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Special Education Credential of Competency Standard #7: Instructional Planning

PA Department of Education, Bureau of Special Education Pennsylvania Training and Technical Assistance Network (PaTTAN) Prepared, November 13, 2008. Special Education Credential of Competency Standard #7: Instructional Planning.

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Special Education Credential of Competency Standard #7: Instructional Planning

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  1. PA Department of Education, Bureau of Special Education Pennsylvania Training and Technical Assistance Network (PaTTAN) Prepared, November 13, 2008 Special Education Credential of Competency Standard #7:Instructional Planning

  2. Pennsylvania’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

  3. District, IU, Preschool Agency Policy Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

  4. Standard #7 : Instructional Planning S1: Follow written plans, seeking clarification as needed S2: Prepare and organize materials to support teaching and learning as directed.

  5. Why Plan for Instruction? Who Plans for Instruction? Components of Effective Instructional Planning The Paraprofessional’s Role in Supporting Instructional Plans Agenda

  6. Learner Outcomes Participants will be able to: • Discuss the importance of careful planning for instruction. • List and describe the components of effective instructional planning. • Describe the paraprofessional's role in the instructional planning process.

  7. Why Plan For Instruction?

  8. Why Plan for Instruction? The purpose of planning is to: • utilize materials and resources efficiently. • help students to achieve the intended outcome effectively.

  9. Who Plans for Instruction?

  10. Teachers Plan Units and Lessons Paraprofessionals Plan activities to support lessons as directed by partner teacher Who Plans for Instruction?

  11. Teachers • Develop long-term plans • Divide yearly plans into units • Plan weekly and daily lessons

  12. Teachers • Must have written lesson plans: • For accountability • In case of absence • For documentation

  13. Paraprofessionals • Work with teacher(s) to : • Plan how to include student(s) with a disability in group lessons • Identify individually-appropriate learning outcomes for student with a disability • Identify students’ need for modifications, accommodations and strategies • Plan ways paraprofessional can assist in implementing modifications, accommodations and strategies

  14. Paraprofessionals • May create additional activities to support a student’s plan if the partner teacher agrees

  15. Components of Effective Instructional Planning

  16. Components of Effective Planning • Determine the target audience • Consider the destination (goal) • Look at your resources • time • materials • Set the stage • Choose activities • Utilize accommodations/strategies • Check for understanding

  17. Who is the target audience ?

  18. Consider Your Destination

  19. Consider Your Destination • What is the overall goal? • What knowledge do students already have that will help? • What skills and knowledge will students need?

  20. Explore Your Resources

  21. Setting the Stage for Learning

  22. Setting the Stage for Learning You need a HOOK!!

  23. Choose Activities

  24. Planning for Students withSpecial Needs: Accommodations/Strategies

  25. Planning for Students With Special Needs • Accommodations • Strategies • Toolkit • Be sure to talk with your partner teacher before you try new strategies or accommodations

  26. Planning for Students with Special Needs Accommodations are those changes made to help the student access the information presented. Strategies are those processes students learn to help them make sense of the information.

  27. Accommodations

  28. Planning for Students withSpecial Needs Accommodation Refers to the actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations do NOT change expectations to the curriculum grade levels. Focus is on equal opportunity to learn.

  29. Planning for Students with Special Needs Examples of Accommodations Books on tape Additional time Large print Accommodations help the student get to the information

  30. Not an Accommodation!

  31. Planning for Students with Special Needs Accommodations – The Paraprofessional’s Role Help the student get organized Customize the learning environment Provide physical supports

  32. Accommodations - The Paraeducator’s Role Getting Organized! Help students to… Set Goals Slow Down Avoid Clutter Make To-do Lists Choose an Effective Study Area Use a Student Planner Color-Code

  33. Accommodations - Summary We have defined ‘accommodation’ as something that helps the student access the information but does not change the content. Accommodations are determined by the IEP team. We have listed and discussed ways to offer an accommodation with specific attention to helping the student get organized.

  34. Accommodations—Your Turn • Work with a partner • Discuss accommodations that you have used with students • Share accommodations with the group

  35. Instructional Strategies

  36. Strategies Activity! Can you name all 50 states?

  37. Strategies Refer to an approach used to accomplish learning. Strategies help the student learn the materials or content. Focus on obtaining and retaining the information.

  38. Strategies Guided Notes Note-taking Graphic Organizers

  39. Guided Notes

  40. Guided Notes Guided notes activity:

  41. Note-taking Strategies

  42. Note-taking Strategies: Cornell Note-Taking Topic: Passing Lane • Main Idea • Detail • Detail • Main Idea • Detail • Detail

  43. Note-taking Strategies: Cornell Note-Taking Example Topic: Biodiversity = # of species • Passing Lane • What three factors affect biodiversity? • Factors affecting: • Area-more space more species less space less species • Climate-more near equator less at poles • Coral reefs-rain forest of sea • Value of: • Economic-human survival • Ecosystem – all connected

  44. Graphic Organizers

  45. Strategies: Graphic Organizers Graphic Organizers are a visual way to sort or outline information and thoughts for understanding, remembering, or writing. Graphic organizers are powerful tools that can be used to enhance learning and create a foundation for learning. A picture IS worth a thousand words!

  46. Before Coconuts Little Buddy Mary Ann

  47. Story Map Title of Story Gilligan’s Island Main Characters: Gilligan, Millionaire Setting: Problem: Plot / Major Events: 1. 2. 3. 4. Story Outcome / Resolution: Theme / Lesson Learned: During

  48. Castaways People thrown overboard at sea Need to stay afloat – get rescued Work together to swim Make signal device Look for land People creative in crisis Brings out best / worst traits After

  49. Castaways People thrown overboard at sea Need to stay afloat – get rescued Work together to swim Make signal device Look for land People creative in crisis Brings out best / worst traits After

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