Going Deeper with TBTs and the Ohio 5-Step Process

Getting Results: Impacting Each Student within All Students

Going Deeper with TBTs and the Ohio 5-Step Process

2011-2012 SPDG Professional Development

Our Targets For Today

Linking Assessment to

Instruction

Differentiation and Multiple Intelligences

Differentiation and Universal

Design for Learning

School and Classroom PracticeMUST CHANGE

TBT Step 3: Planning for High Quality Instruction

• Evaluate the difference between LRE compliance and achievement for all students

• Understand the link between formative assessment and planning for instruction

• Analyze how Multiple Intelligences, Differentiation and Universal Design for Learning Support ALL students.

Training Outcomes: TBT Protocol Step 3

The Ohio 5-Step

Process:A Cycle of

Inquiry

All available evidence suggests that classroom practice has changed little in the

past 100 years.James Stigler and James Hiebert 2009

There is a lot of sitting and listening and not a lot of thinking.

Robert Pianta 2008 (on his observation of more than 1,000 classrooms)

Prove It Activity: HOW We Teach1)In pairs, choose one of the quotes below and “prove” it wrong by providing evidence of specific examples you have seen recently in the classroom.2)Give each person 30 seconds to share with partner.

Current Challenges• increased diversity in classrooms • high expectations for all students• high stakes testing• accountability for all students

Think About Your Classroom

How many students have:• Visual issues• Attention difficulties• Auditory issues• Reading disabilities

Greater Access to Curriculum and Instruction

LEAs have increased the number of students who spend 80% or more of their school day in regular classrooms.

Ohio now is near the national average for this placement.

9

Settings Have ChangedIEP teams

continue to include more

children in regular

classrooms, while avoiding

separate placements.

Performance Has

Improved….

But the Gap Hasn’t Closed

I contend that to integrate requires the teacher to plan lessons that actually

require the student with special needs to actively participate in the learning. Inclusion, on the other hand, simply

requires the students be placed physically in a regular classroom

without any real expectation that the student will be participating

intellectually in what the rest of the class is learning.

Ainsley B. Rose 2009

Students with Disabilities

Achievement – not merely compliance

Step 3Establish shared expectations for

implementing specific effective changes in the

classroom

What planning must occur at Step 3, so that

our core instruction addresses the diverse needs of ALL students

in our classrooms?

5 Step TBT

Process

FOCUS ON THE

CORE

Assessment and instruction are often conceived as curiously

separate in both time and purpose. The key to high-quality

formative assessment is to intertwine the two.

Graue 1993

If we have deconstructed our embedded learning targets, and our assessments

provide us formative feedback,

then how do we link instruction to the results of our assessments, KNOWING

there is learner diversity in every classroom?

Formative Assessment Instruction

Case Study - Modified JigsawA.Number the tables 1,2,3B.Table will read their assigned case study and

answer the preview questions (5 minutes)C.Form triads of a 1s, 2s and 3sD.Summarize your case study and share out

table responses (1 minute each)

Differentiated InstructionMultiple Intelligences

The Bridge from Content to Learner

Does Differentiated Instruction Look Like This?!

Differentiated Instruction Features

• Responsive to individual needs• Teaching is planned to ensure

maximum growth• Learning is guided• Instruction is purposefully

planned• Each student is treated fairly• Teaching is designed to meet

individual needs and learning style

• Content is modified• Instruction is student focused

Formative Assessment Features

• Data are gathered to identify student needs

• Areas of requisite growth are clearly identified

• Student understanding is monitored• Instruction is based in students’ assessed

readiness and starting points in order to learn

• Each student gets what assessment data indicate he/she needs to progress

• Needs and learning style are measured through ongoing formative assessment, and instruction is customized accordingly

• Scaffolding, tiered activities, and grouping are based on assessment needs

• Different resources and measures are used

• Peer and self-assessment inform learningWhat Teachers Really Need to Know about Formative Assessment pg. 147

Multiple Intelligences and Formative Assessment

Intelligence Application Sample Formative Strategies

Verbal-Linguistic(word smart)

Student writes it down and tells others

Minute PaperJournaling

Spatial(picture smart)

Chart it: format ideas related to a specific term

Empty OutlinesGraphic Organizers

Bodily-Kinesthetic(body smart)

Demonstrate it Model the stepsLine-Up

Logical-Mathematical(number/reasoning smart)

Count or measure Color-codingClusters

Musical(music smart)

Put it to a beat Create a rhythm haiku

Interpersonal(people smart)

Group work Muddiest PointBump in the Road

Intrapersonal(self smart)

Self-assessment Journaling

Let’s Use What We Know…In triads, review the following charts together:

1) Differentiated Instruction Features vs. Formative Assessment Features

2) Multiple Intelligences and Formative AssessmentDiscussion points:

1) How can formative assessments be used to develop differentiated instruction?

2) How can multiple intelligences be considered in formative assessments?

3) How should differentiated instruction reflect and support students’ multiple intelligences in any given classroom?

A Differentiated Classroom Video Clip

“ (Differentiated Instruction) provides different avenues to acquiring content, to processing or making sense of ideas, and

to developing products so that each student can learn effectively.”

(Tomlinson, 2001 p.1)

A Differentiated Classroom Video Clip

Co-Teaching Approaches• One Teach, One Observe – Co-teachers decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. The teachers should take turns teaching and gathering data, rather than assuming that the special educator is the only person who should observe.

• Station Teaching – Co-teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could give students an opportunity to work independently. As co-teachers become comfortable with their partnership, they may add groups or otherwise create variations of this model.

• Parallel Teaching – Co-teachers are both teaching the same information, but they do so to a divided class group. Parallel also may be used to vary learning experiences, for example, by providing manipulatives to one group but not the other or by having the groups read about the same topic but at different levels of difficulty.

• Alternative Teaching – one teacher takes responsibility for the large group while the other works with a smaller group. These smaller groups could be used for remediation, pre-teaching, to help students who have been absent catch up on key instruction, assessment, and so on.

• Teaming – both teachers share delivery of the same instruction to a whole student group. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-teachers consider this approach the most complex but satisfying way to co-teach, but it is the approach that is most dependent on teachers’ styles.

• One Teach, One Assist -one teacher keeps primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. This should be the least often employed co-teaching approach.

Which Is Over-used? Why?• One Teach, One Observe• Station Teaching• Parallel Teaching• Alternative Teaching• Teaming• One Teaching, One Assisting

Which Can Be the Most Difficult?

• One Teach, One Observe• Station Teaching• Parallel Teaching• Alternative Teaching• Teaming• One Teaching, One Assisting

Understanding… Specialized InstructionOccurs above and beyond Core

InstructionIf on a student’s IEP, all team

members must be fully versed in and utilize as part of instructional planning

During TBT Step 3, Intervention Specialist guides team members

From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference

“Special Ed was never designed to be a place. It was

meant to be specially designed

instruction.”

Specially Designed Instruction Defined:

“Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district.”

From OSEP (Office of Special Education Pograms), USDOE

Teacher Based Teams:

Impacting Each Student within

All Studentsthrough use of

effective instructional

practices !

• What should be considered when connecting instruction to formative assessment?

• What are the key ideas of Universal Design for Learning?

• What are the key ideas of Differentiated Instruction?

• What are the most significant barriers to learner success?

• What are the most significant factors for ensuring student success?

Carousel Reflection

Our Targets From TodayLinking

Assessment to Instruction

Differentiation and Multiple Intelligences

Differentiation and Universal

Design for Learning

WHEW!!WHEW!!

THANK YOUfor

your hard work!

TEAM TIME…

Resources

• ttp://www.internet4classrooms.com• http://tonitheisen.wikispaces.com/Differentia

ted+Instructional+Strategies• Teaching Every Student in the Digital Age:

Universal Design for Learning, David H. Rose & Anne Meyer. ASCD, 2002

• http://www.cast.org• www.ocali.org

This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #Q27A090111A, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.