Transcript Complete PowerPoint Presentation

HOW WELL DO YOU FEEL YOU ARE ABLE TO
ADDRESS THE NEEDS OF DIVERSE
LEARNERS?
On a scale of 1-4
4 – I could be teaching this professional development
3 – I use new strategies often
2 I know some strategies
1 – I don’t feel well prepared
Valuing
Similarities
and
Differences
of Diverse
Learners
• Review of Individuals with
Disabilities Education Act
(IDEA), 2004
• Rehabilitation Act of 1973,
Section 504
• Florida’s Meta Consent
Decree for English Language
Learners (ELLs)
REVIEW OF IDEA, 2004
• History of ESE Services
• Originally named the Education for all Handicapped Children Act of 1975
• Renamed Individuals with Disabilities Education Act (or IDEA) in 1997
• Who is Eligible?
• Serves disabled individuals from 0-22
• Part A serves ages 0-3
• Part B serves ages 3-22
• Each state defines what the eligibility criterion is for the specific disability
categories
EXCEPTIONAL STUDENT EDUCATION (ESE)
• Hearing impairments
(including deafness)
• Mental retardation
• Visual impairments
(including blindness)
• Learning Disabled
• Speech of language
impairments
• Other health impairments
• Orthopedic impairments
• Autism
• Emotionally disturbed
• Traumatic brain injury
• Specific learning disabilities
EXCEPTIONAL STUDENT EDUCATION (ESE)
• Valuing Diversity of ESE students
• Individualized Education Program (IEP)
• Free Appropriate Public Education (FAPE)
• Least Restrictive Environment (LRE)
• Appropriate Assessment
• Related Services
SECTION 504
• History of 504 Services
• Section 504 of the Rehabilitation Act of 1973, an anti-discrimination statute
• Designed to protect individuals with disabilities by providing equal access to
“facilities, programs, benefits, activities, or services that are provided to
students without disabilities”
• Who is Eligible?
• Covers all persons with a disability from discrimination in educational setting
based solely on their disability
• Section 504 defines a person with a disability as: having a physical or
mental impairments which limits one of more major life activity; have a
record of such an impairment; or are regarded as having an impairment
SECTION 504
• Valuing Diversity of Section 504 students
• Requires schools to eliminate barriers that would prevent the
student from fully participating in the programs and services
offered in the general curriculum
• Provide the necessary accommodations for the 504 students to
have a free appropriate public education (FAPE) in his or her
least restrictive environment (LRE)
KEY DIFFERENCES BETWEEN ESE AND 504
ESE students
504 students
• Protected under the Individuals with
Disabilities Education Act, 2004
• Protected under Section 504 of the
Rehabilitation Act of 1973
• Limited to a specific disability
categories
• Not limited to specific disability
categories
• ESE students may not be in all
general education classes
• 504 students are part of the general
education classes
ENGLISH LANGUAGE LEARNERS (ELL)
• History of ELL services
• The state of Florida adopted a Consent Decree in 1990 to
protects the civil rights of English Language Learners
• Provides a system for identification, appropriate instruction, inservice training for teachers, etc.
ENGLISH LANGUAGE LEARNERS (ELL)
• Who is Eligible?
• Every enrolling parent completes a home language survey which
must include the following questions:
• Is a language other than English used in the home?
• Did the student have a first language other than English?
• Does the student most frequently speak a language other than
English?
• Answer “yes” to any of the following questions, then the student is
assessed to determine if he or she is limited English proficient (LEP)
ENGLISH LANGUAGE LEARNERS (ELL)
• Valuing Diversity of ELL students
• Six Sections of Meta Consent Decree, 1990
• Section I. Identification and Assessment
• Section II. Equal Access to Appropriate Programming
• Section III. Equal Access to Appropriate Categorical and Other Programs to
ELL Students
• Section IV. Personnel
• Section V. Monitoring Issues
• Section VI. Outcome Measurements
VALUING SIMILARITIES AND DIFFERENCES OF
DIVERSE LEARNERS
• Know the demographics of your students through data
• Show interest in your students’ interests through an inventory
survey and
• use the results to build relationships with your students
• tailor lessons to spark their interest
• Plan lessons with the needs of all diverse students in mind, not
an after thought
Closing the
Achievement
Gap with the
Multi-Tiered
System of
Support
• Progress Monitoring with
MTSS
• Vignette – “What Would You
Do?”
• Example of Tier 1, Tier 2, and
Tier 3 Interventions
• Brainstorm Interventions
WHAT IS MTSS?
M – Multi
T – Tiered
S – System
of
S – Support
(MTSS incorporates
RTI)
The multi-tiered
instructional approach
“will serve as a basic
decision-making and
problem-solving tool
before students are
referred to special
education” (Campbell-Whatley,
Floyd, O’Farrow, & Smith, 2013, p125).
• “Teacher who use the components
with fidelity will improve their
instruction and close the
achievement gaps for students with
identified needs in reading and
math” (Using a response to
intervention, 2013, p 4)
ESSENTIAL COMPONENTS
1. Implement effective instruction for all children
2. Intervene early
3. Provide multi-tiered model of instruction and intervention
4. Utilize a collaborative problem solving model
5. Assure research based core curriculum
6. Implement research-based, valid interventions and instruction
7. monitor progress to inform instruction
8. Use data to make instructional decisions
9. Use assessments for screening, diagnostics, and progress monitoring
10. Implement with fidelity
11. Engage parents and community.
(“Career and College Ready”, 2013)
Vignette:
“What Would
You Do?”
After reading the
Vignette, discuss
with your table
group the four
questions. Be
prepared to
share with the
whole group.
Reference:
Campbell-Whatley, G., Floyd, L.O., O’Farrow, K., & Smith, C. (2013) Response to
intervention and inclusion: facilitating collaborative arrangement. Leadership
Practices for Special and General Educators. United States: Pearson Education.
MTSS is made up of
three Tiers of
supports and
strategies.
LEVELS OF SUPPORT – THE FOUR STEP
PROCESS
• How Much additional time will be needed?
• What will occur during that time?
• Who is the most qualified person to deliver the
“what”?
• Where will that additional instruction occur?
TIER I SUPPORT
• Core of Instruction or Behavior Interventions are High-Quality and ResearchBased
• In this tier, there is a universal screening to monitor students for progress.
• Ways to Support Tier 1 Students:
• Differentiate instruction
• PBS (Positive Behavior Support)
• Identify the problem behavior through a FBA (Functional Behavior
Assessment)
• Develop a hypothesis about why the behaviors are occurring
• Decide on an intervention that supports the appropriate interventions
TIER II SUPPORT
• Supplemental Instruction integrated with Tier 1
component and performance expectation
• Ways to Support Tier 2 Students:
• Differentiated Instruction
• Modification
• Specialized Equipment
TIER III SUPPORT
• Usually provided to individual students or students in small
groups
• Development of instruction guided by the need of learners
• Ways to Support Tier 3 Students:
• More Instructional Time (In addition to those provided in
Tier 1 and 2)
• Smaller Groups
• More Systematic Instruction Sequences
• More feedback and more consistent feedback
BRAINSTORM INTERVENTIONS
• With your table partners, brainstorm interventions that
are already in place at your school that could be used
for each tier of instruction, fitting the criteria.
• Tier 1
• Tier 2
• Tier 3
• Consider this: How could interventions be adjusted to
be proven more effective for students?
Using
Diversity as
an Asset with
the Universal
Design for
Learning
• Explanation of UDL
• UDL Lesson Planning
Example
• UDL Video Segment
• Example: Progress Monitoring
HOW TO ENSURE MTSS IS IMPLEMENTED WITH
FIDELITY
•
There needs to be a problem solving team that meets frequently
o The team should be made up of various personnel from the school
oThe team should collaborate with members outside of the team
•
The problem solving team will utilize a problem solving process to support
services that
•
Multiple forms of data should be assessed before deciding on necessary
interventions.
oThere should be a data system that is easy to use/ gather information.
•
Interventions should align with district, school and classroom policies.
•
Professional Development
(MTSS Implementation Components, nd. p10)
UNIVERSAL DESIGN LESSONS
“Universal Design is 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” (O’Brien, Aguinaga, and
Knight, 2013 p150).
Lessons created using UDL are meant to benefit students of all
“abilities, interests” and backgrounds”, which should make life
easier (O’Brien, Aguinaga, and Knight, 2013 p150).
UNIVERSAL DESIGN LESSONS FOCUS ON THREE
KEY COMPONENTS
• Multiple Means of Representation
• Multiple Means of Expression
• Multiple Means of Engagement
MULTIPLE MEANS OF REPRESENTATION
• In order to provide multiple means of representation, teachers
can offer students a wide range of options for accessing
academic content.
EXAMPLES OF MULTIPLE MEANS OF
REPRESENTATION
Using an online versions of the text can allow for:
•
changes in font size, color and visibility (for improved visibility)
• Audio options
• vocabulary explanations and extensions
• supplemental materials, ie. videos, graphics, etc. that help to
explain the materials in another way
• Practice exercises, sample quizzes and study guides.
(O’Brien, Aguinaga, and Knight, 2013 p156).
MULTIPLE MEANS OF EXPRESSION
• Students are provided with multiple means
to express what they know.
EXAMPLES OF MULTIPLE MEANS OF
EXPRESSION
This can be done through providing scaffolding “at appropriate levels
for practice and performance” (O’Brien, Aguinaga, and Knight, 2013
p156).
• Assistive technologies permit some students with the ways to
express their understanding.
• Use multiple media for communication, construction & composition,
• Vary the methods of which students will respond to the lessons to
show understanding: (multimedia) presentations, written accounts,
performances, etc.
MULTIPLE MEANS OF ENGAGEMENT
• Differentiated instruction can be used to provide students
with choices for interaction with the materials based on
interest as well as skill level.
(O’Brien, Aguinaga, and Knight, 2013 p157).
EXAMPLES OF MULTIPLE MEANS OF
ENGAGEMENT
Choosing which book to read surrounding a
concept or theme
Choosing which project to complete
• Write an essay
• Conduct an independent study
UDL Video Segment
https://www.youtube.com/watch?v=dTxF
Yf50l-4&list=UUkBxeAygzqGabYBs1TPIHQ
UDL EXAMPLE OF PROGRESS MONITORING
• How might this type of progress monitoring prove that
even though students were provided multiple means of
representation, multiple means of expression, and
multiple means of engagement, they still met the
learning goal?
• How would the information gained from this lesson help
to guide future lessons?
Construct
a sample
UDL
lesson
Reference: Williams, J., Evans, C., & King, L. (2011). The Impact of Universal
Design for Learning Instruction on Lesson Planning. International Journal Of
Learning, 18(4), 213-222.
Diversity Professional Development
MORNING BREAK (15 MIN)
• Article: “How Can Secondary
Schools Avoid the Seven
Deadly ‘Sins’ of Inclusion”
Jigsaw
Article with
Table
Groups
• Number yourselves 1-7 to
divide the sections of the
article
• Read your assigned section
• After reading, take notes using
the graphic organizer
Read your assigned section of “How Secondary Schools
Can Avoid the Seven Deadly ‘Sins” of Inclusion”.
Based on your number, you will be reading a specific
section. Section assignments are as follows:
• 1: Negative Teacher Perspectives
• 2: Lack of Knowledge Regarding Special Education Terminology, Issues and
Laws
• 3: Poor Collaboration
• 4: Lack of Administrative Support
• 5: Limited Instructional Repertoire
• 6: Inappropriate Assessments
• 7: Conflicting scheduling and time management
• All like numbers (ie. all 1s) will meet at an assigned
section of the room to go over section together. You
can read the section together or independently, but will
need to discuss your findings.
• In your group, you will complete the graphic organizer
“Overcoming Barriers of Implementing the Inclusion
Model” (You do not need to do the summary questions
at this time).
• When you’re finished, transfer your responses to the
chart paper provided. You will be presenting this to the
whole group.
JIGSAW ARTICLE: PRESENTATIONS
• As groups are presenting, fill in your chart with the
information they provide.
RETURN TO YOUR GROUPS
• With the information gained from the jigsaw activity
share-out, complete the summary questions together
on the graphic organizer handout.
Diversity Professional Development
LUNCH BREAK (1 HOUR, 30 MIN)
Appropriate
Strategies for
Maintaining a
Respectful and
Inclusive StudentCentered
Learning
Environment
• Technology and Apps for LD
Students
• Strategies to assess the
implementation of
modifications and
accommodations
TECHNOLOGIES AND APPS FOR LD STUDENTS
• Task management – Next thing, iStudiez Pro
• Note taking with video and audio component – InClass
• Organizing Ideas – iThoughts, Corkulous, Popplet,
• Studying – Flashcards Deluxe,
• Annotating – Goodreader, iAnnotate PDF, PDF Expert
• Password manager – mSecure
(Hatton & Hatton, 2014)
RESOURCES FOR UDL
• There are some questions to ask before deciding to purchase
any form of technology or assistance device
• Dr. Ron Pendleton (2005) suggests several questions that
should be asked before purchasing materials. Answering these
questions before purchasing materials will not only lead to
informed decision making, but will assist in writing any proposal
that you may need in order to get funding.
QUESTIONS TO ASK ABOUT RESOURCES
• Cost
• Is there enough money available to pay for what is needed?
• Is the price realistic and competitive?
• Durability
• Will the materials do what they need to do under the circumstances in
which they will be used?
• Are they sturdy enough to stand up under the circumstances in which
they will be used?
• Some materials may become obsolete before they wear out so durability
isn't always as obvious as it may appear.
QUESTIONS TO ASK ABOUT RESOURCES (CONT.)
•
Storage
• Is there adequate space available for storage?
• Is the storage space easy to access and secure?
• This may or may not be factor depending on the type of material and how
that material will be used.
•
Context
• Is the material clearly written in a manner that can be easily understood by
students and applied to the solution of problems presented and discussed in
class?
• This, of course, refers primarily to written materials such as books, manuals,
handouts, printed directions, etc., but don't forget that it is also a factor when
considering audio-visual materials or any material that requires either written
or spoken language used in conjunction with that material.
QUESTIONS TO ASK ABOUT RESOURCES (CONT.)
•
Relevancy
• Is the material written or produced in such a way that it can be effectively
related to the needs and interests of students?
•
Level
• Is the material appropriate for the grade level and degree of development of
the students?
•
Format
• Is the material written or produced in a manner that will facilitate student
learning?
• This is similar to context, but more specifically focused on the way that the
material is organized and presented (how it actually looks).
QUESTIONS TO ASK ABOUT RESOURCES (CONT.)
• Content
• Is the material meaningful, accurate and free from bias?
• Although the concept of meaningful is somewhat addressed by context
and relevancy, care must be taken to insure that the material selected
will, in fact, effectively meet the needs of the students for whom it is
intended.
• Recentcy
• Is the material current?
• Who will it Assist?
• Is this material useful for one particular student, or could a large group of
students benefit from its use?
HOW WILL IT ASSIST IN THE STUDENT’S
SUCCESS?
• Why is this resource necessary?
• How much will it assist the student?
• Will it be used in all classes?
Content-Area
Specific: ThinkPair-Share
Strategies which
Meet the Needs
of Diverse
Learners
• Research technology and
assistive materials to assist
diverse learners
• Complete the Chart: Assessing
Appropriate Materials
• List of potential resources will
be provided to Administrative
team
IN YOUR DEPARTMENT GROUPS
• Using any resource at your disposal, (laptop, smartphone, etc.)
research other technologies or assistive materials available to
assist diverse learners.
• It may help to think of a specific student or group of students
and his/her/their needs.
• Complete the Chart: Assessing Appropriate Materials for three
of the materials you chose.
• Make a decision if you would look into purchasing that material
Building a
Supportive
School
Culture
• Using Graphic Organizer:
Supportive School Culture for
Diverse Learners
• Consider what a nonsupportive and a supportive
school culture would look like
and sound like
• Then discuss the roles of
those involved and the
necessary strategies and
procedures in a Supportive
School Culture
Graphic Organizer:
Supportive School
Culture for Diverse
Learners (Page 1)
Table Group Discussion:
Sometimes the best way to
determine what a school needs
to embrace a supportive school
culture is to determine what it is
by also considering what it is
not.
•
What would it look like?
•
What would it sound like?
Graphic Organizer:
Supportive School
Culture for Diverse
Learners (Page 2)
• Count off from 1-4 to divide
the whole group.
• Consider the roles of all those
involved and the necessary
strategies and procedures to
build a supportive school
culture for diverse learners.
• Complete one box of Page 2
with your group and transfer
to chart paper to present to
the whole group.
Based on your number, you will meet with a collective
group to discus and complete a specific section of the
graphic organizer (page 2).
Group assignments are as follows:
• 1: Professionals
• 2: Parents
• 3: Students
• 4: Multi-Tiered System of Support (MTSS)
• You will be transferring your information to chart paper to share
with the whole group.
GRAPHIC ORGANIZER: SUPPORTIVE SCHOOL
CULTURE FOR DIVERSE LEARNERS
• As groups are presenting the chart paper to the
whole group, fill in your chart (page 2) with the
information they provide.
• Faculty will meet quarterly
throughout the year to discuss:
Embracing
Diversity
School-wide
Timeline
• Success stories
• Overcoming struggles
• Suggestions for
improvement
HOW WELL DO YOU FEEL YOU ARE ABLE TO
ADDRESS THE NEEDS OF DIVERSE
LEARNERS?
On a scale of 1-4
4 – I could be teaching this professional development
3 – I use new strategies often
2 I know some strategies
1 – I don’t feel well prepared
FOLLOW – UP ACTIVITY
• By our next meeting…
• Prepare a written account of two successful strategies
you’ve implemented in your class.
• Include how you implemented them and any struggles you or
the students had.
• Meet again quarterly to discuss success stories, overcoming
struggles, and suggestions for improvement.
REFERENCES
•
Campbell-Whatley, G., Floyd, L.O., O’Farrow, K., & Smith, C. (2013) Response to intervention and inclusion:
facilitating collaborative arrangement. Leadership Practices for Special and General Educators. United
States: Pearson Education.
•
Career and college ready: Mulit-tiered system of support. (2013). Michigan Department of Education.
Retrieved from http://www.gomiem.org
•
deBettencourt, L. U. (2002). Understanding the Differences Between IDEA and Section 504. Teaching
Exceptional Children, 34(3), 16.
•
Florida department of education (n.d.). A parent and teacher’s guide to 504: Frequently asked
questions. Retrieved March 11, 2014, from: http://www.fldoe.org/ese/pdf/504bro.pdf.
•
Florida department of education (n.d.). Bureau of student achievement through language acquisition.
Retrieved March 11, 2014, from: http://www.fldoe.org/aala/cdpage2.asp.
•
Hatton, D. &Hatton, K. (2014). Apps for students with LD: organization and study. The National Center for
Learning Disabilities Inc. Retrieved from http://www.ncld.org/students-disabilities/assistive-technologyeducation/apps-students-ld-organization-study
•
MTSS implementation components (n.d.) Florida’s MTSS. Retrieved from www.floridarti.org/educatorresources
REFERENCES (CONTINUED)
•
National dissemination center for children with disabilities. (n.d.). Resolving disputes between
parents and schools. Retrieved March 11, 2014, from http://nichcy.org/schoolage/disputes
•
NCLD editorial staff. (2009, February 24). Section 504 and IDEA comparison chart. National center
for learning disabilities. Retrieved March 14, 2014, from http://www.ncld.org/disability-advocacy/learnld-laws/adaaa-section-504/section-504-idea-comparison-chart
•
O’Brien, C., Aguinaga, N., and Knight, V. (2013) Leadership practices for special and general educators.
United States: Pearson Education
•
Pendleton,R, (2005) Assessing instructional materials. Mozena Publications. Retrieved fromhttp://cteects.info/EVOC501DS/assess.html
•
Response to instruction and intervention. (2014) Edina Public Schools. Retrieved from
http://www.edinaschools.org/domain/895
•
US department of education. (n.d.). Building the legacy: IDEA 2004. Retrieved March 11, 2014, from
http://idea.ed.gov/static/modelForms
•
Using a response to intervention to improve student learning (.2013) American Institute for Research.
Retrieved fromhttp://www.rti4success.org/resource/using-response-intervention-rti-framework-improvestudent-learning