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Differentiation: The Key to EAS Success (with an
emphasis on Special Education)
Joan Ann Swanson, Ph.D.Skidmore College
Laura R. Ficarra, Ph.D.Skidmore College
University at Albany, SUNY
Anonymous SurveyWe are seeking information about teacher educator’s personal training and experiences with differentiation.
We would like to invite you to participate in a quick, anonymous survey that has been approved by the Skidmore College IRB. If you would be interested in completing the brief anonymous survey, please pick up one (green paper) from the center of your table and return it to the envelope to be collected.
We look forward to hearing about your experiences! Thank you for participating.
Advance Organizer
❏ Survey ❏ Pre-assessment ❏ Purpose for the Session❏ Differentiation❏ EAS Framework Overview❏ EAS Competencies
Self-Assessing Prior Knowledge
1. Students with disabilities are expected to participate in Common Core assessments.a. trueb. false
Self-Assessing Prior Knowledge
2. Differentiation can involve adapting:a. contentb.processc. productd.all of the above
Self-Assessing Prior Knowledge
3. Differentiation is synonymous with accommodation.
a. trueb. false
Self-Assessing Prior Knowledge
4. Differentiation potentially benefits students:a. in pre-schoolb. in K-12 general
educationc. in K-12 special
educationd. in collegee. at all levels
Instruction
Effective Teaching
Does differentiation/adaptation, accommodation, and modification fit in an age of many school priorities?
School Priorities:
Deal with the alligator closest to
the raft!
Differentiation
How would you define
differentiation?
(turn & talk,whiteboard summary)
(adapted from Oaksford & Jones, 2001 by Hall, Strangman, & Meyer, 2003)
Accommodation-alteration of environment, curriculum format or equipment that allows an individual with a disability to pursue a regular course of study
Examples:
Bloom’s Taxonomy
Education All Students (EAS) Exam Framework➢ Diverse Student Populations➢ English Language Learners➢ Students with Disabilities and Other
Special Learning Needs➢ Teacher Responsibilities➢ School-Home Relationships
Overview of the Educating All students (EAS) Exam
● 42 selected-response items (70% of score)● 3 constructed response items (30% of
score)
Total Testing Time - 135 minutesComputerized testing
Teaching Scenarios (selected & constructed response questions) (learning situation, data, & lesson plan)
● Diverse Student Populations● English Language Learners● Students with Disabilities and Other Special
Learning Needs
Selected response only● Teacher responsibility ● School-Home Relationships
Summary: What Does this Mean for
Teacher-Prep Programs?
Model Instruct Prepare & Equip
● Good Teaching!● Common Core Standards● NY State Certification Exams
Break! (15 min.)
Competency 0001: Diverse Student Populations
Diverse Populations con’t.❏ integrating school-
and community-based resources
❏ cultural responsiveness (instructional strategies & classroom environment)
Competency 002: English Language Learners❏ language acquisition❏ bilingualism❏ cognitive learning styles❏ SIFE❏ strategies for ELLs❏ instructional materials for ELLs
Competency 003: Students with Disabilities and Other Special Learning Needs
Service Categories Under IDEA Revision (2004)
• Autism (Autism Spectrum Disorders)• Emotional Disturbance• Specific Learning Disability• Intellectual Disability (formerly
Mental Retardation)• Deafness• Deaf-Blindness• Hearing Impairment
• Speech or Language Impairment• Visual Impairment• Developmental Delay*• Orthopedic Impairment• Other Health Impairment• Multiple Disabilities• Traumatic Brain Injury
Gardner’s Theory of Multiple Intelligences (MI)
Response to Intervention (RTI)
Academic+
Social Behavior
RTI:A + RTI:B = MTSS
Traditional Methods vs. Differentiated Methods
Competency 004: Teacher Responsibilities
It’s theLaw
Competency 005: School-Home Relationships
What works? (60-second brain drain!)
Team Work - HUDDLE!
EAS Scenarios & Engageny Materialsscenarios from the EAS exam for each competency (Joan) using Engageny materials (Laura)
Making Connections to Our Work
★ Reflect on a task that is currently part of your course.
★ With a shoulder-mate, discuss the task and ideas to incorporate aspects of differentiation
using the graphic organizer provided.
★ Be ready to share your task and ideas with the larger group.
Thank you!
Thank you for attending this session!
Please complete the evaluation form before you leave. Your input is important!
