat bar
Questions for you to Consider include:
How does the teacher engage resistant students?
How do you know students’ learning needs are being met?
What interventions /adaptations are used during the class? 5 5

6. Discussion
The rubric says: adapts teaching for the benefit of students with special needs.
How do you define students with special needs?
How do teachers define students with special needs? What information about sub groups do teachers need to be effective?

7. Standard 3d Teachers make instruction relevant to students.
There is a lot of information in the gray area!!

8. Element IIId. Teachers make instruction relevant to students
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.
21st century teachers “deliberately, strategically and broadly” facilitate learning.

9. Standard 3d Teachers make instruction relevant to students.
21st Century Life Skills
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self-direction
Social Responsibility

10. Standard 3d Teachers make instruction relevant to students.
21st Century Life Skills
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self-direction
Social Responsibility
21st Century Content:
Global Awareness
Financial, Economic, Business
and Entrepreneurial Literacy
Civic Literacy
Health Literacy

11. Found in Manual pages 15-16

12. Standard 3d Teachers make instruction relevant to students.
21st Century Life Skills__________________________________________________________
Leadership: Using interpersonal and problem-solving skills to influence more than one person toward a goal. Having the ability to leverage strengths of others to accomplish a common goal.
Ethics: Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Accountability: Setting and meeting high standards and goals for one’s self and others.
Adaptability: Adapting to varied roles and responsibilities. Tolerating ambiguity and changing priorities.
Personal Productivity: Utilizing time efficiently and manage workload. Being punctual and reliable.
Personal Responsibility: Exercising personal responsibility and flexibility in personal, workplace and community contexts. People Skills Working appropriately and productively with others.
Self-direction: Monitoring one’s own understanding and learning needs. - Demonstrating initiative to advance professional skill levels. Having the ability to define, prioritize and complete tasks without direct oversight. Demonstrating commitment to learning as a lifelong process.
Social Responsibility: Acting responsibly with the interests of the larger community in mind.
Life Skills Activity (Heather)

13. Standard 3d Teachers make instruction relevant to students.
Financial, Economic, Business and Entrepreneurial Literacy
• Knowing how to make appropriate
personal economic choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace productivity and career options
Health Literacy/Awareness
• Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health
• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction
• Using available information to make appropriate health-related decisions
• Establishing and monitoring personal and family health goals
• Understanding national and international public health and safety issues
Global Awareness
• Using 21st Century Skills to
understand and address global issues
• Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
• Understanding other nations and cultures, including the use of non-English languages
Civic Literacy
• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes
• Exercising the rights and obligations of citizenship at local, state, national and global levels
• Understanding the local and global implications of civic decisions

14. Let’s start thinking outside the box.
21st Century Content
Let’s start thinking outside the box.
classroom

15. Global Awareness • Using 21st Century Skills to
3d. Teachers make instruction relevant to students.
Global Awareness
• Using 21st Century Skills to
understand and address global issues
• Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
• Understanding other nations and cultures, including the use of non-English languages
Share activities you support at a school level that provides a platform for teachers and their students to engage.
Optional slide

16. Financial, Economic, Business and Entrepreneurial Literacy
3d. Teachers make instruction relevant to students.
Financial, Economic, Business and Entrepreneurial Literacy
• Knowing how to make appropriate
personal economic choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace productivity and career options
Share structures you already have in place that could be better utilized to expose students to financial, economic, business and entrepreneurial literacy.
optional

17. 3d. Teachers make instruction relevant to students.
Civic Literacy
• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes
• Exercising the rights and obligations of citizenship at local, state, national and global levels
• Understanding the local and global implications of civic decisions
Do you have civic structures already within your school?
Are teachers leading the structures? How is the decision for teacher engagement decided?
optional

18. Health Literacy/Awareness
3d. Teachers make instruction relevant to students.
Health Literacy/Awareness
Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health
Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction
Using available information to make appropriate health-related decisions
Establishing and monitoring personal and family health goals
Understanding national and international public health and safety issues
Share partnerships in the community that teachers could access as resources to support health literacy and awareness.
optional

19. What are you doing as a school to integrate 21st Century Content?
Financial, Economic, Business and Entrepreneurial Literacy
• Knowing how to make appropriate
personal economic choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace productivity and career options
Health Literacy/Awareness
• Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health
• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction
• Using available information to make appropriate health-related decisions
• Establishing and monitoring personal and family health goals
• Understanding national and international public health and safety issues
Global Awareness
• Using 21st Century Skills to
understand and address global issues
• Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
• Understanding other nations and cultures, including the use of non-English languages
Civic Literacy
• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes
• Exercising the rights and obligations of citizenship at local, state, national and global levels
• Understanding the local and global implications of civic decisions
Activity- Have participants share their ideas at their table- share out 2 ideas with whole group. Facilitate a conversation around existing structures that are already in place within a school to support each of the 21st Century Content. Teachers feel overwhelmed with so many elements to include within a lesson to be observed. The integration of 21st century content can be within a school context. Element 3d states that behavior be “deliberately, strategically, and broadly”.

20. Standard 3d: Teachers make instruction relevant to students
Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal
responsibility, people skills, self-direction, and social responsibility
Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial,
economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness manual pg 10
Questions to ask?
How do you ensure 21st century content is included?
What activities
supported students
make connections with material.
Global Awareness
• Using 21st Century Skills to
understand and address global issues
• Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
• Understanding other nations and cultures, including the use of non-English languages
Financial, Economic, Business and Entrepreneurial Literacy
• Knowing how to make appropriate
personal economic choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace productivity and career options
Health Literacy/Awareness
• Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health
• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction
• Using available information to make appropriate health-related decisions
• Establishing and monitoring personal and family health goals
• Understanding national and international public health and safety issues
Civic Literacy
• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes
• Exercising the rights and obligations of citizenship at local, state, national and global levels
• Understanding the local and global implications of civic decisions

21. Standard 3d: Teachers make instruction relevant to students
Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal
responsibility, people skills, self-direction, and social responsibility
Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial,
economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
Questions to Ask:
What 21st century skills were included in the lesson? How does adaptability support student achievement?
21st Century Life Skills__________________________________________________________
Leadership: Using interpersonal and problem-solving skills to influence more than one person toward a goal. Having the ability to leverage strengths of others to accomplish a common goal.
Ethics: Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Accountability: Setting and meeting high standards and goals for one’s self and others.
Adaptability: Adapting to varied roles and responsibilities. Tolerating ambiguity and changing priorities.
Personal Productivity: Utilizing time efficiently and manage workload. Being punctual and reliable.
Personal Responsibility: Exercising personal responsibility and flexibility in personal, workplace and community contexts. People Skills Working appropriately and productively with others.
Self-direction: Monitoring one’s own understanding and learning needs. - Demonstrating initiative to advance professional skill levels. Having the ability to define, prioritize and complete tasks without direct oversight. Demonstrating commitment to learning as a lifelong process.
Social Responsibility: Acting responsibly with the interests of the larger community in mind.

22. Viewpoints:

23. Activity
21st Century Life Skills__________________________________________________________
Leadership: Using interpersonal and problem-solving skills to influence more than one person toward a goal. Having the ability to leverage strengths of others to accomplish a common goal.
Ethics: Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Accountability: Setting and meeting high standards and goals for one’s self and others.
Adaptability: Adapting to varied roles and responsibilities. Tolerating ambiguity and changing priorities.
Personal Productivity: Utilizing time efficiently and manage workload. Being punctual and reliable.
Personal Responsibility: Exercising personal responsibility and flexibility in personal, workplace and community contexts. People Skills Working appropriately and productively with others.
Self-direction: Monitoring one’s own understanding and learning needs. - Demonstrating initiative to advance professional skill levels. Having the ability to define, prioritize and complete tasks without direct oversight. Demonstrating commitment to learning as a lifelong process.
Social Responsibility: Acting responsibly with the interests of the larger community in mind.