College & Career. Modules 1 3. Facilitator Handbook. Meeting the Needs of Students with High Incidence Disabilities

Transcription

1 College & Career R e a d i n e s s Meeting the Needs of Students with High Incidence Disabilities Modules 1 3 Facilitator Handbook Focus on Special Education

2 & Career R e a d i n e s s Meeting the Needs of Students with High Incidence Disabilities Focus on Special Education Modules 1 3 Facilitator Handbook v College

3 This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. Copyright 2013 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey ISBN:

4 Table of Contents Module 1: College and Career Readiness...1 Module 2: IEPs and Accommodations...19 Module 3: Accessing the Standards...29 Appendices Appendix A: Preparation and Background...49 Appendix B: Using the Standards-Based Individualized Education Program (IEP)...57 Appendix C: References...55 KEY Italics = Instructions Bold = Suggested Script Gray shading = Background Information and Suggestions

5 College and Career Readiness 1 Program College and Career Readiness: Meeting the Needs of Students with High Incidence Disabilities Module 1 Title Time College and Career Readiness 120 minutes Delivery X Face-to-Face Webinar Both Summary Prerequisites or Assumptions Essential Questions Participants Performance Objectives Facilitator s Actions Do participants need to bring any special knowledge, skill, or background information to this training? No special knowledge, skill, or background information is required for this training. See Materials section for what participants should bring. The essential questions we will explore during this module are: What does college and career readiness mean? What are the implications for students with disabilities? By the end of this module, the participants should be able to: Explain how federal legislation has shaped education for students with disabilities Describe what high incidence disabilities are Define college and career readiness Navigate the organizational structure and language of the CCSS and understand how the standards apply to students with disabilities During the training, the facilitator will: Introduce brainstorming activity on federal legislation Engage participants in a scavenger hunt to gain more knowledge about the Common Core State Standards

6 2 Meeting the Needs of Students with High Incidence Disabilities Module 1 Summary Materials Computer, projector, and speakers* Facilitator Handbook PowerPoint presentation, including videos Participant Workbooks CCSS for ELA CCSS for Mathematics Chart paper and markers A small prize for the Quick Write activity (optional) Participants need to bring: A copy of their state accommodation guidelines A copy of their state CCR standards (if being held in non- CCSS state) * Some PPT slides include embedded videos with audio that will benefit from being played using speakers. Training Activities School-Based Evidence Preparation How can participants use the new information in some authentic task that will support their performance back in the classroom? Create a working definition of college and career readiness Work in small groups to identify research-based practices used in their schools that support the achievement of students with disabilities Back in the participants classrooms or schools, we would see participants: Linking instruction to college and career ready standards Collaboration between the general and special education teachers Preparation and background information is provided in Appendix A. Training in a Non-CCSS State If you are presenting this training in non-ccss state, you will need to substitute the appropriate state standards..

7 College and Career Readiness 9 Topic & Time Presentation/Activities Materials College and Career Readiness 30 minutes m Slide 12 According to Obama Allow 30 seconds for participants to read the text on the slide and then let participants know that: Among high school graduates, only half are academically prepared for postsecondary education (Greene & Winters, 2005) and we see significant discrepancies for students with disabilities. As a group, they lag significantly behind their peers without disabilities in graduation rates, standardized measures of achievement, postsecondary participation, and employment. Slide 12 Slide 13 Career Ready? Give participants 30 seconds to read the text on the slide. Click the mouse and state: This is the report on Fred Astaire s first screen test. It is a good reminder that instead of focusing on a person s weaknesses or disabilities, we should focus on what a person can do and build on that. Slide 13 Slide 14 What Is College and Career Readiness? Read the definition on the slide: College and career readiness can be defined as the level of preparation a student needs to enroll and succeed without remediation in a creditbearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program, or in a highquality certificate program that enables students to enter a career pathway with potential future advancement. Slide 14 Participant Workbook: CCR Defined, p. 12 Show movie clip. Make sure definition comes back on screen.

8 10 Meeting the Needs of Students with High Incidence Disabilities Module 1 Topic & Time Presentation/Activities Materials cont d Ask participants to work as a group and to write, in their words, what is meant by college and career readiness for students with disabilities. Ask them to think about the video they viewed. What knowledge and skills did he demonstrate that you could teach? Allow 15 minutes. Ask each group to write their definition on chart paper and post around the room. Have participants do a gallery walk to read the definitions. Chart paper and markers Summarize the definitions created by the participants. Let participants know that being college and career ready means a student: Demonstrates independence Builds strong content knowledge Responds to the various demands of audience, tasks, purpose, and discipline Comprehends as well as critiques Values evidence Uses technology and digital media strategically and capably Comes to understand other perspectives and cultures What are the CCR Standards in ELA and Math? 45 minutes m Use Slides 15 and 16 for CCSS states only. Skip to Slide 17 for non-ccss states. Slide 15 Common Core State Standards Explain that the Common Core State Standards (CCSS) are academic standards for English language arts (ELA) and math. They were developed to ensure that all students are college and career ready in literacy and math no later than the end of high school. The CCSS have College and Career Readiness Standards that anchor the documents and provide general literacy and math expectations for students. Slide 15

9 College and Career Readiness 11 Topic & Time Presentation/Activities Materials cont d They also include K 12 grade-specific standards that define the end of the year expectations and a cumulative progression designed to have students college and career ready by the end of high school. Explain to the participants that the ELA CCSS are K 12 standards in reading, writing, speaking and listening, and language. They also include standards for literacy in content areas history/social studies, science, and technical subjects. In math, there are standards in grades K 12. The standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with disabilities. there needs to be a note to the facilitator that they do either 15/16 or 17 depending on whether they are presenting in a CC state. this is a place where the facilitator will need to pre-plan. Slide 16 Scavenger Hunt Explain that participants will work in small groups to complete a scavenger hunt to gain more knowledge about the Common Core State Standards. Ask participants to get their copy of the standards and turn to p. 13 in the workbook. Circulate to see whether participants have questions. At about 20 minutes, check with the group and see how far they are with the scavenger hunt. Slide 16 Participant Workbook: Scavenger Hunt, pp Allow no more than 25 minutes and then go over answers with all participants.

10 12 Meeting the Needs of Students with High Incidence Disabilities Module 1 Topic & Time Presentation/Activities Materials Scavenger Hunt Answers ELA The CCSS ELA standards comprise three main sections. They include a comprehensive K 5 section, and two content-area specific sections for Grades 6 12 (one for ELA and one for history/social studies). Three appendices also accompany the document. The K 5 section is divided into four strands, which include; reading, writing, speaking and listening, and language. The History/Social Studies, Science, and Technical Subjects section focuses on what two areas? Reading and Writing. Grade-Specific Standard: RF.K.1a: page 15 SL : page 50 W.5.10: page 21 WHST.6-8.2f: page 65 Math Standards: Define what students should understand and be able to do. Clusters: Are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains: Are larger groups of related standards. Standards from different domains may sometimes be closely related. What other two standards are included in the cluster?: (page 11) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Grade-Specific Standard: 2.0A: page 19 3.NBT: page 24 6.RP: page 42 7.EE: page 49