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Capital Day 2014

Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE updates. Capital Day 2014. Classroom Teacher Responsibilities. What and why? 3 rd grade reading guarantee Retention Modifying /differentiating wording from ODE. Title III- Report from ODE.

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Capital Day 2014

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  1. Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE updates Capital Day 2014

  2. Classroom Teacher Responsibilities • What and why? • 3rd grade reading guarantee • Retention • Modifying /differentiating wording from ODE

  3. Title III- Report from ODE

  4. Title III $$

  5. Differentiation means starting where the kids are! - Carol Ann Tomlinson

  6. When thinking differently about learners, consider … • Readiness • Information, concepts, and skills students demonstrate at entry point of learning experience • Interests • Topics, problems, and processes of personal relevance to students (passion learning) • Learning Profile • Combination of students’ emotions, cultures, modality preferences, and intelligences that affect learning

  7. Indicators of Differentiation • Consistent use of pretesting • Decrease in the frequency of large group activities • Increase in • Small group teaching activities • Flexible small group learning activities • Increase in individual alternatives: • Centers • Homework • Contracts The National Research Center on the Gifted and Talented, 2002

  8. Content Statement5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).

  9. Classroom Supports Pacing: ____ Extended Time ____ Longer “wait time” for answering questions ____ Other: ________________ Environment: ____ Assign peer buddy ____ Provide one on one support ____ Flexible seating ____ Work alone ____ Other: ________________ Reinforcement & Follow Through: ____ Student-teacher goal setting ____ Build confidence with positive comments ____ Have student restate directions ____ Check often for understanding/review ____ Re-teach / extend skills ____ Use games (for review and mastery) ____ Arrange for peer tutoring ____ Plan cooperative learning experiences ____ Make/use vocabulary files/ personal dictionaries ____ Teach organizational & study skills ____ Provide outline for content materials ____ Use study guides to organize materials ____ Other: ________________ Presentation of Subject Material: ____ Use individual/small group instruction ____ Simplify language ____ Tape lectures for playback ____ Show and discuss video clips ____ Demonstrate concepts ____ Provide explicit vocabulary instruction ____ Use manipulatives ____ Post graphics, charts & visual aids ____ Emphasize critical information ____ Use graphic organizers ____ Pre-teach vocabulary ____ Other: ________________ Materials: ____ Provide recorded texts / readings (check with Hudson) ____ Use supplementary materials ____ Highlighted textbooks / study guides ____ Use adapted textbooks / easier readings ____ Allow use of computer ____ Varied computer programs ____ Daily assignment student notebook ____Other: ________________

  10. 394 is the Score for 3rd grade Reading Guarantee

  11. ESL/Sp Ed • Updated Who’s Idea • process for IAT • scheduling priorities • teaching school norms • strategies for working with ESL/sped students

  12. In the IEP 1. Instruction needs to address both their linguistic and cultural characteristics and their disabilities a. May include i. Sheltered academic instruction ii. Mediating scaffolds – peer support iii. Task scaffolds – reduce the information students must generate independently iv. Material scaffolds – learning prompts v. Comprehensible input – language appropriate to the student’s English language proficiency

  13. ODE is looking to create an alternative ESL assessment for Special Ed.

  14. Ohio’s New State Tests • Accessibility Features • Accommodations • Strategies to prepare

  15. www.elpa.21.org researchers focused on the role of language in content-area classrooms.

  16. Accessibility FeaturesPARCC / New State Tests for ALL students • Blank paper • Answer masking * • General masking * • Line reader tool • Highlight tool • Eliminate answer choices • Flag items for review • Audio amplification • Background/Font color • Writing Tools • Headphones or noise buffers • Magnification/ enlargement • Pop-up glossary • Spell checker • Text-to-speech for Math test, also Sci and SS * • General administration directions read aloud + Features in red are the only ones that must be activated manually for select students. The others are already available. * Recommended for all LEP

  17. ELL Accommodations • *Prefunctional is considered Beginner on PARCC • Extended time (* ALL LEP) • Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP) • General administration directions read aloud in student’s native language (possibly) • Scribe or Speech-to-text (in English only) responses dictated for Math, Sci& SS • Not recommended by the ESL department • First year ELA test does not count (like before)….district credit for participation???

  18. Proficiency Level

  19. Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high…

  20. Vocabulary Words

  21. Ohio’s Quality Review Rubrics • Checklist to see if a lesson is “Common Core Ready” • English, Math, Science & Social Studies K-12 • Diverse Learners: Special Ed, Gifted & Talented, and LEP • On ODE’s website • Use in a TBT/group to evaluate a lesson

  22. Practice for PARCC (Ohio’s new state tests) • http://www.parcconline.org/practice-tests • http://education.ohio.gov/Topics/Special-Education/Diverse-Learners • http://ell.stanford.edu/ • www.naturalreaders.com (text to speech) • Microsoft Word (highlighting, strikethrough)

  23. Support from The ESL Service Center (365-8802) • Call Center • Interpreter/Translator • Professional Development • Materials (adapted texts, dictionaries) • Parent Literacy Program • OGT, College & Career Readiness Program • ESL Department Webpage • LEP Data

  24. Contact Info Mark Paskertmpaskert1209@columbus.k12.oh.usKerri Gonzalez kgonzalez10196@columbus.k12.oh.us 614-365-3108

  25. Recognition for Information • SIOP materials from Center for Applied Linguistics • Destination: Differentiation (D2) PPT from Susan Wouters • Language Acquisition Materials from Kate Kinsella

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