A Closer Look at Tier I Instruction:
Strategies & Tools that Support ALL Learners
Presented by: Sharon Azar, Ph.D.
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A Little About Me:
I am a MOM;
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Love my MOM: She’s AWESOME
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LOVE the Cowboys
I still BELIEVE…..
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I LOVE LOVE LOVE
ALASKA
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Welcome
Please find your seat & Make your name
tent!
• Outside: Name, School Grade
• Inside: Reflection-What evidence of
STRATEGIES have you seen to be effective in
your classroom this year?
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Today’s Norms:
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Let’s Take Care of YOUR Brain!!
The work of Dr. Robert Sylwester shows that learning CANNOT occur
until we answer these three questions:
1.Where Am I?
2.What are We Doing?
3.Who Are All These People?
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LEARNING TARGET:
I can use the simulation experiences to reflect on my
instruction and plan for the use of strategies and tools to
support ALL students’ learning.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Celebrate-YOURSELF!
Stand
Up,
Hand
Up
1. Stand Up
2. Put your Hand Up
3. Find a Partner not sitting at your table-when
you have a partner, put your hand down.
4. Introduce yourself, and decide who is
Partner A/B.
What is going WELL? What
Celebration do you want to share
that you have seen in your
classroom with your students this
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Celebrate-OTHERS
Stand
Up,
Hand
Up
1. Stand Up
2. Put your Hand Up
3. Find a NEW Partner, when you have a
partner, put your hand down.
4. Introduce yourself, and decide who is
Partner A/B.
What have you learned from
another colleague this yearcelebrate OTHERS!
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Why?
ALL students can and
should have equal access to
rigorous instruction and
learning.
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W
h
y
?
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Processing Deficits are
problems with the
processes of
recognizing and
interpreting information
taken in through the
senses.
The two most common areas:
◼ visual
◼ auditory perception
Followed by:
◼ processing speed
◼ memory deficits
1. Phonological
Processing
2. Fluid Reasoning
3. Crystallized Intelligence
4. Visual Processing
5. Short-Term Memory &
Long Term Retrieval
6. Auditory Processing
7. Processing Speed
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The Big Idea
Strategy instruction is the only instructional
method that has been shown through
research to enable students with
disabilities and other “at-risk” students to
meet the complex learning demands of
secondary and post-secondary schools.
◼ University of Kansas
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Simulation Experience
PURPOSE: to participate in and
experience a simulation of having a
processing disorder that impacts learning
and participation in the classroom setting.
The professional learner will be able to
recommend instructional strategies and/or
supports to mitigate this type of deficit.
Materials Needed: Strategies & Tools Graphic Organizer, Strategy
App(lication) Store Document, Strategraphics
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AUDITORY PROCESSING DISORDER
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Auditory Processing Disorder
People with Auditory Processing Disorder typically:
❖ have normal hearing
❖ struggle to process and make meaning of
sounds
❖ struggle to process information heard especially
when there are background noises
Typically the brain processes sounds seamlessly and almost
instantly. Most people can quickly interpret what they hear. But with
APD, some kind of glitch delays or “scrambles” that process. To a
child with APD, “Tell me how the chair and the couch are alike”
might sound like “Tell me how a cow and hair are like.”
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Auditory Processing Disorder Experience
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Auditory Processing Disorder Experience
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Debrief
1. Stand Up
1. Find a NEW CLOCK BUDDY Partner.
2. When you find your partner, introduce
yourself, and discuss the following
questions:
CLOCK
BUDDIES
❖ How did you feel when you were singing or
writing?
❖ Did you experience frustration? Did you want
to give up or not participate?
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Linking Strategies with Auditory Processing
Disorders
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KEY WORD SEARCH
Key
Words
Take a minute of
interpersonal time to
Highlight the key words on
your AREAS of
PROCESSING handout.
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STRATEGY REVIEW
APP
STORE
Take a minute of
interpersonal time to
REVIEW the following
strategies:
Shake & Share
Babbling Beans
Think & Throw
Matching Double Trouble
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Synthesize: Visual Representation
A Rubric
in
Pictures
As a group you will have 15
minutes to create a visual
representation of the
processing deficits & one
strategy of your choice we
studied on your poster paper.
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Share: Visual Representation
Structured
Share
Partner with another group or
groups (2 max), share your
representation.
Give feedback, reflect on your
work, adjust your thinking.
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Graphic Organizer
Utilizing your Graphic
Organizer
Note
Taking
Guide
Reflect on your learning and
work, and complete the
Section for Auditory
Processing Disorder.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Extending the Learning
Teacher
Actions
Student
Learning
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Criteria/Evidence Based Observation
Observation criteria/evidence should focus on
the learning that can be directly seen during
the classroom observation.
We focus on WHAT WE SEE.
We don’t GUESS or ASSUME.
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Criteria/Evidence Based Observation
With your ELBOW partner, discuss
WHO
and
HOW
you are going to plan and implement using
one of the four strategies you reviewed.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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VISUAL PROCESSING DISORDER
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Visual Processing Disorder
❖ When people think of eyesight, they usually think about
accuracy, as in 20/20 vision. But vision is much more than
that. The brain, not the eyes, processes the visual world,
including things like symbols, pictures and distances.
Weaknesses in these brain functions are called visual
processing disorder or visual processing issues.
❖ Visual processing issues are complex. That’s because there
are eight different types, and people can have more than
one. These issues often go undetected because they don’t
show up on vision tests. Here are the different types of visual
processing issues scientists have identified:
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Visual Processing Disorder
8 Types of Visual Processing Disorders:
1. Visual Discrimination
2. Visual Figure Ground Discrimination
3. Visual Sequencing
4. Visual Motor
5. Long/Short Term Visual Memory
6. Visual Spacial
7. Visual Closure
8. Letter & Symbol Reversal
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Visual Processing Disorder Experience
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Read this Story
Mhat I bib last snwwer
Wy frieub Roddie donght a bop frow the det shod for $148. His
darents pave hiw the wouey pnt saip that he wonlp have to day
half to thew over the snwwer dy poinp sbecial chores aronud the
yarp. He fipnreb he conlp rebay his dareuts L4 bollars.
Later that pay, I cawe over to share sih exciteweut. With the
bop’s pip ears aup mappinb tail, we blayeb all bay. Roddie chose
a dlne collar for hiw. The E of ns bassep onr snwwer pays dike
ripinp, hikiup, and blayinp pall.
Answer these Questions
◼Mhat bib Roddie duy frow the det shod?
◼Mhat color bib Roddie choose for the bop’s collar?
◼Hom wnch wouey bib Roddie fipnre he conlp rebay his
dareuts?
What I did last summer
◼My friend Robbie bought a dog from the pet shop for $148.
◼His parents gave him the money but said that he would have to pay half to them over
the summer by doing special chores around the yard.
◼He figured he could repay his parents 74 dollars.
◼Later that day, I came over to share his excitement.
◼With the dog’s big ears and wagging tail, we played all day.
◼Robbie chose a blue collar for him.
◼The 3 of us passed our summer days bike riding, hiking, and playing ball.
Answers to
What I Did Last Summer
◼What did Robbie buy from the pet shop? A dog
◼What color did Robbie choose for the dog’s collar?
Blue
◼How much money did Robbie figure he could repay
his parents? 74 dollars
WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Linking Strategies with Visual Processing Disorders
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KEYWORD SEARCH
Key
Words
Take a minute of
interpersonal time to
Highlight the keywords on
your AREAS of
PROCESSING handout.
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STRATEGY REVIEW
APP
STORE
Take a minute of
interpersonal time to
REVIEW the following
strategies:
Stop, Plop, and Roll
Check, Plus, Minus
Connect 4
Fact or Fib
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Synthesize: Visual Representation
A
Strategy
in
Pictures
As a group you will have 15
minutes to create a visual
representation of the
processing deficits & one
strategy of your choice we
studied on your poster paper.
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Share: Visual Representation
Structured
Share
Partner with another group or
groups (2 max), share your
representation.
Give feedback, reflect on your
work, adjust your thinking.
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Graphic Organizer
Utilizing your Graphic
Organizer
Note
Taking
Guide
Reflect on your learning and
work, and complete the
Section for Auditory
Processing Disorder.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Extending the Learning
Teacher
Actions
Student
Learning
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Criteria/Evidence Based Observation
Observation criteria/evidence should focus on
the learning that can be directly seen during
the classroom observation.
We focus on WHAT WE SEE.
We don’t GUESS or ASSUME.
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Criteria/Evidence Based Observation
With your ELBOW partner, discuss
WHO
and
HOW
you are going to plan and implement using
one of the four strategies you reviewed.
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Debrief
1. Stand Up
1. Find a NEW CLOCK BUDDY Partner.
2. When you find your partner, introduce
yourself, and discuss the following
questions:
CLOCK
BUDDIES
❖ How did you feel when you were attempting to read the
webpage? How would you feel if you were required to
read Julius Caesar by William Shakespeare in this
format?
❖ Did you experience frustration? Did you want to give up or
not participate?
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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MEMORY PROCESSING DISORDER
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Working Memory Processing Disorder
Working memory is an ability that allows us to work
with information. It helps us learn and perform basic
tasks. Most kids with learning and attention issues
have trouble with this vital function.
Working memory is one of the brain’s executive
functions. It’s the ability to hold on to new information
so we can turn around and use it in some way.
Working memory allows us to hold information without
losing track of what we’re doing.
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Working Memory Disorder Experience
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Working Memory Disorder Experience
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Working Memory Disorder Experience
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Linking Strategies with Memory Processing
Disorders
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KEY WORD SEARCH
Key
Words
Take a minute of
interpersonal time to
Highlight the key words on
your AREAS of
PROCESSING handout.
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STRATEGY REVIEW
APP
STORE
Take a minute of
interpersonal time to
REVIEW the following
strategies:
Sketch It
Tour of Knowledge
ReRun
What’s On Your Plate
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Synthesize: Visual Representation
Strategy
in
Pictures
As a group you will have 15
minutes to create a visual
representation of the
processing deficits & one
strategy of your choice we
studied on your poster paper.
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Share: Visual Representation
Structured
Share
Partner with another group or
groups (2 max), share your
representation.
Give feedback, reflect on your
work, adjust your thinking.
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Graphic Organizer
Utilizing your Graphic
Organizer
Note
Taking
Guide
Reflect on your learning and
work, and complete the
Section for Working Memory
Processing Disorder.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Extending the Learning
Teacher
Actions
Student
Learning
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Criteria/Evidence Based Observation
Observation criteria/evidence should focus on
the learning that can be directly seen during
the classroom observation.
We focus on WHAT WE SEE.
We don’t GUESS or ASSUME.
76
Criteria/Evidence Based Observation
With your ELBOW partner, discuss
WHO
and
HOW
you are going to plan and implement using
one of the four strategies you reviewed.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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PROCESSING SPEED DISORDER
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Processing Speed Disorder
Processing speed is the pace at which you take in
information, make sense of it and begin to respond.
This information can be visual, such as letters and
numbers. It can also be auditory, such as spoken
language.
Having slow processing speed has nothing to do with
how smart kids are—just how fast they can take in
and use information. It may take kids who struggle
with processing speed a lot longer than other kids to
perform tasks, both school-related and in daily life.
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Processing Speed Disorder Experience
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Debrief
1. Stand Up
1. Find a NEW CLOCK BUDDY Partner.
2. When you find your partner, introduce
yourself, and discuss the following
questions:
CLOCK
BUDDIES
❖ How did you feel when you were listening ?
❖ Did you experience frustration? Did you want to give up or
not participate?
❖ What might have helped you?
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Linking Strategies with Processing Speed Disorders
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KEY WORD SEARCH
Key
Words
Take a minute of
interpersonal time to
Highlight the key words on
your AREAS of
PROCESSING handout.
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STRATEGY REVIEW
APP
STORE
Take a minute of
interpersonal time to
REVIEW the following
strategies:
Idea Shuffle
Match It Up
ABCD Slap Down
Teacher of Student
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Synthesize: Visual Representation
Strategy
in
Pictures
As a group you will have 15
minutes to create a visual
representation of the
processing deficits & one
strategy of your choice we
studied on your poster paper.
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Share: Visual Representation
Structured
Share
Partner with another group or
groups (2 max), share your
representation.
Give feedback, reflect on your
work, adjust your thinking.
87
Graphic Organizer
Utilizing your Graphic
Organizer
Note
Taking
Guide
Reflect on your learning and
work, and complete the
Section for Processing Speed
Disorder.
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Extending the Learning
Teacher
Actions
Student
Learning
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Criteria/Evidence Based Observation
Observation criteria/evidence should focus on
the learning that can be directly seen during
the classroom observation.
We focus on WHAT WE SEE.
We don’t GUESS or ASSUME.
91
Criteria/Evidence Based Observation
With your ELBOW partner, discuss
WHO
and
HOW
you are going to plan and implement using
one of the four strategies you reviewed.
92
WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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BIG Debrief
Debrief
• Talk in your group and share your
thoughts regarding your
“experiences”, and what strategies
you are planning to implement next
week.
• Partner Share
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Video Debrief-Part Two
•
Debrief
Talk in your group and share your
thoughts regarding your
“experiences”, and what strategies
you are planning to implement next
week and hold each other
accountable for.
• Table Share
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WHY Strategies & Tools
Introduction to Processing Deficits
Using the Strategies APP(lication) Store
Extending the Learning
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Making it REAL
◼With a PARTNER or a POD▪Share A STRATEGY that is in your lesson plans.
▪Analyze the STRATEGY and/or LEARNING that
you would like for students to do.
▪Use the Strategy APP(lication) Store to predict
where student work, thinking and responses will
increase if you deliver the lesson as planned.
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LEARNING TARGET:
I can use the simulation experiences to reflect on my
instruction and plan for the use of strategies and tools to
support ALL students’ learning.
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Reflection & Survey
Please reflect on the learning
from today and complete your
survey on professional
learning.
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