welcome to ocho cohort arizona high achievement for all ahaa! diana browning wright...

Welcome to OCHO COHORT Arizona High Achievement for All

AHAA!

Diana Browning Wright [email protected]

www.dianabrowningwright.com

Diana Browning Wright, 10-11

Positive Environments, Network of Trainers PENT

www.pent.ca.gov

Purpose of AHAA


1. Disseminating strategies for how to teach so children learn and behave

2. Reducing problem behavior, default behavior interventions

3. Using accommodations and differentiation for diversity

4. Preventing restrictive settings when LRE is less restrictive

Pre-agenda !

The RTI context

Before we begin—a few reflections


No Child Left Behind!



Leadership in 2010-2011


Everyone on board? Now mandate-the-page to progress monitor

That is NOT progress monitoring!

What NOT to do: The Educational Train Approach

Not the acceleration we had in mind!


And now, NCLB marries IDEA

Frankenstein

Bride of Frankenstein

History: How did we get here anyway?http://www.educationnext.org/20034/pdf/62.pdf


So, What’s the Big Deal?


Evaluate: Describe-that-Student!Intervene: Placement > Services > Goals

Within Student Eligibility—the big 13 Other condition? 504 ? 252 ?

The placement The goals and objectives

Theblack hole

34 years of assumptions:• If lack of success-student is the problem• Any student notsucceedingmust be deficit

A thirty year trial

Identify and Place:“Problematic if you do.Problematic if you don’t.”

Clockwise vs. counter-clockwise


Evaluate: Influences on LearningIntervene: Alter Instruction to Empower & Accelerate

Student

InstructionalStrategies

Curriculum/Task

Match !Success for student and for teacher

New Assumptions:• If lack of success- the match is wrong• Any student not succeeding must need a better match• The match must be research-based

A new view !

Characteristics, likes & dislikes

affinities

Reform Means: Think Outside the Box!


Ponder this: What are the implications?

Student Study Team Student Success Team Teacher Assistance Team Problem Solving Team Instructional Support Team

This is not new wine in old bottles!


Why Change?

USA is falling behind internationally See http://nces.ed.gov/surveys/international/

Drop out rates are high Evidence of many students’ lacking

preparation for post secondary education Evidence of lack of preparation for the

workplace We know more now than 30 years ago!


Reform means: Using “Evidence-Based” in all we doincluding teaching strategies

See: www.learner.org and www.ku.crl.edu


Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Selected Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Selected Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success


All students—80-90% likely to be “enough”

Continuous progress monitoring, with data-based decision making using evidence based materials

Principal supervises fidelity and data collection

Teachers implement with fidelity and report ongoing data

District office supports adoption, training, data aggregation

80-90 % likely to respond


Some Students- 5-???%

Continuous progress monitoring, with data-based decision making using evidence-based materials

Principal supervises fidelity and data review

Site Team ongoing problem solving---(expanded as needed) can be IEP/504 team

Selected implementers provide intervention with fidelity

District office supports adoption, training, data aggregation, and disaggregation

5-10 % or ?? Likely to need


Intensive 1-5% or ??

Continuous progress monitoring, with data-based decision making using evidence -based materials

Principal supervises fidelity and data review

Site Team ongoing problem solving (expanded as needed) can be IEP/504 team

Selected implementers provide intervention with fidelity

District office supports adoption, training, data aggregation and disaggregation

1-5 % or ??? Likely to need


Our Agenda

Effective Differentiated InstructionWhat we know about instruction for all students—a 30 year summary

Review Terms & ConceptsAccommodationsModificationsDifferentiated Instruction


Agenda (continued)

Practice Types of AccommodationsCase Study Review

Discuss Nuances of Application and Implementation Barriers


Group Norms

Diana’s rule:

None of us is as skilled as all of us!

Your group’s rules?

Safe, respectful, responsible

Cover respect and responsible criteria


Self Study Materials

The Learning Strengths Project How to engage students in their accommodation plans

Input/Output Adaptations and Differentiated Instruction A review of what we NOW know about struggling learners

Write accommodation plans integrating what we know about teaching and learning


To be able to “differentiate instruction” and plan

“accommodations or modifications,” we first need to know what

constitutes effective instruction!


Introduction: Reviewing Advances in Research on Instruction

From a Pivotal Paper by:Barak Rosenshine

University of Illinois at Urbana


I. Research on cognitive processing

II. Research on teacher effects, that is, studies of teachers whose classes made the highest achievement gain compared to other classes

III. Intervention studies in which students were taught cognitive strategies they could apply to their learning

The Most Important Instructional Advancements of the Last 30 Years

From three bodies of research discussed in J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


1. Findings from Research on Cognitive Processing:

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.

The Importance of Well-Connected Knowledge Structures


Knowledge Structures

Information in our long-term memory is stored in interconnected networks

A Well-Connected Network is important for processing information and solving problems: The size of these structures The number of connections

between pieces of knowledge The strength of the connections The organization and richness

of the relationships



Well-Connected Network means:

Any one piece of information can serve to help retrieve the entire pattern.

Strong connections and a richness of relationships enables one to retrieve more pieces

of the pattern

When information is "meaningful" more points in their knowledge

structures to attach new information



What is Education?


A process of developing, enlarging, expanding, and refining our students' knowledge structures.


Importance of Well-Connected and Elaborate Knowledge Structures

Allow for easier retrieval of old material

Permit more information to be carried in a single chunk

Facilitate the understanding and integration of new information.



Three Important Instructional Implications

Need to help students develop background knowledge

Importance of student processing

Importance of organizers



Enhancing Background Knowledge Background Knowledge helps studentsdevelop well-connected bodies of knowledge

Provide extensive reading, review, practice, and discussion Helps students increase the number of pieces of

information in long-term memory Organizes those pieces Increases the strength and

number of interconnections



What do you need to know?


Information Processing



I. Cognitive Processing Research Findings:

All Teachers Must Support

All Students By: Providing for extensive reading of a variety of materials Frequent review and testing Discussion and application

activities.


Opportunity to Process Information

Key for Achieving High Outcomes

New material is stored in the long-term memory when one processes it



Opportunity to Process Information

Key for Achieving High Outcomes “Quality of storage” can depend on the "level of

processing" Examples: Highest: summarize or compare the material

in the passage rather than simply reading it.

Middle: read the passage and focus on its meaning

Lowest: read a passage and count the number of times the word "the" appeared


How We Teach Makes A Difference!


Processing of New Material

Takes place through a variety of activities Reviewing Comparing Contrasting Drawing connections



Processing Helps Strengthen Knowledge Structures


Processing asks students to: organize information summarize information or compare new material

with prior material


Examples of Processing Activities Extensive reading of a variety of materials Explain the new material to someone else Write questions/answer questions Write daily summaries



Processing Activities (continued)

Apply the ideas to a new situation Give a new example Compare and contrast the new

material to other material. Study for an exam



Understanding Is Especially Strengthened When:

The student explains, elaborates, or defend his/her position to others

“The burden of explanation is often the push needed to make him/her evaluate, integrate, and elaborate knowledge in new ways.”



Help Students Organize Their Knowledge

Without direction, students might develop a fragmented, incomplete, or erroneous knowledge structure

Teachers must help students organize the new material

“Graphic organizers" are organizing structures for expository material



Processing results in development of well-connected knowledge structures

Develop these by extensive reading, practice, processing new information, and organizing new knowledge


I. Cognitive Processing Summary


II. Research on Teacher Effects

20 to 30 procedures studied, including: Use of praise Use of criticism The number and type of

questions that were asked Quality of the student answers Responses of a teacher to a student's answers



Procedures by Teachers of High Achievers:

The “most-effective teachers” in studies: Begin a lesson with a short review of previous learning Begin a lesson with a short statement of goals Present new material in small steps providing for student

practice after each step Give clear and detailed instructions and explanations

Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


Provide a high level of active practice for all students

Ask a large number of questions, check for student understanding, and obtain responses from all students

Guide students during initial practice Provide systematic feedback and corrections Provide explicit instruction and practice for

seatwork exercises and, where necessary, monitor students during seatwork

Procedures by Teachers of High Achievers (continued)

Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


The importance of teaching in small steps

The importance of guiding student

practice The importance of extensive practice is

shared with the research on cognitive processing


II. Three Findings on Teacher Effectiveness


Present New Material in Small Steps

Most-effective teachers -- taught new material in small steps; presented small parts of new material at a single time, and after presenting the material, guided students in practicing the material that was taught.

Least-effective teachers -- present an entire lesson, then pass out worksheets and tell students to work the problems.



It is not sufficient to present a lesson and then ask students to practice on their own.

Least-effective teachers with lowest student achievement present an entire lesson pass out worksheets tell the students to work the problems

Many students are confused and make errors on the worksheets.

Guided Student Practice



Guided Student Practice


The most-effective teachers -- teachers whose classes made the greatest gains -- teach differently.

Present only some of the material at a time, i.e., small steps

Then use guided student practice as a model, e.g. teacher works a few problems at the board discusses the steps out loud asks students to come to the board, work

problems, then discuss their procedures others students see the modeling of problem

solving


Teachers Guide Practice by:

CHECKING the answers of the entire class in order to see whether some students need additional instruction.

ASKING students to work together, in pairs or in groups, to quiz and explain the material to each other.

Timing: May occur when a teacher questions and helps a class with their work before assigning independent practice.J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


“Getting the Gist”

The Goal of Instruction and Cognitive Processing



Gist Construction Errors


Are attempts to be logical with weak background knowledge Without a knowledgeable “guide”-- danger

of student misconceptions! Solution: Limit development of misconceptions

by guiding practice after teaching small amounts of new

material with frequent checking for student

understanding


Gist Construction Errors

Who Make Gist Construction Errors Most Frequently?

Billy Dolores Bruce


“Humiliation Protection” Affects Coping Skills The number one step in effective support of students with learning differences/disordersThe student must feel entirely safe from humiliation and its lethal effects

excessive negative comments conspicuous negative

comments policies that openly expose or

stigmatize

Learning Strengths Project


“Humiliation Protection” Affects Coping Skills Negative practices result in serious

complications behavioral motivational affective

…AND THEY DON’T WORK!



Guided Practice Instructional Strategy Matches Cognitive Processing Findings

During cognitive processing activities designed by the teacher, the student organizes, reviews, rehearses, summarizes, compares, contrasts

“Most-effective teachers”—use activities to check the understanding of all - provide opportunity for processing for all

“Least-effective teachers” —ask a question, call on one student to answer, assume everyone learned the point



Summary: Most-Effective Teachers

Present smaller amounts

of material at any time Guide student practice as students work

problems Provide for student processing of the new

material Check the understanding of all students Attempt to prevent students from

developing misconceptions



Most-Effective TeachersProvide Extensive Practice

Cognitive processing research’s conclusion - students need extensive practice in order to develop well-connected networks Assure practice takes

place only after sufficient guided practice - students then don’t practice errors and misconceptions



“Cognitive strategies” defined: Guiding procedures to help students

complete less-structured tasks, e.g., reading comprehension and writing

III. Intervention Studies on Teaching Cognitive Strategies

Students were taught cognitive strategies to apply to their learning


“Well-Structured” Academic Tasks

Tasks can be broken down into a fixed sequence of subtasks with steps that consistently lead to the same goal.

Steps are concrete and visible.

A specific, predictable algorithm can be followed.



“Well-Structured” Academic Tasks (continued)

Enables students to obtain the same result each time they

perform the algorithmic operations.

Taught by teaching each step of the algorithm to students.

Research on teacher effects helps us learn how to teach students algorithms they can use to complete “well-structured tasks.”



Termed: “higher-level tasks” Examples: reading comprehension, writing, and

study skills cannot be broken down into a fixed sequence of subtasks and steps that consistently and unfailingly lead to the goal.

No fixed sequence as in “well-structured” tasks.

Can’t develop algorithms students use to complete these tasks.

Contrasting “Less-Structured” Tasks



Devastating Conclusion of Research

“Little evidence of instruction of any kind was observed in the classes.”

What was/is happening? Teachers spend most of their time---

assigning activities Monitoring to be sure the pupils are on

task Directing recitation sessions to assess

how well children are doing Providing corrective feedback in

response to pupil errorsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


What Wasn’t Observed or Was Seldom Observed?

Teaching in which a teacher presents a skill, a strategy, or a process to students

Shows students how to do it Provides assistance as they initiate attempts to perform the task Assures students they can be successful

How will this affect “adequate yearly progress”?



No Child Left Behind!


What a cognitive strategy is NOT


A direct procedure

An algorithm to be precisely followed


What a cognitive strategy IS

A guide that serves to support or facilitate the learner as s/he develops internal procedures that enable them to perform the higher level operations. Ex. Teaching students to generate

questions about their reading But, generating questions does not

directly lead, in a step-by-stepmanner, to comprehension



How the Cognitive Strategy of Generating Questions Works


In the process of generating questions, students must

search the text

combine information

These processes serve to help students comprehend what they read.


Comprehensive Summary of Interventions


See Pressley et al. (1995) for: Intervention studies in - reading, writing,

mathematics, and science

combined with

description of the cognitive strategies and instructional procedures


Surprise!

Teaching is a Science

AND

Teaching is an Art

Scope and Sequence Counts!


Cognitive Apprenticeship


The instructional process by which teachers provide and support students with scaffolds as the students develop cognitive strategies

Students need apprenticeships of different

durations.


Cognitive Strategies Provide a Scaffold

A scaffold is a temporary support used to assist a learner during initial learning.

A scaffold is provided by the teacher to help students bridge the gap between current abilities and the goal.



Common Cognitive Strategies Providing A Scaffold


Simplified problems Modeling of the procedures

by the teacher Thinking aloud by the teacher

as s/he solves the problem, prompts, provides suggestions and guidance as students work problems

A model of the completed task against which students can compare their work


The metaphor of a scaffold captures the idea— “an adjustable and temporary support that can be removed when no longer necessary”

Assists the learner in learning a cognitive process gradually withdrawn or faded as learners become more independent

Some students may continue to rely on scaffolds when they encounter particularly difficult problems

Fast Facts On Scaffolds



Can be applied to the teaching of all skills

Use especially for higher-level cognitive strategies

Thirteen major instructional elements have been identified for teachers to use to teach cognitive strategies

Scaffolds to Teach Cognitive Strategies



13 Instructional Elements in Teaching Cognitive Strategies

1. Provide procedural prompts specific to the

strategy being taught.

When and how should the strategy be used?

2. Teach the cognitive strategy using small steps.

3. Provide models of appropriate responses.

4. Think aloud as choices are being made

5. Anticipate potential difficulties.

6. Regulate the difficulty of the material.



13 Instructional Elements in Teaching Cognitive Strategies

7. Provide a cue card.

8. Guide student practice.

9. Provide feedback and corrections.

10. Provide and teach a checklist.

11. Provide independent practice.

12. Increase student responsibilities.

13. Assess student mastery.



1. Provide Procedural Prompts or Facilitators

These procedural prompts supply the students with specific procedures or suggestions that facilitate the completion of the task.

The words "who," "what," "why," "where," "when," and "how" are procedural prompts that help students learn the cognitive strategy of asking questions about the material they have read.



Are scaffolds used to aid the learners’ acquisition of information?

Provide a procedural map for what to do with lots of details.

Question Stems


How are _____ and _____ alike? What is the main idea of __________? What do you think would happen if

__________? What are the strengths and weakness of

__________ ? In what way is _____ related to ______ ? How does _____ affect _____? Compare _____ and _____ with regard to

________.

Sentence Stems to Scaffold Learning



What do you think causes __________? How does _____ tie in with what we have

learned before? Which one is the best _____ and why? What are some possible solutions for the

problem of _____? Do you agree or disagree with this statement:

__________? Support your answer. What do I (you) still not understand about . . .?

Sentence Stems to Scaffold Learning



2. Teach the cognitive strategy using small steps.

Teaching too much of the cognitive strategy at once would swamp the working memory.


3. Provide Models of the Appropriate Responses

We cannot specify all the steps Models provide an important

scaffold for the learner in three phases: during initial instruction, before students

practice during practice after practice



Models During Initial Instruction - Before Practice

In some studies: Teachers began by modeling responses based

on the procedural prompts Students used questions based on elements of

the story grammar (e.g., What action does the leading

character initiate? What do you learn about the character from

this action?) Then they began by modeling

questions based on this story grammar



Models During Initial Instruction

In other studies: Students received models of questions based

on the main idea Then they practiced generating questions on

their own (Andre & Anderson, 1978-79; Dreher & Gambrell, 1985; MacGregor, 1988)



Models Given During Practice


Reciprocal Teaching Teacher first models asking

a question and the students

answer Then, the teacher guides students as they

develop their own questions, to be answered by one of their classmates

Teacher provides additional models when the students have difficulty


Models Given After Practice

In studies on question-generation Teachers provide models of questions for

the students to view after they have written questions relevant to a paragraph or passage

The intent of this model is to enable the students to compare their efforts with that of an expert

(Andre & Anderson, 1978-79; Dreher & Gambrell, 1985; MacGregor, 1988). In J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


4. Teacher Thinks Out Loud

Vocalize internal thought processes one goes through when using the cognitive strategy. Example: when teaching students to

generate questions, teacher describes the thought processes that occur as a question word is selected and integrated with text information to form a question. When... “When did she get the horse?”



4. Teacher Thinks Out Loud

Think aloud while summarizing a paragraph Example: illustrate the thought

processes that occur as the topic of the passage is determined then used to generate a summary sentence. Fishing in Oregon… Many factors related to ecology, and laws have resulted in a decline in the fishing in Oregon.



Skillful Strategy-Based Instruction is “Differentiated Instruction”

7 Steps Toward Successful Strategy-Based Instruction:

1. Carefully analyze the task(s) to be completed.2. Identify the strategies that will promote success. 3. Teach the strategy through explicit, direct instruction.

The teacher models and "talks through" the strategy.

The student observes all of the processes several times.


7 Steps Toward Successful Strategy-Based Instruction:4. The teacher explicitly states:

the goal of the strategy to be employed

the task for which the strategy is appropriate

the range of the applicability the learning gains anticipated from its

consistent use5. Verbal rehearsal of the steps of the strategy to

100% criterion. Visual reminders (chart, checklist, schedule) are provided.



7 Steps Toward Successful Strategy-Based Instruction:

6. If the strategy fails to work,

opportunities to review the process and to repair the breakdown are provided. Feedback is positive and corrective.

7. PRACTICE! PRACTICE! PRACTICE!



5. Anticipate and Discuss Potential Difficulties

Examples: Teacher anticipates common

errors and discusses these errors before the students make them.

“Some students in my old school thought 9 – 21 = 28. What mistake is this? (Student reveals: subtracting 1 from 9, not regrouping to take the 9 from the 11)”


5. Anticipate and Discuss Potential Difficulties

Examples: Teacher anticipates the inappropriate

questions that students might generate.

Students read a paragraph followed by discussing whether each question was too narrow, too broad, or appropriate.


Anticipate and Discuss Potential Difficulties (continued)

Students were taught specific rules to discriminate: A question from a non-question A good question from a poor one:

A good question starts with a question word. A good question can be answered by the story. A good question asks about an important detail of the story.


6. Regulate the Difficulty of the Material

Begin with simpler material then gradually move to more complex materials.

Example: Teaching students to generate questions Teacher first models how to generate questions-

single sentence. Class then practices. Next, teacher models and provides practice on

asking questions after reading a paragraph. Finally, teacher models, class practices

generating questions after reading an entire passage.



7. Provide a Cue Card

A cue card:

Contains the procedural prompt

Reminds what to do and when

Supports a student during initial learning by reducing the strain upon the working memory



8. Guide Student Practice

First teach a part of a strategy Then guide student practice in

identifying and then applying the strategy Remember Reciprocal Teaching

The teacher first models the cognitive process being taught

Then provides cognitive support and coaching (scaffolding) for the students as they attempt the task

As the students become more proficient, the teacher fades the support and students provide support for each other J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in Educating Students with Disabilities.


8. Guide Student Practice (continued)

Use small group meetings – two to six, without the teacher practice asking, revising, and

correcting questions and provided support and feedback to each other.



9. Provide Feedback and Corrections

Three sources of feedback and corrections to consider: the teacher, other students, and a computer.

Teacher feedback and corrections Can be hints, questions, suggestions



9. Provide Feedback and Corrections

Group Feedback after students have written their questions they meet in groups, pose questions to

each other compare questions within each group

Computer-based Feedback students ask the computer to provide a

model (e.g., of an appropriate question) if error is suspected.



10. Provide and Teach a Checklist

Example:

How well did I identify important information?

How well did I link information together? How well could I answer my questions? Did my "think questions" use different

language from the text?

Did I use good signal words?



11. Provide Independent Practice with New Examples

Student practices in applying the cognitive strategy

Use examples Offer diminishing help from the teacher

and other students



12. Increase Student Responsibilities

Decrease scaffolds as skills increase as students become more competent

Diminish the use of models and prompts and other scaffolds

Diminish the support offered by other students



12. Increase Student Responsibilities

Gradually, increase the complexity and difficulty of the material

In reading, begin with well-organized, reader-friendly material

Increase the difficulty and use less structured materials as mastery occurs



13. Assess Student Mastery


Assess students’ achievement of a mastery level

Provide for additional instruction when necessary

Beware! Lack of review Lack of periodic monitoring of

mastery


Summary Of What We Know

1. Present new material in small steps so the working memory does not become overloaded.

2. Help students develop an organization for the new material.

3. Guide student practice by (a) supporting students during initial practice and (b) providing for extensive student processing.



Summary Of What We Know

4. When teaching higher-level tasks, support students by providing them with cognitive strategies.

5. Help students learn to use the cognitive strategies by providing them with procedural prompts and modeling the use of these procedural prompts.

6. Provide for extensive student practice.



What This All Means

Adequate Yearly Progress Occurs When There is focus on improving, monitoring, and

providing corrective feedback on instruction “Build It and They Will Come” Achievement will follow

The Most-Effective Teacher Teaches Well-Structured Tasks


Review First

Review homework and any relevant previous learning

Review prerequisite skills and knowledge for the lesson

What Does The Well-Structured Lesson Look Like?



Beginning: The Presentation

State lesson goals or provide outline Present new material in small steps Model procedures Provide examples and non-examples Use clear language Avoid digressions Check for student understanding

Teaching Well-Structured Tasks



Middle: Focus on Guided Practice

Spend more time on guided practice High frequency of questions All students respond (to you, to each

other,) and receive feedback High success rate Continue practice until students are fluent





Middle: Corrections and Feedback

Provide process feedback when answers are correct but hesitant

Provide sustaining feedback, clues, or reteaching when answers are incorrect

Reteach material when necessary



End: Independent Practice

Students receive overview and/or help during initial steps

Practice continues until students are automatic (where relevant)

Teacher provides active supervision (where possible)

Routines are used to provide help for slower students

Daily, weekly, and monthly reviews




What Does Explicit EngagingInstruction Look Like?

I DO IT

gain attention & clearly model cue students to notice critical aspects of

the model model thinking,too - “mental

modeling/direct explanation”

Struggling learners need US to:


Provided Thinking TimeStructured/prompted engagement: choral responses if answer/response is

short and you want the same answers partner responses if answer/response

is long and can be differently worded correction/feedback - remodeling,

more examples, etc.


WE DO IT

Struggling learners need:



YOU DO IT

individual responses; oral, written,

point/touch/demo

coaching students to apply the

strategy previously taught

Struggling learners need:


“Most-Effective Teachers”

Know Each Learner’s Need

for Differentiated Instruction Who Knows the Material ? Who Needs More Input ? Who Needs More Background ? Who Needs Elaborated Scaffolds ?

Throughout Instruction:Monitor and Assess



“Least-Effective Teachers”

Test mastery after initial instruction--- in lieu of guided practice

Test learning outcomes--- in lieu of independent practice

Allow practice of errors through these practices

Assessment is Not Instruction


Evaluation vs. Grading

Comparison to grade level standards (norm- referenced; criterion-referenced)

Comparison to student’s personal needs,

(often criterion-referenced or standards from other grade levels)

Comparison to teacher expectations for this child, rating attitude, progress, work completion, motivation, etc.


Which Learner Characteristics Affect Instruction? Attention Focus Problems

Fear of Failure

Background Deficits

AND…..think of your own experiences

Activity 1: Continue the list in your group Activity 2: Discuss how “Most-Effective” Teaching

addresses problems in all lesson phases when instructing these students.


Ponder This

When instruction is delivered by

“Most-Effective Teachers”…

How many students will still need further “Accommodations or Differentiated Instruction”?


Ponder This

Who is “entitled” to Differentiated Instruction or Accommodations?

What might they look like for Dolores and Billy?


Ponder This

What is educational reform really all about? Improving Outcomes for All Students

If a student fails to meet a standard, is it due to Lack of differentiated instruction or

accommodations? Thus, lack of instruction by a

Most- Effective Teacher?


Ponder This

Or, is it student characteristics? “Lazy” AD/HD LD ED Low Motivation Cognitive Skill Deficits

Is the problem IN the student, or IN the instruction?


Differentiated Instruction

Differentiated Instruction is an instructional concept that maximizes learning for ALL students—regardless of skill level or background. It's based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning. When a teacher differentiates instruction, he or she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners. www.differentiatedinstruction.com


Accommodations/Modifications

Review Terms & ConceptsAccommodationsModificationsCompare to Differentiated

Instruction/Effective Instruction


I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

Legal Justification

Accommodate, Modify, and Support


Adaptations

Accommodations

Do not fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria.

Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.

Grading is same.

Modifications

Do fundamentally alter or lower expectations or standards in instructional level, Content, or performance criteria.

Changes are made to providemeaningful & productive learning experiences based on individual needs & abilities.

Grading is different.


What is accommodated?

The Characteristics of the Learner

Goal: To remove barriers to learning the material

and to demonstrating mastery

Standards are substantially the same for all; outcomes will vary.

1-3


Learning Differences

Speed of information processing Memory: Encoding, Storage, Retrieval Automatization of Rote Facts Organization Listening Skills Attention Forethought and Planning Etc.


Emotional/Temperament Characteristics

Rigidity/Flexibility Irritability Placidity Social Awareness Desire for Novel vs. Familiar Anxiety Etc.


Reading/Writing/Math Skill Deficits

Reading Decoding vs. Understanding Math Fact Recall vs. Math Concepts Writing Mechanics vs. Written Content Etc.


Cognitive/Conceptual Skill Differences

Processing speed Conceptualization Understanding of Elapsed Time Inferential Thinking Conservation, Multiple Variable reasoning Etc.


Sensory Input Challenges

Vision Hearing Movement


What is the difference?

Differentiated Instruction Terminology from general education

Accommodations Terminology from special education

Are all students entitled to accommodations? Ponder this


Goal: To allow educational progress in mastering curriculum, physical and social access to a full array of IEP team determined appropriate classrooms and peers.

Individualized goals are developed, skills taught and measured through either standard assessments with modifications (mild disabilities) or through alternate assessments (moderate to severe disabilities).

What is modified with modifications?

The Goal of the Activity


Implications of Modifications

High school diploma may or may not be earned, depending on the student’s meeting of district graduation. When do we tell families that?

With modifications, what is taught and assessed is highly individualized. Achievement is not compared to peers.


Nine Types of Curriculum Adaptations

Quantity * Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.

Time * Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of Support * Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.

Input * Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.

Difficulty * Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Output * Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.

Participation * Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).

Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.

Substitute Curriculum Sometimes called “functional curriculum”

Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language lesson a student is learning toileting skills with an aide.

* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered , then this adaptation is an accommodation to a learning or performance difference. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.



Quantity * •

Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery.

For example:

Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets prior to assessment of skill mastery.


Ponder This

Does altering amount of seatwork completed prior to assessment of content mastery constitute a modification or an accommodation? If I reduce practice, and now

student can’t demonstratemastery

If I reduce practice and student can still demonstrate

mastery


Time *

Adapt the time allotted and allowed for learning, task completion, or testing.

For example:

Individualize a timeline for completing a task - pace learning differently (increase or decrease) for some learners.



Ponder This

Does giving more time to complete an assignment or take a test result in the lowering of a standard?

How should this be graded or evaluated?

Is this practice a modification or an accommodation?

Discuss at your table.


Level of Support *

Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship. Use physical space and environmental structure.

For example:Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.



Ponder This

Is this a common practice? Do students without disabilities often have

this support? Do we use this too frequently or

too little? Is this an accommodation?

If so, for what? Are we using one on one

paraeducators effectively?


Input *

Adapt the way instruction is delivered to the learner.

For example:Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.



Ponder This

Discuss at your table. Is Input an accommodation or

modification?

What is more effective: pre-teaching

or re-teaching?


Use strategies and scaffolds To accommodate diverse learners

Accommodation during INPUT A service or support to help fully access

the subject matter and instruction

Input EnhancementIN


Using graphic organizers when teaching content… Organization of ideas is

self-evident to students Reduces information processing demands needed to understand new

information

Input EnhancementIN


INPUT: Visual Displays

Portray relationships among information presented in instruction

Includes diagrams, concrete models, concept maps, videos situating learning in a meaningful context, or digital material presented during instruction.

Intended to help students organize information in long-term memory


Activate prior knowledge during instruction.

Function as an accommodation when they scaffold the creation of linkages among information in the learner’s long-term memory.

Visual Displays


INPUT: Pre-teaching with Advance Organizers

Defined: Pre-instructional materials to aid linkage of new information with prior knowledge stored in long-term memory.

• May be verbal, written, or be presented in a question format. Examples: Questions presented prior to a

discussion or reading assignment Vocabulary words presented on the

board or a handout Verbal statements by the teacher

designed to activate knowledge prior to instruction


Peer-Mediated Instruction

Defined—students as instructional agents, including: Peer and cross-age tutoring Class-wide tutoring Cooperative learningPrimary purpose—increase opportunities for

distributed practice with feedback. Usually has well-scripted or structured interactions

designed and mediated by the teacher.

Nolet (2000)


Study Guides

Worksheets prior to a reading or study assignment.

Includes a set of statements or questions to focus the student’s attention and cognitive resources on key information to be learned. Examples: Completed or partially completed outlines Questions focusing on the textual, literal, and

inferential aspects of a study assignment Other tasks designed to prompt the active

processing of the material to be studied


Mnemonic Devices-For Content Domains

Defined: Techniques to aid storage & recall of declarative knowledge May be verbal or pictorial May be provided by the teacher

or developed collaboratively by teacher and the student

Can be key words, pictures, or symbols— e.g., Every Good Boy Deserves Fudge.


Input Accommodations

Are Foundational Interventions -

The key to differentiated instruction:

Use guided practice, strategies, and scaffolds.

They accommodates diverse learners.

IN


Difficulty * •

Adapt the skill level, problem type, or the rules on how the learner may approach the work.

For example:

Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.



Ponder This

Discuss: Is altering the difficulty of an

assignment a good practice? When is it an accommodation or

a modification?


Output *

Adapt how the student can respond to instruction.

For example:

Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.



Output Accommodations

Altered methods of demonstrating mastery of the instruction

Measures what the student learned, not the student’s disability or characteristics

Removes barriers

OUT


Accommodation during OUTPUT

A service or support to help the learner validly demonstrate knowledge removing the characteristic or disability interfering with demonstration of what has been learned.

Output Goal

OUT


Output Accommodations

Samples: Multiple choice vs. essay Dictating vs. writing Typing vs. handwriting Demonstrating vs. writing. Timed quizzes vs. un-timed ones

OUT


Output-comparisons

OUT

Standard Accommodations vs. Non-standard Accommodations

Test publisher’s language as to whether what is being measured has been altered beyond the ability to compare this student’s performance to his/her peers.

Accommodations vs. ModificationsEducators language as to whether what is being taught and measured is substantially altered from what is expected: The grade level standards.


OUTPUT: On Standardized Tests

See: Testing Documentation Form for discussion

See updates at your state’s website for what constitutes an accommodation or a modification (often called a “non-standard accommodation”

OUT


How do you know which output change is which type of adaptation? High Stakes Testing The test publisher tells you about norm-

referencing and substantial alterations. Classroom Instruction

Compare goal/objective of the instruction with the curriculum standard and determine if change substantially alters what is being taught

Testing Output Changes

OUT


Testing Output Changes

OUT

Standard Accommodations vs. Non-standard Accommodations

Test publisher’s language as to whether what is being measured has been altered beyond the ability to compare this student’s performance to his/her peers.

Accommodations vs. ModificationsEducators language as to whether what is being taught and measured is substantially altered from what is expected: i.e., the

grade level standards during instruction.


Ponder This

Do I alter the grading if I have altered the output method?

Is this an accommodation or a modification?

Do not continue to measure a known skill deficit; measure attainment of content.


Review: Input & Output Accommodations

Input accommodation.

- a service or support to help fully access the subject

matter and instruction.

Output accommodation.- a service or support to help validly demonstrate knowledge.

IN

OUT


The most critical components of “Effective Instruction” and “Accommodation Planning”

In a Nutshell:

Input Accommodation Strategy: Circumvent learner characteristic barriers: Alter presentation of information to the student.

Output Accommodation Strategy: Circumvent learner characteristic barriers: Alter production from the student.


What is clearly an “accommodation” for a learning characteristic instruction during classroom instruction, may be defined as a “modification/non-standard accommodation” on a high stakes test.

In a Nutshell: The Testing Nuance

Input, e.g., reading the text or chapter test in social studies is an accommodation, reading the high stakes test likely defined as a modification.

Output, e.g., writing the dictated essay may be an accommodation in social studies, but be a modification on standardized assessment.


They are entitled to removal of barriers to accessing and progressing in core/general curriculum.

In a Nutshell: Students with IEPs

If an accommodation is on the IEP to level the playing field, remove the barrier. Even if it is defined as a modification on a high stakes test, the student is entitled to that modification if necessary, regardless of the effects on aggregating data.

To do otherwise would be discriminatory.


Participation *

Sometimes called “engagement”

Adapt the extent to which a learner is actively involved in the task.

For example: During instruction, using “every pupil response techniques” or “choral responding.” In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).



1. Choral responses (answers are short/same)- Students cue you they are attending (“eyes on me”).- Provide thinking time- Signal group response

2. Every pupil response techniques (answers are short/different)

- Student answers with gestures or answer card.3. Partner Responses (answers long/different)

- Teacher assigns - provide a label/role “1’s tell 2’s”- Alternate ranking for partnering- Specific topics/jobs; no one is passive

Participation Enhancement to Increase Student Engagement

Adapted from Dr. Kevin Feldman, 12/01 inservice


4. Written responses- List first, then share - Touch something — “Put your finger on the ______.”

5. Individual responses (AFTER practice on the new skill)- Randomly call on individuals to share

Participation/Enhancement

Adapted from Dr. Kevin Feldman, 12/01 inservice


Differentiating during whole class instruction options include:

Graphic organizers - Visual thinking — vary the support (e.g., partially filled out,

partner dialogue)Projects — individual & small group- Key is organization/structure~ rubrics ~ touch points along the way

Participation ANDINPUT

IN


Peer-Mediated Instruction

Defined—Students as instructional agents, including: Peer and cross-age tutoring Class-wide tutoring Cooperative learningPrimary purpose—increase opportunities for

distributed practice with feedback. Usually has well-scripted or structured interactions

designed and mediated by the teacher.

Nolet (2000)


Comprehension instruction: PALShttp://kc.vanderbilt.edu/kennedy/pals/

- Stronger reader reads a paragraph.- Weaker reader prompts.

Input & Participation Enhancement

IN


Weaker reader prompts stronger reader to:1. Name the Who or What

* identification2. Tell the most important thing(s)

about the Who or What* elaboration

3. Paraphrase in 10 words or less (paraphrasing “straight jacket”)

* consolidation

* continues for 5 minutes — then switch roles (new text)

Input & Participation Enhancement

IN


Ponder This

How common is this practice? Is it better to use

participation/engagement strategies with a distractible student, or should that student be isolated so as not to distract others?

Is this an accommodation or

a modification?



Alternate Goals •

Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.

For example:In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.


Functional Curriculum •

Provide different instruction and materials to meet a learner’s functional/life skills individual goals. When routinely utilized, this is only for students with moderate to severe disabilities.

For example:During a language lesson a student is learning toileting skills with an aide.



Ponder This

Discuss.

For whom is this adaptation appropriate?

Why would we do this in

the era of high standards?


In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (____________________)The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (__________________________) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (_____________________)

Activity: Michelle’s Accommodation History


In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (input A)The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (level of support A) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (time A)



In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to

pre-teach some concepts that would be introduced on the following day, hoping that this

would improve her listening skills. (____________)

Michelle was purposefully placed next to students with excellent attending skills, as she tended to be quite “chatty” during seatwork. (______________)



Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (___________________)

Michelle was noticeably slower than her peers in finishing any written assignment, so her teacher

often sent homework to finish and return so Michelle would not miss recess or other fun activities, trying

to finish assignments. (___________________________)



In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (_________________)

and (______________________)

Due to her slow acquisition of phonics, Michelle’s teacher decided to reduce the number of spelling words she would study each week from 15 to 10, although the words Michelle learned were the same as her peers.

(__________________________)



In math, Michelle often grasped the concepts readily, so her teacher had her complete fewer worksheets before taking a test to demonstrate mastery of the concept. (____________________)This bought some extra time, her teacher explained, for Michelle to practice her handwriting with additional worksheets, as she still took an extraordinarily long time producing letter formations. (_____________________)The pre-teaching begun in first grade continued for new concepts, and was believed to be helping Michelle. (_______________________)



By the end of third grade, Michelle was evaluated for special education services as a student with a learning disability and found to be eligible in written language. Her math skills were found to be well above her peers, while her reading skills were found to be at 2.1 grade level. All previous accommodations were found to be helpful and were incorporated into her IEP. Additionally, Michelle was now to be taught keyboarding, and allowed to produce most written work at the keyboard due to her poor graphomotor skills. This often required her to take work home to produce on a home computer. Her teacher also decided that…



…Michelle’s work group (3 students) would produce a play to illustrate concepts learned in a social studies lesson, rather than a written product. (Other groups wrote reports, constructed a diorama, and produced a video skit). Although this was an acceptable alternative, her teacher decided to list this accommodation on Michelle’s IEP so future teachers would be aware of this need.



Name which of the 9 categories are represented:

Remember what worked!

Reading seatwork time: sat next to high achievers

Math seatwork time: small # practice problems

Large group work, where new concepts are

introduced: preteach key concepts before lesson

Written language tasks: used keyboarding

Social Studies Report: produced a play



By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments and helped her to complete most work with one on one assistance. (____________)(_______________)(__________) Her teacher found pre-teaching no longer as helpful for Michelle, and speech language services were no longer found necessary by her IEP team. Graphic organizers were extensively used by this teacher and found to be quite helpful for Michelle. (_________________________)



By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments, and helped her to complete most work with one on one assistance.

(level of support A) (input A) (difficult A or B depending on whether Michelle was completing the tasks fundamentally herself or whether the adult was essentially doing the work) Her teacher found pre-teaching no longer as helpful for Michelle, and speech language services were no longer found necessary by her IEP team. Graphic organizers were extensively used by this teacher, and found to be quite helpful for Michelle. (input A)



Michelle’s IEP team found the reading level of the texts well beyond her skill, despite extensive continued remediation for reading difficulties. Michelle’s teacher decided to try text-on-tape and text-on-CD with Michelle, as she grasped the concepts better this way than reading the text alone. (____________________) She also found that choral-responding techniques, every-pupil response techniques (_______________________) allowed

Michelle and her classmates to focus better during whole group instruction. Her teacher also began PALS teams for social studies and science text reading, and found higher

achievement and time on task outcomes. (_____________________) (_____________________)

and (_____________________)



In eighth grade, Michelle was found to be unable to complete written tests on concepts very well. Orally she knew the material, but somehow in the writing task, even with keyboard responses allowed, she was unable to demonstrate mastery in concept-laden work. Her teachers agreed to try oral testing in the RSP classroom, although this often meant her testing could not occur until later that day due to scheduling constraints. To their astonishment, Michelle’s motivation and achievement skyrocketed!

(__________________) and (_____________________)

and (______________________)



By September of tenth grade, unfortunately Michelle had now begun to associate with known gang members, and her counselor

became concerned. Although she still maintained some earlier friendships, she did not “seem to be the same child any more,”

her parents stated. Parent conferences occurred, and it was agreed that counseling would be a good idea for Michelle. A referral to a local clinic was made at parent request.

During those sessions, her counselor became aware of low self-esteem issues

related to her incomplete understanding of her learning profile. (Although depression

was suspected, after several sessions, Michelle’s counselor decided this did not

apply.)



Demystification sessions about her learning profile were conducted, and Michelle and her counselor decided to approach the school staff to discuss the feasibility of a school-wide program, such as the Learning Strengths Seminars (see www.pent.ca.gov; accommodations pages and www.allkindsofminds.org; educational care giving).

Family therapy sessions were conducted, and Michelle has discontinued her association with gang-involved youth. Michelle stated she is interested in getting a job. Her family and other IEP team members will be meeting to develop a transition plan soon.



Teaching Students AboutAccommodations-Self Advocacy

The Learning Strengths Project



A form of educational care-giving (Mel Levine M.D. http://www.allkindsofminds.org/ )

Acknowledges and Understands strengths weaknesses affinities

Does not seek to “cure”Does not seek to radically alter the students’ characteristics



Learning Strengths Project Components:

1. SeminarsTeach About LearningGroup DemystificationClassroom Follow-up

2. Portfolio DevelopmentConnecting seminar and individual learning strengths

3. Conferences4. Ownership Demonstration: Asking For & Analyzing My Accommodations/Modifications


Component One: Seminars

All Learners

DevelopmentalFunctions

Variability +/-

Dysfunction

Disability

Handicap

1. Attention2. Simultaneous/Sequential Processing3. Memory4. Language5. Higher-Order Cognition6. Motor7. Social Skills

Synchronized interplay of thesefunctions lead to

successful learning.

PART ONE: Teach about learning


PART TWO: Group Demystification

Demystify through group acknowledgement

Use small groups (when possible)Include students without known learning

problems (when possible) They often reveal their own struggles

which is very helpful for students with difficulties.



Hold multiple sessions, can be small doses Formats

• Students complete questionnaires (such as after a test, Attention Cockpit, Answer System). Students often discuss responses individually with teacher, or in groups if the classroom climate is conducive.

PART TWO: Group Demystification



• Students read from a text about learning or learning disorders then discuss individual chapters and their personal relevance.

• Students read and discuss case studies, making suggestions.

PART THREE: Classroom Follow-up

Component Two: Seminars


• Students write and discuss their own autobiographical “case studies”

(e.g., “My Career in School)• Students analyze their own work

using formats provided by the teacher that relate success/failure to strengths/weaknesses and strategies selected

Connecting Seminar and Individual Learning Strengths

Component Two: Portfolio Development


One-to-one Meetings With Staff

Component Three: Conferences

Conduct with the student by an assessor

Explain the student’s strengths and demystifies the weaknesses

Use actual test results


Full page Comp 3

3-3


COMPONENTS CONTENT

Destigmatization Provide assurance that all individuals have strengths and weaknesses; the sooner one learns about oneself the better; possibly cite examples of one’s own dysfunctions; point out that even honor students are imperfect. Cite examples!

Strength Delineation Provide a description of student’s strengths: this must be concrete, honest, offered with evidence, and if possible, compared to peers

Weakness Enumeration Cite the number of dysfunctions (e.g., “There are 3 areas that are a problem for you.”) and their observable effects: use graphics and analogies, elicit examples from the student if possible

Conference Content


COMPONENTS CONTENT

Induction of Optimism Provide a profile projection of the future to show how these strengths can work well in adulthood; restoration of self-esteem and hope for the future.

Alliance Formation Focus on communication of interest and a willingness to be helpful and supportive in the future – “We’re in this together.”

Conference Content (continued)


Individualized demystification usually requires periodic follow-up “booster” doses.

It can be very helpful for parents to be present during the demystification session so that they can make use of the same terminology and frames of reference at home.

Alternatively, a cassette recording could be made available to the student to share with his/her family.

It is essential that the overall tone be supportive, non-accusatory, and not “preachy.”

Students should be helped to understand that she or he is accountable for work output, etc.; i.e., one cannot use the identified weakness as an excuse for poor performance.

Conference Hints


COGNITIVE/ACADEMIC AND BEHAVIORAL/SOCIAL PHENOMENA

COGNITIVE/ACADEMIC ELEMENTS

BEHAVIORAL/SOCIAL ELEMENTS

TASK

PHASE FUNCTION

DYSFUNCTION

FUNCTION

DYSFUNCTION

PLANNING

Strateging Reflecting on task requirement

Cognitive Impulsivity No awareness of

sequence of behaviors

Prediction of Consequence

Lack of behavioral

judgment Unintended actions Risk taking behaviors

with no forethought SELECTION

Vigilance and awareness of saliency

Poor saliency

determination; incidental learning

Frequent focus on minor features of a task

Action choice

Misguided, random

behavioral selection often unrelated to what is required for success

INHIBITION

Resistance to distraction

Distractibility (easily

forgetting what task one is performing)

Behavioral/motor inhibition

Disinhibited behaviors

and Hyperactivity

CONTINUITY

Sustained mental effort

Impersistance; Mental fatigue Performance

inconsistency

Behavior/affective stabilization

Behavioral

unpredictability Affective lability

MONITORING

Ongoing error detection and correction

Absent or damaged

quality control

Behavioral self awareness

Insensitivity to

feedback; Diminished

reinforceability Lack of awareness of

what actions lead to positive or negative feedback

Melvin Levine, M.D. 1990; with expansion D. Wright, M.S., 1992 Diana Browning Wright, Behavior/Discipline Trainings, 2002 HHp3.9 2-4


Attention Cockpit Interview

Small Group or

Individual Interview


Ownership of Bypass Strategies - Teach Students to Ask for Accommodations

Component Four: Ownership

Input Accommodation/Modification Strategy: Alter presentation of information to the student

Output Accommodation/Modification Strategy: Circumvent deficits, alter production from the student


True Ownership of Bypass Strategies - Teach Students to Ask for Accommodations

Mel Levine, M.D.

The need for the bypass strategies should be well understood by the student.

Bypass strategies should be utilized in such a way that they are not embarrassing and do not imply any disrespect or “writing off” of the student.

One can “charge a price” for a bypass (e.g., suggesting a student read an extra book in exchange for reduction in length for a written report).



True Ownership of Bypass Strategies - Teach Students to Ask for Accommodations

The entire class should know that bypass options are available to everyone who really needs them.

Never tolerate the teasing of a student who is receiving accommodations.


Everyone is entitled to a special program for an area in need of improvement, to

help improve a skill.


Accommodation/Modification Forms

Notification of Teacher

Accommodation Plan

Accommodations/Modifications Plan:

linked to Nine Types


Brendan

11th grader, legally blind, learning problems-IEP

Achievement on par on many parameters

Brendan


Accommodations/Modifications

All range from least restrictive to most restrictive

Only modifications require IEPs

leas

t res

tric

tive

to m

ost r

estr

ictiv

e


People react in different ways when they find out a student

in their class needs accommodations...


Overcoming Barriers

They don’t want to do it!

Why?

What Beliefs, Knowledge and Skills are Barriers?


Teacher

Student


Strategies for Overcoming Resistance


Swamp or Alligators?


Decreasing Resistance

1. Roadblock: Lack of Visible District-Wide Commitment

2. Roadblock: Lack of Legal Knowledge

3. Roadblock: Lack of Two-way Communication On

Content of a Student's IEP/504 Plan, Rationale for Elements In the Plan, How to Change IEP Plan Content


4. Roadblock: Lack of Clarity in Writing, Assigning Implementers, Establishing

Accountability, and Explaining Plans Immediately



5. Roadblock: Lack of Addressing The Five Key Reasons Educators Typically Are Reluctant To Accommodate Grading Responding to “Unfair!” Change of Incompatible Educational Philosophy Addressing Instructional Methods/Contexts It Takes Too Much Time



You may be coming face to face with the possibility that brains may be self-cleaning.


John

10th Grader, 16 yr old-IEP

Learning Disability in written language

Achievement deficits Fictitious picture


Dolores

8th Grader-No disability

Newly immigrated to the United States

Achievement delayed Fictitious picture


Philip

5th Grader, AD/HD-504

Difficulty completing tasks

Achievement on par Fictitious picture


Nathan

4th grader with Asperger’s Syndrome/High Functioning Autism-IEP

Achievement on par with peers

Nathan


Mae Lee

3rd grader with Reading Disability-IEP

Cannot decode text

Thinking on par, reading/writing severe delays

Fictitious picture


Joseph

Included 1st Grader-IEP

Autism

Achievement uncertain

Fictitious picture


Bruce

1st Grader, Moderate Mental Retardation-IEP

Included 80% of his day, general education

Unable to master grade level standards Fictitious picture


You can always email or phone me for clarification or assistance.

[email protected]

626 487 9455

welcome to ocho cohort arizona high achievement for all ahaa! diana browning wright...

Documents

restrictive slide

student success slide

counterclockwise slide

data aggregation

databased decision making

students preventive

high evidence

ongoing data district