Effective Instructional PracticesDay 1
Elementary AN Center InstituteSummer 2014
Welcome!
Name
School or Worksite
Position
Agenda: Day 1In
trod
uct
ion
Setting Norms
Schedule for the week
Goals for the Next Three Days
Sett
ing
th
e S
tag
eEssential Questions
Data Investigation
Culturally and Linguistically Responsive ClassroomsIn
stru
ctio
nal
Pra
ctic
es
Long-Term Planning
Content Learning Objectives
Effective Instructional Strategies
Pu
ttin
g I
t A
ll
Tog
eth
er
Planning for Instruction
Setting Norms
•Norm One•Norm Two•Norm Three
What does this look like to
you?
AN Institute Schedule
•Monday- Wednesday▫Effective Instructional Strategies for AN
Teachers Facilitated by Special Ed. Support Partners
•Thursday-Friday▫Additional AN Center Training
Facilitated by Cenpatico
Goals: AN Teachers will
Goal One: Understand their role in ensuring their students access general curriculum, English Language Development and Colorado Academic Standards.
Goal Two: Develop knowledge of principles of long-term planning and develop a long-term plan for a unit .
Goal Three: Understand the importance in having a culturally and linguistically responsive classroom.
Goal Four: Be able to write content language objectives to drive instruction.
Goals: AN Teachers will
Goal Four: Be knowledgeable about effective instructional strategies that can be used to design rigorous and engaging instruction.
Goal Five: Be knowledgeable about how to differentiate instruction to support student learning.
SuccessOur essential goal is that by the end of our three days together, you will have additional knowledge and tools that will help you to implement effective instruction, to meet the learning needs of your students and enable them to make academic growth.
Agenda: Day 1In
trod
uct
ion
Setting Norms
Schedule for the week
Goals for the Next Three Days
Sett
ing
th
e S
tag
eEssential Questions
Data Investigation
Culturally and Linguistically Responsive ClassroomsIn
stru
ctio
nal
Pra
ctic
es
Long-Term Planning
Content Learning Objectives
Effective Instructional Strategies
Pu
ttin
g I
t A
ll
Tog
eth
er
Planning for Instruction
Essential Questions• What is the role of the Affective Needs teacher in
closing the achievement gap?
• How can/do you help your student’s close their achievement gap?
• How do you ensure that your students are accessing general education?
• How are you preparing (academically and behaviorally) your students to transition back to their LRE and general education?
Essential Questions• As an AN teacher do you have access to general
curriculum?
• If you do not currently have access to general curriculum, do you have a plan to do so?
• How do you implement general curriculum and standards into your classroom?
▫ In all content areas?
• How do you ensure that students are progressing toward their IEP goals and objectives as well as general curriculum?
Responses to Essential Questions•Find another participant and discuss the your
answers to the essential questions.
• In relation to the essential questions, think about-▫What do you feel is your strength in regard
to instruction within your classroom?
▫What do you feel is an area that you need support with?
Agenda: Day 1In
trod
uct
ion
Setting Norms
Schedule for the week
Goals for the Next Three Days
Sett
ing
th
e S
tag
eEssential Questions
Data Investigation
Culturally and Linguistically Responsive ClassroomsIn
stru
ctio
nal
Pra
ctic
es
Long-Term Planning
Content Learning Objectives
Effective Instructional Strategies
Pu
ttin
g I
t A
ll
Tog
eth
er
Planning for Instruction
Students with Affective Needs in DPS
Objective
Participants will review DPS Data for AN students placed in AN classrooms.
Participants will understand the importance of ensuring we are providing
access to general curriculum for our students placed in AN classrooms.
Understanding AN Programs in DPS for 2014-15
• AN Classrooms▫ Program in the district that supports our continuum of services
for students with affective needs.▫ Staff supporting these programs are hired and supervised by DPS▫ Follow district developed guidelines, policies, and procedures
• AN-I Programs▫ Program in the district that supports our continuum of services
for students with effective needs.▫ Outside Agency Programs (Cenpatico) within Columbine
Elementary and Skinner MS to provide services for DPS students. ▫ Staff supporting these programs are hired and supervised by
Cenpatico▫ Program guidelines and procedures may look different than DPS.
Current AN Program Performance: Summary Student Data and Outcomes
• Disproportionate enrollment of African-Americans (2.5x as likely to be in a AN program)
• Academic Performance:▫ TCAP Proficiency rates of only 10% and growth percentiles in
just the mid-30’s
▫ Twice as likely to dropout and far worse graduation rates
• Behavior▫ Overall attendance 10% worse than all others and particularly
poor at the middle school level.
▫ Dramatically worse ISS and OSS rates compared to all others At least 1 ISS: AN program: 36.2%; All others: 2.6% At least 1 OSS: AN program: 16.2%; All others: 2.5%
Current AN Program Performance: Student Enrollment• AN Program Student Demographics:
▫ The number of students in our AN programs has been declining over the past couple of years and is now in the low-to-mid 300’s.
▫ While the race and ethnicity of our students with IEPs largely mirrors our overall student population, the major discrepancy is when we look at the race and ethnicity of students placed in our AN programs where we see a disproportionate number of African-American students (36% versus only 14% of our overall population).
Current AN Program Performance: TCAP Proficiency and Growth
While the proficiency of students in AN programs on TCAP was better than other center students (and largely similar to DPS’ mild-moderate students), students in AN programs growth scores were consistently lower in the mid-30’s.
Current AN Program Performance: Dropout and Graduation Rates
• Dropout and Graduation Rates: We have seen a dramatic increase in the dropout rates for students in AN programs, now much higher than other students in center programs and for the district overall as well. Partially due to the high dropout rates, students in AN programs are significantly less likely to graduate or still be pursuing their degree with DPS
Current AN Program Performance: Behavior
Across multiple behavior metrics (attendance, in-school suspensions, out-of-school suspensions, and ABC risk scores) students in AN programs perform dramatically worse.
Attendance Rate by Grade
AN Program ExitsAnnual AN Program
Exits
10-11 11-12 12-13 13-14AN
StudentsExit
s %AN
StudentsExit
s %AN
StudentsExit
s %AN
StudentsExit
s %
Elem 201 2311.4% 162 20
12.3% 149 15
10.1% 155 0.0%
Middle 103 1817.5% 95 19
20.0% 107 5 4.7% 106 11
10.4%
High 81 1822.2% 59 2 3.4% 71 9
12.7% 64 0.0%
Total 385 5915.3% 316 41
13.0% 327 29 8.9% 325 11 3.4%
Valdez 24 312.5% 22 1 4.5% 18 2
11.1% 14 0.0%
GOAL: to increase the number of students exiting from AN Center ready to rejoin their community in their neighborhood or
school of choice.
Why Focus on Instruction?
Turn and Talk•What does the data tell us?
•What is our ultimate goals with our students in our AN classrooms?
•Are we reaching this goal?
Individual Student DataHow are your students performing?
• Review Student TCAP & Interim data▫ Use Teacher Portal/Schoolnet to look up individual
student data
• IEP▫ Present Levels of Performance- what data will you use
for this?▫ Goals and Objectives- what data will you use for this?
• What other sources of data do you have to learn about your students?
• If you don’t have current academic data for your students, how will you plan for instruction?
Agenda: Day 1In
trod
uct
ion
Setting Norms
Schedule for the week
Goals for the Next Three Days
Sett
ing
th
e S
tag
eEssential Questions
Data Investigation
Culturally and Linguistically Responsive Classrooms
Inst
ruct
ion
al
Pra
ctic
es
Long-Term Planning
Content Learning Objectives
Effective Instructional Strategies
Pu
ttin
g I
t A
ll
Tog
eth
er
Planning for Instruction
Building Relationships With Your Students
•How do you build relationships with your students?
•How do you get to know their family?
•How do you get to know their community?
Go to the google document (link on the wiki space) and complete these questions (first three questions).
Pre-test for Culturally Responsive Training
Name:_____________________ Culturally Responsive Pre-Survey Date:_______________(Sampson/Diggs) 2012My current knowledge of culturally responsive teaching is: 1 2 3 4 5Low emerging proficient My current ability to provide culturally responsive teaching is: 1 2 3 4 5Low emerging proficient
I am comfortable with exploring topics related to culturally responsive teaching (e., race, gender, Special Education/Differentiated Instruction, Disproportionality, etc.).1 2 3 4 5Strongly Disagree Disagree Strongly Agree To further enhance my skills I need: (check all that apply)• To increase my understanding of culturally responsive teaching in general.• To understand the theoretical framework (the research) of culturally responsive teaching.• I need specific strategies for working in classrooms and schools related to culturally responsive
teaching.• I need help in talking about race/culture/ethnicity with peers and teachers.• I need assistance in supporting and intervening around issues of race, gender, culture, etc, while in
classrooms.• I need support in advocating for students in my school particularly around issues of race/ethnicity,
diversity, etc.• Other:__________________________________________________________________
Definition of Biasbi·asnoun \ˈbī-əs\ • : a tendency to believe that some people, ideas,
etc., are better than others that usually results in treating some people unfairly
• : a strong interest in something or ability to do something
1. • prejudice in favor of or against one thing,
person, or group compared with another, usually in a way considered to be unfair.
Understanding Strengths vs. Deficits
• Recognizes the beauty, potential, resilience, intelligence, and cultural richness of Children of Color/Difference.
• Recognizes differentiated learning needs vs. disabilities.
• Dissects deviance vs. difference.
• Educationally assists with attending behaviors, time on task, classroom dialogue, and concept mastery
Understanding Strengths vs. Deficits, cont.
• You must know you and your challenges in regard to difference/color.
• You must research your role and examine your pedagogical style.
• You must seek out assistance and cultural knowledge.
• You must dissect, challenge, and understand the reasons and political constructs around the disproportionate numbers of Children of Color/Difference receiving SPED, resource, behavior planning, discipline action, referral, or being categorize/labeled
Culturally and Linguistically Responsive Classrooms
1. Culturally Responsive Teaching and Administration is a process which takes time, practice and conscious thought
2. Give yourself permission not to know3. Work on barriers that may prevent you from experiencing, feeling,
and incorporating4. Ask for help5. Consciously utilize self6. Monitor hegemony7. Watch power, privilege and entitlement inhibitors8. We all have thoughts and feelings that we are ashamed of– the key
is to deconstruct, challenge and acknowledge that those feelings are present
9. Culturally Responsive work is hard, and each person must proceed at their own pace
10. Understand that this is just the beginning – you will leave this training with additional questions and many feelings to reflect upon
Continued:
•I AM SMARTI CAN BE WHAT I WANT TO BE
AND I GOT IT LIKE THAT!
• Elkhart Elementary• Children’s Group
Definitions:• Culturally Responsive: “An approach to teaching that
empowers students intellectually, socially, emotionally, and politically, by using cultural references to import knowledge, skills, and attitudes” (Ladson-Billings, 1994 p.18).
• Cultural Deficit Model: Research and behavior in the 1960’s and 1970’s that assigned pathological attributes specifically to African American family life, behavior, and cognitive abilities (Cummins, 1989).
• Culturally Relevant: A term inspired by the work of numerous scholars, that refers to teaching to the diverse needs of students through the use of cultural artifacts, language, ethnic referents, and cognitive and linguistically contexts familiar to children of color/difference (Gay, 2000; Irvine-Jordan, 1991; Ladson-Billings, 1994).
Activity on Self Reflection
Zero Tolerance
•The policy of applying laws or penalties to even minor infringements of a code in order to reinforce its overall importance and enhance deterrence.
Activity
Read this article (link can be found on wiki page) •Minority kids disproportionately impacted
by zero-tolerance laws By Halimah Abdullah, CNN
•After you have read this article find a partner and discuss the following:▫What does this mean for us as
educators in DPS? As AN teachers?
Lunch BreakReturn by _______
Classroom Behavior Expectations• Promoting Positive Behavior:• Plan appropriate learning activities • Establish • Explicit and Reasonable Behavioral
Expectations:• Use classroom rules that state desired
behaviors rather than undesired behaviors• Make sure classroom rules are reasonable• Create a manageable number of classroom rules• Clearly state the consequences for violating
rules and policies• Clearly explain rules and consequences
Classroom Behavior Expectations
• Acknowledge appropriate behaviors when they occur
• Allow students to establish behavioral expectations
• Use Positive Behavioral Supports:• Modeling and role playing to directly teach
appropriate behaviors• Teaching social problem solving skills• Bibliotherapy- using books to help students
identify issues they are experiencing and appropriate ways to handle them
Classroom Behavior Expectations
•Managing Inappropriate Behaviors•Remain in control (don’t appear rattled)•Initiate disciplinary action by using an
attentional cue•Use a command to redirect the student•Give only one directive at a time•Acknowledge the students compliance
with verbal and or nonverbal praise
42
Ecological Validity
•Ecological Validity: “ the extent to which behavior sampled in one setting can be taken as characteristic of an individual’s cognitive processes in a range of other settings.”( Klingner, J., Artiles, A.J., & Mendez-Barletta, L., 2004)
Building Relationships With Your Students continued…
Based upon everything we have discussed so far today:
• What is the first thing you will do at the beginning of the school year to build relationships with your students?
• Is this the same or different than you have done in the past?
Go to the google doc and answer questions 4 & 5
Agenda: Day 1In
trod
uct
ion
Setting Norms
Schedule for the week
Goals for the Next Three Days
Sett
ing
th
e S
tag
eEssential Questions
Data Investigation
Culturally and Linguistically Responsive ClassroomsIn
stru
ctio
nal
Pra
ctic
es
Long-Term Planning
Content Learning Objectives
Effective Instructional Strategies
Pu
ttin
g I
t A
ll
Tog
eth
er
Planning for Instruction
The AN teacher wears many hats…
Long-term planning Includes being responsible for providing students with access to the general education core content curriculum, Colorado Academic Standards, and English Language Development (ELD).
Common Core Shifts
• What are the implications for your current practice?
• What was your biggest question as you read this article? Your biggest “take away”?
Read the article Common Core Mind Shifts (Turn and Talk)
• What are the implications for your work with students with disabilities?
• How will you implement standards into your instruction?
• What support do you need as you work to improve your understanding of CAS (including CCSS)?
Read the article Application to Students with Disabilities (Turn and Talk)
Colorado Standards
Colorado Academic and WIDA Standards
•http://www.cde.state.co.us/standardsandinstruction/coloradostandards
•http://www.wida.us/standards/eld.aspx
Rigor and Effective Instruction• LEAP Indicator I.2
▫Masterful Content Delivery Provides rigorous tasks that require critical
thinking with appropriate digital and other supports to ensure student success.
Turn and Talk• What is Rigor?• What does it mean for your instruction?
A history lesson from Saturday Night Live
Currently, about 70 percent of students meet state standards and enter higher education. But these standards are set so misleadingly low that more than 40% of those “successful” students require remediation when they get to college. (T. Shanahan, 2012)
Why are we concerned about rigor?
The Centers for Quality Teaching and Learning
Recognizing RigorRigor is creating an environment in which
• each student is expected to learn at high levels,
• each student is supported so he or she can learn at high levels,
• and each student demonstrates learning at high levels.
(Blackburn, 2008)
The Centers for Quality Teaching and Learning
ELA• College and Career
Readiness Standards• Complex Texts• Primary sources• Academic vocabulary• Evidence-based
Conversations
Math• 8 Math Practices• Fluency and conceptual
understanding• Application to real-world• Modeling• Multiple approaches
Rigor in the Common Core Standards
The Centers for Quality Teaching and Learning
Rigor in Math - ExampleAnswer the following question. Note your plan of attack. What are you thinking?
A video store charges $8 to rent a video game for five days. Membership to the video store is free. A video game club charges only $3 to rent a game for five days, but membership in the club is $50 per year. Compare the costs of the two rental plans. Justify your answer.
The Centers for Quality Teaching and Learning
Rigor in Literacy – Spotlight on Vocabulary
The Centers for Quality Teaching and Learning
Shifts in ExpectationsCognitive Complexity
Five Sources in Math: 1. Mathematical
Content2. Mathematical
Practices3. Stimulus Material4. Response Mode5. Processing Demands
55
Four Sources in Literacy:
1. Text Complexity
2. Command of Textual Evidence
3. Response Mode
4. Processing Demands
56
Using the articles on Cognitive Complexity for Reading and Math:1. Get in a group of four and number off.2. Each person reads a section on one of the
sources of cognitive demand.3. Use template to make notes as you read.4. Share description of your source and
take notes as others share theirs.
What are the implications for our work?
Cognitive Demand of Tasks Jigsaw
What is coming?
http://practice.parcc.testnav.com/#
• Pearson runs/creates both PARCC and CMAS.
• The PARCC (PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS) will now be referred to as CMAS (Colorado Measures of Academic Success)
PARCC Observations & Implications
• What observations do you have about the items?
• What did you notice about the level of cognitive complexity required in the assessments?
• What implications does this have for your work?
Rigor and Effective Instruction
Turn and Talk
•What is Rigor?
•What does it mean for your instruction?
Classrooms in Action• Videos of effective practice
▫Search for Classrooms in Action▫Watch 4 different I.2 videos (rigor)
• Find a partner and discuss:▫What did you notice? ▫What was your take-away from watching these
videos?
Explore these DPS resources
DPS Standards Toolkit website has many resources that you can use to support your students’ access to general curriculum. • http://standardstoolkit.dpsk12.org/
• DPS Curriculum ▫ http://curriculum.dpsk12.org/
I-Unit site▫ http://
curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/index.shtml
▫ Teacher Portal- Schoolnet Curriculum
What did you find that was helpful?
Was there any resources that will help as you think about developing long-term plans for your students?
Long-Term Planning is Your Roadmap to Student Achievement
Long-Term Planning is:• Is driven by grade level standards, classroom
and student data, and IEP goals
• Used for all content areas you teach
• Vision for where you are going and how you will get there
• Guiding Question: What are the learning goals I want my students to achieve by the end of the semester and/or school year?
DPS Inquiry Cycle
From the DPS Academic Expectations for 2014-15 School Year
DPS Inquiry Cycle Framework Indicator: IL1
Long-Term Planning:
Analyze standards, data, present level(s)
of functioning, and IEP goals to identify long-
term instructional goals
Long-T
erm
Pla
nnin
gConsider Grade Level
Content Standards
Examine Classroom and Student Data for Functioning Level
Examine Measureable Annual Goals
Identify Long-Term Instructional Plan
Identify Present Levels of Academic Achievement and
Functional Performance
Connection to Student Learning ObjectivesFramework Indicator: IL1
From the DPS Academic Expectations for 2014-15 School Year
Connection to Curriculum and Teaching ResourcesFramework Indicators: IL1, IL2, IL3
From the DPS Academic Expectations for 2014-15 School Year
DPS Inquiry Cycle Framework Indicator: IL1
Long-Term Planning:
What am I going to teach?
Standards, Curriculum, IEP goals and objectives, lesson
design
Teaching for Understanding
•Read the article: Teaching for Understanding: A Meaningful Education for 21st Century Learners
By Jay Mctighe and Elliott Seif
Think-Pair- ShareWhat are the implications for your
students/instruction?
Share out large group
Parking Lot
Please take time before you leave to add to the parking lot. We will take time in the morning to discuss.
•What questions/comments do you have?