Differentiating Instruction

Fran McCarthyDirector

Glenda SederstromCoordinator

Center for Special Education ServicesNEWESD 101

August 19, 2014

In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening(English language arts), their instruction must incorporate supports and accommodations, including:

• Supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004).• An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards.• Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.

Common Core Language

• Both IDEA and ESEA require that students with disabilities have access to the general education curricula, and the opportunity to learn the same skills and concepts as their non-disabled peers.

• Access curricula at an appropriate level based on their individual assessment.

• In order for Students with Disabilities to meet standards and fully demonstrate their conceptual and procedural knowledge and skills, their instruction must incorporate specially designed instruction and accommodations.

Application to Students with Disabilities

http://www.udlcenter.org/

UDL was originally a term that described architectural access for all people, not just those with disabilities Barrier Free Easy Access

UDL offers access to the content through varying opportunities for presentation and with multiple choices for practice and learning.

http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Universal Design for Learning

I. Provide Multiple means of Representation

II. Provide Multiple Means of Action and Expression

III. Provide Multiple Means of Engagement

CAST.org

Universal Design Principles

Multiple studies have concluded that there is a direct relationship between increasing students’ access to instruction in Gen Ed and increased student outcomes

Districts and schools that have strategically focused on increasing SWD’s access to instruction in GEN ED classrooms have experienced increased student performance on outcome assessments

Recently, Students with Disabilities Can Meet Accountability Standards—A Road Map for School Leaders-, John L. O’Connor—2010, a study between 2007 – 2010. Students with disabilities out performed their general education peers in increased achievement points on state assessments. Closing the gap.

Any research to support positive effects of more

time in General Education?

Approximately:◦100,000 students◦8,500 SWDs (including preschool) (8.5%*)◦9,000 ELLs◦66% eligible for Free/Reduced Lunch◦75% African American, 10% White,

9% Hispanic, 4% Asian◦125 elementary, middle, and high schools◦20 additional schools*this is a low %age—indicating that they likely only serve

the most intensive students in SP ED

DeKalb County, GA. School System

After the first year of implementation*, DeKalb’s SWD subgroup “closed the gap” with the state’s SWD subgroup.*Increasing time in Gen Ed; Co-teaching model; GREAT instruction focus

GREAT==Guided by the Curriculum Rigorous with Research-based strategies

Engaging and Exciting Assessed continuously to guide instruction Tailored through flexible groupings

John L. O’Connor—Students with Disabilities Can Meet Accountability Standards—A Road Map for School Leaders--2010

Georgia research/Data 2007-2010

Between 2007 and 2010, the passing rate for DeKalb’s disability subgroup on the ELA portion of the GHSGT increased by 10.7% points.

State’s SWD subgroup - 3.8 percentage points (decrease)

Eliminated the gap

Multiple Years of Data

Between 2007 and 2010, the passing rate on the math portion of the GHSGT increased by 3.7 percentage points.

State’s SWD subgroup - 2.5 percentage points (decrease)

Closing the gap

Multiple Years of Data

Students with special education needs are treated as integral members of the general education environment and are provided with collaborative support systems that

honor peer relationships and provide access to meaningful curricula

(Causton-Theoharis, 2009)

In Inclusive Classrooms

Content

Process

Product

Differentiating instruction involves making changes to one or more of these elements.

Differentiation vs. Equity

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

A Differentiated Classroom

1. The absolute freedom and optimum opportunities to receive an education in a safe and productive environment that honors students’ IEPs and provides academic, psychological, and social benefits2. Assessments that are fair and appropriate, with instructional plans and curricular adaptations that yield viable information3. Professionals who seek knowledge about different abilities along with the strategies to best implement evidence-based programs that value how students learn

Fourteen Points for Success Within the Inclusive Classroom

4. Accommodations and modifications that allow students to perform to the best of their abilities yet lead them on the road to independence5. Education in a collaborative atmosphere that values the input of all teachers, school personnel, and related staff in the fields of general and special education, as well as that of families and students6. High yet realistic curriculum expectations

7. Opportunities to transfer and generalize learned skills8. Treatment equal to that of peers without disabilities9. Opportunities to achieve in all curriculum areas with outlined gains in literacy, numeracy, problem-solving competencies, listening skills, study skills, cognitive development, and functional academics10. Ways that student’ progress will be recorded and reported with efforts toward partial mastery acknowledged and future plans outlined

11. Environments that embrace and celebrate diversity and differences12. Learner-oriented lessons that value all students13. Respect for all abilities14. Access to resources and services with the freedom to progress in ways that yield autonomous development that is transferred to life decisions

Accommodations – outcomes are the same, how you get there is different

Modifications – changed outcome, expectations for learning is different

Accommodations and Modifications

Social attitudes Educational philosophies Administrative directives Family involvement Teacher expectations

Factors that Influence Implementation

Accounting for students’

◦ Academic◦ Social ◦ Emotional◦ Behavioral levels◦ Interests◦ Diverse abilities◦ Inclusion interventions connect the instruction to each

and every student’s unique needs

One-room school houses utilized this method out of necessity

Differentiated Instruction

Traditional Differentiated

Student differences masked Student differences studied for planning Assessment common at end Ongoing assessment to be responsive Student interest is infrequently tapped Students are frequently guided in making interest-based learning choices Whole class instruction dominates Many instructional arrangements are used Single option assignments are the norm Multi-option assignments are frequently used A single text prevails Multiple materials are provided The teacher directs student behavior Teacher facilitates students’ skills at becoming more self-reliant learners Teacher solves problems Students help other students and the

teacher solve problems

Tomlinson, C.A. (1999). The differentiated classroom. Responding to the needs of all learners.. Alexandria, VA: ASCD.

From a Traditional Classroom to a

Differentiated Classroom

Increases motivation Provides opportunities to work in preferred learning styles

Students perform better Strengthens interest Strengthens disposition to love to learn Research has shown students in early child-initiated programs fare better in later years

Differentiation

Local Lead Agency (District)• Administrators, teachers, para professionals, support staff

Families• Parents, caregivers, students

Related staff and services

Who is involved

Principals require preparation, training, and ongoing home, district, and staff support to handle the many special education scenarios

When administrators value inclusive agendas, the structures to support proper scheduling, co-teaching, RTI, and instructional support teams are in place with respect to equity and excellence for all students

How can we help and support them?

Administrators

COLLABORATION IS THE KEY TO SUCCESSFUL INCLUSION CLASSROOMS

• Schools and homes are inclusive partners who direct children to become independent, self-regulated thinkers

• Communicating effectively, sharing information, offering respect, listening to each other, and sometimes guiding one another

• Communicate with administrators what extra inclusive supports are required to have a successful inclusion classroom but be realistic

Communication

How do we know what they are thinking and how do they learn?

Offer students valuable, realistic, and timely feedback on their progress and steps towards mastery

Allow and encourage students to ask questions and continually communicate their questions and concerns

Communicate and collaborate with students

Co-Teaching

• Co-teaching is a service delivery option• Co-teaching has been part of inclusive practices for nearly 30

years• Teachers have different but complementary knowledge and

skills• Clear communication is essential

Work side by side

Sometimes this is fearful

Encourage positive and effective communication that focuses on central co-teaching issues

Weekly meetings

Use exact language Delete the guesswork and provides specific guidance

Communicating with each other

• Direct instruction• More guidance• Enrichment• Repetition• Small-group instruction• One-on-one interventions• Related services• Behavioral, social, emotional, communicative,

physical, and learning accommodations and support

Inclusion Strategies Vary

http://powerupwhatworks.org/

Be the teacher they remember

• Believe in successful outcomes• Often additional preparation• Strong collaboration• Flexibility• Patience

Sometimes challenging but not impossible

Inclusion strategies & Interventions, Toby J. Karten (Solution Tree Press, 2011)

Inclusion: 450 Strategies for Success – A Practical Guide for All Educators Who Teach Students With Disabilities, Peggy A. Hammeken (Corwin Press, 2000)

Essential Questions – Opening Doors to Student Understanding, Jay McTighe, Grant Wiggins (ASCD, 2013)

Causes & Cures in the Classroom – Getting to the Root of Academic and Behavior Problems, Margaret Searle (ASCD, 2013)

Assessment and Student Success in a Differentiated Classroom, Carol Ann Tomlinson, Tonya R. Moon (ASCD, 2013)

Differentiation in Practice – a Resource Guide for Differentiating Curriculum (Grades K-5), Carol Ann Tomlinson, Caroline Cunningham Eidson (ASCD, 2003)

Integrating + Differentiated Instruction – Understanding by Design, Carol Ann Tomlinson, Jay McTighe (ASCD, 2006)

Students with Disabilities Can Meet Accountability Standards—A Road Map for School Leaders-, John L. O’Connor—2010

Resources