A Guide to Effective Instruction for Students with a Significant Cognitive Disability as Aligned with the Marzano Framework Supporting the teachers of, and learners with, a significant cognitive disability Read title of document, as well as the subtitle: “Supporting the teachers of, and learners with, a significant cognitive disability.” Either explain to the audience, or invite the audience to explain, why we might need a document like this (e.g., teachers of SwSCD are being evaluated based on the Marzano framework; administrators are not equipped to recognize how the Marzano design questions and elements may in various settings; teachers of SwSCD may feel that the Marzano framework does not apply to this population of students.)

Developed by the FDLRS SwSCD Workgroup Rhonda Bachmann Bennett Buckles Marion Dell Elizabeth McAulay Jennifer Middleswart Michelle Surman Heather Theobald Patti Weigel Show the slide and note that this alignment was developed by a FDLRS specialized workgroup.

Special Thanks FDLRS HRD Specialists Lake Hills School Staff, Lake County Broward County Public Schools Autism Coaches Tell the audience that the content of this document has been vetted by the groups listed in the slide.

What is it & what’s it for? Aligns Marzano’s framework to instruction in classrooms designed for SwSCD Self-reflection tool for teachers of students who present as SwSCD Guiding document for administrators Read the bullets from the slide, adding any detail you or the audience have/ Aligns Marzano’s framework to instruction in classrooms designed for SwSCD Self-reflection tool for teachers of students who present as SwSCD Guiding document for administrators

Outcomes Know Purpose & structure of the tool Understand Good teaching is good teaching, but strategies may look a little different for SwSCD Do Use to refine teaching practices Animated slide – click to advance Outcomes of this presentation are listed.

Indicators of Effective Instruction 41 Elements Animated slide – click to advance – the “41 elements” banner will fly in Make note that the document only cover Domain 1 of Marzano’s framework, which is made up of 9 design questions and their 41 elements, since these apply directly to teaching and learning behaviors.

English-Language Arts Introduction English-Language Arts Mathematics Communicative Competence Universal Design for Learning (UDL) Make note that the beginning of the document has important information to consider, including an introduction explaining the need for such a document, a brief description as to why we teach ELA and math to SwSCD, the critical importance of developing communicative competence for all students in order to access curriculum, instruction and assessment, as well as the need to consider the principles of UDL. Using This Guide

English-Language Arts Introduction English-Language Arts Mathematics Communicative Competence Universal Design for Learning (UDL) Animated slide – click to advance The animation highlights the 3 uses for this guide. You may want to ask participants if they see other uses for it. Using This Guide

Design Question with stem, “What do I typically do to… Domain Design Question with stem, “What do I typically do to… Elements with Indicators Teacher produced Student produced (italicized) Animated slide – click to advance The first highlight is to point out the domain covered. The second highlight emphasizes the design question addressed with the stem statement of, “What do I typically do to…” The 3rd highlight focuses on the element. The 4th highlight targets the “teacher-initiated indicators for the element (what teachers should be doing or providing) And, the 5th highlight emphasizes “student-initiated indicators”, or what we should be expecting students to be doing in response to the teacher-initiated points.

Elements with Indicators Teacher produced Student produced (italicized) This slide merely points out that each element has the same type of information.

Glossary Finally, there is a glossary that provides definitions of terms that have been used in the document, but may not be familiar to everyone.

Scan the Contents Individually or in groups, give participants 5 minutes to skim through the document.

Scavenger Hunt 1. What are the 2 teacher-initiated indicators for helping students record and represent knowledge? 2. What is the difference between forward and backward chaining? 3. How many of Marzano’s Design Questions ____ and Elements ____ are included in this guide? 4. What does the introduction say is the foundation to the Florida Standards model of access to curriculum, instruction and assessment? 5. What are the 2 students-initiated indicators for “Organize students to practice and deepen knowledge?” Use these questions to guide a scavenger hunt. The answers are found in the following sections: Element 12 Glossary Table of Contents Communicative Competence Element 15 Have participants share their responses

Next Steps Crosswalk to Danielson Add video links Over time, the workgroup plans to do these 2 additional things.

What are your plans? Ask participants to plan their use, or uses, for this resource, and explain why.

Questions / Comments Ask for additional questions or comments.