TLE 7&8

1. TLE7&8 Mr. Fred Cohen Dr. Robert Greenberg

2. Our Trip to Albany ~ Your Trip to BOCES

3. SED’s April Training Objectives • Understand how teacher evaluation promotes teacher growth and development • Understand the expectations for evidence, interpretation of evidence, and scoring of teacher practice • Use a quality rating system to improve and ensure the rigor and comparability of SLOs • Address implementation issues related to SLOs • Understand the nuances of the indicators/elements of the frameworks for refining evidence collection, alignment and scoring • Understand how teachers of ELLs and SWD are observed using the rubrics

4. Today’s Agenda • Look at evaluating teachers of ELLs and SWDs • Continuation SLO development • Statewide Instructional Reporting System

5. Meeting the Needs of ALL Learners element 9 • Report on “Teacher Evaluation in Effective Schools and Classrooms for ALL Learners” written by a committee convened by AFT • Committee of experts outlined four conditions necessary for all students, including students with disabilities and ELLs, to be successful • All Learners and Equal Access • Individual Strengths and Challenges and Supporting Diversity • Reflective, Responsive, and Differentiated Teaching Strategies • Culture, Community, and Collaboration (Ell Experts: Diane August, Ph.D., Delia Pompa, Diane StaehrFenner, Ph.D., Giselle Lundy-Ponce; Students with disabilities experts: Peter Kozik and Spencer Salend) • NYSUT rubrics and modified ASCD rubrics were analyzed for alignment to the four conditions – strong alignment was determined • Document is being written that will detail the four conditions and include recommendations for teacher evaluation systems

6. Meeting the Needs of ALL Learners element 9 • Part I: Article discussion • “Moving beyond standardized test scores in evaluating • special education teachers” • Read the article selections: • Highlight areas of interest as you read • Discuss the following questions as a small group • 1) How do the articles address the role of allstudents in teaching and learning? • 2) What are the implications for how teachers plan and deliver instruction? • 3) What are the implications for teacher observation?

7. Evaluation of Special Education Teachers

8. Individual Education Program Specially Designed Instruction Access to Curriculum

9. Accomplished through the Delivery of Specially Designed Instruction • Adapting-Making changes matched to student need or condition • Content-Knowledge and skills that comprise the curriculum • Methodology-Actions by the teacher intended to produce or facilitate learning • Instructional Delivery-Teaching that results in access to, participation in and progress in the curriculum for students with disabilities

10. Specially Designed Instruction Related Service Gen Ed Special Class Resource

11. General Questions to Consider in the Context of……..

12. Context of the Student • What are the student(s) IEP goals? What IEP will you be addressing? • How will you know that students were successful in moving toward mastery of their IEP goals? • What accommodations will student(s) be using based on the IEP? • How will you monitor student progress on IEP goals?

13. Context of the Content • How will you ensure that students with disabilities are working on content aligned with the content of their grade level peers? • What adaptations will you make to the content based on student(s) IEP? • How will you evaluate the effectiveness of those adaptations?

14. Context of Instruction-Methodology • What adaptations will you make in your methodology of instruction based on student(s)IEP? • What teaching strategies will you use that are specific to the students with disabilities in the classroom? • How will you evaluate the effectiveness of the teaching strategies?

15. Context of Instruction-Delivery • What adaptations will you make in the delivery of instruction based on student(s) IEP? • What learning strategies will you teach? • How will you teach those learning strategies? • How will you support students in generalizing strategies to other settings?

16. Continuum of Services for Students with Disabilities

17. Direct or Indirect ConsultSpecial education teacher provides services to adapt the content, methodology, or delivery of instruction to support SWD’s. General education teacher provides primary academic instruction Questions to Consider… Are teachers implementing their roles with fidelity? Is there evidence of collaboration? * Special Consideration-There are two models of consultant teaching • Direct Consult • Special education teacher works directly with the SWD in general education class instruction • Indirect Consult • Special education teacher assists the general education teacher

18. Integrated Co-TeachingInstruction delivered jointly by two or more professionals for a diverse group of students with and with out disabilities *Specials Consideration-Administrators should note a variety of co-teaching models during mini-observations *Special Consideration- Special education teacher needs to have a more in-depth knowledge of the content Questions to consider.. • What evidence is there of co-planning? • What types of co-teaching models are being used? • Are those models being implemented with fidelity? • How are the interactions between gen ed and sped teacher impacting the classroom climate?

19. Resource RoomSupplementing the regular or special classroom instruction of students with disabilities *Special Consideration-Homework and content area text may be incorporated for independent practice, but homework should never be “the lesson” Questions to consider…. What is the skill focus of the lesson? How is the general education content being supported? What evidence is there of collaboration and communication with stakeholders?

20. Special ClassProvides primary instruction to a group of students in a self-contained setting, separate from theirnon-disabled peers *Special Considerations- There are a variety of configurations based on intensity of student need: • 15:1 Specialized instruction • 12:1:1 Management needs interfere with Instructional process • 8:1:1 Intensive management needs • 6:1:1 Highly intensive management needs • 12:1 (3:1) Severe, multiple disabilities in Special Class *Special Considerations- The special education teacher is also responsible for teaching content Questions to Consider.. • Do students have access to the content? • How is the content being adapted to meet the ability levels of the student? • What types of materials are students using? • How are functional behavior plans and behavior intervention plans being developed and implemented?

21. Paraprofessionals-What is the Role of the Paraprofessional? Teaching Assistants Teacher Aides •assisting in physical care tasks and health-related activities; •assisting students with behavioral/management needs; •assisting in the set up of equipment •reading to and playing audio-visual materials for children in lower grades; •assisting in proctoring and other tasks related to the administration of examinations; •assisting in the correction of test papers, recording of grades, maintaining of files and preparing statistical reports; •managing records, materials and equipment; and •supervising students (e.g., watching students during recess, hall transitions, etc.). •working with individual students or groups of students on special instructional projects; •providing the teacher with information about students which will assist the teacher in the development of appropriate learning and behavioral experiences; •assisting students in the use of available instructional resources and development of instructional materials; •assisting in the development of instructional materials; •assisting in providing testing accommodations; •assisting in related instructional work as required; and •assisting students with specific health related activities as appropriate.

22. Specially Designed Instruction Related Service Gen Ed Special Class Resource

23. Specific Considerations in Evaluating Teachers of ELLs

24. Things can look very different in the world of ELLs.

25. Who are we looking at? “Teachers of ELLs” “ESL Teachers” Second language acquisition Cultural components ESL standards, curriculum & assessment Best instructional practice for ELLs Training or experience with content areas? • Any teacher with ELLs • Any subject • Any grade level • Generalists & specialists Training or experience with ELLs & SLA?

26. 5 Stages of Second Language Acquisition • Preproduction • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency

27. 5 Stages of Second Language Acquisition Affects: • Questioning strategies • Response expectations • Level of independence • Level of collaboration

28. So we need to ask: “What are the language acquisition stages of your ELL students? How is this lesson tailored to their levels?”

29. Best Curricular Practice: Dual Objectives Language Goals Content Goals

30. Content Goals • Usually drawn from state standards for the content area • Recognized by verbs related to knowledge of the content area: identify, analyze, rank, construct, graph, divide, solve, visualize, design.

31. Language Goals • Address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives: read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft • Also key vocabulary, language functions, grammar or structures, and language learning strategies.

32. So we need to ask: “What are the lesson’s content objectives and language objectives? How did you determine these objectives?”

33. Best Instructional Practice for ELLs • Start with what the kids bring, know, are. Culture Language Personal Experiences Academic Experience

34. Best Instructional Practice for ELLs • Provide lots of comprehensible input. Speak slowly & clearly Minimize idiom Use gestures & visuals • Check comprehension frequently

35. Best Instructional Practice for ELLs • Provide lots of opportunity to use English. Students speaking a lot Affirm communicative ability Correct with modeling • Check comprehension frequently

36. So we need to ask: “What are your instructional strategies specific to ELLs? How will you check ELL student comprehension and learning?”

37. Always Best Practice • Student engagement • Higher order thinking skills • Differentiation • Collaboration • Data-driven instruction • More … • Student engagement

38. So we need to ask: “How does this lesson demonstrate great teaching and engagedlearning?”

39. Meeting the Needs of ALL Learners element 9 • Part II • In your groups, review one standard (NYSUT – 3, 4, 5) • or domain (ASCD – 2, 3) in your selected rubric. • Which particular elements [ASCD] or indicators [NYSUT] are critical for an observer to focus on in order to assess the teacher’s skill at meeting the needs of all learners including: • English Language Learners • Students with Disabilities • Students who perform significantly below grade level

40. SLO..LY • We turn….