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Implementing Common Core in the Inclusion Setting

Rincon Middle SchoolEscondido, California

(760)432-2491

Jayna Jensen jjensen@eusd.orgDena Moore demoore@eusd.org

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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/

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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.

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