Leadership Series

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Leadership Series 2
Universal Access
The Same, But Different
January 15, 2008 Bakersfield
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What we give attention to, gets done!
Consider This
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Consider This
The ultimate goal of language arts programs in
California is to ensure access to high-quality
curriculum and instruction for all students in
order to meet or exceed the states
English-language arts content standards. Californ
ia Reading/Language Arts Framework Chapter 7 ,
p. 225
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Partner/Small Group Task

• Using the worksheet in your packet, discuss the
  concept of Universal Access and differentiated
  instruction. With your partner, construct a
  bumper sticker that expresses your key concept
  (3 min.). Share your work with the rest of the
  group and select one or them to recreate (on a
  8.5x14 sheet) and share with the larger group.

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Individual/Group Task
Silently read and reflect on the Agreed
Assumptions. Independently identify the
Assumption that resonates most with you. Discuss
with your group the ones that your site fully
believes and demonstrates.
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Meeting Outcomes
By the end of todays session, participants will

• Listen and talk with each other about important
  aspects of successful program implementation
• Review and apply knowledge of critical topics
  the use of Universal Access/Workshop and cultural
  change
• Support capacity building and strategize over
  cultural and structural shifts at the school
  site
• Utilize tools and methods back at the school to
  coherently address and improve Universal Access
  Time/Workshop and to positively change the site
  culture
• Act upon potential action steps developed by the
  site leadership team.

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Presentation Evaluation

• I am prepared to use
• The most valuable thing I did today was
• The most valuable thing I heard today was
• I would like to be supported/ assisted further
  by
• Additional Comments

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Group Agreements

• Participate fully/Think Deeply
• Listen to understand
• Share airtime
• Limit side conversations
• Think Strategically and focus on what CAN be done

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Partner Discussion
Thinking over the Agreed Assumptions, the
Outcomes, and the agenda, what do you especially
hope to gain from your time spent here today?
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Small Group Task
p. 3-10

• Locate the document, Good-Better-Best Teaching
  Scenarios 6 in your handouts.
• Read through the theme/unit plans provided, then
  study the brief scenario for Teachers A-C.
  Highlight strengths and concerns of each
  classrooms approach to U.A. Time/Workshop.
  Afterward, sit with those around you to share
  findings and determine how the lesson might
  impact student learning (optimal and maximized).

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Small Group Discussion
What are the long term effects on the students in
each classroom if the lessons described in each
scenario are delivered in a consistent fashion
throughout the year.
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Small Group Task
Read and highlight the contents of the
U.A/Workshop Overview document in your packet to
review and reflect upon this important component.
Complete the Overview Review to Magnify,
Clarify, and Apply its contents. Use the
worksheet for small group dialogue on the
U.A./Workshop concept and structures.
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Successful TeachingTo plan appropriate
prevention/intervention strategies for helping
students who are experiencing learning
difficulties, teachers should consider the degree
of severity according to these major groups

• Advanced
• Benchmark
• Strategic
• Intensive

Kameenui/Simmons, 1998
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An Expected Distribution
Intensive
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Strategic
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80
Benchmark
Kameenui/Simmons
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What is Differentiation?

• Our working definition
• Getting the SAME desired results in a DIFFERENT
  instructional way!

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What is Differentiated?

• Tasks
• Complexity
• Pacing
• Time
• Frequency
• Duration
• Monitoring/Assessment
• Personnel

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What is NOT Differentiated?

• Curriculum
• HMR/OCR Content/T.E. Support
• Handbook/Guidebook Support
• Pedagogy/Methodology
• Standards-Based
• Direct Instruction
• Teacher-Centered
• Rigor and Expectations

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What might UA/Workshop look like?

• Teacher transitions into UAT/WKSHP by
  introducing/focusing on rules 1 min.
• Teacher then provides a tour of the Must Do/May
  Do List 2 min.
• Students begin working independently and
  sequentially on Must Do List before moving on to
  May Do Lilst
• Teacher pulls students to work in small,
  temporary groups as needed and in between
  monitors all student work
• Teacher debriefs with class 3 min.

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Small Group Task Locate the Measures of Success
Universal Access Time/Workshop in your
handouts. Independently read and rate the
criteria indicating successful implementation of
UAT/WKSHP in each classroom at your school.
Share your answers together when everyone is
done. Be prepared to discuss evidence.
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Small Group Task

• Study the UA Time/Workshop resources in your
  handouts. Discuss how your site might introduce
  and use them with your teachers to help support
  planning and delivery of a cohesive and effective
  UA Time/Workshop.

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Partner Task Choose a selection/lesson from the
T.E. you brought today. Together, talk through
key points to complete the Differentiation Map
found in your handouts.
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Student failure is unnecessary. All but 2 to 5
percent of public schools students can learn to
read well.
Consider This
- Foorman, Francis, Shaywitz, et al. 1997
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Site Planning Task
Use the ACT Worksheet in your handouts to
strategically plan together for ways to improve
the use and academic coherence of U.A.
Time/Workshop at your site. Identify APPLICATION
of todays content (what must be addressed),
CHALLENGES (barriers to progress) at the site,
and TACTICS (possible solutions to the
challenges).
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Consider This
The negative consequences are high for children
when we simply let reading problems emerge,
rather than addressing potential sources of
difficulty as early as possible. It is crucial
that we address problems before children
experience failure and before expensive
supplementary services are needed. Preventing
Reading Difficulties in Young Children National
Research Council, March 1998