Differentiation for

Special Education in a
Common Core World
Evaluating All Teachers of All
Learners
Sharen
Bertrando
Peter Kozik Ph.D.
Special Education Resource
Assistant Professor
Development Specialist
Keuka College

Whats on their plate?

Take Aways
1. All students, students with disabilities (SWD)
and English Language Learners (ELL)
included, should be ready for learning in an
environment where they feel welcomed, at
ease, and comfortable.
2. When discussing teacher performance, there
a multiple frameworks for the conversations
about learning for all students.
3. Good teaching is good teaching, no matter
the profile of the student.
4. Good teaching needs modeling, support and
nurturance.

Purpose
To explain and enhance evaluators ability
to help grow teachers knowledge, skills,
and abilities regarding the learning of all
students through access to the Common
Core Standards.

Greater diversity and

accountability
Responsibility of administrators, teachers
to ensure that all students reaches highest
level of achievement
Responsibility for students with disabilities
to demonstrate progress in general
education curriculum
Responsibility for students with first
language other than English
Responsibility for students who dont fit
the mold

Importance of the shared

values

There are 6.5 million students with disabilities

in the U.S.
The challenges for these students include:

70% of all schools in the United States

that were cited as failing to achieve AYP did
so because
their students with
disabilities failed to achieve AYP.

In 2008, 42% of students with

disabilities failed to graduate.

Danielsons Framework For Professional

Practice
Domain 1: Planning and
Preparation
1a: Demonstrating Knowledge
of Content and Pedagogy
1b: Demonstrating Knowledge
of Students
1c: Setting Instructional
Outcomes
1d: Demonstrating Knowledge
and Resources
1e: Designing Coherent
Instruction
1f: Designing Student
Assessments

Domain 2: Classroom Environment

2a: Creating an Environment of Respect
and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space

Domain 3: Instruction
3a: Communicating with
Students
3b: Using Questioning and
Discussion Techniques
3c: Engaging Students in

Domain 4: Professional
Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in a Professional

NYSUTs Framework
For
Professional Practice
Standard I: Knowledge of
Students and Student Learning
I.1: demonstrating knowledge of
child and adolescent development
I.2: research-based knowledge of
learning and language acquisition
theories and processes.
I.3: knowledge of and response to
diverse learning needs, interests,
and experiences of all students.
I.4: knowledge of and are responsive
to the economic, social, cultural,
linguistic, family, and community
factors that influence their students
learning.
I.5: knowledge and understanding of
technological and information
literacy and how they affect student
learning.

Standard II: Knowledge of Content and

Instructional Planning
II.1: knowledge of the content they teach,
including relationships among central
concepts, tools of inquiry, [and] structures
and current developments within their
discipline(s).
II.2: understand how to connect concepts
across disciplines and engage learners in
critical and innovative thinking and
collaborative problem solving related to real
world contexts.
II.3: use a broad range of instructional
strategies to make subject matter accessible.
II.4: establish goals and expectations for all
students that are aligned with learning
standards and allow for multiple pathways to
achievement.
II.5: design relevant instruction that connects
students prior understanding and
experiences to new knowledge.
II.6: evaluate and utilize curricular materials
and other appropriate resources to promote
student success in meeting learning goals.

NYSUTs Framework
For Professional Practice
Standard III: Instructional
Practice
III.1: research-based practices and evidence of
student learning for developmentallyappropriate and standards-driven instruction
that motivates and engages students.
III.2: communicate clearly and accurately with
students to maximize their understanding and
learning.
III.3: high expectations and create challenging
learning experiences for students.
III.4: explore and use a variety of instructional
approaches, resources, and technologies to
meet diverse learning needs, engage students
and promote achievement.
III.5: engage students in the development of
multi-disciplinary skills, such as
communication, collaboration, critical thinking,
and use of technology.
III.6: monitor and assess student progress, seek
and provide feedback, and adapt instruction to
student needs.

Standard IV: Learning

Environment
IV.1: create a mutually respectful,
safe, and supportive learning
environment that is inclusive of
every student.
IV.2: create an intellectually
challenging and stimulating
learning environment.
IV.3: manage the learning
environment for the effective
operation of the classroom.
IV.4: organize and utilize available
resources to create a safe and
productive learning environment.

NYSUTs Framework
For Professional Practice
Standard V: Assessment for
Student Learning
V.1: design, adapt, select, and use a range
of assessment tools and processes to
measure and document student learning
and growth.
V.2: understand, analyze, interpret, and use
assessment data to monitor student
progress and to plan and differentiate
instruction.
V.3: communicate information about various
components of the assessment system.
V.4: reflect upon and evaluate the
effectiveness of their comprehensive
assessment system to adjust assessment
and plan instruction accordingly.
V.5: prepare students to understand the
format and directions of assessments used
and the criteria by which the students will
be evaluated.

Standard VI: Professional

Responsibilities and
Collaboration
VI.1: uphold professional standards of
practice and policy as related to students
rights and teachers responsibilities.
VI.2: engage and collaborate with
colleagues and the community to develop
and sustain a common culture that supports
high expectations for student learning.
VI.3: communicate and collaborate with
families, guardians, and caregivers to
enhance student development and success.
VI.4: manage and perform non-instructional
duties in accordance with school district
guidelines or other applicable expectations.
VI.5: understand and comply with relevant
laws and policies as related to students
rights and teachers responsibilities.

NYSUTs Framework
For Professional Practice
Standard VII: Professional
Growth
VII.1: reflect on practice to improve
instructional effectiveness and guide
professional growth.
VII.2: set goals for and engage in
ongoing professional development
needed to continuously improve
teaching competencies.
VII.3: communicate and collaborate
with students, colleagues, other
professionals, and the community to
improve practice.
VII.4: remain current in their knowledge
of content and pedagogy by utilizing
professional resources.

Commitment to Students with

Disabilities Evident in
Standards
The Standards should also be read as
allowing for the widest possible range
of students to participate fully from the
outset and as permitting appropriate
accommodations to ensure maximum
participation of students with special
education needs.
ELA Standards, in section titled What is not covered

Application to
Students with Disabilities
Students with disabilitiesmust be
challenged to excel within the general
curriculum and be prepared for success
in their post-school lives, including
college and/or careers.Therefore, how
these high standards are taught and
assessed is of the utmost importance in
reaching this diverse group of students.
ELA Standards, in section titled What is not covered

Common Core State

Standards

Multi-state Collaborative

Rigorous
Globally completive

Knowledge and skills

Logical progression
Universal Design for Learning

Clear and consistent

Shared Responsibility
Taking ownership of all students
Providing opportunities for professional
development general and special
education together
Creating a culture where all students are
general education students first . . . is
the first hurdle to meeting the challenge

Brain Research, Technology,

and Universal Design for
Learning

Insights from brain research

New technology tools
Common Core Standards
Universal Design for Learning

Learner Diversity
Brain Networks that Support
Learning
1.
Recognition
Networks

2.
Strategic Networks

3.
Affective Networks

The What of
Learning

The How of
Learning

The Why of
Learning

Identify and interpret

sound, light, taste,
smell, and touch
Identify and
understand
information, ideas,
and concepts

The ability to plan,

execute, and monitor
actions and skills

The ability to engage

in actions and skills,
set priorities and
evaluate

David Rose Ph.D., CA

Supports for Student Diverse

Recognition Networks
Examples
Underlining/highlighting
Vertical
lines/asterisks/doodles/nu
mbers @ margin
Provide multiple
media/formats
Chunking information
Graphic Organizers
Provide multiple examples
Support background
context

The What of Learning

Identify and interpret
sound, light, taste, smell,
and touch Identify and
understand information,
ideas, and concepts

Supports for Student Diverse

Strategic Networks

Examples
Multi-media for student
expression (video, audio,
text, drawing)
Concept mapping tools
Scaffolds and prompts
Checklists
Embedded coaches and
mentors, peer tutors
Assessment rubrics for
students

The How of Learning

The ability to plan,
execute, and monitor
actions and skills

Supports for Student Diverse

Affective Networks
Examples
Choice afforded
Age appropriate activities
Culturally relevant
activities
Charts/schedules/visible
timers
Display of goals
Group work/collaboration
Personal journal

The Why of Learning

The ability to engage in
actions and skills, set
priorities and evaluate

David Rose, founder of CAST

Brain Networks
Learner Variability

http://udlonline.cast.org/page/module1/l
156/
24

Learner variability is the norm!

Learners vary in
the ways they
take in
information
Learners vary in
their abilities and
approaches
Learning changes
by situation and
context
Learners vary
across their
development

http://udlseries.udlcenter.org/present
ations/learner_variability.html?
plist=explore

Pass the Profile

Meet . . .

Madison
Christian
Elijah
Charles
Kalani

The Brain
How can educators better understand
student variability?

Think . . .
What other frames for discussion are
important for educators to know about the
brain and teaching all children?
What else should evaluators know and
look for?

Memory: 5 storage systems

(Sprenger, 1999)

Semantic information from words

Episodic contextual/spatial
Procedural muscle memory
Automatic conditioned response
memory
Emotional

Semantic Memory
Long term filing cabinets of factual
information
New information
must be connected to
old known
information
Difficult to access,
requires repetition.
Needs to be stimulated
by associations, comparisons

Episodic Memory
Contextual or spatial memory
Every piece of learning takes place in
some location
Invisible information

blog.schoology.com

Automatic
Stimuli automatically triggers
response

Can open other memory lanes

Songs, pictures, places
Ability to read, multiply, add
NO comprehension

Emotional
Takes precedence over all other
memory

metro.co.uk

Learning modalities
Visual
Audio
Kinesthetic

Learning Style Curriculum

Mastery Style:
35% Population
12% At-Risk

Interpersonal Style:
35% Population
66% At-Risk

Understanding Style:
15% Population
0% At-Risk

Self-Expressive Style:
15% Population
22% At-Risk

(Silver, Strong, and Perrini, 2000)

Second Take Away

When discussing teacher performance,
there a multiple frameworks for the
conversations about learning for all
students.

Inclusive Classroom
Are the principles of UDL utilized? Are the
recognition, strategic, and affective
networks utilized?
Is there evidence that the classroom
learning is brain compatible?
Is there evidence that learning and
assessment are designed, developed, and
implemented using multiple modalities,
learning styles, and intelligences?

Lets Watch a Lesson

Traditional Materials:
Textbooks
Strengths:

Challenges:

40

Traditional Materials:
Textbooks
Strengths:
Tactile formats
Re-representation of
spoken language
Can refer back to
reinforce whats been
learned
Accurate record of past
events
Can be reread,
reconsidered,
reexamined

Challenges:
Sight
Decoding skills, fluency
Turning pages
Background knowledge
Follow/remember information
lacks inherent expressiveness
of speech
Bound by conventions (e.g.
newspapers, journals, novel,
reference)
Re-purposing information

41

Digital Text . . .

Common Core State Standards for English

Language Arts & Literacy in History /Social
Studies, Science and Technical Subjects
Reading Standards for Informational Text 612:
Grades 11-12: Key Ideas and Details

1. Cite strong and thorough textural

evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Linking the annual goal to the CCSS

How do we build accessibility

and transition to college and
career for Shane . ..

Keeping the end in mind . . .

Reading Informational and Literary Text

Foundational Skills Reading with Fluency

Selecting
a goal
4. Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition.

Differentiating Instruction
As the planning and delivery of classroom
instruction that considers the varied levels
of readiness, learning needs, and interests
of each student.

Center for Implementing Technology in Education (CITEd)

Why differentiate?
Because . . .

Systematic learner variability

State and Federal mandates
Evidenced-based practices
Diversity of students

Third Take Away

Good teaching is good

teaching, no matter
the profile of the
student.

Supports in School
All students can learn if the school and
school district support teachers in
providing access to the Common Core
Standards in general education
classrooms.

1. All Learners and Equal Access

Does our school clearly articulate and communicate a vision for and commitment to educating
all students in effective classrooms? If so, how? If not, what barriers to full inclusion and equal
access for ELLs and students with disabilities exist and how can they be addressed?
Do our schools classrooms have appropriate class sizes and composition? How can redesigning
class size and composition ensure better proportionate representation? How does our school
ensure that legal and educationally sound procedures are followed when identifying and placing
ELLs and students with disabilities in appropriate educational placements?
Does our school provide ample opportunities for ELLs to interact with fluent speakers of English
in order to acquire academic and social language, and to support the acculturation of these
students into the school and society while maintaining their first language and culture?
Does our school provide all educators with access to students individualized education program
(IEPs) and Section 504 individualized accommodation plans? Does our school inform and support
educators in understanding and implementing these individualized programs? How can we ensure
that the best plans to meet all students individual needs are implemented as intended?
Does our school provide all educators with access to data (e.g., grades, observations,
curriculum-based assessments, formative assessments, records and test scores) related to
students academic achievement and English language development? Does our school provide
support to educators in interpreting these data to promote students academic, social and
behavioral success, and to ensure that ELLs learn language and content simultaneously?

2. Individual Strengths and Challenges and

Supporting Diversity

Does our school utilize strategies that help all students develop ongoing, natural friendships
and supportive relationships with other students and teachers? How do the adults in our school
model and support respectful friendships and relationships with all
community members?
Do all students in our schools have opportunities to engage in co-curricular and extracurricular
programs? If not, how can we redesign our co-curricular and extracurricular offerings to ensure
that every student has access to them?
Does our school provide a variety of individualized, coordinated services designed to address
the unique strengths and challenges of all students, such as pre-referral services, English as a
Second Language (ESL) programs and services, response-to-intervention systems), first- and
second-language support programs as appropriate, schoolwide positive behavioral supports and
anti-bullying programs? How can we improve these systems of support for all students?
Does our school help all students make successful transitions (e.g., between classes, from
elementary to middle school, from school to work/postsecondary education) and develop selfdetermination? Does our district achieve and sustain a 100 percent graduation rate with all
students advancing to fruitful and self-fulfilling postsecondary opportunities? If not, what steps
can we take to help students make successful transitions and develop self-determination, and
how can we reduce the rate at which students leave school before achieving a high school
credential?
Are our schools services, policies and practices diversified? Do they take into account the
cultural, linguistic and experiential backgrounds of all students and their families? Who is
represented in our community, and how can we provide them a voice regarding our schools
services, policies and practices?

3. Reflective, Responsive, Differentiated and

Evidence-Based Practices
Does our school provide all students with access to a challenging, high-quality and developmentally appropriate
curriculum aligned to the states standards within and across content areas? If so, how can we improve this access? If not, how can
we improve the quality of the curriculum and redesign curriculum delivery to make sure it is fair and provides equal access
for all students ?
Does our school give all students access to effective and varied instructional practices, and an appropriate amount of instructional
time? If so, how can we ensure continual improvement of these practices and instructional time allocations? If not, in what ways do
we need to change our instructional practices and time allocations so that all students strengths, challenges,
diversities, backgrounds, language needs, styles, abilities and preferences are addressed?
Does our school provide all students and teachers access to current and innovative instructional and assistive technologies? If not,
how can we find and utilize our available resources so that all students and teachers have access to these technologies?
Does our school support classroom instruction that is characterized by differentiation, flexible groupings, student- and groupdirected learning, high-quality language development, cultural sensitivity and responsiveness, and authentic and relevant
learning experiences? If so, how can we continually improve these practices? If not, in what ways can we provide the necessary
professional development and support to change our classroom instruction to encourage and sustain these practices?
Does our school utilize a variety of valid and reliable measures to assess student learning progress and inform instruction? Does our
school offer students the appropriate assessment accommodations and alternatives they need to demonstrate their learning?
What additional measures, assessment accommodations and alternatives can we use to evaluate student learning and inform
instruction?
Does our school implement a comprehensive and multifaceted evaluation of all aspects of its programs, and make improvements
based on the data collected? How do we use data to enhance our educational programs so they benefit all students? What additional
data can we utilize?
Does our school utilize a variety of strategies and supports to help all students develop academic, social and civic-engagement
skills? How can we make sure that meaningful engagement is encouraged, modeled and celebrated at the school, in the lassroom
and with individual students?

4. Culture, Community and Collaboration

Do our educators, students, families, caregivers and community members
collaborate to communicate, share resources and expertise, make decisions,
and solve problems? Does our school provide educators with adequate time to
collaborate with each other and to communicate with families, caregivers and
community members? What can we do to improve our system of collaboration
and professional development to ensure better sharing of resources, decisionmaking and problem-solving?
Does our school provide the resources, adult supports, time, scheduling
arrangements and high-quality professional development to educate all
students in inclusive classrooms? What can we do to encourage focused and
fruitful collaboration and high-quality professional development?
Does our school communicate a sense of community where individual
differences are valued? How can we create an even stronger sense of
community?

Fourth Take Away

Good teaching needs

modeling, support and
nurturance.

References

August, D., Salend, S., Staehr Fenner, D. & Kozik, P. (2012).

The Evaluation of Educators in Effective Schools and
Classrooms for All Learners. E3TL The Educator
Evaluation for Excellence in Teaching and Learning
ConsortiumCommon Core State Standards Initiative
www.corestandards.org
Darche, S., Nayar, N., & Bracco, K.R. (2009). Work-based
learning in California: Opportunities and Models for
Expansion. WestEd & the James Irvine Foundation
Dynamic Learning Maps Alternative Assessment System
consortium www.dynamiclearningmaps.org
National Center and State Collaborative Partnership (NCSC)
http://www.cehd.umn.edu/nceo/projects/NCSC/NCSC.html
Partnership for Assessment of Readiness for College and
Careers www.parcconline.org

Browder, D., Spooner, F., Ahgrim-Delzell, L., Flowers, C.,

Algazzine, B. & Karvonen, M. (2004). A content analysis of
the curricular philosophies reflected in states alternate
assessment performance indicators. Research & Practice for
Persons with Severe Disabilities, 28(4), 165-181.
Center for Applied Special Technology from www.cast.org
Common Core State Standards Initiative
www.corestandards.org
Dawson, P. & Guare, R. (2012). Coaching Students with
Executive Skills Deficits. New York, NY: Guilford Press.
Grisham-Brown, J., & Kearns, J. (2001). Can performance goals
be set for all students? Creating standards-based
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Alternate assessment: Measuring outcomes and supports
for students with disabilities (pp. 17-28). Baltimore, MD:
Paul H. Brookes.
Heacox, D. (2009). Making Differentiation a Habit.
Minneapolis, MN: Free Spirit Publishing

References
Jackson, R. (2005). Curriculum Access for Students with Low-Incidence
Disabilities: The Promise of Universal Design for Learning. Wakefield,
MA: National Center on Accessing the General Curriculum from
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_u
dl
Jorgensen, C. M. (1995). Essential questions, inclusive answers.
Educational Leadership, 52(4), 52-55.
Kleinert, H. L., & Kearns, J. F. (2001). Alternative Assessment: Measuring
Outcomes and Supports for Students with Disabilities. Baltimore: Paul H.
Brookes Publishing Co.
Maryland State Department of Education (2011). A Route for Every
Learner: UDL as a Framework for Supporting Learning and Improving
Achievement for All Learners in Maryland. Prekindergarten Through
Higher Education from
http://dlslibrary.state.md.us/publications/Exec/MSDE/SB467Ch305HB59
Ch306_2010.pdf
National Center on Accessing the General Curriculum (NCAC) (2001).
Differentiated Instruction and Implications for UDL Implementation from
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiate
d_instruction_udl

References
National Center on Universal Design for Learning from
http://www.udlcenter.org/
Partnership for Assessment of Readiness for College and
Careers www.parcconline.org
Purcell, S. & Grant, D. (2002). Assistive Technology Solutions
for IEP Teams, Verona, Wisconsin: IEP Resources.
Rose, D. & Meyer, A. (2002). Teaching Every Student in the
Digital Age: Universal Design for Learning. Alexandria, VA:
Association for Supervision and Curriculum Development.

References

Silver, H.F, Strong, R., & Perini, M.J. (2000). So That Each May Learn: Integrating
Learning Styles and Multiple Intelligences. Alexandria, VA: Association for
Supervision and Curriculum Development. The Access Center: Improving Outcomes
for Students K-8. Strategies to Improve Access to the General Education Curriculum,
n.d. Retrieved on June 4, 2010,
http://www.k8accesscenter.org/training_resources/strategies_to_improve_access.asp
The National Center for Educational Statistics (NCES) (2011). The Nations Report Card:
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http://nces.ed.gov/nationsreportcard/pubs/main2009/2011455.asp
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Professional Development Center on Autism Spectrum Disorders Summer Institute
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Reflection
Questions?
Comments?