Teacher Assistant Professional Development Day “We Are Can Do Kids” Rikki Kotz Barbara Fairservice October 20, 2014 “We Are Can Do Kids” Rikki Kotz Barbara Fairservice October 20, 2014

Date: October 20, 2014 Benchmarks : Domain 1.1: Providing clear learning goals and scales (rubrics). Domain 1.2: Tracking student progress. Domain 1.3: Celebrating success. Bell Ringer : How can we give students with cognitive disabilities ownership of their learning? Essential Question: How do you utilize a scale for students with cognitive disorders of varying severity? Common Language: Teacher made scales and rubrics. Objective: Participants will be able to use a scale with students of all levels of cognitive ability to achieve grade level success. Agenda: I DO: Introduce participants to scales designed to assess student success. WE DO: Participants will work together to determine the levels of achievements on a scale. YOU DO: Participants will discuss their reasoning for choosing the levels of their scale. Summarizing Activity: Participants will role play a lesson using a scale. Next Steps: Work with scales within their classroom to assess student achievement. Learning Goal: Participants will be able to show student success by using a scale using individual communication modes for an academic activity. Common Board

Lake County Schools Vision StatementVision Statement  A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement  The mission of the Lake County Schools is to provide every student with individual opportunities to excel.  Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Vision StatementVision Statement  A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement  The mission of the Lake County Schools is to provide every student with individual opportunities to excel.  Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. Decrease disciplinary infractions The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include: Organize: Stakeholders plan and assess needs based on data. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. Implement: Implement activities and monitor progress. Sustain: Identify success of current plan, evaluate and adjust to sustain growth. Florida Standards are a set of high- quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction: 1. Knowledge and Use of Florida Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. Integrated Technology The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are: Focus on Learning: All students can learn and we are responsible to ensure learning occurs. Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning. Focus on Results: Effectiveness is measured by results, not intent. The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re- evaluating results. It is the road map that directs our actions.  Plan  Do  Check  Act Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem- solving components include: 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Response to Instruction/ Intervention Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are: 1. Collaborative Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. Reflection, Refinement and Re-teaching as Necessary Personalized Learning (PL) is a system that cultivates independence and self- governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment. PL Key Elements: 1. Student- directed Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

We Are Can Do Kids!  Bell Ringer: How can we give students with cognitive disabilities ownership of their learning?  Think of students in your classroom. Are you working with students using scales and rubrics to support the curriculum?  Bell Ringer: How can we give students with cognitive disabilities ownership of their learning?  Think of students in your classroom. Are you working with students using scales and rubrics to support the curriculum?

What are the needs of your students?  I.D.  A.S.D  E.B.  T.M.H.  P.M.H.  Verbal  Non-verbal  I.D.  A.S.D  E.B.  T.M.H.  P.M.H.  Verbal  Non-verbal

Academic Scales vs. Performance Scales

Performance Scale

Academic Scale

Academic scales are based on Webb’s Depth of Knowledge Level One (Recall) Level Two (Skill/Concept Level Three (Strategic Thinking) Level Four (Extended Thinking)

Using a scale in the classroom:

Small Group Activity  Break into small groups to develop a scale

Math Instructional Curriculum Standards

Course Evaluation Please complete our course evaluation. Thank you for joining us today! Rikki Kotz: Barbara Fairservice: Please complete our course evaluation. Thank you for joining us today! Rikki Kotz: Barbara Fairservice: