Special Education Credential of Competency Standard #7: Instructional Planning PA Department of Education, Bureau of Special Education Pennsylvania Training and Technical Assistance Network (PaTTAN) Prepared, November 13, 2008

2 Pennsylvania’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

3 District, IU, Preschool Agency Policy Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

4 Standard #7 : Instructional Planning S1: Follow written plans, seeking clarification as needed S2: Prepare and organize materials to support teaching and learning as directed.

5 Agenda Why Plan for Instruction? Who Plans for Instruction? Components of Effective Instructional Planning The Paraprofessional’s Role in Supporting Instructional Plans

6 Learner Outcomes Participants will be able to: Discuss the importance of careful planning for instruction. List and describe the components of effective instructional planning. Describe the paraprofessional's role in the instructional planning process.

7 Why Plan For Instruction?

8 Why Plan for Instruction? The purpose of planning is to: utilize materials and resources efficiently. help students to achieve the intended outcome effectively.

9 Who Plans for Instruction?

10 Who Plans for Instruction? Teachers Plan Units and Lessons Paraprofessionals Plan activities to support lessons as directed by partner teacher

11 Teachers Develop long-term plans Divide yearly plans into units Plan weekly and daily lessons

12 Teachers Must have written lesson plans: For accountability In case of absence For documentation

13 Paraprofessionals Work with teacher(s) to : Plan how to include student(s) with a disability in group lessons Identify individually-appropriate learning outcomes for student with a disability Identify students’ need for modifications, accommodations and strategies Plan ways paraprofessional can assist in implementing modifications, accommodations and strategies

14 Paraprofessionals May create additional activities to support a student’s plan if the partner teacher agrees

15 Components of Effective Instructional Planning

16 Components of Effective Planning Determine the target audience Consider the destination (goal) Look at your resources time materials Set the stage Choose activities Utilize accommodations/strategies Check for understanding

17 Who is the target audience ?

18 Consider Your Destination

19 Consider Your Destination What is the overall goal? What knowledge do students already have that will help? What skills and knowledge will students need?

20 Explore Your Resources

21 Setting the Stage for Learning

22 Setting the Stage for Learning You need a HOOK!!

23 Choose Activities

24 Planning for Students with Special Needs: A ccommodations/Strategies

25 Planning for Students With Special Needs Accommodations Strategies Toolkit Be sure to talk with your partner teacher before you try new strategies or accommodations

26 Planning for Students with Special Needs Accommodations are those changes made to help the student access the information presented. Strategies are those processes students learn to help them make sense of the information.

27 Accommodations

28 Planning for Students with Special Needs Accommodation Refers to the actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations do NOT change expectations to the curriculum grade levels. Focus is on equal opportunity to learn.

29 Planning for Students with Special Needs Examples of Accommodations Books on tape Additional time Large print Accommodations help the student get to the information

30 Not an Accommodation!

31 Planning for Students with Special Needs Accommodations – The Paraprofessional’s Role Help the student get organized Customize the learning environment Provide physical supports

32 Accommodations - The Paraeducator’s Role Getting Organized! Help students to… Set Goals Slow Down Avoid Clutter Make To-do Lists Choose an Effective Study Area Use a Student Planner Color-Code

33 Accommodations - Summary We have defined ‘accommodation’ as something that helps the student access the information but does not change the content. Accommodations are determined by the IEP team. We have listed and discussed ways to offer an accommodation with specific attention to helping the student get organized.

34 Accommodations—Your Turn Work with a partner Discuss accommodations that you have used with students Share accommodations with the group

35 Instructional Strategies

36 Strategies Activity! Can you name all 50 states?

37 Strategies Refer to an approach used to accomplish learning. Strategies help the student learn the materials or content. Focus on obtaining and retaining the information.

38 Strategies Guided Notes Note-taking Graphic Organizers

39 Guided Notes

40 Guided Notes Guided notes activity:

41 Note-taking Strategies

42 Note-taking Strategies: Cornell Note-Taking Passing Lane Main Idea Detail Main Idea Detail Topic:

43 Note-taking Strategies: Cornell Note-Taking Example Passing Lane What three factors affect biodiversity? Factors affecting: Area-more space more species less space less species Climate-more near equator less at poles Coral reefs-rain forest of sea Value of: Economic-human survival Ecosystem – all connected Topic: Biodiversity = # of species

44 Graphic Organizers

45 Strategies: Graphic Organizers Graphic Organizers are a visual way to sort or outline information and thoughts for understanding, remembering, or writing. Graphic organizers are powerful tools that can be used to enhance learning and create a foundation for learning. A picture IS worth a thousand words!

47 Mary Ann Little Buddy Coconuts

48 Main Characters: Gilligan, Millionaire Setting: Plot / Major Events: Problem: Story Outcome / Resolution: Theme / Lesson Learned: Story Map Title of Story Gilligan’s Island

49 Castaways People thrown overboard at sea Need to stay afloat – get rescued Work together to swim Make signal device Look for land People creative in crisis Brings out best / worst traits

50 Castaways People thrown overboard at sea Need to stay afloat – get rescued Work together to swim Make signal device Look for land People creative in crisis Brings out best / worst traits

52 Strategies – Paraeducator’s Role Helps student learn strategy Helps student to determine when a strategy is appropriate Offers opportunities for student to practice strategies Periodically reviews strategies

53 Components of Effective Planning Determine the target audience Consider the destination Look at your resources time materials Set the stage Choose activities Utilize accommodations/strategies Check for understanding

54 Check for Understanding Active Response Reaction Fun Ways to Check for Understanding

55 Active Responses Frequently check student understanding Ask to repeat Paraphrase Question

56 Reaction Always allow students to “react” to what they have learned about a particular topic Use “signal” words: Before learning about I learned that A fascinating thing was I would like to learn more about Active learning makes info “stick”

57 Fun Ways to Check for Understanding Develop a list of questions and answers about the content. Use common games to learn/review Catch Connect Four Tic Tac Toe Connect the Dots

58 Connect the Dots Take turns Each person needs to answer a question from our study sheet. When you give a correct answer, draw a line connecting 2 dots either horizontally or vertically (no diagonal lines). Object: Be the person who closes the fourth side of a square and put your initials inside the box. The person with the most boxes, wins!

59 Connect the Dots Take turns Each person needs to answer a question from our study sheet. When you give a correct answer, draw a line connecting 2 dots either horizontally or vertically (no diagonal lines). Object: Be the person who closes the fourth side of a square and put your initials inside the box. The person with the most boxes, wins! DMC

60 The Paraprofessional’s Role in Supporting Instructional Plans: A Toolbox of Techniques and Strategies

61 Advanced Organizers

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69 Graphic Organizers

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71 Contact: GraphicOrganizers.com

72 Rebus Pictures

73 More Rebus Pictures

74 Looks Matter! Make print larger, bolder Spread out spaces between words and between lines Provide a larger work area Surface space and space between Define table space with lines

75 Learning by Doing: Using Tangible Items Have items the student can touch and move Actual objects Pictures Words

76 Model Instruction I’ll do it… We do it You do it!

77 Websites

78 PaTTAN - Afterschool Videoconferences 4:15-6:15 pm, February 11, 2009-Standard #8: Assessment March 10, 2009-Standard #9: Professional and Ethical Practice April 28, 2009-Standard #10: Collaboration

79 Learner Outcomes Participants will be able to: Discuss the importance of careful planning for instruction. List and describe the components of effective instructional planning. Describe the paraprofessional's role in the instructional planning process.

80 Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Pennsylvania Training and Technical Assistance Network Contact Information: Name of Consultant, address