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Module 1: Overview and Self Assessment Presenter’s Notes

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Course Overview & Self-Assessment 1

Teaching Literacy to Students with Significant Disabilities

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Module 1Module 1:

Literacy for Students with Significant Disabilities

Course Overview and Self Assessment

SAY:

Welcome to the first of 10 modules in the training on Literacy for Students with Significant

Disabilities. Let’s begin by taking a few minutes to introduce ourselves and our interest in being

here today. Please introduce yourself and tell us where you work.

PRESENTER NOTE:

Depending on audience size, you may wish to have participants indicate something they have

read that morning as an “ice breaker” activity.

(Revised December , 2008)

CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE.

©2009 Texas Education Agency


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Developed by The Center for Literacy & Disability Studies

The University of North CarolinaChapel Hill, North Carolina

www.med.unc.edu/ahs/clds

For the Texas ESC State Leadership Function: Three Low Incidence Disabilities

www.esc3.net

SAY:

This literacy training module was developed by The Center for Literacy and Disability Studies at the University of

North Carolina at Chapel Hill for the state of Texas: Three Low Incidence Disabilities statewide network.

You have been furnished with a copy of the slide set to serve as a note-taking guide. It frees you to concentrate

on the presentation and add your own notes rather than copying the slides. Your handouts also include a

Resource Guide, which includes materials you’ll need to compete this module.

Note to Presenter:

Please be sure to have all the materials needed in order to deliver this module.

This includes the following:

Slide presentation

Presenter notes

Participant Note-taking Guide

Participant Resource Guide which contains:

Participant handout: PreK-K Texas Knowledge & Skills Self-Assessment

Participant handout: K-2 Texas Knowledge & Skills Self-Assessment

Participant handout: 3-5 Texas Knowledge & Skills Self-Assessment

Participant handout: 6- 8 Texas Knowledge & Skills Self-Assessment

Participant handout: HS Eng Texas Knowledge & Skills Self-Assessment

Participant handout: Current Practices




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Contact Information

Region 3 Education Service Center1905 Leary Lane

Victoria, Texas 77901

Dr. Julius Cano, Executive Director

Email: [email protected]

Web site: www.esc3.net

3LID

Three Low Incidence DisabilitiesESC Statewide Leadership Function

Region 3 Education Service Center

Mary Scott, Ed Specialist

[email protected]

Web site: www.esc3.net

Texas Education AgencyDivision of Special Education1701 North Congress AvenueAustin, Texas 78701-1494Web site: www.tea.state.tx.us

SAY:

The Three Low Incidence network is a decentralized function of the Texas Education Agency

(TEA) with leadership provided by Region 3 Education Service Center. The network consists

of representatives from each of the twenty educational service centers and TEA.

The purpose of these modules is to provide standardized training to teachers across the state

of Texas on research based strategies for teaching literacy to students with significant

disabilities.




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Copyright © Texas Education Agency, 2009These materials are copyrighted © and trademarked ™ as the property of

the Texas Education Agency and may not be reproduced without theexpress written permission of the Texas Education Agency, exceptunder the following conditions:

1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency;

2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency;

3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way:

4. No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.



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Course Objectives• Introduce theoretical models & processes of literacy and their relationship to

individuals with significant disabilities;• Help professionals recognize oral and written language development in

students with significant disabilities;• Address standards and specific components of the Texas Essential

Knowledge and Skills as they relate to course content;• Describe a range of assessment and intervention strategies that address

emergent and conventional literacy needs of students with significant disabilities;

• Familiarize participants with a range of technologies and a variety of materials and classroom modifications that support literacy learning and use by students with significant disabilities;

• Share a range of resources and strategies for continuing self-education as well as family and professional support.

SAY:

The global learning objectives for this course include improving both theoretical as well as

practical knowledge and skills. You will learn about theories of literacy as they relate to

students with significant disabilities. You will also learn about the connections between oral

and written language development as well as the applicability of the Texas Essential

Knowledge and Skills in Reading, Writing, and English to students with significant disabilities

learning to read and write. Throughout the modules you will learning a range of assessment

and intervention strategies while becoming familiar with technologies and resources that will

support you in meeting the needs of the students with significant disabilities you teach.




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Who are students with significant disabilities?

• Deafblind

• Medically Fragile

• Severe Cognitive Disabilities

• Combinations of moderate disabilities

SAY:

Throughout this course, we will focus on students with significant disabilities. This includes all

of the students with the Three Low Incidence Disabilities: Deafblind, Medically Fragile, and

Severe Cognitive Disabilities. It also includes students who may have multiple moderate

disabilities that combine to create significant disabilities in the classroom. Many of the

students included in the group of students with significant disabilities have severe motor and/or

speech impairments. Most have high needs for assistive technologies including augmentative

communication. Think about the students you teach that drove you to come here today. What

are their primary challenges? Why aren’t traditional approaches to reading instruction working

for them?

PRESENTER NOTE:

Take a few minute to seek responses from participants on the two questions.



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Assumptions of Teaching & Learning Underlying the

Training Modules

SAY:

There are a number of assumptions about teaching and learning that ground the 10 modules in

this course. These assumptions are consistent with research in early childhood, reading, and

primary grades education. They are often overlooked, intentionally or otherwise, in teaching

students with significant disabilities.

CLICK THE MOUSE TO PROCEED TO THE NEXT SLIDE



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Assumptions • All learners have a means of communication & interaction.• Teacher hold the expectation that their students can learn.• Learning is supported across environments.• Teachers engage in ongoing reflection and problem solving.• Learners are cognitively engaged and supported in

achieving cognitive clarity.• Learners are presented with instruction that is intrinsically

motivating.• Comprehensive instruction is offered every day to help

students move beyond skill acquisition to application.

SAY:

These assumptions will be discussed briefly here in Module 1, and we will return to them

throughout the remaining modules.




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SAY:

The first assumption is that all learners have a means of communication and interaction.

Learners do not have to talk or use symbols to communicate conventionally, but successful

literacy learning requires that learners have some basic means of communication and

interaction.




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SAY:

The second assumption is that teachers hold the expectation that their students can learn.

Teachers who believe their students can only acquire new skills through rote repetition and

practice will have a difficult time implementing the learning strategies that are described

throughout the course. Throughout the modules, the emphasis is on helping students

UNDERSTAND what they are learning and apply it in a generalized way across environments.

The modules are based on the assumption that learning must be supported across

environments. Without this, students may acquire skills but they can’t apply them when they

are needed most.




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SAY:

This leads immediately to the next assumption which is that teachers will engage in ongoing

reflection and problem solving. The modules address instruction for a group of students who

have diverse and often fluctuating needs. Teachers must reflect each day on the outcomes of

their instruction and engage actively in problem solving to determine more effective ways to

teach their students. Old practices of setting up instructional programs in the fall and repeating

the same trials for months are inconsistent with the practices described in these modules.




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SAY:

The next assumption requires that students move beyond participation to cognitive

engagement. Students must be required to turn their brains on. Furthermore, teachers must

be clear in their understanding of each task they present and explain it in ways the learner can

understand. When learners have cognitive clarity and understand both what they are doing

and why they are doing it, intrinsic motivation is more likely to result.




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SAY:

Designing instruction that is intrinsically motivating is easier to do when all of these

assumptions are being met as a part of every day instruction. A primary assumption of the

course is that students do not receive extrinsic rewards for the work they do. Instead, they

experience success as learners and become intrinsically motivated to engage in the

instruction.




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SAY:

Finally, the course is based on the assumption that effective literacy instruction is

comprehensive. It can’t teach skills in sequence beginning first with the alphabet, phonological

or phonemic awareness, or any other skill in isolation. It must must address emergent and

early literacy skills comprehensively by addressing the skills required to read words,

understand text, read text with fluency, and write to convey meaning each day.

We will return to these assumptions across the modules. For now, it is important for you to

understand that the instruction described in this course includes teaching skills but does so in

the context of meaningful interactions with print in environments where these assumptions are

being met.




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Training Modules• Module 1 Course Overview, self-assessment• Module 2 Emergent Oral and Written Language Development• Module 3 Research-based Approaches to Building Oral and Written

Language• Module 4 Research-based Approaches to Building Phonological

Awareness and Knowledge of the Alphabetic Principle• Module 5 Writing as a Component of Emergent Oral and Written

Language Development• Module 6 The National Reading Panel and Students with Significant

Disabilities• Module 7 Teaching Vocabulary and Text Comprehension• Module 8 Teaching Phonemic Awareness and Phonics: Word

Identification Instruction Beyond Functional Site Words• Module 9 Fluency without Oral Reading• Module 10 Wrapping It Up with a Change of Practice Plan

SAY:

I’ve repeatedly talked about the course and the modules without specifically describing the

modules themselves. The 10 modules in this course are designed to help you acquire the

knowledge and skills required to begin addressing the emergent and early conventional

reading and writing skills of the students with significant disabilities you teach. A look at the

titles of each of the modules will reveal that the early modules focus on emergent oral and

written language before the focus shifts to conventional reading and writing consistent with the

National Reading Panel. In each of the modules there will be activities for you to complete and

additional resources for you to explore on your own.




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Self-Assessment

Listeni ng/speak ing/purposes. The student listens attentively and engages actively in avariety of oral language experiences (K.1; 1.1; 2.1).

1 Beg inni ng Leve l

Knowledge & Ski ll s

2 Emergin g


3 Conf ident in My


4 Extens ive


5 Cou ld Serve as a

Resource for Oth er s

SAY:

As a first step in preparing for this training, I’d like you to assess your own knowledge and skills

relative to the Texas Essential Knowledge and Skills for the grade levels of the students you

teach. In your participant resource guide, you’ll find self-assessment documents with the

TEKS broken down into 5 different grade spans: prek - K; k-2, 3-5, 6-8, and High

School/English. Choose the grade span that best matches the students you teach. Read each

Knowledge and Skill statement carefully and judge your level of knowledge and skills regarding

instructional approaches you would use to help your students achieve the statement. Take

your time and think carefully about each. You might even jot down a few strategies or

approaches you might use to address each as you work your way through. This will help you

distinguish between the knowledge and skill statements you understand fully and those you

feel you have extensive knowledge to teach or could serve as a resource to others who are

trying to figure out how they could teach it. Just put an X in the box below the level that best

reflects your personal knowledge and skill relative to each statement.

PRESENTER NOTE:

Give participants about 10 minutes and encourage them to work with others if they prefer.




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Change in Practice Projects• Each participant will develop his or her own Change in

Practice Plan after completing the training modules. • The Change in Practice Plan:

– begins with what you already know– details the aspects of literacy assessment and teaching that you

plan to change as a result of the training– lists resources required– specifies how the effects of this change will be documented and

measured

SAY:

One important outcome of this course will be the development of your own Change in Practice

Plan. This plan will be based on the knowledge and skills you came here with and the new

knowledge and skills you acquire as a result of the training. It will also help you by providing a

framework for identifying the resources you’ll require to make the changes and the measures

you’ll use to monitor your own implementation of those changes.

We’ll start during this module by asking you to record the instructional strategies and

approaches you currently use to address the areas we will address in the training. In your

participant resource guide, you’ll find the Current Practice Recording form you’ll need to

complete now. It lists the major areas of instructional focus to be addressed in this training and

asks you to record the instructional practices you already use to address those areas. Please

take out that form and complete it now. Again, you can work with others if you’d like.

PRESENTER:

Give the group 10 minutes to work on this. You may choose to collect these and the Self-

Assessments to photocopy for use as pretest measures of the effectiveness of the training.




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Current Practices and the Texas Essential Knowledge & Skills

• Discussion Questions:– How are you supporting emergent oral and written language

development for the your students with significant disabilities?– How are you currently helping your students with significant

disabilities to develop vocabulary knowledge?– How are you helping students with significant disabilities to

understand and use different text genre?– How are you currently teaching your students with significant

disabilities to comprehend text?– How are you currently supporting the development of fluency for

your students with significant disabilities?– How are you teaching children to read and spell words?

PRESENTER NOTE:

Write each question on one piece of chart paper, so 6 pieces of chart paper are needed in all.

Each piece of chart paper with the question written at the top should be posted around the

training room. By table groups, presenters should assign a question. Each group will stand

near their assigned question on chart paper and discuss/write their answers. After 5 minutes,

presenters should move the groups to the next chart. Groups will read what other participants

have written and then add their own answers. After everyone has had a chance to read and

write answers to each question, the presenters will ask the group standing nearest a chart, to

summarize the answers and report the summary to the entire group.

Presenters will remind participants that they may wish to change or “tweak” some of their

current practices after completing this course.




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Summary

• The goals of this course begin with building upon your existing knowledge and skills.

• There are 10 modules that begin with early, emergent literacy and extend through conventional reading with comprehension.

SAY:

This course was designed to help you build upon your existing knowledge and skills with

specific strategies that address the learning needs of students with significant disabilities. In

his first module, you spent a great deal of time calling recording your existing knowledge, skills,

and practices and sharing with others. Our goals through the remaining 9 modules is to build

upon your knowledge, skills, and practices so that you may better address the literacy learning

needs of all of the students you teach.





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End of Module 1End of Module 1
