Embed Size (px)
Citation preview
Inclusive Education PLCElementary Strand
January 29, 20148:30AM – 2:30 PM
Facilitated by Jennifer GondekInstructional Specialist for Inclusive Education
257-1555 x 334
Purpose: To create a community of leaders that embraces student diversity and works collaboratively to provide rigorous and supportive inclusive learning environments for all students.
Session Objectives:
• Access various types of Accessible Instructional Materials (AIM) and provide greater access to the general education curriculum for students with disabilities.
• Distinguish between accommodations and modifications provided within the classroom.
• Apply a process to modify existing curriculum for students with severe disabilities to increase access to the general education curriculum and CCLS.
• Determine academic vocabulary words to target for instruction and appropriate strategies to supports struggling learners with vocabulary acquisition.
• Describe several academic vocabulary strategies to increase content area literacy skills.
Session Agenda1/29/14
8:30-8:45- Introductions, Breakfast, and Welcome
Ticket In PLC learning targets Whip Around: Share a “Bright Spot” since our last session
8:45-9:00- Accommodations vs. Modifications: What’s the Difference?
Support Sort Quick Write/Quick Draw (10:2 Theory)
9:00-10:00- Making Adaptations to the General Education Curriculum
Compass Points Curriculum Adaptations and the “Cascade of Integration” Options A process for modifying curriculum for students with significant disabilities Introduction to Alex T.
10:00-10:15- Break
10:15-11:00- Case Study- Alex T. (Grade 5)
11:00-11:30- Accessible Instructional Materials (AIM)
Book Share Learning Ally Other Apps and Software Showcase http://www.p12.nysed.gov/specialed/aim/
11:30-12:30- LUNCH
12:30 -1:30- Academic Vocabulary & Interventions
1:30-2:30- Planning Time & Session Evaluation
Compass PointsA routine for examining propositions
1. E = ExcitedWhat excites you about this idea or proposition? What’s the upside?
2. W = Worrisome What do you find worrisome about this idea or proposition? What’s the downside?
3. N = Need to KnowWhat else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
4. S = Stance or Suggestion for Moving ForwardWhat is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?
Purpose: What kind of thinking does this routine encourage?To help students flesh out an idea or proposition and eventually evaluate it.
Application: When and Where can it be used?This routine works well to explore various sides and facets of a proposition or idea prior totaking a stand or expressing an opinion on it. For instance, the school may be considering the idea of a dress code, a teacher might present the class with idea of altering the roomarrangement, a character in a book might be confronted with making a choice, a politician might be putting forth a new way of structuring taxes, and so on.
Launch: What are some tips for starting and using this routine?The routine needs to be modeled with the whole group initially with responses recorded for the entire class to see. This enables students to build on each other’s ideas. You might record responses using the directions of a compass to provide a visual anchor. That is, draw a compass in the center of the board and then record responses corresponding the appropriate direction: E, W, N, or S. It is generally easiest for students to begin with what is exciting or positive about the idea or proposition and then move to worrisome and need to know. Students might be asked to write down their individual stance or suggestion for moving forward after the initial group discussion.
You can also ask students to make an initial judgment or evaluation of the idea or proposition before doing the compass points and then ask them how their thinking has changed after discussion using the compass points routine.
Step 1: Select the Text
Step 2: Target the CCLS
Step 3: Adapt Text
Saunders et al. (2013)
Step 4: Develop the Lesson Template
Step 5: Incorporate Evidence-Based and Research-Based Practices
Step 6: Include a Writing Component
Saunders et al. (2013)
Teaching the CCSS in ELA to Students with Significant Disabilities
Select literal texts that discuss topics familiar to students (make sure the topics are age-appropriate).
Significantly shorten text. Consider students’ attention spans. Begin with very short reading sessions and gradually increase the duration over time.
Keep vocabulary simple, focusing on one or two target words. Use objects to represent key vocabulary.
Change the names of characters to names that are familiar to students. Focus on the fundamental CCSS component. What is essential for the student to
understand? (For example, the CCSS expectation “Determine the main idea of a text,” the expectation is that the student will be able to identify the topic from the repeated story line using pictures/objects; for the CCSS expectation “Determine character traits”, the student should be able to identify the main character.)
Intersperse comprehension questions (ask a comprehension question immediately after reading the sentence with the answer).
Use objects and surprise elements to enhance comprehension and maintain interest. Surprise elements are things that involve multiple senses and increase engagement (e.g., misting water in the air while reading about a rainy day).
Ask questions that do not have a “correct” answer (e.g., Did you like the story? Who was your favorite character?)
Reduce response options to two: one correct and one far-off distracter, if needed. Objects can be used in place of photographs or picture symbols for response options.
Frequently praise or reinforce attending and responding. Use assistive technology. Consider student’s response mode. Is it the most efficient manner for the student to
answer? Is it easier or more efficient for students to respond via eye gazing or head nodding than raising hands and verbalizing?
Look for small achievement (e.g., more consistent responding, attending for longer periods, signs of enjoyment/engagement, selecting a correct response).
Adapt the principle of least dangerous assumption (Donnellan 1984) and presume competence. Your students just might surprise you with consistent, effective instructional practices!
Saunders et al. (2013)
Cascade of Integration OptionsUnadapted participation in the general curriculumsame activities, same objectives, same setting
Can the student complete the activities as written for the general education classroom? Do one or more lesson objectives match the student’s IEP?
Adaptations to the general curriculumsame activities, different (related) objectives*, same setting
Can the student meet the lesson objectives with minor modifications (time, response mode)?
Embedded skills within the general curriculumsimilar activity, different (related) objectives, same setting
Are there components of the activity that can be met by the student, even if not the central objective of the lesson, but match an IEP objective?
Functional curriculum in the general education classroomdifferent activities, different (related) objectives, same setting
Are the class activities greatly unrelated to the student’s IEP? Are there IEP objectives that could be met in the same setting?
Functional curriculum outside the general education classroomdifferent activities, different (unrelated) objectives, different setting
Are the class activities greatly unrelated to the student’s IEP? Are IEP objectives better met in a different setting (require equipment, repetition, etc.)?
Wolfe, P.S. & Hall, T.E. (2003) Making Inclusion a Reality for Students with Severe Disabilities. Teaching Exceptional Children , 35(4), 55-60
Time of Day/Subject Class Learning Target Individual Learning Target Cascade of IntegrationExample:Morning Meeting
Students will greet each other using eye contact and stating “Good Morning, _______”
Student will choose greet a pre-identified student with a handshake or high five and activate the communication device to say “Good Morning, _____”.
Adaptation to General Curriculum
J. Gondek (2011) TST BOCES
Mapping Out a Unit of StudyGrade Level (CCLS) Standards:
“Critical Functions” What is the most basic concept defined? (Enduring Understanding)
Class Learning Targets: Individual Learning Targets:
Essential Vocabulary:
J. Gondek (2011) TST BOCES
Instructional Activities: Student Participation:
J. Gondek (2011) TST BOCES
Additional Supports/Resources/Materials
Who is Responsible? When:
Brain Dump:Write or draw a working definition for academic vocabulary.
Verbal-Visual Word Association
Purpose: This strategy helps students learn vocabulary words independently and retain the new terminology through personal, visual associations.
Description: Much of the vocabulary in Mathematics, Science, Social Studies and Language Arts can be represented visually. The Verbal-Visual Word Association strategy provides a method for students to make personal and visual associations to new words, increasing vocabulary retention.
Procedure:
1. Select vocabulary terms.2. Instruct students to draw a rectangle divided into four sections for
each of the terms or provide black line masters of the strategy.3. Model how to complete all four sections/boxes of the Verbal-Visual
Word Association by using a term familiar to students. The vocabulary word goes in the top left-hand square. Its definition goes in the bottom left-hand square. In the top right-hand square students should provide a visual
representation of the word. The bottom right-hand square provides space for a personal
association or characteristic.4. Encourage students to make their own personal associations and
visual representations.
Verbal and Visual Word Association (VVWA)
Word Visual Representation
Definition Personal Association or Characteristic
Rich Vocabulary Approach
5 day cycle (could be less or more) Vocabulary words chosen around themes (Ex: How we use our eyes)
8-10 target words
Day 1 Day 2 Day 3 Day 4 Day 5Word introduced using a set of pictures that illustrates each word.
Teacher questions students about each picture, bringing forth elements that would define the target word.
Teacher presents a definition based on the elements provided by students.
Students record definition on log sheets.
Class reviews words by matching words with their pictures.
Sentence completion activity as a whole group. Discussion and agreement on how to complete the sentence. Sentence recorded on log sheets.Target word: binoculars“The bird singing up in the tree is too far away for me to see, so ___________.”
Choosing a target word activity:
focus gapeWhich would you probably do if you had trouble seeing clearly?
Closed sentence activity: The photographs I took always came out fuzzy until I learned how to ________ the camera. [focus]
Alike and Different Activity: “They ‘re both people who use their eyes in special ways. One watches something for fun; the other one checks things for a living.” [spectator/inspector]
Ready, Set, Go Activity:Four activity sheets (or laps) that a student completes as a partner times them. Each sheet has the target words on one side and definitions on the other. The student needs to match the word with a definition. Each “lap” has slightly altered definitions and the words are mixed up. The goal is to increase fluency with matching definitions to words.
Assessment through a multiple choice test.
Example:squintTo give a mean lookto pretend you are asleepto partly shut your eyesto look down at your feet
*Every 12 weeks of intervention, deeper vocabulary understanding was assessed.
RAVE (Robust Academic Vocabulary Encounters)
Naturally occurring contexts Academic words Informational Text Introduction Activity and Active Processing Activities
Introduction Activity:
1. Read an initial supportive context for a word (Context 1)2. Questions to direct student attention to the context.3. Ideas to develop, which indicate specific aspects of the context to highlight4. A student-friendly definition for the word5. Questions to support students in integrating the context and the definition6. A second context for the word (Context 2)7. Questions and ideas to develop as noted above8. Questions to support students in integrating Contexts 1 and 29. Activate Vocabulary- which prompts students to use the word in different contexts.
Active Processing Activities:
Example/Non-example: “If I say something that sounds precarious, say “precarious”. If not, don’t say anything.Word Associations: Students hear a sentence that has to do with one of their target words. They identify the target word. Then, they revise the sentence to include the target word. Generating Situations, Contexts, and Examples: “What would make a teacher say this to the class? –What a clever class you are –What a versatile class you are- What a splendid class you are”Word Relationships: Describe how these two words might be connected: compassionate/advocate; or Writing: Fill in the blanks “The queen was miserable because…; The king was calm because…; The child was perplexed because…”Returning to the Story Context: Find examples of “intimidation” throughout the novel.Puzzles: What’s the Word?- Give 3 clues… 1. It is hard for dogs to do this with a delicious bone. 2. This word means “to give
something up.” This word has 10 letters and stars with “r”.
Beck, McKeown & Kucan (2013)
