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TLE 7&8 Mr. Fred Cohen Dr. Robert Greenberg www.engageNY.org © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls. Our Trip to Albany ~ Your Trip to BOCES www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 2 © 2012, Community Training and Assistance Center SED’s April Training Objectives • Understand how teacher evaluation promotes teacher growth and development • Understand the expectations for evidence, interpretation of evidence, and scoring of teacher practice • Use a quality rating system to improve and ensure the rigor and comparability of SLOs • Address implementation issues related to SLOs • Understand the nuances of the indicators/elements of the frameworks for refining evidence collection, alignment and scoring • Understand how teachers of ELLs and SWD are observed using the rubrics www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center 3 Today’s Agenda • Look at evaluating teachers of ELLs and SWDs • Continuation SLO development • Statewide Instructional Reporting System www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 4 © 2012, Community Training and Assistance Center Meeting the Needs of ALL Learners element 9 Report on “Teacher Evaluation in Effective Schools and Classrooms for ALL Learners” written by a committee convened by AFT • Committee of experts outlined four conditions necessary for all students, including students with disabilities and ELLs, to be successful 1. 2. 3. 4. All Learners and Equal Access Individual Strengths and Challenges and Supporting Diversity Reflective, Responsive, and Differentiated Teaching Strategies Culture, Community, and Collaboration (Ell Experts: Diane August, Ph.D., Delia Pompa, Diane Staehr Fenner, Ph.D., Giselle Lundy-Ponce; Students with disabilities experts: Peter Kozik and Spencer Salend) • NYSUT rubrics and modified ASCD rubrics were analyzed for alignment to the four conditions – strong alignment was determined Document is being written that will detail the four conditions and include recommendations for teacher evaluation systems www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 5 © 2012, Community Training and Assistance Center Meeting the Needs of ALL Learners element 9 Part I: Article discussion “Moving beyond standardized test scores in evaluating special education teachers” Read the article selections: • Highlight areas of interest as you read • Discuss the following questions as a small group 1) How do the articles address the role of all students in teaching and learning? 2) What are the implications for how teachers plan and deliver instruction? 3) What are the implications for teacher observation? www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 6 © 2012, Community Training and Assistance Center Evaluation of Special Education Teachers www.engageNY.org © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls. Individual Education Program Specially Designed Instruction Access to Curriculum General Education Related Services Consult Services Co-Teaching Resource Room Special Class www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Accomplished through the Delivery of Specially Designed Instruction Adapting-Making changes matched to student need or condition Content-Knowledge and skills that comprise the curriculum Methodology-Actions by the teacher intended to produce or facilitate learning Instructional Delivery-Teaching that results in access to, participation in and progress in the curriculum for students with disabilities www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Specially Designed Instruction Adapting Least Restrictive Environment Content Access Related Service CoTeaching Gen Ed Instructional Delivery Consult Special Class Curriculum Resource Methodology www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center General Questions to Consider in the Context of…….. Student Content Instruction www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Context of the Student What are the student(s) IEP goals? What IEP will you be addressing? How will you know that students were successful in moving toward mastery of their IEP goals? What accommodations will student(s) be using based on the IEP? How will you monitor student progress on IEP goals? Context of the Content How will you ensure that students with disabilities are working on content aligned with the content of their grade level peers? What adaptations will you make to the content based on student(s) IEP? How will you evaluate the effectiveness of those adaptations? Context of Instruction-Methodology What adaptations will you make in your methodology of instruction based on student(s)IEP? What teaching strategies will you use that are specific to the students with disabilities in the classroom? How will you evaluate the effectiveness of the teaching strategies? Context of Instruction-Delivery What adaptations will you make in the delivery of instruction based on student(s) IEP? What learning strategies will you teach? How will you teach those learning strategies? How will you support students in generalizing strategies to other settings? Continuum of Services for Students with Disabilities www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Direct or Indirect Consult Special education teacher provides services to adapt the content, methodology, or delivery of instruction to support SWD’s. General education teacher provides primary academic instruction * Special Consideration-There are two models of consultant teaching Direct Consult • Special education teacher works directly with the SWD in general education class instruction Indirect Consult • Special education teacher assists the general education teacher Questions to Consider… Are teachers implementing their roles with fidelity? Is there evidence of collaboration? Integrated Co-Teaching Instruction delivered jointly by two or more professionals for a diverse group of students with and with out disabilities *Specials ConsiderationAdministrators should note a variety of co-teaching models during mini-observations *Special ConsiderationSpecial education teacher needs to have a more in-depth knowledge of the content Questions to consider.. What evidence is there of co-planning? What types of co-teaching models are being used? Are those models being implemented with fidelity? How are the interactions between gen ed and sped teacher impacting the classroom climate? Resource Room Supplementing the regular or special classroom instruction of students with disabilities *Special ConsiderationHomework and content area text may be incorporated for independent practice, but homework should never be “the lesson” Questions to consider…. What is the skill focus of the lesson? How is the general education content being supported? What evidence is there of collaboration and communication with stakeholders? Special Class Provides primary instruction to a group of students in a selfcontained setting, separate from their non-disabled peers *Special ConsiderationsThere are a variety of configurations based on intensity of student need: • 15:1 Specialized instruction • 12:1:1 Management needs interfere with Instructional process • 8:1:1 Intensive management needs • 6:1:1 Highly intensive management needs • 12:1 (3:1) Severe, multiple disabilities in Special Class *Special ConsiderationsThe special education teacher is also responsible for teaching content Questions to Consider.. Do students have access to the content? How is the content being adapted to meet the ability levels of the student? What types of materials are students using? How are functional behavior plans and behavior intervention plans being developed and implemented? Paraprofessionals- What is the Role of the Paraprofessional? Teaching Assistants •working with individual students or groups of students on special instructional projects; •providing the teacher with information about students which will assist the teacher in the development of appropriate learning and behavioral experiences; •assisting students in the use of available instructional resources and development of instructional materials; •assisting in the development of instructional materials; •assisting in providing testing accommodations; •assisting in related instructional work as required; and •assisting students with specific health related activities as appropriate. Teacher Aides •assisting in physical care tasks and health-related activities; •assisting students with behavioral/management needs; •assisting in the set up of equipment •reading to and playing audio-visual materials for children in lower grades; •assisting in proctoring and other tasks related to the administration of examinations; •assisting in the correction of test papers, recording of grades, maintaining of files and preparing statistical reports; •managing records, materials and equipment; and •supervising students (e.g., watching students during recess, hall transitions, etc.). Specially Designed Instruction Adapting Least Restrictive Environment Content Access Related Service CoTeaching Gen Ed Instructional Delivery Consult Special Class Curriculum Resource Methodology www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Specific Considerations in Evaluating Teachers of ELLs www.engageNY.org © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls. Things can look very different in the world of ELLs. www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Who are we looking at? “ESL Teachers” Second language acquisition Cultural components ESL standards, curriculum & assessment Best instructional practice for ELLs Training or experience with content areas? “Teachers of ELLs” • Any teacher with ELLs • Any subject • Any grade level • Generalists & specialists Training or experience with ELLs & SLA? 5 Stages of Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Advanced Fluency www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center 5 Stages of Second Language Acquisition Affects: Questioning strategies Response expectations Level of independence Level of collaboration www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center So we need to ask: “What are the language acquisition stages of your ELL students? How is this lesson tailored to their levels?” www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Best Curricular Practice: Dual Objectives Language Goals Content Goals www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Content Goals Usually drawn from state standards for the content area Recognized by verbs related to knowledge of the content area: identify, analyze, rank, construct, graph, divide, solve, visualize, design. www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Language Goals Address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives: read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft Also key vocabulary, language functions, grammar or structures, and language learning strategies. www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center So we need to ask: “What are the lesson’s content objectives and language objectives? How did you determine these objectives?” www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Best Instructional Practice for ELLs Start with what the kids bring, know, are. Culture Language Personal Experiences Academic Experience www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Best Instructional Practice for ELLs Provide lots of comprehensible input. Speak slowly & clearly Minimize idiom Use gestures & visuals Check comprehension frequently www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Best Instructional Practice for ELLs Provide lots of opportunity to use English. Students speaking a lot Affirm communicative ability Correct with modeling Check comprehension frequently www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center So we need to ask: “ What are your instructional strategies specific to ELLs? How will you check ELL student comprehension and learning?” www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Always Best Practice Student engagement Higher order thinking skills Differentiation Collaboration Data-driven instruction More … Student engagement www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center So we need to ask: “How does this lesson demonstrate great teaching and engaged learning?” www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Meeting the Needs of ALL Learners element 9 Part II In your groups, review one standard (NYSUT – 3, 4, 5) or domain (ASCD – 2, 3) in your selected rubric. • Which particular elements [ASCD] or indicators [NYSUT] are critical for an observer to focus on in order to assess the teacher’s skill at meeting the needs of all learners including: • English Language Learners • Students with Disabilities • Students who perform significantly below grade level www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 39 © 2012, Community Training and Assistance Center SLO..LY We turn…. www.engageNY.org *Please see caveat © 2012, Teaching Learning Solutions 40 © 2012, Community Training and Assistance Center