April 4 , 2013 Sheraton, Framingham Robin Ahigian Silvia DeRuvo

1. MA Department of Elementary and Secondary Education Career Vocational Technical Education Institute • April 4, 2013 • Sheraton, Framingham • Robin Ahigian • Silvia DeRuvo

2. Goals of the Institute: Increased career/vocational technical education opportunities for students with disabilities contributing to improved results for all students through: • Effective collaborative practices • Inclusive practices that ensure access to the same opportunities and curriculum as non-disabled students • A culture of high expectations, shared responsibility and accountability for all students

3. Agenda Follow-up Institute # 3 • Collaborative Norm- Pausing to Allow Time for Thought • Critical Friends/Case Consultancy • UDL and Optimizing instruction and Learning for Vocational Technical Students – - Ken Rocke • Short Term Action Planning • Development and Scheduling of Common Planning Time- Patrick Cleary, Dominic Pistone • Next Steps

4. Seven Norms of Collaboration • Pausing to allow time for thought • Paraphrasing to ensure deep listening • Putting inquiry at the center • Probing to clarify • Place ideas on the table • Paying attention to self and others • Presuming positive intentions

5. Pausing to Allow Time for Thought

6. Pausing to Allow Time for Thought • “Thinking takes time. Higher-level thinking takes even longer. Research indicates that it takes from 3 to 5 seconds for most human brains to process higher-level thought.” (Rowe, 2001) • Four types of pauses: • After a question is asked • After someone speaks • Personal reflection –gives self time to think • Collective pause – allows ideas to settle in/note taking and reflection Gives other people time to think

7. Critical Friends: Case Consultancy • A Consultancy is a structured process for helping an individual or a team think more expansively about a particular, concrete dilemma • Steps: • Presenter gives overview of dilemma • Consultancy group asks clarifying questions • Consultancy group asks probing questions • Discussion about dilemma presented • Presenter reflects on discussion • Facilitator leads conversation on observation of Consultancy process

8. Critical Friends: Case Consultancy • Present dilemma and focus question (5 minutes) • Clarifying questions (5 minutes) • Probing questions (8-10 minutes) • Group discussion (10-12 minutes) • Presenting group reflects (3-5 minutes) • Debrief process (3-5 min)

9. Critical Friends: Case Consultancy Debrief • How did the input of the Consultants help you in moving forward with your project or help you solve your dilemma? • What next steps do you have to take? • Will this change or affect your Action Plan?

10. Break

11. Universal Design for Learning • UDL is a framework for instruction organized around three principles based on the learning sciences. The principles guide the design and development of curriculum that is effective and inclusive for all learners. (Rose & Gavel, 2010)

12. Universal Design for Learning Principles • To support recognition of learning, provide multiple means of representation – offer flexible way to present what we teach and learn • To support strategic learning, provide multiple means of action and expression- flexible options for how we learn and express what we know • To support affective learning, provide multiple means of engagement- flexible options for generating and sustaining motivation- the why of learning

13. UDL Short Review

14. What is Universal Design? • “Universal” does not mean “one-size-fits-all”, but rather that all learners with all their individual differences have equal and fair access and opportunity to learn the same content in ways that work best for them. • Difficulties accessing the same content suggests that the “disability” resided in the student, when most often it resides in the curriculum. • Content curriculum is disabled when it is: • Designed for the fictional “average” student (Who) • Delivered largely around print based media (What) • Unable to provide key elements of evidence based pedagogy (How)

15. Article Review: Universal Design for Learning (UDL) Guidelines • Discuss: • What are the implications of UDL at your school site in regards to students with disabilities in Career Vocational Technical Education environments? • How would you describe the meaning behind the term, “curricular disability?”

16. Optimizing Instruction and Learning for Vocational technical Students – Part two • Ken Rocke- Pioneer Valley DSAC Regional Assistance Director

17. Lunch

18. Short Term Action Planning • Share your project plan with the whole group (3 minutes) • Ask for input/advice in areas where you have confronted barriers • Identify next steps for implementing your plan • Identify next steps in developing your presentation for the May meeting

19. Break

20. The Development and Scheduling of Common Planning Time • Patrick Cleary- Data Analyst • Dominic Pistone- Director of Special Education • Southeastern Regional Vocational Technical High School

21. Next Steps • Complete Evaluation  • Homework: • Attend April 25th webinar • Sharing progress/problem solving on project plans • Read Universal Design for Learning Guidelines pages 14-34 • Complete Reading Response Guided Questions • Complete presentations for May 16th meeting • Attend webinar on April 25th, 2:30 -4:00 pm

22. Need Help? • All supporting documents, forms and PPT on Wiki at: http://votechinstitute.wikispaces.com • Questions or clarifications • Robin Ahigian – rahigia@wested.org • Silvia DeRuvo- sderuvo@wested.org

23. REMINDERS… • Dates of lastInstitute face to face session • May 16th