N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Moving to the Core: “The Newport-Mesa Way” Special Education & Common Core For Preschool Teachers and Paraprofessionals November 3, 2014 Newport-Mesa Unified School District

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Agenda 10:15am – 11:45am Common Core State Standards – Introduction: What and Why? – ELA Strands and Math Domains – Spirals and Progressions – Curriculum – CCSS and Special Education – Universal Design for Learning – Accommodations – Technology – Executive Functioning Activity – Preschool Teachers – CCSS: Prerequisites and IEP Goals – Paraprofessionals – Supporting student with curriculum Common Core State Standards – Introduction: What and Why? – ELA Strands and Math Domains – Spirals and Progressions – Curriculum – CCSS and Special Education – Universal Design for Learning – Accommodations – Technology – Executive Functioning Activity – Preschool Teachers – CCSS: Prerequisites and IEP Goals – Paraprofessionals – Supporting student with curriculum

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Common Core State Standards

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE CCSS The CCSS:  Provide consistent, clear understanding of what students are expected to learn  Are robust and relevant to the real world  Reflect the knowledge and skills needed for success in college and career  Prepare students for a global economy “From teaching students what to think, to teaching students how to think!”

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Why Common Core

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE About the Common Core High Expectations for All Informational and literary texts Argument Writing across all subject areas Teaching reading across all subject areas Persistence Patient Problem Solvers – ulum_makeover?language=en#t ulum_makeover?language=en#t

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE The Standards ELA Strands Reading: Literature Reading: Informational Texts Reading: Foundational Skills (K-5) Writing Speaking & Listening Language Math Domains Counting and Cardinality (K) Number and Operations in Base Ten (K-5) Operations and Algebraic Thinking (K-5) Geometry (K-HS) Measurement and Data (K-5) Numbers and Operations Fractions (3-5) Rations and Proportional Relationships (6- 7) The Number Systems (6-8) Expressions and Equations (6-8) Statistics and Probability (6-HS) Functions (8-HS) Numbers and Quantity (HS) Algebra (HS)

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Math Progressions

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Spirals

CCSS and NMUSD Curriculum Standards are where students need to be; not how they get there. NMUSD Curriculum is how we will get our students to the CCSS: – ELA: Rigorous Curriculum Design, RCD (K-12) – Reading Foundational Skills: SIPPS (K-3) – Math – Swun (K-6) and UCI Math (7-12)

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE CCSS Common Core State Standards and Special Education

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Supporting Students with Special Needs in Common Core Instructional supports for learning – Universal Design for Learning (UDL) Instructional accommodations – Changes in materials or procedures Assistive Technology devices and services – Ensuring access

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Universal Design for Learning Designing the learning environment for maximum accessibility Blueprint for creating instructional goals, methods, materials, and assessments that work for everyone Flexible, customized, adjusted 3 Keys to UDL: Presentation: Present information and content in different ways Student response/demonstration of knowledge: Differentiate the ways students can express what they know Engagement: Stimulate interest and motivation for learning

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE UDL Guidelines

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Accommodations Vs. Modification Accommodation Access to CCSS and GE Curriculum Changes in materials or procedures Modification Functional Curriculum Changes in standard or intended learning outcome

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Examples of Planning for Accommodations Common Core Literacy: – Instructional materials – Amount of tasks to be completed – Modality for input – Modality of output – Supporting of Graphic Organizers Technology Literacy: – Keyboard adaptations – Appropriate use of online resources – Specific software/applications Executive Functioning Skills: – Seating location in classroom – Time management support – Group process and cueing support – Use of Instructional assistant

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Technology Integration Included in the CCSS Access to Curriculum Accommodates Special Needs Facilitates Understanding

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Technology Assignment: Read a provided text; discuss with partner. – Access – text-to-speech – Demonstrate – speech-to-text UDL: – Technology can support multiple means of representation, action/expression, engagement

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Executive Functioning Teaching specific executive functioning skills in combination with positive behavior support Know what executive functioning skills are required – Ex. Project based learning in groups: Focus and Attention Turn-Taking Staying on Topic Conversational Skills Know if you students needs these skills taught or reinforced Model skill, provide visual reminders (checklists or charts), reinforce skill “Sam, you are focused on the text and using your highlighter. Well done.”

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Preschool Activity: CCSS and IEP Goals IEP Goals 1. Begin with the CCSS CCSS ELA Spirals are a great resource 2. Review a Kinder grade level standard 3. With a partner, make a list of the prerequisite skills a student would need to meet that kinder standard. 4. Write two preschool goals based on two of the prerequisite skills. Lesson/Activity Once you have written two goals, think about the teaching strategies and lessons that will support students in meeting one of the goals. Work with a partner to develop an overview of how you will work toward one of the goals. Use the worksheet provided.

N EWPORT -M ESA U NIFIED S CHOOL D ISTRICT | M OVING TO THE C ORE Paraprofessional Activity: Creating a CC Toolbox Work in partners to review the grade level assignments in the handout. Write down ways you would support students with special needs in completing the assignment. Use the activity worksheet to write down your ideas.