Community Advisory Committee Central Middle School September 11, 2014 - PowerPoint PPT Presentation

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Community Advisory Committee Central Middle School September 11, 2014

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  1. 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 astetkevich@rusd.k12.ca.us

  2. Learning OutcomesMild/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 the Common Core Standards AFB - 5/14

  3. 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 AFB - 5/14

  4. Common Core State Standards OverviewInformation • 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&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=4 Spanish Version: • https://www.youtube.com/watch?v=uKVUy4MX8dI&index=3&list=UUF0pa3nE3aZAfBMT8pqM5PA AFB - 5/14

  5. 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 AFB - 5/14

  6. Common Core State StandardsThree Shifts in Language Arts 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 AFB - 5/14

  7. Common Core State StandardsThree Shifts in Math 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 AFB - 5/14

  8. The CCSS for ELA are Organized into Three Main Sections: Section 1 • Comprehensive K–5 section • Comprehensive 6-12 section • Two content Literacy sections for 6–12 • History/Social Studies • Science and Technical Subjects Section 2 Section 3 AFB - 5/14

  9. College and Career ReadyAnchor 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?” AFB 5-14

  10. In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. 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. 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? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? 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. Text-Dependent Not Text-Dependent

  11. 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. • Timothy Shanahan AFB - 5/14

  12. 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….” AFB - 5/14

  13. Speaking and Listening • Students are asked to work more in groups to: • Solve a problem • Discuss a topic • Create a project AFB - 5/14

  14. 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 AFB - 5/14

  15. A Growth Mindset: Implications for Instruction at School and Parent/Child Interactions at Home AFB - 5/14

  16. 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.

  17. 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.

  18. 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.

  19. 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 AFB - 5/14

  20. 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.

  21. 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. AFB - 5/14

  22. 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. AFB - 5/14

  23. 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? AFB - 5/14

  24. CLICK HERE FOR SONG http://www.barefootbooks.com/story/childrens-crafts-activities/driving_my_tractor_video/ Teaching Writing at the Primary Level with UDL PrinciplesFarms are noisy. CLICK HERE FOR SONG http://freesongsforkids.com/videos/Old-MacDonald . squeak cluck moo oink baa cows Judy Fuhrman, to be used with Project Read Framing Your Thoughts sheep pigs mice chickens Microsoft Office 2010 Clip Art

  25. 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, such as in Social Studies and Science AFB - 5/14

  26. Special Day Class Programs-Mild/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 AFB - 5/14

  27. 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 AFB - 5/14

  28. AFB, LK 10-3-13 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.

  29. 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!! AFB 5/2014

  30. 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 AFB - 5/14

  31. 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 AFB - 5/14

  32. Practical Home Ideas to Support Students with Common Core Standards • Bibliography of free technological, web-based resources for home support. AFB, LK 10-3-13

  33. 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. AFB - 5/14

  34. ActivityBuilding 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? AFB - 5/14

  35. 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 AFB - 5/14

  36. 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!!! AFB - 5/14

  37. 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 AFB - 5/14

  38. 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 AFB - 5/14

  39. Mathematics • Deeper Conceptual Learning • Fluency with Numbers and Operations • Real World Applications • Home Resource Supports AFB - 5/14

  40. YOU ARE YOUR CHILD’S FIRST AND MOST IMPORTANT TEACHER! AFB - 5/14