Transcript Document

Application to Students with Disabilities Enrolled
in Mild/Moderate Programs
Community Advisory Committee
Central Middle School
September 11, 2014
5:30p.m.-6:30p.m. ( Mild/Moderate)
6:30p.m.-7:30p.m. (Moderate/Severe)
Andy Stetkevich
[email protected]
Learning Outcomes
Mild/Moderate: 5:30p.m.-6:30p.m.
Moderate/Severe: 6:30p.m.-7:30p.m.
• Analyze the instructional shifts related to the Common Core
standards.
• Understand the Concept of Growth Mindset-Being shared
throughout RUSD
• Identify the major implications for students enrolled in special
education programs
• Identify Curricula Aligned with the CC Standards
– Mild/Moderate Programs
– Moderate/Severe Programs
• Analyze and Identify IEP Team Considerations
Universal Design for Learning Principles
IEP Goals Aligned with AFB
the
Common Core Standards
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•
Agenda
• Overview of
– Common Core State Standards
– RUSD Instructional Shifts
• Growth Mindset-Engagement and Learning
• Smarter Balance Assessment &
Accommodations
• IEP and Instructional Implications
• Parental Support and Parent Resources
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Common Core State Standards
Overview Information
• Riverside Unified School District Website:
• Link to Haiku for Parents:
http://rusdlink.org/Domain/200
• Click on Links Below for a 3 Minute Overview of
Common Core
• http://rusdlink.org//site/Default.aspx?PageID=6264
• https://www.youtube.com/watch?v=jxefsLG2eps&lis
t=UUF0pa3nE3aZAfBMT8pqM5PA&index=4
Spanish Version:
• https://www.youtube.com/watch?v=uKVUy4MX8dI
&index=3&list=UUF0pa3nE3aZAfBMT8pqM5PA
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The Goal of the Standards
• Build toward preparing students to be college and
career ready in literacy by no later than the end of
high school
• Provide a vision of what it means to be a literate
person in the twenty-first century (creativity, critical
thinking and problem solving, communication,
collaboration)
• Develop the skills in reading, writing, speaking, and
listening that are foundational for any creative and
purposeful expression in language
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Common Core State Standards
Three Shifts in Language Arts
Shift 1:
Building knowledge through content-rich nonfiction and
informational text in addition to literature
Shift 2:
Reading, writing and speaking grounded in evidence from text
Shift 3:
Regular practice with complex text and academic vocabulary
Source: California Department of Education “Communications Toolkit for California” p. 12
http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc
RUSD- Instructional Services Department, AFB May 25, 2013
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Common Core State Standards
Three Shifts in Math
Standards for Math Practice (SMP) 1:
Make sense of problems and persevere in solving them.
Standards for Math Practice (SMP) 3:
Construct viable arguments and critique the reasoning of
others.
Standards for Math Practice (SMP) 6:
Attend to precision.
Source: California Department of Education “Communications Toolkit for California” p. 12
http://www.cde.ca.gov/re/cc/documents/cdecommstoolkit.doc
RUSD- Instructional Services Department, AFB May 25, 2013
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The CCSS for ELA are Organized into Three
Main Sections:
Section
1
• Comprehensive K–5 section
• Comprehensive 6-12 section
Section
2
• Two content Literacy sections for
6–12
1.
2.
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History/Social Studies
Science and Technical Subjects
Section
3
College and Career Ready
Anchor Standards for Reading
Reading – 10 standards
• Key Ideas and Details
“What did the author say?”
• Craft and Structure
“How did the author say it?”
• Integration of Knowledge and Ideas
“How do I evaluate what the author says and how do I go
beyond it?”
• Range and Level of Text Complexity
“How challenging and varied is the text?”
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Example: Content Shift #2: Implications for Students w/Disabilities Examples: Access to Text:
Read Alouds, Break into Small Chunks, Use text at a variety of levels, Teach highlighting strategies, Ask
closed and open questions with visual supports, as needed, graphic organizers to collect information.
Not Text-Dependent
•In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at something.
Text-Dependent
What makes Casey’s experiences at bat
humorous?
•
•In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest. Discuss, in
writing, a time when you wanted to fight
against something that you felt was unfair.
What can you infer from King’s letter about the
letter that he received?
•
•In “The Gettysburg Address” Lincoln says
the nation is dedicated to the proposition that
all men are created equal. Why is equality an
important value to promote?
“The Gettysburg Address” mentions the year
1776. According to Lincoln’s speech, why is this
year significant to the events described in the
speech?
•
College and Career Readiness
Anchor Standards for Writing
Writing Standards-10
• Text Types and Purposes
– Write effective arguments, informative/explanatory
text, and narratives.
• Production and Distribution of Writing
– Make their texts appropriate to varying task demands,
purposes, and audiences Research to Build Knowledge
– Conduct research, gathering relevant information from
multiple sources (judging their credibility and accuracy),
and using the information in their writing.
• Range of Writing
– Produce quality writing under a range of circumstances
and demands.
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–
Timothy Shanahan
College and Career Readiness
Anchor Standards for Speaking and Listening
• Speaking and Listening
– Comprehension and Collaboration
– Presentation of Knowledge and Ideas
– Access:
– Language Frames/Sentence Starters
– Examples:
– “I think…”
– “ I infer….
“ I agree, but….”
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Speaking and Listening
• Students are asked to work more in
groups to:
• Solve a problem
• Discuss a topic
• Create a project
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College and Career Readiness Anchor
Standards for Language
• Language – 6
– Conventions of Standard English
– Knowledge of Language
– Vocabulary Acquisition and Use
Access to Students with Disabilities:
– Framing Your Thoughts-Visual Supports (8 graphic
symbols) for understanding Language
– DEA (Isabelle Beck Strategy) & Kate Kinsella
Strategies-Elementary and Secondary
- Access: Nonlinguistic representations of the language
(pictures, symbols, icon, etc…)
- Total Physical Responses- Use of Body Language/Gestures
- Student Friendly Definitions and Examples
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A Growth Mindset: Implications for
Instruction at School and Parent/Child
Interactions at Home
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Growth Mindset
• In a growth mindset, people believe that their most basic
abilities can be developed through dedication and hard
work—brains and talent are just the starting point. This view
creates a love of learning and a resilience that is essential for
great accomplishment. Virtually all great people have had
these qualities.
• Teaching a growth mindset creates motivation and
productivity in the worlds of business, education, and sports.
It enhances relationships. When you read Mindset, you’ll see
how.
Growth Mindset
• In a fixed mindset, people believe their basic
qualities, like their intelligence or talent, are simply
fixed traits. They spend their time documenting their
intelligence or talent instead of developing them.
They also believe that talent alone creates success—
without effort. They’re wrong.
Growth Mindset Feedback
When students struggle despite strong effort, we
can say…
➢OK, so you didn’t do as well as you wanted to.
Let’s look at this as an opportunity to learn.
➢What did you do to prepare for this? Is there
anything you could do to prepare differently next
time?
➢You are not there/here, yet.
➢When you think you can’t do it, remind yourself
that you can’t do it, yet.
What is a Standards-Based IEP?
• An IEP, or individualized education plan, is a requirement of
IDEA (2004)2 and specifies the special education services a
student with disabilities will receive The IEP for students who
participate in alternate assessment based on alternate
achievement standards includes:
• (a) a statement of the present level of performance in both
academic achievement and functional performance,
• (b) a statement of measurable annual goals (both academic
and functional),
• (c) a description of benchmarks or short-term objectives,
• (d) a description of how student progress towards the goals
will be measured, or short-term objectives
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What is a Standards-Based IEP?
• (e) a statement regarding related services and supplementary
aids and services (based on peer-reviewed research) to be
provided,
• (f) an explanation of the extent to which the student will not
participate in the general education classroom,
• (g) a statement of any accommodations needed to measure
academic and functional achievement of the student,
• (h) frequency, location, and duration of services,
• (i) postsecondary goals beginning when the student is 16
years old. (RUSD begins transition at age 14). In the IEP,
requirements for students who participate in alternate
assessment aligned to alternate achievement standards is the
inclusion of benchmarks.
Standards-Based IEP
• A standards-based IEP includes goals that promote
learning of the state standards.
• It does NOT try to include a goal for every state
standard in every content area. This would result in a
very long document!
• Instead, it provides goals for the strategies students
need to develop to learn the general curriculum
content.
• Sometimes, the goals help focus priorities within the
general curriculum content for students who take
the state assessments.
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State Assessments
• SBAC or Smarter Balanced Assessments
– See handout for students in mild/moderate
programs regarding SBAC.
• District Assessments are common core aligned
and are formative in nature. This means that
teachers are measuring what is being taught
and progress monitoring student performance
throughout the year, not just prior to the IEP.
Common assessments mirror the state
assessments tasks. For example, performance
tasks are built into District assessments.
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Universal Design For Learning
• The “How” of the IEP Goals and Standards
• Goal: Reduce Barriers; Provide Access to All
Learners
• Three Major Principles
– Provide Multiple Means of Representation
– Provide Multiple Means of Action and Expression
– Provide Multiple Means of Engagement
• What are some classroom examples of these
principles?
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Teaching Writing at the Primary Level with UDL Principles
Farms are noisy.
.
CLICK HERE FOR SONG
http://www.barefootbooks.com/story/childrenscrafts-activities/driving_my_tractor_video/
CLICK HERE FOR SONG
http://freesongsforkids.com/videos/OldMacDonald
squeak
cluck
cows
Judy Fuhrman, to be used with Project Read Framing Your Thoughts
sheep
pigs
moo
oink
baa
mice
chickens
Microsoft Office 2010 Clip Art
Students Enrolled in
Mild/Moderate Programs
 Core Curricula & Specialized Academic Instruction/Interventions
K-6 (Resource Specialist Program)
Treasures (K-2)
Project Read-Phonics (OG Based) & Orton-Gillingham
Phonics
Read 180/System 44 Intervention Program
Houghton Mifflin (ELA) –Units of Study (3-6)
EnVision Mathematics with MDIS Intervention Support
K-6
Riverside Writer’s Workshop +Framing Your Thoughts
Supports K-6
Accommodations are applied to content areas based
upon individual needs,AFBsuch
as in Social Studies and
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Science







Special Day Class ProgramsMild/Moderate K-6
Special Day Class K-6
K-1: Treasures & Project Read/Orton-Gillingham Methodology
for Phonemic Awareness, Phonics, Fluency, EnVision Math, SDC
Writing Program (Framing Your Thoughts)
1-2:Treasures & Project Read/Orton-Gillingham Methodology for
Phonemic Awareness, Phonics, Fluency, EnVision Math, SDC
Writing Program (Framing Your Thoughts)
3-4: Treasures with Common Core Alignments, System 44 for
Word Work, SDC Writing Program /Framing Your Thoughts,
EnVision Math
5-6: Read 180/System 44 with CC alignments, EnVision Math,
Read 180 Writing Program
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7-12 Mild/Moderate Curricula
Grades 7-12
➢Read 180/System 44 for students who
need the intervention
➢Adapted ELA/Mathematics, and
Accommodations in Content Areas
➢New Course Sequence for
Mathematics 7-12
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Working with Challenging Text This important shift
has misled some teachers to conclude that they
should use challenging text even when it's
inappropriate to do so. For example, the new
standards don't raise text levels for kindergarten or
1st grade, but some educators think that 2nd graders
won't meet the standards without an early boost.
However, raising beginning text levels is not a good
idea because it's more likely to slow student progress
in mastering decoding than to improve students'
reading.
AFB, LK 10-3-13
How You Can Support Your Child With
Text Complexity
• Build Background Knowledge
• Read Aloud to them
• Ask Questions
How do we help our children so they are ready for the
increasing complexity of texts?
Increase their academic vocabulary and build their
background knowledge!!
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Working with Challenging Text
• Even with older students, the idea is not to have students reading
challenging texts exclusively. Students should have an array of reading
experiences in the same way that a long-distance runner has a varied
training schedule that intersperses different distances and speeds. These
varied schedules enable the runner to build muscle, speed, and
endurance. Likewise, nascent readers would benefit from a varied
schedule of exercise as well. This means that students would, over the
course of a school year (and even a school day), confront texts they could
read easily with little teacher input as well as those in those upper bands
specified by the standards. Over time, the average level of text difficulty
should get more demanding. Students might read a relatively easy text
after several intense workouts with more challenging ones. Any athlete
will tell you that you can push too hard and that he or she needs
intermittent breaks and reductions in intensity to keep going.
-Tim Shanahan, Leading Research on Common Core,
International Reading Association
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Ongoing Support for Parents in
Assisting Child/Children with Skills
embedded in Common Core
• See attached training calendar
• See attached bibliography of resources
• Other Links
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Practical Home Ideas to Support Students with
Common Core Standards
• Bibliography of free technological, web-based
resources for home support.
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What is Background Knowledge?
• Background Knowledge is what a
student already knows on a topic
or subject. The more he or she
knows, the better he/she will
understand the new learnings.
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Activity
Building Background Knowledge
• If the topic is Animals, how can you build
your child’s knowledge of the subject?
–
–
–
–
Where can you take them?
What can they read?
Is the internet or technology a possibility?
What type of media? TV? Videos?
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The Power of Read Aloud
“Research indicates that reading aloud to children :
• substantially improves their reading, written,
oral, and auditory skills
• increases their positive attitude towards
reading
Elizabeth Qunell
“Children listen at a higher reading level than they
read; thus, children can hear and understand
stories that are more complicated and more
interesting than anything they could read on their
own” (p. 37).
Jim Trelease
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How You Can Support Your Child With
Writing
A few ideas…
• Drawing: a picture paints a thousand words
• Talking: assists with narrowing the focus
• Reading: authors have great ideas!
• Making lists: quick, daily writing
• Taking notes: reminders and descriptions
• Keeping journals or diaries: personal writing
• Modeling: let them see YOU writing!!!
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How You Can Support Your Child With
Speaking and Listening
• Think about the proper ways to work in a
group:
• Listen attentively
• Comment on others
• Ask questions
• Share opinions and ideas
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How You Can Support Your Child With
Language standards
• Read Aloud
• Using language for specific purposes
• Telling a story
• Texting a friend
• Writing a report
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Mathematics
•
•
•
•
Deeper Conceptual Learning
Fluency with Numbers and Operations
Real World Applications
Home Resource Supports
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YOU ARE YOUR CHILD’S FIRST
AND MOST IMPORTANT
TEACHER!
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