judith winn (jwinn@uwm) alison ford (alison@uwm ) university of wi-milwaukee

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Identifying and Integrating Essential Special Education Practices for Urban Special Education Teachers Judith Winn ([email protected]) Alison Ford ([email protected]) University of WI-Milwaukee TED Conference Ft Lauderdale, FL November 7 ,2013

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Identifying and Integrating Essential Special Education Practices for Urban Special Education Teachers. Judith Winn ([email protected]) Alison Ford ([email protected] ) University of WI-Milwaukee TED Conference Ft Lauderdale, FL November 7 ,2013. Essential Practices. - PowerPoint PPT Presentation

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Identifying and Integrating Essential Special Education Practices for Urban Special Education Teachers

Judith Winn ([email protected])Alison Ford ([email protected])University of WI-MilwaukeeTED Conference

Ft Lauderdale, FL

November 7 ,2013

Essential Practices… high leverage (“…at the heart of

the work of teaching and most likely to affect student learning “(Ball & Forzani, 2010), being critical to student success, and small enough to be observed but yet having broad applicability…candidates will be responsible for naming the practices, justifying them, and demonstrating them in the field…

(Essential Special Education Practices – Starter List, 2012)

UWM’s Certification ProgramPost-baccalaureate (& 5th Year

Dual Cert) UrbanCross Categorical, grades 1-8Field-based: On-the-job

component◦MPS Internship and Pre-Internship

Cohort model, faculty teams

I. The Learner & Learning Environments

a. Addressing Learners with Disabilities & IDEA

b. Communication Support; English Language Learning Support

c. Inclusive Learning Environments

d. Positive Behavior Supports & Relationship-building

11. Content Knowledge

a. Content Learning Standards and Progressions

b. Using Curriculum Materials

 

III. Instructional Practice

a. Reading

b. Writing

c. Math

d. Learning & Organization Strategies

e. Teaching Methods

f. Assessment & Feedback

g. Integrating Technology

IV. Professional Responsibility

a. Urban Education/Cultural Responsiveness

b. Parent Partnerships & IEP Planning

c. Collaboration

d. Professional Development & Advocacy

 

Additional Chart: Essentials in Special Education for all Beginning Regular Educators

Essential Practice Areas (InTASC,

2011)

Searching the Evidence base- Meta-Analyses, IES Practice Guides, etc. --as noted in your handout

3a. Reading Essential Practices in Urban Special Education-UWM [Aligned with InTASC Standards # 7 & 8 (Planning for Instruction; Instructional Strategies)]Bottom Line: Teach so that students love to read, know how to read, do read, and read for a variety of purposes (Jett & Leslie)Essentials Associated Practices/”Named”

Practices

Where in Revised MCEA Urban

Special Education Program?

Teach reading comprehension strategies

Teach single strategies Reciprocal Teaching Collaborative Strategic

Reading

EXCEDUC 681 Literacy Il 

3c. Math Essential Practices in Urban Special Education-UWM [Aligned with InTASC Standards #7 & 8 (Planning for Instruction; Instructional Strategies)]Bottom Line: Promote students’ perseverance, fluency and flexibility, problem solving, abstract reasoning, and attention to precision. (adapted from Standards for Mathematical Practices, IES Practice Guides)Essentials** Associated Practices/Named

PracticesWhere ?

Teach students to visually represent information

Concrete-representational-abstract (concrete, semi-concrete, abstract) sequence

Use of manipulatives, number lines, diagrams, array models, table and graphs

 

CURRINS 331 Teaching of Mathematics Grades 1-6

4a. Urban Education – Cultural Responsiveness Essential Practices in Urban Special Education-UWM [Aligned with INTASC Standards # (2) Learning Differences , (3) Learning Environments, (5) Application of Content, (6) Assessment, (7) Planning, (8) Instructional Strategies, & (9) Professional Learning & Ethical Practice] & (10) Leadership & Collaboration

Bottom Line: Demonstrate commitment to urban education and are culturally responsive. Essentials* Associated Practices/Named

Practices Where?

Build relationships with students whose backgrounds differ from own to improve student learning and own understanding.

Cultural reciprocity Culturally responsive

instruction (relevant curriculum and pedagogy, build on students’ personal and cultural strengths

Ed Pol 530: Urban Education Foundations; Exed 605: Child, Learner, Disability; Exed 662 Collaborative Strategies; Exed 571 & II – Curriculum Accommodations; Exed 680 & 681Literacy I and II; Exed 605 Behavioral Supports

 

Calibri (Body)Calibri (Body)Calibri (Body)

IV. Professional Responsibility

a. Urban Education/Cultural Responsiveness

b. Parent Partnerships & IEP Planning

c. Collaboration

d. Professional Development & Advocacy

2a. Content Learning Standards & Progressions Essential Practices in Urban Special Education-UWM [Aligned with InTASC Standard #4 (Content Knowledge) and Standard #5 (Application of Content)]

Bottom Line: Embrace career and college readiness and understand the critical role of the special educator in knowing the content he/she is teaching and learning progressions that will enhance graduation outcomesEssentials* Associated Practices Where?

Align curriculum & learning progressions with common core standards & streamline based on essentials as appropriate

Big Ideas/Essential Questions

Backward Design CCSS learning progressions Standards aligned IEPs

Exed 571and 574: Linking Seminar and Curriculum IICurrins 561: Elementary & Middle School Mathematics

II. Content Knowledge

a. Content Learning Standards & Progressions

b. Using Curriculum Materials

Ex: Curriculum I & Outcomes for Content Knowledge - Elizabeth – PreIntern; 6/7th; Small group math

1) Uses Learning Progression [CC; multi-grade; curr.]

2) Articulates Major Strands [Number System; Expressions & Equations; Geometry; Statistics & Prob; Ratios & Proportional Rela.. Mathematical Practices]

3) Uses Backward Design [Long-term plans (big picture outcomes) & daily plans

4) Teaches for understanding/mastery(Real-World Applications; e.g., “Table for 22”)

5) Designs/Integrates a tool/strategy (Technology Integration & early awareness of role in closing digital divide; e.g., calculator on iPad)

6) Adopts a Learner Stance (Internet resource

folder)

Major Assessment Essential Practice Area Addressed?

If yes, details.

1. ePortfolio (Core Projects-in-Practice)

No

2. Field Experience/Clinical Performance

Yes Teaching Experience Evaluation (I, II and III)

3. edTPA (Teacher Performance Assessment)

Yes

edTPA-Task #2: Instructing & Engaging Students in Learning; Pre-ed PA Teaching Events #1 & #2.

4. Praxis II: Middle School Content Knowledge Test

Yes Test of middle school content in Literature & Language, Mathematics, History/Social Studies, Science

5. Foundations of Reading Test No

Integrating the Practices

What we have learned…What we are thinking about…Process and practices frame dialogue

among faculty Helps us situate program in context of

the evidence baseForces articulation to studentsCan all practices be “named?”What research do students need to

know?Presently, document not useful to

studentsWhich practices “rise to the top?”

Currently… Bottom lines as anchorA second push toward –

narrowing down the list of essential practices

Why continue this work…Pushes us and

our partners◦ To keep grounded

in the evidence-base

◦ To keep a manageable set of practices in the forefront

◦ To keep the program coherent

◦ To be accountable

Allows our students◦ To have a usable

understanding of expectations

◦ To have a common language around promising practices

◦ To be accountable –to be better able to justify practices

http://www4.uwm.edu/soe/centers/usetp/