Goal: High-Performing, Inclusive Classrooms

Teachers understand students’ abilities and needs.

By appreciating student variation and seeing each student as having both strengths and weaknesses, teachers have a context for customizing instructional goals, designing powerful instructional practices, making accommodations, employing assessments tied directly to instruction, and using a range of technology tools in meaningful ways.

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Teachers identify curriculum standards and goals.

National, state, and local standards set forth what all students should know and be able to do in core content areas. While all students are working towards meeting a common set of curriculum goals or learning standards, we need to recognize that they may be accomplishing them in different ways, at different times, and with different degrees of mastery. By taking into account individual student's abilities, prior knowledge, needs, and interests, the teacher becomes clearer about what "knowing" and "being able to do" mean for each child. The teacher sees the standards not as fixed goals, but rather as having multiple “target” levels that offer flexibility to accommodate learner differences (Rose, Sethuraman, & Meo, 2000). The teacher challenges every student to achieve high standards in ways that align with what they already know, what they can do, and how they learn best.

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“Scientifically-based” research is designed to apply rigorous, systematic, and objective procedures in order to obtain reliable and valid knowledge (National Staff Development Council, 2002). If appropriately applied, scientifically-based instructional practices have the potential of ensuring that every student, no matter what his or her ability or disability, has the supports needed to access the curriculum, participate fully, and succeed in meeting the curriculum goals and standards.

When meaningfully integrated into scientifically-based instructional strategies, technology tools can make an important contribution. For example, technology can introduce exciting curricula based on real-world problems into the classroom; provide scaffolds and tools to enhance learning; give students and teachers more opportunities for feedback, reflection, and revision; and build local and global communities where people gather and share information (Brandsford, Brown, & Cocking,1999). Some students have a range of needs that can benefit from assistive technology tools, which are defined as materials, media, and devices that can potentially increase, maintain, or improve students’ functional capabilities, access to instructional activities, meaning-making, and motivation. Assistive technology tools fall within a continuum of low-tech, mid-tech, and high-tech tools.

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Teachers assess results.

Ongoing assessment is central and intimately tied to powerful instructional practices (Marzano, Pickering, & McTighe, 1993). The goal of assessment is primarily to educate teachers and improve student performance—for teachers to understand how students are doing and what they can do to improve teaching and learning. Examining evidence of student learning against instructional goals can lead to improving access, options, and flexibility.

When we talk about assessment within a high-performing, inclusive classroom, we go beyond standardized tests to include alternative assessment, such as curriculum-based assessments. This term applies to any and all assessments that differ from the multiple, timed, one-shot approach that characterizes standardized tests. Students have opportunities to demonstrate their understanding and thoughtfully apply knowledge, skills, and habits of mind in a variety of contexts.

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References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, and school. Washington DC: National Academy Press.

Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the Dimensions of Learning model. Alexandria, VA: Association for Supervision and Curriculum Development.

National Staff Development Council. (2002, September). NCLB definition of professional development: Title IX, Part A, Section 9101 of No Child Left Behind Act. Results. National Staff Development Council.

Rose, D., Sethuraman, S., & Meo, G. J. (2000). Universal design for learning: Associate editor’s column. Journal of Special Education Technology, 15(2), 56-60.

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