Effective Instructional Practices Day 1 Elementary AN Center Institute Summer 2014

Effective Instructional PracticesDay 1

Elementary AN Center InstituteSummer 2014

Welcome!

Name

School or Worksite

Position

Agenda: Day 1In

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Setting Norms

Schedule for the week

Goals for the Next Three Days

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Data Investigation

Culturally and Linguistically Responsive ClassroomsIn

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Long-Term Planning

Content Learning Objectives

Effective Instructional Strategies

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Planning for Instruction

Setting Norms

•Norm One•Norm Two•Norm Three

What does this look like to

you?

AN Institute Schedule

•Monday- Wednesday▫Effective Instructional Strategies for AN

Teachers Facilitated by Special Ed. Support Partners

•Thursday-Friday▫Additional AN Center Training

Facilitated by Cenpatico

Goals: AN Teachers will

Goal One: Understand their role in ensuring their students access general curriculum, English Language Development and Colorado Academic Standards.

Goal Two: Develop knowledge of principles of long-term planning and develop a long-term plan for a unit .

Goal Three: Understand the importance in having a culturally and linguistically responsive classroom.

Goal Four: Be able to write content language objectives to drive instruction.

Frantum-Allen, Robert

see the goals in the notes- can we just add the goals to a note catchers and print them off? this way they don't have to write them

Goals: AN Teachers will

Goal Four: Be knowledgeable about effective instructional strategies that can be used to design rigorous and engaging instruction.

Goal Five: Be knowledgeable about how to differentiate instruction to support student learning.

Frantum-Allen, Robert

see the goals in the notes- can we just add the goals to a note catchers and print them off? this way they don't have to write them

SuccessOur essential goal is that by the end of our three days together, you will have additional knowledge and tools that will help you to implement effective instruction, to meet the learning needs of your students and enable them to make academic growth.

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Essential Questions• What is the role of the Affective Needs teacher in

closing the achievement gap?

• How can/do you help your student’s close their achievement gap?

• How do you ensure that your students are accessing general education?

• How are you preparing (academically and behaviorally) your students to transition back to their LRE and general education?

Essential Questions• As an AN teacher do you have access to general

curriculum?

• If you do not currently have access to general curriculum, do you have a plan to do so?

• How do you implement general curriculum and standards into your classroom?

▫ In all content areas?

• How do you ensure that students are progressing toward their IEP goals and objectives as well as general curriculum?

Responses to Essential Questions•Find another participant and discuss the your

answers to the essential questions.

• In relation to the essential questions, think about-▫What do you feel is your strength in regard

to instruction within your classroom?

▫What do you feel is an area that you need support with?

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Students with Affective Needs in DPS

Objective

Participants will review DPS Data for AN students placed in AN classrooms.

Participants will understand the importance of ensuring we are providing

access to general curriculum for our students placed in AN classrooms.

Understanding AN Programs in DPS for 2014-15

• AN Classrooms▫ Program in the district that supports our continuum of services

for students with affective needs.▫ Staff supporting these programs are hired and supervised by DPS▫ Follow district developed guidelines, policies, and procedures

• AN-I Programs▫ Program in the district that supports our continuum of services

for students with effective needs.▫ Outside Agency Programs (Cenpatico) within Columbine

Elementary and Skinner MS to provide services for DPS students. ▫ Staff supporting these programs are hired and supervised by

Cenpatico▫ Program guidelines and procedures may look different than DPS.

Current AN Program Performance: Summary Student Data and Outcomes

• Disproportionate enrollment of African-Americans (2.5x as likely to be in a AN program)

• Academic Performance:▫ TCAP Proficiency rates of only 10% and growth percentiles in

just the mid-30’s

▫ Twice as likely to dropout and far worse graduation rates

• Behavior▫ Overall attendance 10% worse than all others and particularly

poor at the middle school level.

▫ Dramatically worse ISS and OSS rates compared to all others At least 1 ISS: AN program: 36.2%; All others: 2.6% At least 1 OSS: AN program: 16.2%; All others: 2.5%

Current AN Program Performance: Student Enrollment• AN Program Student Demographics:

▫ The number of students in our AN programs has been declining over the past couple of years and is now in the low-to-mid 300’s.

▫ While the race and ethnicity of our students with IEPs largely mirrors our overall student population, the major discrepancy is when we look at the race and ethnicity of students placed in our AN programs where we see a disproportionate number of African-American students (36% versus only 14% of our overall population).

Current AN Program Performance: TCAP Proficiency and Growth

While the proficiency of students in AN programs on TCAP was better than other center students (and largely similar to DPS’ mild-moderate students), students in AN programs growth scores were consistently lower in the mid-30’s.

Current AN Program Performance: Dropout and Graduation Rates

• Dropout and Graduation Rates: We have seen a dramatic increase in the dropout rates for students in AN programs, now much higher than other students in center programs and for the district overall as well. Partially due to the high dropout rates, students in AN programs are significantly less likely to graduate or still be pursuing their degree with DPS

Current AN Program Performance: Behavior

Across multiple behavior metrics (attendance, in-school suspensions, out-of-school suspensions, and ABC risk scores) students in AN programs perform dramatically worse.

Attendance Rate by Grade

AN Program ExitsAnnual AN Program

Exits

10-11 11-12 12-13 13-14AN

StudentsExit

s %AN

StudentsExit

s %AN

StudentsExit

s %AN

StudentsExit

s %

Elem 201 2311.4% 162 20

12.3% 149 15

10.1% 155 0.0%

Middle 103 1817.5% 95 19

20.0% 107 5 4.7% 106 11

10.4%

High 81 1822.2% 59 2 3.4% 71 9

12.7% 64 0.0%

Total 385 5915.3% 316 41

13.0% 327 29 8.9% 325 11 3.4%

Valdez 24 312.5% 22 1 4.5% 18 2

11.1% 14 0.0%

GOAL: to increase the number of students exiting from AN Center ready to rejoin their community in their neighborhood or

school of choice.

Why Focus on Instruction?

Turn and Talk•What does the data tell us?

•What is our ultimate goals with our students in our AN classrooms?

•Are we reaching this goal?

Individual Student DataHow are your students performing?

• Review Student TCAP & Interim data▫ Use Teacher Portal/Schoolnet to look up individual

student data

• IEP▫ Present Levels of Performance- what data will you use

for this?▫ Goals and Objectives- what data will you use for this?

• What other sources of data do you have to learn about your students?

• If you don’t have current academic data for your students, how will you plan for instruction?

Agenda: Day 1In

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Data Investigation

Culturally and Linguistically Responsive Classrooms

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Building Relationships With Your Students

•How do you build relationships with your students?

•How do you get to know their family?

•How do you get to know their community?

Go to the google document (link on the wiki space) and complete these questions (first three questions).

Pre-test for Culturally Responsive Training

Name:_____________________ Culturally Responsive Pre-Survey Date:_______________(Sampson/Diggs) 2012My current knowledge of culturally responsive teaching is: 1 2 3 4 5Low emerging proficient My current ability to provide culturally responsive teaching is: 1 2 3 4 5Low emerging proficient

I am comfortable with exploring topics related to culturally responsive teaching (e., race, gender, Special Education/Differentiated Instruction, Disproportionality, etc.).1 2 3 4 5Strongly Disagree Disagree Strongly Agree To further enhance my skills I need: (check all that apply)• To increase my understanding of culturally responsive teaching in general.• To understand the theoretical framework (the research) of culturally responsive teaching.• I need specific strategies for working in classrooms and schools related to culturally responsive

teaching.• I need help in talking about race/culture/ethnicity with peers and teachers.• I need assistance in supporting and intervening around issues of race, gender, culture, etc, while in

classrooms.• I need support in advocating for students in my school particularly around issues of race/ethnicity,

diversity, etc.• Other:__________________________________________________________________

Definition of Biasbi·asnoun \ˈbī-əs\ • : a tendency to believe that some people, ideas,

etc., are better than others that usually results in treating some people unfairly

• : a strong interest in something or ability to do something

1. • prejudice in favor of or against one thing,

person, or group compared with another, usually in a way considered to be unfair.

Understanding Strengths vs. Deficits

• Recognizes the beauty, potential, resilience, intelligence, and cultural richness of Children of Color/Difference.

• Recognizes differentiated learning needs vs. disabilities.

• Dissects deviance vs. difference.

• Educationally assists with attending behaviors, time on task, classroom dialogue, and concept mastery

Understanding Strengths vs. Deficits, cont.

• You must know you and your challenges in regard to difference/color.

• You must research your role and examine your pedagogical style.

• You must seek out assistance and cultural knowledge.

• You must dissect, challenge, and understand the reasons and political constructs around the disproportionate numbers of Children of Color/Difference receiving SPED, resource, behavior planning, discipline action, referral, or being categorize/labeled

Culturally and Linguistically Responsive Classrooms

1. Culturally Responsive Teaching and Administration is a process which takes time, practice and conscious thought

2. Give yourself permission not to know3. Work on barriers that may prevent you from experiencing, feeling,

and incorporating4. Ask for help5. Consciously utilize self6. Monitor hegemony7. Watch power, privilege and entitlement inhibitors8. We all have thoughts and feelings that we are ashamed of– the key

is to deconstruct, challenge and acknowledge that those feelings are present

9. Culturally Responsive work is hard, and each person must proceed at their own pace

10. Understand that this is just the beginning – you will leave this training with additional questions and many feelings to reflect upon

Continued:

•I AM SMARTI CAN BE WHAT I WANT TO BE

AND I GOT IT LIKE THAT!

• Elkhart Elementary• Children’s Group

Definitions:• Culturally Responsive: “An approach to teaching that

empowers students intellectually, socially, emotionally, and politically, by using cultural references to import knowledge, skills, and attitudes” (Ladson-Billings, 1994 p.18).

• Cultural Deficit Model: Research and behavior in the 1960’s and 1970’s that assigned pathological attributes specifically to African American family life, behavior, and cognitive abilities (Cummins, 1989).

• Culturally Relevant: A term inspired by the work of numerous scholars, that refers to teaching to the diverse needs of students through the use of cultural artifacts, language, ethnic referents, and cognitive and linguistically contexts familiar to children of color/difference (Gay, 2000; Irvine-Jordan, 1991; Ladson-Billings, 1994).

Activity on Self Reflection

Zero Tolerance

•The policy of applying laws or penalties to even minor infringements of a code in order to reinforce its overall importance and enhance deterrence.

Activity

Read this article (link can be found on wiki page) •Minority kids disproportionately impacted

by zero-tolerance laws By Halimah Abdullah, CNN

•After you have read this article find a partner and discuss the following:▫What does this mean for us as

educators in DPS? As AN teachers?

Lunch BreakReturn by _______

Classroom Behavior Expectations• Promoting Positive Behavior:• Plan appropriate learning activities • Establish • Explicit and Reasonable Behavioral

Expectations:• Use classroom rules that state desired

behaviors rather than undesired behaviors• Make sure classroom rules are reasonable• Create a manageable number of classroom rules• Clearly state the consequences for violating

rules and policies• Clearly explain rules and consequences

Classroom Behavior Expectations

• Acknowledge appropriate behaviors when they occur

• Allow students to establish behavioral expectations

• Use Positive Behavioral Supports:• Modeling and role playing to directly teach

appropriate behaviors• Teaching social problem solving skills• Bibliotherapy- using books to help students

identify issues they are experiencing and appropriate ways to handle them

Classroom Behavior Expectations

•Managing Inappropriate Behaviors•Remain in control (don’t appear rattled)•Initiate disciplinary action by using an

attentional cue•Use a command to redirect the student•Give only one directive at a time•Acknowledge the students compliance

with verbal and or nonverbal praise

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Ecological Validity

•Ecological Validity: “ the extent to which behavior sampled in one setting can be taken as characteristic of an individual’s cognitive processes in a range of other settings.”( Klingner, J., Artiles, A.J., & Mendez-Barletta, L., 2004)

Building Relationships With Your Students continued…

Based upon everything we have discussed so far today:

• What is the first thing you will do at the beginning of the school year to build relationships with your students?

• Is this the same or different than you have done in the past?

Go to the google doc and answer questions 4 & 5

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The AN teacher wears many hats…

Long-term planning Includes being responsible for providing students with access to the general education core content curriculum, Colorado Academic Standards, and English Language Development (ELD).

Common Core Shifts

• What are the implications for your current practice?

• What was your biggest question as you read this article? Your biggest “take away”?

Read the article Common Core Mind Shifts (Turn and Talk)

• What are the implications for your work with students with disabilities?

• How will you implement standards into your instruction?

• What support do you need as you work to improve your understanding of CAS (including CCSS)?

Read the article Application to Students with Disabilities (Turn and Talk)

Colorado Standards

Colorado Academic and WIDA Standards

•http://www.cde.state.co.us/standardsandinstruction/coloradostandards

•http://www.wida.us/standards/eld.aspx

http://www.cde.state.co.us/standardsandinstruction/coloradostandards



http://www.wida.us/standards/eld.aspx

http://www.wida.us/standards/eld.aspx

Rigor and Effective Instruction• LEAP Indicator I.2

▫Masterful Content Delivery Provides rigorous tasks that require critical

thinking with appropriate digital and other supports to ensure student success.

Turn and Talk• What is Rigor?• What does it mean for your instruction?

A history lesson from Saturday Night Live

http://www.teachertube.com/video/seinfeld-history-lesson-241598

Currently, about 70 percent of students meet state standards and enter higher education. But these standards are set so misleadingly low that more than 40% of those “successful” students require remediation when they get to college. (T. Shanahan, 2012)

Why are we concerned about rigor?

The Centers for Quality Teaching and Learning

Recognizing RigorRigor is creating an environment in which

• each student is expected to learn at high levels,

• each student is supported so he or she can learn at high levels,

• and each student demonstrates learning at high levels.

(Blackburn, 2008)


ELA• College and Career

Readiness Standards• Complex Texts• Primary sources• Academic vocabulary• Evidence-based

Conversations

Math• 8 Math Practices• Fluency and conceptual

understanding• Application to real-world• Modeling• Multiple approaches

Rigor in the Common Core Standards


Rigor in Math - ExampleAnswer the following question. Note your plan of attack. What are you thinking?

A video store charges $8 to rent a video game for five days. Membership to the video store is free. A video game club charges only $3 to rent a game for five days, but membership in the club is $50 per year. Compare the costs of the two rental plans. Justify your answer.


Rigor in Literacy – Spotlight on Vocabulary


Shifts in ExpectationsCognitive Complexity

Five Sources in Math: 1. Mathematical

Content2. Mathematical

Practices3. Stimulus Material4. Response Mode5. Processing Demands

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Four Sources in Literacy:

1. Text Complexity

2. Command of Textual Evidence

3. Response Mode

4. Processing Demands

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Using the articles on Cognitive Complexity for Reading and Math:1. Get in a group of four and number off.2. Each person reads a section on one of the

sources of cognitive demand.3. Use template to make notes as you read.4. Share description of your source and

take notes as others share theirs.

What are the implications for our work?

Cognitive Demand of Tasks Jigsaw

What is coming?

http://practice.parcc.testnav.com/#

• Pearson runs/creates both PARCC and CMAS.

• The PARCC (PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS) will now be referred to as CMAS (Colorado Measures of Academic Success)

http://practice.parcc.testnav.com/



PARCC Observations & Implications

• What observations do you have about the items?

• What did you notice about the level of cognitive complexity required in the assessments?

• What implications does this have for your work?

Rigor and Effective Instruction

Turn and Talk

•What is Rigor?

•What does it mean for your instruction?

Classrooms in Action• Videos of effective practice

▫Search for Classrooms in Action▫Watch 4 different I.2 videos (rigor)

• Find a partner and discuss:▫What did you notice? ▫What was your take-away from watching these

videos?

http://safari.dpsk12.org/SAFARI/montage/login/login.php

Explore these DPS resources

DPS Standards Toolkit website has many resources that you can use to support your students’ access to general curriculum. • http://standardstoolkit.dpsk12.org/

• DPS Curriculum ▫ http://curriculum.dpsk12.org/

I-Unit site▫ http://

curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/index.shtml

▫ Teacher Portal- Schoolnet Curriculum

What did you find that was helpful?

Was there any resources that will help as you think about developing long-term plans for your students?

http://standardstoolkit.dpsk12.org/



http://curriculum.dpsk12.org/

http://curriculum.dpsk12.org/

http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/index.shtml



Long-Term Planning is Your Roadmap to Student Achievement

Long-Term Planning is:• Is driven by grade level standards, classroom

and student data, and IEP goals

• Used for all content areas you teach

• Vision for where you are going and how you will get there

• Guiding Question: What are the learning goals I want my students to achieve by the end of the semester and/or school year?

DPS Inquiry Cycle

From the DPS Academic Expectations for 2014-15 School Year

http://standardstoolkit.dpsk12.org/files/Academic_Expectations_2014-2015.pdf

DPS Inquiry Cycle Framework Indicator: IL1

Long-Term Planning:

Analyze standards, data, present level(s)

of functioning, and IEP goals to identify long-

term instructional goals

Long-T

erm

Pla

nnin

gConsider Grade Level

Content Standards

Examine Classroom and Student Data for Functioning Level

Examine Measureable Annual Goals

Identify Long-Term Instructional Plan

Identify Present Levels of Academic Achievement and

Functional Performance

Connection to Student Learning ObjectivesFramework Indicator: IL1



Connection to Curriculum and Teaching ResourcesFramework Indicators: IL1, IL2, IL3



DPS Inquiry Cycle Framework Indicator: IL1

Long-Term Planning:

What am I going to teach?

Standards, Curriculum, IEP goals and objectives, lesson

design

Teaching for Understanding

•Read the article: Teaching for Understanding: A Meaningful Education for 21st Century Learners

By Jay Mctighe and Elliott Seif

Think-Pair- ShareWhat are the implications for your

students/instruction?

Share out large group

Parking Lot

Please take time before you leave to add to the parking lot. We will take time in the morning to discuss.

•What questions/comments do you have?

Documents

Effective Instructional Practices Day 1 Elementary AN Center Institute Summer 2014