· Web viewParticipants will consider a scenario where they observe a teacher making numerous changes, including those that compromise students meeting the standard(s). Participants

Principals Session: Scaffolds, Adaptations, and Accommodations Goals and OutcomesOverarching Objectives of the May 2014 Network Team Institute

Identify scaffolds, adaptation, and accommodations of curriculum modules and provide redirective feedback to teachers. Identify effective implementation and adaptation of curriculum modules. Identify ways to provide teachers with constructive feedback to improve their practice around the NY 9-12 ELA modules.

High-Level Purpose of this Session

The purpose of this session is for principals to recognize practices to adapt and scaffold curriculum that acknowledge learning variability, while maintaining the curriculum integrity, and academic rigor for all learners.

Session Outcomes

What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?

Participants will be able to name a common characteristic of scaffolds, adaptations, and accommodations.

Participants will be able to recognize scaffolds, adaptations, and

Aligned survey question

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New York State Common Core

accommodations.

Participants will be able to provide redirection to teachers to maintain rigorous instruction and meet standards. Participants will be able to identify scaffolds, adaptations, and accommodations.

Related Learning Experiences Session: Argument Writing Going Deeper-Teachers

Key Points Diverse learners, including students with disabilities and English learners, may sometimes face academic struggle in the process of

developing secondary ELA argument writing pieces.

All students can learn within an academically rigorous ELA class with scaffolds, adaptations and accommodations that appropriately address the curriculum, the learning process, and the learners.

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Session Overview Section Time Overview Prepared Resources Facilitator Preparation

Introduction 2 min Introduce participants to session and session objective

Session PowerPoint

Academic Struggle and Rigor

5 min

Participants consider and discuss questions related to recognizing student struggle and when/if to intervene.

Session PowerPointPosition mic runners at various spots around the room for report out.

Scaffolds, Adaptations, and Accommodations

15 min

Participants review scaffolds, adaptations and accommodations to determine if and under what circumstances they might be appropriate for students.

Session PowerPoint Practice Activity-Scaffolds,

Adaptations and Accommodations Handout

Position mic runners at various spots around the room for report out.

ELLs 3 min

Participants consider what the role the ELs level of language progression has in determining appropriate scaffolds.

Session PowerPointPosition mic runners at various spots around the room for report out.

Redirective Teacher Conversation

5 min Participants consider and practice a conversation to redirect teachers who are making inappropriate changes that do not

Session PowerPoint Position mic runners at various spots around the room for report out.

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Section Time Overview Prepared Resources Facilitator Preparation

keep them on track for maintaing standards.

30 mins Total for this session

Session RoadmapSection: Introduction

In this section, you will introduce participants to session and session objectives

Materials used include: Session PowerPoint

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Slide

Time Picture Script/Activity Directions

1 0 min Welcome participants to this session.

2 1 min Review the session objectives with participants.

• Participants will be able to name a common characteristic of scaffolds, adaptations, and accommodations.

• Participants will be able to recognize scaffolds, adaptations, and accommodations.

• Participants will be able to provide redirection to teachers to maintain rigorous instruction and meet standards.

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Slide

Time Picture Script/Activity Directions

3 1 min Review the agenda with participants.

Maintaining Academic Rigor with Meeting Students’ Needs Scaffolds, Adaptations, and Accommodations Providing course correction and redirecting teachers

Total time:

2 min

Section: Academic Struggle and Rigor

In this section, you will lead participants to consider and discuss questions related to recognizing student struggle and when/if to intervene.


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Slide

Time Picture Script/Activity directions

4 5 min Have participants consider the visual on this slide and individually write down statements that capture the messages that they see displayed here. (1 minute)

Then have them share with a shoulder partner and discuss their statements, looking for commonalities, difference, and any new thoughts they generate from their discussion are embedded here. (1 minute) Have a few audience members share out. (3 minutes)

Total time:

5 mins

Section: Scaffolds, Adaptations and Accommodations

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In this section, you will lead participants to consider and discuss how interventions to support students’ needs meet the criteria of being scaffolds, adaptations, or accommodations, and in which situations. We will state that these terms tend to be used in different contexts (i.e. accommodation is a term most commonly used for SWD, scaffolds for ELL).

Materials used include: Session PPT, Handout-Practice Activity- Are these Scaffolds, Adaptations, and Accommodations?

Slide


5 3 Review with participants the characteristics of scaffolds, adaptations and accommodations Remind participants that one student’s adaptation may be another student’s rescue. They must know their students well and realize that these scaffolds, adaptations and accommodations are very specific to students’ needs.

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Slide


6 2 Share examples of possible scaffolds, adaptations, and accommodations for W.9-10.1 Write arguments to support claims in analysis, using valid reasoning and relevant and sufficient evidence.

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Slide


7 2 Participants will work with the handout, items 1-5 - Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold adaptation or accommodation and under what circumstances. Share with large group.

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Slide


8 2 Participants will work with the handout, items 6-9 - Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold adaptation or accommodation and under what circumstances. Share with table team.

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Slide



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Slide


10 2 Participants will work with the handout, items 13 - 15 Practice Activity- Are these Scaffolds, Adaptations, and Accommodations? To determine if each listed is a possible scaffold adaptation or accommodation and under what circumstances. Share with table team.

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Slide



Total time:

15 mins

Section: ELLs: Supporting English Language DevelopmentIn this section, the presenter will give examples of scaffolds for standard W.9-10.1a for students of different levels of ELD.


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Slide


12 3 min Level 1/Entering: Teachers may ask students to respond to a prompt with pictures, gestures, or by filling in cloze sentence frames with words from a word bank. If students are literate in a home language, they might also be asked to respond to a written prompt in their home language.

Transitioning: Teachers may scaffold written prompts with additional guiding questions, cloze sentences, or other supports to give ELLs access to the question. Teachers can also show models of written student work that ELLs can use as a guide. Students write arguments with the support of a vocabulary glossary, academic language guide, graphic organizers, or other tools to help them write effectively and organize their ideas.

Commanding: Students may continue to need support around academic language and vocabulary as they write.

Total time:

3 mins

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Section: Redirective Teacher ConversationIn this section, participants consider and practice a conversation to redirect teachers who are making inappropriate changes that do not keep them on track for maintaing standards.


Slide


13 4 min Participants will consider a scenario where they observe a teacher making numerous changes, including those that compromise students meeting the standard(s). Participants will consider key points that should be made to the teacher, the messaging they want to relay, and how they can redirect the teacher to get back on track to meet their goal.

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Slide


14 1 min Q & A

Total time:

5 mins

Turnkey Materials Provided Session PowerPoint

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Handout- Practice Activity- Are these Scaffolds, Adaptations, and Accommodations?

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Documents

· Web viewParticipants will consider a scenario where they observe a teacher making numerous changes, including those that compromise students meeting the standard(s). Participants