implementing common core in the inclusion setting rincon middle school escondido, california...
Post on 18-Jan-2016
216 Views
Preview:
TRANSCRIPT
•
Implementing Common Core in the Inclusion Setting
Rincon Middle SchoolEscondido, California
(760)432-2491
Jayna Jensen jjensen@eusd.orgDena Moore demoore@eusd.org
•
Let’s Kahoot.it! Go to kahoot.it Enter Game Pin
School Profile
• Total Student Enrollment- 1334• 6th Grade-388• 7th Grade-419• 8th Grade-412
• Significant Subgroups• Hispanic or Latino• White• Socio-Economically Disadvantaged• English Learners• Student with Disabilities
Special Education Programs
Self-Contained (Moderate-Severe)
•Autism (1)
•Intensive Behavior Intervention (2)
•Medically Fragile (1)
•Moderate to Severe Self-Contained (1)
Specialized Academic Instruction
•6th,7th,8th Pull-Out Math
•6th-8th Pull-Out Reading, Writing/Power Literacy
•Core Curriculum Support/Study Skills
•Inclusion support in all general education core classes
Inclusion is Wonderful, Successful, and Effective
•Access to core curriculum at their independent levels through differentiation
•Referrals to special education decline. Special and general ed teachers can team together to target struggling learners.
•Behavioral referrals drop significantly - by 1/3.
•Provides appropriate social skill models for students with special needs.
•Enhances acceptance for differences.
Evidence
• National Blue Ribbon School
• Model Site for CalSTAT (Collaboration- Special Ed. / General Ed.)
• California Distinguished School
Collaboration Flowchart
Creating Learning Environments Conducive to
the Common Core
• Professional trainings• District Level for General and Special Ed teachers• Site Level for Departments
• Collaboration time• Release days (2 per department)• Team and department meetings• Vertical articulation meetings
What does this look like?
• Collaborative work through partner and group work
• Inquiry based learning
• Project based learning
• Focus on the 8 mathematical practices
• Anchor Standards for Literacy
• Kagan Cooperative Learning Practices
Challenges
• Supporting the learning gaps for students with special needs
• Justifying answers verbally
• Thought processing
• Social interactions
• Vocabulary rich
• Higher order thinking
Technology
● iREAD- iPads- 1 to 1 for 6 teachers, 9 teachers have 8-16● Google Apps for Students- collaborative● Hapara- helps teacher collaborate with students● Google Classroom- class interface to send out work and
assignments and students can turn work in for comments and grades
● Computer labs (3)● Mobile computer labs (4)● Powerschool● Compass Learning● Read Naturally● Rosetta Stone● STEM explore class● Robotics after school● Technology explore class● Class Dojo- behavior monitoring
Anchor Standards
Go to http://www.corestandards.org for complete strand information
Technology Use in ELA
Students Google Accounts:Google Drive, Google Classroom, Google Slides, Google Draw Monitored by teachers: Hapara- teacher dashboard
Websites/Apps used to demonstrate students ideas through for reading and writing●iMovie- to do book hooks, book reports, capitalization rules, elements of a short story●ShowMe or Educreations for demonstrate knowledge of a topic, writing project●Kahoot, GoFormative, and Socrative as assessment tools and concept reinforcement ●Evernote, Popplet Lite for note-taking on various articles and videos ●Dragon dictation- recording software for writing ●PhotoCard, Pic Collage, Simple Minds, Whiteboard, 30 hands, Paper 53, Explain Everything, Tellagami
Kidblog for blogging daily reading- now documenting on Google DriveNewsela for modifying reading articles
Technology Use in Mathematics
●Goformative○ Teachers can make a work space and see the iPads as
they are working. ○ Teachers can message students as they're working.
Technology Use in Mathematics
●Showme, Educreations○ Used for assessment○ Kids create their own math problems, solve and narrate
them. ○ Easy to differentiate by the numbers they chose to use. ○ Allows you to hear their thinking.
Student Sample 1:10
Technology Use in Mathematics
Special Education Teachers’ Perspective
• What it looks like in our self-contained classes
• How we supplement, accommodate and modify
• Where we are now vs. where we are going
• Preparing for the assessment
• Examples of lessons in ELA/Math
Language Arts
• Project Based Learning- Buck Institute inspired- • Documenting IEP goals on Evernote and Drive • Example: How does writing impact the world?• My Blog Post • Perfectly Different & Never Give Up• Mentor Texts- for modeling 6 traits of writing:
ideas, tone, organization, voice, word choice, sentence fluency
Project Based Learning
Power Literacy
• Power Literacy-approach to literacy instruction• Developed from extensive research• Informational, Argument, and Narrative text• Includes: identifying text features, preview text
for info, annotating multiple types of text, notes chart, finding main idea, thesis statements, writing informational, argument, and narrative
Rosemary Staley: rcstaley@icloud.com
Common Core Connection
Breaking Down a Writing Prompt
The 8 Mathematical Practices
• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with Mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning
Pull-out Math
• Class size – 15 students
• Kagan grouping/ ELL strategies• Shoulder partner is a level higher/lower for mixed
ability• “Expert” groups are homogeneous
• Using EngageNY for lessons/notes
• Supplement with LearnZillion, Khan Academy, and Share my lesson for videos
• Homework is remedial & modified from CC lessons
Inclusion Math
• Taught by general education teacher
• Supported by special education teacher or IA
• Up to 34 students per class
• Clusters of up to 8 special education students
• Kagan Grouping
• Uses EngageNY curriculum also
• Homework is through TenMarks
Ongoing Special Education & Staff Collaboration and Considerations
• Communication methods
• Accommodations/modifications
• Caseload
• Interdisciplinary teams
• Number of special education students in one class
• How much support from special education
• Grading/Modifications
• Needs of special education students
• Administrative support
• Master schedule – Scheduling of sped students
• Role of paraprofessionals
Resources
•Resources:CCSS: Implications for Students with Disabilitieshttp://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf
CCSS: Implications for Students Receiving Special Education Serviceshttp://www.leadered.com/pdf/Special%20Ed%20&%20CCSS%20white%20paper.pdf
Six Principles for Principals to Consider in Implementing CCSS forStudents with Disabilitieshttp://www.naesp.org/sites/default/files/McLaughlin_2012.pdf
• Buck Institute for Education- http://bie.org/
Thank you for your time.
Come visit our site!
We’d love to have you!
Funding for this Presentation
• Funds for this project come in part from federal funds awarded as the State Personnel Development Grant to California (CFDA 84323A) allowed in Part D of Public Law 108-447, the Individuals with Disabilities Education Act (IDEA), as amended in 2004. These dollars are considered local assistance funds and will assist individuals serving children birth to 22 years of age and their families.
•
top related