Day 7 Year 2 Induction

1. Day 7 Year 2 Induction Inclusive Practices Maureen Gradel Pennsbury Staff Development

2. Welcome! Please… • sign-in for either Stipend or Act 48 • seat yourself according to the provided name tags • help yourself to refreshments • catch up with your colleagues • use the colored-pencils (orange container) to complete (individually) the activity on pages 1 and 2 of your Day 7 booklet • place a dot sticker (on tables) on the Circle of Tolerance chart provided • complete the Effective Classroom checklist • peruse the provided sponge activities

3. Sponge Activities Better Teaching Calendar: includes tips for each day of January and February Better Teaching Articles: a collection of articles focusing on DI Strategies PaTTAN materials on Effective Instruction, SAS, UDL, and Formative Assessment REMINDER: Trade Day Tuesday, February 22. Sign up on MLP asap!

4. Standards-Based Portfolio Classroom Environment Instruction & Assessment Parent & Student Communication Recognition of Student Achievement/Accomplishments Use of Time Technology Integration Inclusive Practices Standards-Based Instructional Unit

5. Danette Richards BCIU 22 Program and Training Specialist

6. Circle of Tolerance Activity Including Samuel Video Special Education Law Fairness Least Dangerous Assumption Presumed Competence Introduction to Differentiated Instruction (DI) Standards Session A Assignment DI/Universal Design for Learning (UDL) Tiering Day 7 Workshop Portfolio Assignment AGENDA – Session A

7. Individually read and complete the About Me portion of the “Peculiarities” sheet. Move around the room in search of peculiar colleagues. Introduce yourself and share one of your peculiarities. Ask your colleague to share one of his/her peculiarities. Indicate the name of your colleague next to his/her peculiarity. Continue meeting peculiar folks until the music stops. Ain’t That Peculiar Activity

8. Before Viewing Including Samuel… Ask yourself… • What does the term disability mean to you? • Do you know someone with a disability. If so, how has it affected your life? • Do you know what the term Inclusive Education means? • Do you think students with disabilities should be full time members of the general education classroom?

9. While Viewing Including Samuel… Consider one of the following perspectives while viewing the clip: • Person A: home/parent perspective • Person B: teacher/school perspective • Person C: community/neighborhood perspective Assign a different perspective to each person within your group.

10. Special Education Law

11. Cloze Activity • Turn to page 5 in your Day 7 booklet. • With a partner or in your table groups, fill-in the blanks (more than one word) as best you can. • Compare what you came up with, with the correct answers. • Continue this process with booklet pages 6-8.

12. Fairness

13. What can we learn from the research? There is NO compelling body of evidence that says that heterogeneous well-taught classrooms cannot produce the same or better achievement for ALL. There is NO compelling body of evidence that grouping, tracking, separating produces high levels of achievement for ALL.

14. New Important Data (Cosier, 2009) In looking at thousands of students across hundreds of districts; Amount of time an individual student spends in general education relates directly to the individual student’s achievement; When controlling for race and SES; Across all types of disabilities… The more time in general education, the higher the achievement!!

15. Least Dangerous Assumption Least Dangerous Assumption states that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual. -Anne Donnellan

16. Presumption of Competence Approaching each student (even those without language) as thinking people with ideas about their lives. Give the student the benefit of the doubt, then look hard for the evidence. ~ Doug Biklen

17. Differentiated Instruction

22. Standards guide all classroom decisions Visit the Standard Aligned System (SAS) www.pdesas.org

23. Group Processing Moving from Standards-Referenced to Standards-Based Read pages 21 & 22 in your Day 7 Workshop booklet. Discuss with your table group: Am I Standards-Referenced or Standards-Based?

24. Session A Take Home Assignment #1 Read both the Mastery Learning (pg. 12-16) and Peeling A Standard (pg. 17-18) articles found in your Day 7 Induction booklet. Using the discussion tab on the Day 7 page of our wikispace, post your comments to each of the discussion questions. http://pennsburyinductionyear2.wikispaces.com

40. Session A Take Home Assignment #2 Complete prior to Session B: Watch the DI Power Point found on the Year 2 Induction – Day 7 page of the wikispace. http://pennsburyinductionyear2.wikispaces.com Using the Discussion tab on the Day 7 Workshop page of the wiki, post your response to the DI Power Point prompt.

41. Day 7 Workshop Portfolio Assignment: You are to design a differentiated lesson on the topic of your choice. A portion of the Session B workshop will be provided in order for you to work. Bring any necessary materials to this session. Additional Resources, to those provided on the wikispace and in the workshop booklet, will be available. This differentiated lesson plan and related materials will be part of the Inclusionary Practices portion of the portfolio. Our Day 7 Conference discussion will focus on this lesson plan and reflection on how the students did with the lesson.

42. Session B – Welcome Back! Please… • sign-in for either Stipend or Act 48 hours. • find your seat assignment with the name tags provided. • help yourself to refreshments. • discuss the wikispace assignments with your table. • re-read the 21st Century Standards-Based Classroom on pages 21 & 22 in your booklet. • peruse the provided sponge activities.

43. Sponge Activities • LOVE handout (pink) in honor of Valentine’s Day • Better Teaching articles • PaTTAN materials on Error Correction, Response Cards and Time Trials.

44. Agenda – Session B • Review of Session A • DI/UDL • Tiering • Day 7 Booklet Materials Walk-Thru • Concepts • Task Analysis • Pre-Assessment/Framing the Learning • Strategies • Collaboration/Co-Teaching • Lisa Oates – Pennsbury 9-12 Inclusion Specialist • Assignment/Conference Review • Time to Work • Closure

46. Day 7 Workshop Booklet Walk-Thru #1 • Concept-Based Instruction (pgs. 24-33) • Planning Pyramid/Task Analysis (pgs. 34-39) • Pre-Assessment (pgs.40-54) • Top Ten Questions (pgs. 55-60) • Differentiation Non-Negotiables (pgs. 61-62) Assignment: • Take the survey on page 62. • Discuss with your table group how you are planning to add those not marked to your decision making repertoire.

47. Day 7 Workshop Booklet Walk-Thru #2 • Differentiation (pgs. 63-73) • PaTTAN Materials • Collaboration/Co-Teaching (pgs. 74-87)

48. Lisa Oates PHS East Inclusion Specialist 9-12

49. What Would…Do? Activity • If these famous people were in your classroom, how would you address their learning needs? Do the students in your classes have similar talents/abilities? • Discuss at your table, which strategies can engage their different learning styles.

50. Day 7 Workshop Booklet Walk-Thru #3 • Who Are Our Learners? (pgs. 89-152) • Choice Boards (pgs. 153-156) • RAFTs (pgs. 156-160) • Cubing (pgs. 160-164) • Products (pgs. 165-170) • Tiered Assignments (pgs. 171-177; 204) • Curriculum Mapping (pgs. 178-187) • Anchoring Activities (pgs. 188-201) • Learning Contracts (pgs. 202-203) • Adaptations (pg. 205) • Supplementary Aids and Services Toolkit (pgs. 206-207)