Effective Instructional Practices Day 1

1. Effective Instructional PracticesDay 1 Elementary AN Center Institute Summer 2014

2. Welcome! Position School or Worksite Name

3. Agenda: Day 1 Planning for Instruction

4. What does this look like to you? Setting Norms • Norm One • Norm Two • Norm Three

5. 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

6. Goals: AN Teachers will

7. Goals: AN Teachers will

8. Success Our 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.

9. Agenda: Day 1 Planning for Instruction

10. 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?

11. 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?

12. 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?

13. Agenda: Day 1 Planning for Instruction

14. 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.

15. 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.

16. 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 Proficiencyrates 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%

17. 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).

18. 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.

19. 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

20. 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.

21. Attendance Rate by Grade

22. AN Program Exits GOAL: to increase the number of students exiting from AN Center ready to rejoin their community in their neighborhood or school of choice.

23. 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?

24. Individual Student Data How 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?

26. Agenda: Day 1 Planning for Instruction

27. 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).

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

29. Definition of Bias bi·as noun \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.

30. 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

31. 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

32. Culturally and Linguistically Responsive Classrooms • Culturally Responsive Teaching and Administration is a process which takes time, practice and conscious thought • Give yourself permission not to know • Work on barriers that may prevent you from experiencing, feeling, and incorporating • Ask for help • Consciously utilize self • Monitor hegemony • Watch power, privilege and entitlement inhibitors • We all have thoughts and feelings that we are ashamed of– the key is to deconstruct, challenge and acknowledge that those feelings are present • Culturally Responsive work is hard, and each person must proceed at their own pace • Understand that this is just the beginning – you will leave this training with additional questions and many feelings to reflect upon

33. Continued: • I AM SMARTI CAN BE WHAT I WANT TO BEAND I GOT IT LIKE THAT! • Elkhart Elementary • Children’s Group

34. 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).

35. Activity on Self Reflection

36. 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.

37. 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?

38. Lunch Break Return by _______

39. 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

40. 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

41. 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

42. 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)

43. 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

44. Agenda: Day 1 Planning for Instruction

45. 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).

46. Common Core Shifts

47. Colorado Standards

48. Colorado Academic and WIDA Standards • http://www.cde.state.co.us/standardsandinstruction/coloradostandards • http://www.wida.us/standards/eld.aspx

49. 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

50. Why are we concerned about rigor? The Centers for Quality Teaching and Learning 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)