Inclusive Education PLC

1. Inclusive Education PLC November 16, 2012 Facilitated by Jennifer Gondek TST BOCES

2. Make a nametag! Jennifer a chocoholic

3. Welcome Back! Participants will be able to: • Describe elements of successful inclusive settings and compare those settings to their own school climate. • Explain the three principles of Universal Design for Learning. • Apply the UDL 2.0 Guidelines to refine an existing lesson. • Explain how to use the UDL framework to set clear goals, individualize instruction, and assess progress.

4. Agenda 8:30-8:45 Breakfast, Welcome, Overview, and Table Sharing 8:45-10:00 Effective Inclusive Schools: Designing Successful School-wide Programs 10:00-10:15 Morning Break 10:15-11:30 Universal Design for Learning 12:30-12:45 I am Norm 12:45-1:30 Universal Design for Learning 1:30-2:45 Independent/Team Work Time 2:45-3:00 Evaluation and Feedback

5. The News on Inclusion • 70% of the 2003 cohort of SWD completed high school. • Youth with emotional disturbances demonstrated a 16 percent increase in school completion. • Rate of postsecondary education participation by SWD doubled over the past 10 years. • 70% of SWD had worked for pay since leaving high school.

6. But… • Youths from households in the lowest income group did not have a significant improvement in postsecondary education. • Youths from low-income households did not have an increase in employment since leaving high school; or current employment. • Only white SWD experienced an increase in postsecondary education enrollment.

7. Criteria for Successful Inclusive Schools • Consistently high large-scale test scores for SWD over 3 years. • Low drop-out levels; low suspension / expulsion rates for high schools • Inclusive of students with disabilities (no separate special education classrooms for a majority of the day) • Broad range of disabilities (high/low incidence) • Very low suspension and transfer rates.

8. Effective Inclusive Schools What are barriers to effective inclusive schools? • Not enough time in the day • Scheduling • Lack of money/supplies/resources • Too few people (resources) to meet the needs • Lack of administrative support • Lack of parental support • Lack of training • Lack of willingness to modify/re-create • Forced relationships/collaboration strains • Teaching philosophies/mindsets • Accountability (State Tests/APPR)

9. Effective Inclusive Schools What are the pre-domintating features of effective inclusive schools?

10. Case Studies • O’Hearn Elementary School • Watson Elementary School • Boston Arts Academy Read the case study. Note any features of this school that promoted effective inclusion.

12. “The philosophy is simple. Wherever you are, we take you higher.” -Bill Henderson

14. Round the Table: • What is one success you are currently having around inclusion in your classrooms? • What is one challenge you are experiencing around inclusion in your classrooms?

15. UDL vs. Assistive Technology Universal Design for Learning Assistive Technology www.cast.org

16. The Value of Universal Design for Learning Universal Design for Learning provides a framework for individualizing learning in a standards-based environment through flexible pedagogy and tools. It challenges teachers to incorporate flexibility into instructional methods and materials as a way to accommodate every student in the classroom. www.cast.org

17. www.cast.org

18. Setting Clear Goals • Allow teachers to determine the best methods and materials to reach the goals • Clearly communicated goals let students know what to do, how to do it, and why it is important. “Setting clear goals and communicating them so that students understand them is neither as easy nor as widely practiced as we might think” -David Rose www.cast.org

19. Standards True Purpose of a Standard Purpose Method Goal Statement

20. True Purpose of a Standard • For recognition goals, focused on specific content, that content is key. • For strategic goals, focused on a specific process or medium, that process or medium is key. • For affective goals, focused on a particular value or emotional outcome, that emotional outcome is key.

21. Try it Out! Standard: The student will demonstrate competence in the general skills and strategies of the writing process. What is the purpose of this standard? What could you alter to support this student? What scaffolds might you put into place to create success right now?

22. Try Again! Standard: "Students will identify and express the major causes of the United States Civil War.“ What is the true purpose? What could you alter? What scaffolds might you put into place to support the student right now?

23. The Fosbury Flop

24. I Have a Goal….Now What? Set the level of challenge for individual students... • Scaffolds • Performance Criteria

25. Zone of Proximal Development

26. Individualizing “Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time. The goal of UDL is to provide every student this kind of customized and responsive experience.” www.cast.org

27. Individualizing Clearly Stated and Well-Communicated Goals 1. Which methods of teaching are most compatible with the ways that each brain network actually functions? 2. What kinds of flexibility must instructional materials have to make individualization work?

28. To support diverse recognition networks • Provide multiple examples • Highlight critical features • Provide multiple media and formats • Support background context.

29. To support diverse strategic networks: • Provide flexible models of skilled performance • Provide opportunities to practice with supports • Provide ongoing, relevant feedback • Offer flexible opportunities for demonstrating skill.

30. To support diverse affective networks: • Offer choices of content and tools • Offer adjustable levels of challenge • Offer choices of rewards • Offer choices of learning context.

31. Designing Instruction to Support Recognition Learning • Provide Multiple Examples ~ wug - _ not wugs/ ]

32. Designing Instruction to Support Recognition Learning 2. Highlight Critical Features

33. Designing Instruction to Support Recognition Learning 3. Provide Multiple Media and Formats formats Depth media organization detail

34. Designing Instruction to Support Recognition Learning 4. Support Background Knowledge New Knowledge Old Knowledge

35. Designing Instruction to Support Strategic Learning 1. Provide Flexible Models of Skilled Performance

36. Designing Instruction to Support Strategic Learning 2. Provide Opportunities to Practice with Supports Automatize • Practice skills in context • Provide scaffolds for ONE part, to focus learning on a different part • Scaffolds should be optional and assignable to individual students

37. Designing Instruction to Support Strategic Learning 3. Provide Multiple Media and Formats Feedback • watch a video of yourself • Listen to a coach’s observations • Watch a demonstration of your approach and correct approach • Read an evaluation/write-up

38. Designing Instruction to Support Strategic Learning 4. Offer Flexible Opportunities for Demonstrating Skill http://iamascholarwarrior.blogspot.com/

39. Designing Instruction to Support Affective Learning 1. Offer Choices of Content and Tools Strategic or RecognitionTasks Background Knowledge Affective Engagement

40. Designing Instruction to Support Affective Learning 2. Provide Adjustable Levels of Challenge

41. Designing Instruction to Support Affective Learning 3. Offer a Choice of Rewards

42. Designing Instruction to Support Affective Learning 4. Offer Choices of Learning Context 1972 Fischer-Spassky Chess World Championship

43. I Am Norm http://www.iamnorm.org/home.aspx