1. PLEASANTS COUNTY SCHOOLS SCTPP MODULE III FEBRUARY 4, 2016 IT’S SHOWTIME! PUTTING IT ALL TOGETHER… WELCOME TO THE MAIN EVENT!

2. HTTPS://WWW.YOUTUBE.COM/WATCH?V=JXESKCY1CX4 HTTPS://WWW.YOUTUBE.COM/WATCH?V=CVSJMAJUECE&LIST=PLL8XOVSB6EDP7PXYOYPIXQXS94N13 AHC0 HTTPS://WWW.YOUTUBE.COM/WATCH?V=CVSJMAJUECE&LIST=PLL8XOVSB6EDP7PXYOYPIXQXS94N13 AHC0 HTTPS://WWW.YOUTUBE.COM/WATCH?V=IOCYFRZJWI8 HTTPS://WWW.YOUTUBE.COM/WATCH?V=DAVMB8CEWCE

3. REVIEW ACTIVITY – SUMMARIZING ABC’S

4. Summarizing SCTPP Strategies/Accommodations/Modifications A-BC-DE-FG-H I-JK-LM-NO-P Q-RS-TU-VWXYZ

5. BY THE END OF THIS SESSION YOU WILL… KNOW ELEMENTS OF EFFECTIVE LESSON DESIGN (BACKWARD DESIGN; MADELINE HUNTER) AND WHAT TO LOOK FOR IN AN EFFECTIVE COLLABORATIVE LESSON UNDERSTAND THE PROCESS FOR SELECTING SPECIFIC OBJECTIVES/ STRATEGIES/ SUPPORTS/ ACCOMMODATIONS FOR INDIVIDUAL STUDENTS; UNDERSTAND THE CONCEPT OF INTENTIONALITY IN LESSON DESIGN BE ABLE TO COMPLETE A LESSON PLAN AND DELIVER INSTRUCTION THAT INCORPORATES THE EFFECTIVE LESSON DESIGN AND SPECIALLY DESIGNED INSTRUCTION; PLAN FOR OBSERVING COLLEAGUES

6. OBSERVATIONS

7. Part 1

8. THE OBSERVATION TOOL PART 1: THE LESSON PLAN DOES IT EXPLAIN THE IMPLEMENTATION OF CO- TEACHING? DOES IT CONTAIN INFORMATION (AS NEEDED) ON STUDENTS WITH DISABILITIES IN THE CLASS?

9. FROM THE OBSERVATIONS CO-PLANNING INTENTIONALITY OF EACH PARTNER’S ROLE VARIETY OF LESSON DESIGNS ESSENTIAL QUESTION STANDARDS BEING ADDRESSED MINIMAL DOCUMENTATION OF SPECIFIC SDI/ACCOMMODATIONS/MODIFICATIONS TO BE PROVIDED MINIMAL EVIDENCE OF BACKWARD DESIGN IN PLANNING PROCESS PLANS OFTEN DID NOT IDENTIFY ROLE OF EACH PARTNER

10. Part 2

11. THE OBSERVATION TOOL DUET SPEAK/ADD LEARNING STYLE ADAPTING SKILL GROUPS LEAD AND SUPPORT COMPLEMENTARY PARALLEL STATION OTHER Part 2: CO-TEACHING APPROACHES

12. FROM THE OBSERVATIONS DUET - BOTH TEACHERS SHARE THE ENTIRE INSTRUCTIONAL PROCESS (KATHY & PAIGE) SPEAK/ADD – TEACHER A LEADS AND TEACHER B ADDS VISUALLY OR VERBALLY (JOSALIN & ANDREW; JENNIFER &AMANDA; KAREN & ERIKA; PAIGE & KATHY) ADAPTING – TEACHER A LEADS WHILE TEACHER B WANDERS THE ROOM PROVIDING ADAPTATIONS AS NEEDED (KATHY & PAIGE; JOSALIN & ANDREW; JENNIFER & AMANDA; KAREN & ERIKA) SKILL GROUPS – TEACHERS DIVIDE STUDENTS INTO MORE HOMOGENEOUS ABILITY GROUPS AND PROVIDE LEVELED INSTRUCTION (EMILY & BARBARA; EMILY & EMILY) LEAD AND SUPPORT – TEACHER A DOES ADVANCED PLANNING IN ISOLATION. TEACHER B IS FULLY INVOLVED IN DAILY PLANNING, IMPLEMENTATION, AND ASSESSMENT (JOSALIN & ANDREW; KAREN & ERIKA; JENNIFER & AMANDA; EMILY & EMILY; EMILY & BARBARA)

13. FROM THE OBSERVATIONS STATION – TEACHER A LEADS THE CLASS WHILE TEACHER B PULLS A SMALL GROUP OF STUDENTS TO THE SIDE OF THE ROOM FOR DIRECT INSTRUCTION LEARNING STYLE – TEACHERS PLAN LESSON AND DIVIDE RESPONSIBILITIES BY LEARNING MODALITIES. TEACHER A MIGHT PLAN A VISUAL AND AUDITORY COMPONENT, WHILE TEACHER B PLANS A TACTILE/KINESTHETIC COMPONENT. PARALLEL – CLASS IS BROKEN INTO TWO HETEROGENEOUS GROUPS. EACH TEACHER TAKES A GROUP. COMPLEMENTARY SKILLS – TEACHER A FOCUSES ON CURRICULUM. TEACHER B FOCUSES ON ACCESS OR COMPLEMENTARY SKILLS THROUGH MINI-LESSONS OR INPUT.

14. Part 3

15. THE OBSERVATION TOOL PART 3: INSTRUCTION IS IT WELL ORGANIZED? DO TEACHER INTERACTIONS WITH EACH OTHER FURTHER THE INSTRUCTIONAL GOALS? IS IT BASED ON ACTIVE LEARNING? DOES IT INCORPORATE CURRICULAR CONTENT AND THE PROCESS OF LEARNING?

16. FROM THE OBSERVATIONS MODELING INCREASED INSTRUCTIONAL INTENSITY DEFINING AND REWORDING NOTE-TAKING ON WHITEBOARD SMALL GROUPS MORE INDIVIDUALIZED SUPPORT ACTIVE LEARNING BELLRINGERS REVIEWS TGT (EMILY & EMILY) JIGSAW (PAIGE & KATHY) PASS THE PLATE (AMANDA & PAIGE) CIRCLE PAIRING (ERIKA & KAREN) HALLWAY ACTIVITY (ANDREW & JOSALIN) CHECKS FOR UNDERSTANDING GUIDED PRACTICE ONGOING FORMATIVE ASSESSMENT OF SWD MASTERY/PROGRESS WHAT STUDENTS SHOULD KNOW, UNDERSTAND AND DO VARIED ASSESSMENT TOOLS ANTICIPATORY SETS

17. Part 4

18. THE OBSERVATION TOOL PART 4: ACCOMMODATIONS/MODIFICATIONS/ SPECIALLY DESIGNED INSTRUCTION/STRATEGIES DO PRINT AND OTHER INSTRUCTIONAL MATERIALS AND ACTIVITIES SHOW EVIDENCE OF ACCOMMODATIONS FOR STUDENTS’ SPECIAL NEEDS? ARE THERE CHECKS FOR UNDERSTANDING BY BOTH TEACHERS? DO BOTH TEACHERS SHOW EVIDENCE OF MAKING TEACHING ACCOMMODATIONS BASED ON STUDENT NEEDS? IS INSTRUCTIONAL INTENSITY GREATER BECAUSE OF CO-TEACHING?

19. FROM THE OBSERVATIONS SCAFFOLDING DIFFERENTIATED INSTRUCTION STRATEGIES ON-THE-SPOT ACCOMMODATIONS/MODIFICATIONS MULTIPLE STRATEGIES INSTRUCTION INCORPORATING MULTIPLE LEARNING STYLES MINIMAL PRE-PLANNING FOR INDIVIDUAL STUDENT NEEDS MINIMAL INTENTIONALITY MOST STUDENTS DOING THE SAME ACTIVITIES/ASSIGNMENTS MOST STUDENTS LEARNING THE INFORMATION IN THE SAME WAY

20. PUTTING IT ALL TOGETHER!

21. THE SCREENPLAY… PLANNING

24. What do my students need to know and be able to do? How are my students going to be able to demonstrate that they know it and can do it? How are my students going to learn what they need to know and be able to do? WRITING THE SCRIPT FROM THE SCREENPLAY

25. What will the SWD be accountable for learning? How will the SWD demonstrate what has been mastered? Do accommodations, modifications, strategies, or SDI need to be in place during each component of the instructional process for the SWD? 1) What standards are students accountable for learning? 2) What will ALL students know, understand and do? 3) How will students demonstrate what they have mastered? 4) What activities, strategies, techniques will we utilize to provide the instruction necessary for all students to master the standards?

26. STANDARDS, KUD, ESSENTIAL QUESTIONS

27. CONTENT WHAT THE STUDENT NEEDS TO LEARN. THE INSTRUCTIONAL CONCEPTS SHOULD BE BROAD BASED, AND ALL STUDENTS SHOULD BE GIVEN ACCESS TO THE SAME CORE CONTENT. HOWEVER, THE CONTENT’S COMPLEXITY SHOULD BE ADAPTED TO STUDENTS’ LEARNER PROFILES. TEACHERS CAN VARY THE PRESENTATION OF CONTENT, (E.G., TEXTBOOKS, LECTURE, DEMONSTRATIONS, TAPED TEXTS) TO BEST MEET STUDENTS’ NEEDS. Vital to consider this aspect while planning instruction

28. CONTENT MODIFICATIONS CHANGE WHAT THE STUDENT LEARNS

29. ESSENTIAL…HIGHLY DESIRABLE…DESIRABLE NEED TO HAVE…NEXT TO HAVE…NICE TO HAVE

30. ACTIVITY #1 WITH YOUR PARTNER, SELECT THE CONTENT STANDARD(S) YOU WILL BE CO-TEACHING DURING THE NEXT TWO WEEKS. DISCUSS AND DOCUMENT ON THE AGENDA THE ESSENTIAL QUESTION(S) AND WHAT THE STUDENTS WILL KNOW, UNDERSTAND AND DO FOLLOWING THE INSTRUCTION. DETERMINE ANY MODIFICATIONS INDIVIDUAL STUDENTS WILL REQUIRE FOR THIS SECTION. DISCUSS EACH STUDENT WITH AN IEP IN THE CLASS INDIVIDUALLY. DOCUMENT ANY MODIFICATIONS TO CONTENT ON THE AGENDA.

31. CRITICAL ACCLAIM…EVALUATING LEARNING Consider the following statements when designing evaluations: 1.Assessments are used as teaching and learning tools for teachers and students. 2.Assessment is an ongoing process that provides formative and summative feedback to students. 3.Assessments are clearly matched to standards. Both instructional strategies and learning tasks match the standards and the assessment. 4.Assessment tools are equitable and fair. 5.Assessment tools are selected from a wide range of options including, but certainly not limited to, paper and pencil assessments. 6.Assessment criteria clearly communicates how competency or proficiency is to be demonstrated. 7.Assessment criteria is communicated precisely and publicly prior to students beginning the task.

32. Formative Summative

33. BOARD RELAY (P.202 BENINGHOF)

34. PRODUCT ACCOMMODATIONS OR MODIFICATIONS CHANGE HOW LEARNING IS MEASURED

35. ACCOMMODATIONS FOR EVALUATION BEFORE THE ASSESSMENT DURING THE ASSESSMENT AFTER THE ASSESSMENT

36. ACTIVITY #2 WITH YOUR PARTNER, DETERMINE HOW YOU WILL ASSESS THE STUDENTS. DESIGN THE ASSESSMENT. YOU MAY DEVELOP A RUBRIC, A TEST, A PROJECT, ETC. REMEMBER THAT THE ASSESSMENT MUST ALIGN WITH THE STANDARD AND THE KUD. UTILIZING THE HANDOUT AND OTHER RESOURCES, DISCUSS EACH STUDENT WITH AN IEP IN THE CLASS AND DETERMINE WHICH, IF ANY, ACCOMMODATIONS OR MODIFICATIONS ARE NEEDED FOR THE ASSESSMENT. DOCUMENT THE INFORMATION.

37. PROCESS ACTIVITIES IN WHICH THE STUDENT ENGAGES TO MAKE SENSE OF OR MASTER THE CONTENT. EXAMPLES OF DIFFERENTIATING PROCESS ACTIVITIES INCLUDE SCAFFOLDING, FLEXIBLE GROUPING, INTEREST CENTERS, MANIPULATIVES, VARYING THE LENGTH OF TIME FOR A STUDENT TO MASTER CONTENT, AND ENCOURAGING AN ADVANCED LEARNER TO PURSUE A TOPIC IN GREATER DEPTH. Instruction!

38. STRATEGIES CHARADES!!!

40. ACTIVE LEARNING SHIFTS THE FOCUS OF INSTRUCTION FROM WHAT SHOULD YOU, THE INSTRUCTOR, TEACH OR DELIVER TO STUDENTS TO WHAT DO YOU WANT STUDENTS TO BE ABLE TO DO WITH COURSE MATERIAL. ACTIVE LEARNING IS ANY ACTIVITY OF LEARNING IN THE CLASSROOM OTHER THAN TEACHER LECTURE…AKA…SIT AND GET!

41. WHAT IS THE PROCESS OF LEARNING?

42. PROCESS ACCOMMODATIONS, MODIFICATIONS, SPECIALLY DESIGNED INSTRUCTION OR INTERVENTIONS CHANGE HOW STUDENTS ACCESS CURRICULUM AND HOW INSTRUCTION IS DELIVERED

43. REVIEW… WITH YOUR PARTNER, DISCUSS THE LESSON STRATEGY/ACTIVITY/APPROACH THAT YOU FEEL WAS MOST BENEFICIAL TO YOUR STUDENTS. BE SURE TO ADDRESS EACH OF THE FOLLOWING IN YOUR DISCUSSION: NAME/DESCRIPTION OF STRATEGY LEVEL OF PLANNING STRATEGIES SPECIALIST’S ROLE CONTENT SPECIALIST’S ROLE HOW THE ACTIVITY SUPPORTED STUDENTS WITH DISABILITIES EFFECTIVELY HANDS UP, PAIR UP…

44. ACTIVITY #3 COMPLETE THE AGENDA WITH APPROPRIATE INSTRUCTIONAL STRATEGIES AND TECHNIQUES, SCAFFOLDS, ACTIVE LEARNING ACTIVITIES, CO-TEACHING MODELS, ETC. BE SURE TO CONSIDER THE ROLE OF EACH PARTNER DURING EACH STEP OF THE INSTRUCTION. GIVE CAREFUL CONSIDERATION TO THE LESSON DESIGN. ENSURE THAT ALL STUDENTS WITH IEPS ARE RECEIVING APPROPRIATE SUPPORT TO MASTER THE INFORMATION.

46. THE OBSERVATION TOOL STEP 5: THE PARTNERSHIP IS THERE EVIDENCE OF PARITY IS PRESENT IN THE CLASSROOM. DO BOTH TEACHERS SHARE RESPONSIBILITIES FOR CLASSROOM MANAGEMENT? DO BOTH TEACHERS RESPOND TO STUDENT REQUESTS FOR ASSISTANCE? DO STUDENTS ASK BOTH TEACHERS FOR ASSISTANCE? DO STUDENTS INTERACT APPROPRIATELY WITH BOTH TEACHERS? DO BOTH TEACHERS ADDRESS STUDENT BEHAVIOR/DISCIPLINE MATTERS?

47. WHAT I OBSERVED… COLLABORATIVE PARTNERSHIPS PARITY WARM, INVITING ENVIRONMENTS BOTH PARTNERS TAKING RESPONSIBILITY FOR STUDENT SUPPORT ACCEPTANCE CLASSROOMS THAT I WOULD WANT MY CHILD IN