Summer Institutes 2013 Changing Teacher Practice Changing Student Outcomes

ACCESS FOR ALL NC DPI Exceptional Children Division Meet the Presenters: EASTWEST Cynthia DebreauxBill Rynn Barbara ScrivenBobbie Grammer Jennifer Cash

ACCESS FOR ALL NC DPI Exceptional Children Division Session Description: This session is designed to provide General Education and Special Education teachers with methods and strategies that may be used to ensure that students with disabilities and students with varying learning needs have access to the General Education curriculum. This session will present strategies using the principles of Universal Design for Learning and available technology resources that will assist teachers in successfully meeting the needs of all students.

Reflection Question… As a special or general educator what do you need in order to help students with special needs meet the more challenging common core state standards?

BACKGROUND/FOUNDATION Setting the stage

6 Students with Disabilities in NC? Majority of General Education classrooms have students with High Incidence Disabilities:  Intellectual Disability Mild  Emotional Disability  Specific Learning Disability  Other Health Impairment  Speech/Language Impairment  Autism

7 NC Data Total NC SWD served in Regular Education – 136,331 (71% of EC pop.) Total NC Students with disabilities -192,261 (13% of NC pop.) Total NC Students – 1,483,559 Retrieved from NC DPI Count data as of April, 2013) 71% of students with disabilities spend most of the day in the general education classroom.

Application to Students with Disabilities Schools should promote a “culture of high expectations for all students”. students-with-disabilities.pdf

NC Teacher Evaluation Standards

ALL CHILDREN HAVE VARYING LEARNING NEEDS. Planning for Access What do I want the students to be able to do as a result of this unit?

Common Core State Standards & Students with Disabilities IDEA requires that students with disabilities: Have access to the general curriculum Participate in state and district wide assessments to the extent possible, be educated along with their nondisabled peers using supplemental aids and services (Individuals with Disabilities Education Act Amendments of 1997; Individuals with Disabilities Improvement Act of 2004)

Standards-Based IEPs & Classroom Instruction Students with disabilities need access to grade-level curriculum and instruction. Access can take place in either a special education or a general education classroom. (Minnesota Department of Education 2010)

Iep & Classroom Instruction GENERAL EDUCATION NONACADEMIC SERVICES & ACTIVITIES SPECIAL EDUCATION (If Applicable) SUPPLEMENTAL AIDS/SERVICES MODIFICATIONS/ACCOMMODATIONS ASSISTIVE TECHNOLOGY (If Applicable) IMPLEMENTATION SPECIFICATIONS (Example: Who? What? When? Where?) Least Restrictive Environment I. General Education Program Participation In the space provided, list the general education classes, nonacademic services, and activities (ex: lunch, recess, assemblies, media center, field trips, etc.) in which the student will participate and the supplemental aids, supports, modifications, and/or accommodations required (if applicable) to access the general curriculum and make progress toward meeting annual goals. Discussion and documentation must include any test accommodations required for state and/or district-wide assessment. If supplemental aids/services, modifications/accommodations and/or assistive technology will be provided in special education classes include in the table below.

Supports and Services Instructional Supports for learning Accommodations and/or Modifications Technology devices and services What methods and materials will I use to teach the lesson?

Instructional Supports for Learning Universal Design for Learning View the video: Principles of Universal Design for Learning

Accommodations and Modifications

Accommodation vs. Modification Accommodation: An effort to alter the representation or presentation of the curriculum or to modify the student’s engagement with the curriculum to enhance access and progress.  Changes in the assessment or curriculum that do not alter the validity, reliability, or security of the test or curriculum. Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.

Accommodation Types Presentation—change how an assignment or assessment is given to a student. These include alternate modes of access which may be auditory, multisensory, tactile, or visual. Response— allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer. Setting—change the location in which an assignment or assessment is given or the conditions of the setting. Timing/Scheduling—increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment. (Minnesota Manual of Accommodations 2009, 12)

Technology devices and services Brainstorm and share how you could use these devices to meet the needs of students requiring accommodations.

ACTIVITY Create a lesson plan using the HOMEBASE application for a student with a disability that include accommodations/modifications. Post your sample in the Participant’s Contribution tab on Access for All Binder in livebinder.com.

HOW WILL I KNOW WHETHER THE STUDENTS HAVE ACHIEVED THE INTENDED OUTCOMES OF THIS UNIT? Considerations for Effective Instruction

Deconstructing the State Standards for Students with Disabilities Be aware of the student’s present level of academic achievement and functional performance (PLAAFP). Identify the appropriate grade level standard(s) statements. Unpack the standard. Identify what the student needs to know and be able to do in the simplest terms possible.

Example of Deconstructing a Standard Standard Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1) Break the standard into its component parts:  Quote accurately  Explain what happened  Draw inferences Analyze the subskills  Decides on a focus. For example, focus on explaining what happened in the text to improve the student’s comprehension Determine Accommodations and/or Modifications for student to successfully reach standard Determine Plan to Monitor Progress

24 Effective Instructional Practices Instructional Pacing Increased opportunities for Engagement, Small Group Instruction (1:3 or 4) Increasing Number of Responses Corrective Feedback Distributed Practice and Review Frequent Progress Monitoring Data-Driven Instruction Direct, Explicit, Systematic Instruction

Ms. Jones View the case story from the site CAST: Teaching Every Student at the link below: Dilemma In triads, evaluate the dilemma and discuss possible options using UDL principles to address Ms. Jones’ situation relative to: 1. Setting 2. Curriculum 3. Model Lesson Be prepared to share your options with the group.

LESSON PLANNING/HOMEBASE ONLINE TOOLS/RESOURCES Tools for Access How will we respond when a student experiences difficulties in learning?

EVALUATION Complete the session evaluation located at: