1. Common Core Coaches Elementary Network December 6, 2010 ELA Math 21 st Century Skills ALL Students Educators Facilitating Learning Web 2.0 Collaboration Teamwork & Educational Policies PBL UDL

2. Overview of the Day Welcome – Review of first meeting – Share district conversations Shifts in Education Activity Readings with Protocols – Students with Disabilities (SWD) and English Language Learners (ELL) Change in Instruction CCSS Structural Overview – Curriculum Crafter Q & A Lunch – 1 hour on your own or with your team Mini Lesson Work Gallery Walk Team time – setting next steps

3. Today’s Meet Login: pubuser Password: greendogruns URL: http://bit.ly.fhRav4

4. Shifts in Education From:To: Google Sketchup

5. Shifts in Education

6. Faces in the crowd If you had 30 students in your classroom… −14 would be male −15 would be female −12 would be eligible to receive free or reduced lunch −3 would be an English Language Learner −5 would have an IEP −1 would end up in an alternative high school −3 would drop out (based on statistics from Kent County)

7. Students With Disabilities

8. Who are they? Visible Invisible

9. What do the Common Core Standards say? Team Support Personnel Instructional Supports Alternative Materials

10. SWD Wordle

11. Put your heads together on SWD and the CCSS 5 minutes at your table Identify and highlight

12. Universal Design for Learning

13. What is Universal Design? Not one size fits all – but alternatives for everyone. Not added on later – but designed from the beginning. Not access for some – but access for everyone.

14. Universal Design (UD) The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. *See Connell, et al. (1997, April 1). Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

15. Drawbacks of Retrofitting −Each retrofit solves only one local problem −Retrofitting can be costly −Many retrofits are UGLY! What is Universal Design?

16. A Universal Design approach is simply more practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.

17. What is Universal Design for Learning (UDL)? The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning “Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace

18. Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… What is Universal Design?

19. One Simple UD Example Automated Door People carrying things People in wheelchairs People with service animals Everyone! Can be used by:

21. Universal Design for Learning (UDL) “The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.” *See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

22. UDL Principles Provide Multiple Means of Representation (the "what" of learning). Provide Multiple Means of Expression (the "how" of learning). Provide Multiple Means of Engagement (the "why" of learning). * See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (pp.3-4).

23. http://www.youtube.com/watch?v=SkhpmEZWuRQ

24. Amazon, Kindle Barnes & Noble, Nook Skiff Reader Apple, iPad

25. 25 From eBooks to Learning Books

26. 26 From eBooks to Learning Books

27. Reading for Learning −How can we transform eBooks into Learning Books? 27 ?

28. how people

29. How people learn Old model of learning: Stimulus, Response, and Reinforcement.

30. How people learn Contextual, Distributed, Variable

31. Native language Blindness / Low Vision Dyslexia Hearing Impairment s Mobility Impairment s Learning Disabilitie s Motivation Working memory Background knowledge DistributedContextualVariable

32. Universal Design for Learning

33. UDL Guidelines have three primary principles: http://www.udlcenter.org/aboutudl/udlguidelines WHAT? (Recognition)HOW? (Strategic) WHY? (Affective) 33 From eBooks to Learning Books

34. Put your heads together on UDL 5 minutes at your table Identify and highlight

35. UDL Strategies for ELA Visual Supports Video Supports Auditory Supports

36. UDL Strategies for Math Manipulatives Visual Support Video

37. Break

38. English Language Learners Casey Gordon English Language Learners and World Languages Coordinator caseygordon@kentisd.org 616.365.2337

39. ELL Wordle

40. “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms…” “All students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” (Math Introduction, pg. 4)

41. Hands-on Learning with Unit of Study Math - Combined portions of Numbers and Operations with Operations and Algebraic Thinking −Research behind the standards (Windshield/Rear View Mirror/grid) −1 unit per grade level/span −IN all units need to add UDL components and UDL coding to the standards

42. How to Read the CCSS Standards: define what students should understand and be able to do. Clusters: summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Strands/Domains: are larger groups of related standards. Standards from different strands/domains may sometimes be closely related.

43. Learning Progressions One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today. (Math Introduction pg. 5) Use of Comparison Report in Curriculum Crafter will allow an easy comparison of grade level standards. −www.curriculumcrafter.org

44. Curriculum Crafter Find your grade level on the Unit of Instruction Analysis sheets UDL and Comparison Reports CCSS document correlation

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46. Review – Q & A

47. Lunch – 1 Hour (On Your Own)

48. Continued Work with Unit of Study

49. Gallery Walk Select the standard or group of standards from those provided to create a unit of instruction Focus on implementing the strategies discussed today Label UDL Guidelines present in lesson. Specify those that would be specific to ELL and SWD

50. Gallery Walk Split group in half – half stays at the poster to answer questions; the other half does the gallery walk We will switch groups once everyone has made it around the rooms Use sticky notes to leave comments on your friends posters’

51. Next Steps Utilize “clean” copy of the Gallery Walk pieces to re-create a Gallery Walk at your school/district A forum will be created in Moodle after the New Year in order for you to provide feedback on how it went

52. Thank you! See you on February 3 rd ! Find the other members of your District for some team conversation time