Shutting the Performance Gap with Research-based Interventions

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Shutting the Execution Crevice with Exploration based Mediations. Long Island Relationship of a specialized curriculum Executives Wear Deshler January 16-17, 2003. "A specialist can cover his oversights, yet a modeler can just encourage his customer to plant vines." Straight to the point Lloyd Wright.

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´╗┐Shutting the Performance Gap with Research-based Interventions Long Island Association of Special Education Administrators Don Deshler January 16-17, 2003

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"A specialist can cover his mix-ups, however an engineer can just encourage his customer to plant vines." Frank Lloyd Wright

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"What is important most in the work that we do?"

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C LOSING THE P ERFORMANCE G AP

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The Performance Gap Demands/Skills Years in School

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Current Realities for SWDs in Our Schools: A Partial Profile

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Descriptive Research Studying School culture Instructional strategies Services Attitudes Student results Satisfaction

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Descriptive Year 1 Study Research Questions What is the school atmosphere for SWDs? How is guideline given to SWDs selected all in all training secondary school classes? What bolster administrations are given to SWDs selected when all is said in done instruction classes? What are the results of the direction and the administrations?

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Administrator Interviews All managers express that they need to help SWDs succeed (17 of 17) Administrators don't have technique for assessing the results of a custom curriculum programs (8 of 9 schools) Administrators don't have an arrangement for the change of a specialized curriculum programs (8 of 9 schools)

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Administrator Interviews Schools for the most part don't have a composed approach identified with consideration (8 of 9) Special training heads aren't acquainted with benchmarks based direction (8 of 8) Special instruction executives aren't acquainted with the scholarly ways accessible inside general training (7 of 8)

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Administrator Interviews General training educators and custom curriculum instructors are two separate camps (7 of 9 schools) Budgets are separate Staff improvement is separate General training instructors don't get preparing identified with SWDs and other at-hazard understudies Planning time is separate Roles are particular, and duties are not shared identified with SWDs and other at-hazard understudies Hostility is evident respectively

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Implications Schools require composed strategies and coordinated projects identified with incorporation Schools require indicated result objectives for comprehensive projects Schools require techniques and measures for assessing the results of comprehensive projects Special training administrations should be adjusted to general training guidelines

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Type A Courses educated by SPED educators for SPED understudies Type B Courses for low achievers and at-hazard understudies Type C Rigorous courses with heterogeneous gatherings of understudies Type D Advanced Placement courses Type E Other courses (e.g., vo tech electives) Course Options Taught by general instruction instructors SWDs

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Rigorous General Education Enrollments for SWDs

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High School Teachers Respond 'Why do Students with Disabilities Fail?' General training educators stated: They for the most part surrender. Not inspired to work. SPED arrangement gives them a reason not to attempt. Badly arranged. Absence of parental contribution. Suitable housing not made on the grounds that the incapacity isn't caught on.

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High School Teachers Respond 'Why do Students with Disabilities Fail?' Special training instructors stated: Lack of appropriate nourishment. Past low desires from educators/area. Perusing and composing abilities. Poor work propensities and association. Absence of understudy inspiration and minding. No or next to no facilities.

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Promoting Learning Over Coverage for ALL Learners is about Closing the Performance Gap just occurs through outcomes from going to Strong Administrative Leadership The "Center" is advanced by the Continuum of Content Literacy

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Promoting Learning Over Coverage for ALL Learners is about Closing the Performance Gap just occurs through outcomes from going to Strong Administrative Leadership The "Center" is advanced by the Continuum of Content Literacy

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What's Should be at the Core? Vision Efficacy/Beliefs Validated instructional practices Administrative Leadership

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Vaughn, Gersten, & Chard (2000) Interventions that advantage SLD likewise advantage normal and high achievers Instruction that is noticeable & express Instruction that is intelligent between understudies & educator & between understudies Instruction that controls of errand trouble Strategies that guide understudy learning

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Small strides Probes Feedback Diagrams/pictures Independent practice Clear Explanations Teacher models Reminders to utilize methodologies Step-by-step prompts Review the learning procedure Direct Instruction Strategy Instruction Swanson (1999)

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Responsive Instruction Continuous Assessment Instructional Accommodations Elaborated Feedback

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Systematic Instruction Structured Connected Scaffolded Informative

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Intensive Instruction Sufficient Time High Engagement

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My, how time can disappear!! 10 minutes lost/piece (4 squares/day) 40 minutes lost/day 200 minutes (3.3 hours) of lost/week 105 hours/year or around 17 days!!!

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Promoting Learning Over Coverage for ALL Learners is about Closing the Performance Gap just occurs through outcomes from going to Strong Administrative Leadership The "Center" is advanced by the Continuum of Content Literacy

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A Continuum of Action Key Components for Content Literacy Component 1: Ensure dominance of basic substance. Segment 2: Weave shared systems crosswise over classes. Segment 3: Support dominance of shared methodologies for focused on techniques. Part 4: Develop more concentrated course options for the individuals who require it. Part 5: Develop more serious clinical options for the individuals who require it. .

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. Part 1: Ensure authority of basic substance. All understudies learn basic substance required in the main subjects paying little heed to education levels. Educators make up for constrained proficiency levels by utilizing unequivocal showing schedules, adjustments, and innovation to advance substance dominance. all most some For instance: The Unit Organizer Routine

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Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary Routine

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The Unit Organizer Elida Cordora NAME 4 BIGGER PICTURE 1/22 DATE The roots and outcomes of common distress. LAST UNIT/Experience NEXT UNIT/Experience CURRENT UNIT 3 2 1 CURRENT UNIT The Civil War The Causes of the Civil War Growth of the Nation 8 is about ... UNIT SCHEDULE 5 UNIT MAP 1/22 Cooperative gatherings - over pp. 201-210 Sectionalism depended on was impacted by 1/28 Quiz pp. 201-236 1/29 Cooperative gatherings - Leaders over pp. 210-225 Areas of over the got to be distinctly more noteworthy with rose due to the U.S. U.S. "Influential Personalities" projectdue Differences Events in 1/30 Quiz between the U.S. the zones 2/2 Cooperative gatherings - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test 6 expressive What was sectionalism as it existed in the U. S. of 1860? look at/complexity How did the distinctions in the segments of the U.S. in 1860 add to the begin of the Civil War? UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS cause/impact What cases of sectionalism exist on the planet today? 7

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Concept Diagram CONCEPT DIAGRAM Vertebrate 1 3 Key Words Mammal 3 CONVEY CONCEPT 2 1 2 OFFER OVERALL CONCEPT elephant 3 NOTE KEY WORDS Always Present Sometimes Present Never Present 4 CLASSIFY CHARACTERISTICS: O merciless warm-blooded + strolls on 2 legs human strolls on 4 legs + nurture their young swims in water has hair + warm-blooded can fly medical attendant their proceeds onward the ground youthful 5 Examples: EXPLORE EXAMPLES Nonexamples: whale human snake winged creature elephant croc shark duckbill shark whale platypus strolls on 4 legs bat flying creature can fly 6 PRACTICE WITH NEW EXAMPLE relentless A well evolved creature is a warm-blooded vertebrate that has hair and attendants its young. 7 TIE DOWN A DEFINITION

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Concept Mastery Results Test scores of understudies with incapacities on unit tests

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Section 1 of the Guide The Critical Question The question that will be the concentration of the lesson

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Section 2 of the Guide Key Terms and Explanations Important words or expressions that must be comprehended so as to answer the Critical Question

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Section 3 of the Guide Supporting Questions The littler inquiries that should be replied so as to answer the Critical Question

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Section 4 of the Guide The Main Idea Answer A brief response to the Critical Question.

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Section 5 of the Guide Use in a Related Area A question or proclamation that prompts understudies to investigate the Main Idea Answer in more noteworthy profundity and exhibit their comprehension of it in a related substance range.

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Section 6 of the Guide Real-World Use A question or explanation that difficulties understudies to show how the Main thought Answer applies to this present reality. General Idea A speculation got from the principle Idea Answer which can be connected to the world on the loose.

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Instructional Methodology CUE DO REVIEW

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A Continuum of Action Key Components for Content Literacy Component 1: Ensure mama

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