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Meeting the Needs of Challenged

Students

Session 3, May 2014 NTI

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Learning Targets• I can describe powerful accommodations and

determine their appropriateness for students with disabilities.

• I can describe powerful scaffolds and determine their appropriateness for ELL students.

• I can evaluate the impact of a variety of accommodations provided to students.

• I can provide growth-producing feedback to teachers about their use of accommodations.

Written Conversation

• Find an elbow partner.

• In writing, silently respond to the first prompt on the Written Conversation notecatcher for 2 minutes.

• Exchange notecatcher with partner and build upon/ react to her/his response for 2 minutes.

• Return notecatcher; reflect on what partner wrote for 1 minute.

• Repeat process.

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Prompts1. How do you currently support teachers who

scaffold module lessons to support students who are English Language Learners?

OR How do you currently support teachers who provide

accommodations for students with disabilities?

2. What do you know about the differences between scaffolds, accommodations and modifications?

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Written Conversation Protocol

• Use notecatcher, p. 63 of your notebook.

• Prompt 1: Choose one: How do you currently support teachers who scaffold module lessons to support ELL students? OR How do you currently support teachers who provide accommodations for students with disabilities in module lessons?

•  Prompt 2: How do accommodations and scaffolds impact alignment to the common core standards within lessons?

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Introductions

• At tables: name, role and a thought you would like to share from the written conversation protocol.

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Some Thoughts to Guide You• This is an interactive session and depends on

your willingness to share honestly and perhaps be vulnerable with other administrators.

• This time will allow us all to learn from one another and the vast expertise in the room.

• Additionally, as we work to give feedback that is “growth producing” for teachers, how do we provide that for one another?

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Keep in Mind• Classrooms in many of New York's schools are

extremely diverse.

• Any given classroom may contain students with disabilities, English Language Learners, and students from diverse cultural and socioeconomic backgrounds.

• It is important that students with learning challenges be treated as individuals with specific needs, rather than as a "group" with the same needs.  

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Keep in Mind• Although many of the supports provided to

students with learning challenges may appear to be the same, teachers should be carefully considering the differences between

accommodations: specific supports provided to meet the individual needs of special education students)

modifications: changes made to the outcomes/content of curriculum made by way of IEP

scaffolds :temporary specific supports provided to meet the needs of individual English Language Learners and other learners.  

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A Special Note

• Expeditionary Learning believes that every student deserves to be treated as a "general education" student and that every student deserves the supports he/she needs to participate fully in his/her educational experience.

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World Café Protocol

• Review the steps in the World Café Protocol.

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World Café Protocol• Question 1: How do you plan and schedule services to

support all students in an inclusive setting?

• Question 2: How do you determine the appropriateness of accommodations and scaffolds?

• Question 3: How do you know whether or not students met the learning targets of the lesson?

• Question 4: How do you know that all students are being supported to participate appropriately in a lesson?

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Getting Ready

• Brainstorm: • 1. What will you be looking for to “know” that all

students are appropriately supported to participate in this lesson? (accommodations and scaffolds)

• 2. Things you are wondering before you enter the room. (3 min)

• Turn and share your thoughts with a partner. (3 min)

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Going Into a Classroom

• Prepare to enter the room via video and capture your evidence and thinking in a way that makes sense to you as an administrator.

• Think about… What do you notice? What do you wonder? What do you want to ask the teacher about scaffolds for ELL students? Accommodations for students with disabilities? What positive feedback do you have for this teacher?

•

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Read and Text Code

• ! : a-ha! This is something that hits you from the reading and makes you go “a-ha” (could be helpful or new thinking regarding accommodations and/or scaffolds).

• ? : I would like to ask a colleague about this.

• * : We are already doing this, so this affirms my practice.

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Break

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3A’s

• Fill in your 3A’s notecatcher (page 77 in your notebook) in preparation for sharing with colleagues.

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3A’s Sharing

• Round 1: Each member of the group shares an “A-ha” from the articles.

• Round 2: Each member of the group shares an “Ask.”

• Round 3: Each member of the group shares an “Affirm.”

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Getting Ready

• Review the lesson plan from grade 8 Module 3A before (page 78 in your notebook) before “entering” the classroom.

• Write on the lesson plan. What are your questions for the teacher? What will you be looking for? What do you hope to hear and see from students in the classroom?

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A Classroom in Action

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Time to write

• Craft feedback including probing questions you would like to ask the teacher. (8 min)

• Turn and have a brief discussion with an elbow partner. (2 min)

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Review

• Review the Fishbowl Protocol.

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While on the Outside of the Fishbowl

• Take notes as you listen to the fishbowl discussion.

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Back to Back - Face to Face

• What makes feedback “growth producing” feedback vs. non-growth producing?

• How did the fishbowl protocol support you as a leader?

• How might you use a fishbowl with staff?

• How will your learning from this session impact your practice?

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New Thinking?

• Go back to your Written Conversation Notecatcher from the start of this session.

• Capture your new thoughts. Talk in split table groups ensuring that each person gets a chance to speak.

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Closure

• Synthesis: Look back at the learning targets for this session and self assess as to how you did on those targets.

• You may also want to journal an actionable step that you can take based on your learning from this session. You can use the space on the bottom of p. 99 for this work.

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Ask yourself

• What learning do you need to pursue to solidify deeper knowledge about appropriate accommodations for students with disabilities?

• What learning do you need to pursue to solidify deeper knowledge about appropriate supports and scaffolds for ELL students?

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