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Role of Professional Learning Communities in Meeting AYP for Special Populations in the General Education Classroom

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Role of Professional Learning Communities in Meeting AYP for Special Populations in the General Education Classroom

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    2. 2 Role of Professional Learning Communities in Meeting AYP for Special Populations in the General Education Classroom Lorenzo deZavala Middle School Irving, TX RoseRose

    3. 3 RoseRose

    4. 4 RoseRose

    5. 5 AYP MATH Demographics RoseRose

    6. 6 Campus Demographics Hispanic – 81.3% White – 12.3% African American – 5.0% Economically Disadvantaged – 78.2% LEP – 33.8%

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    8. 8 Data-Driven Decision Making Analyze Test Scores TMSDS TEKS Checks Previous TAKS Scores Disaggregate & Evaluate Data By Class (for whole group re-teaching) By Student (for small group re-teaching) Use the data to drive instruction!

    9. 9 Steps to Success Professional Learning Communities Master Schedule Professional Development using Book Study Special Education Focus Research-based Math/Reading Instruction and Intervention- Tier I & II Supplemental Aids

    10. 10 Professional Learning Communities provide time for teachers and administrators to collaborate about individual student data, campus data, and best practice strategies to help struggling learners access the curriculum and meet grade level standards. ReevesReeves

    11. 11 Teachers support and mentor during the PLC collaboration session. differentiated learning strategies, instructional strategies, vocabulary integration ideas, technology integration, co-teaching, and modeling/collaboration opportunities ReevesReeves

    12. 12 deZavala PLC Vision and Mission Vision: deZavala teachers and staff collaboratively focus on providing effective instruction to increase student achievement. Mission: Professional Learning Communities at deZavala provide teachers the opportunity to enrich instruction for student achievement. reevesreeves

    13. 13 PLC: Horizontal Content Planning The Purpose of Horizontal Content Planning is to collaborate, within each grade level content area, developing individualized instructional plans including strategies for increasing student achievement. ReevesReeves

    14. 14 PLC: Vertical Planning The Purpose of Vertical Planning is to utilize formative data to coordinate with other grade levels the needs and successes of deZavala students. ReevesReeves

    15. 15 ReevesReeves

    16. 16 ReevesReeves

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    18. 18 Book Study Successful Inclusion Strategies for Secondary and Middle School Teachers – Keys to Help Struggling learners Access the Curriculum by M.C. Gore (Corwin Press) The Purpose of the book study was to identify and implement effective interventions and strategies which allow struggling students to access general education curriculum. The special education inclusion teacher facilitated the study and discourse with their core academic team. The team spent approximately 25-30 minutes once weekly discussing the book. All team members were expected to participate in the dialogue, implement the strategies and share their experiences. skinnerskinner

    19. 19 The Locks on the Doors (Pgs. 5-16) Input Locks Attention Problems Perception Problems Discrimination Problems Sequencing Problems The Affective Locks Frustration Motivation

    20. 20 TOP 10 Inclusion Strategies Key 32 Pre-teaching vocabulary Key 24 Guided notes Key 67 Using rubrics Key 7 Quick sketching a definition Key 11 Vocabulary word card ring Key 12 Vocabulary concept dictionary Key 34 Highlighted textbooks Key 38 Study guides (K-W-L, Flip/Flop) Key 53 Venn-Euler diagrams Key 68 Keyword mnemonics SkinnerSkinner

    21. 21 Irving ISD Support Statement on Inclusion We believe that all children in Irving ISD can learn and have the right to a full continuum of services. Inclusion reflects the attitude that all children are valued and accepted within the school community. Inclusion is meeting the needs of each child appropriately within the least restrictive environment, and it manifests itself in an integrated, unified effort where collaboration between parents, school and community is consistently practices.” Adopted by the Irving Board of Trustees on August 15, 1994 LustyLusty

    22. 22 TEAM TEACHING Facilitating shared responsibility for planning, delivering and evaluating instruction for a diverse group of learners;   Drawing upon the knowledge of the general education teacher in the structure, content, and pacing of the general education curriculum; Drawing upon the knowledge of the special education teacher in identifying the unique learning needs of individual students and enhancing the curriculum and instructional strategies to match those needs; Both teachers are actively engaged in instruction with the entire class of students. One teacher may take the lead at one point in the lesson, and the other teacher may take lead at another point. Highly dependent on open and effective communication. LustyLusty

    23. 23 Additional Responsibilities of the Inclusion Teacher Frequent and scheduled monitoring of student performance in the general ed environment, related to identified goals and objectives. Adapting curriculum instruction, and assessment to meet goals and objectives. Ongoing communication and coordination between all support service providers to address generalization of skills, concepts, strategies, and behaviors across in-school and outside of-school settings. LustyLusty

    24. 24 Timeline 2008-2009 9/11/08 Special Education Meeting- Introductions and identifications of Needs Assessments for the 08-09 school year 9/29/08 Special Education PLC 10/22/08 SPED PLC – Analysis of student State Assessment results. Accommodation Decisions; Appropriate recommendation for upcoming state assessment 11/03/08 Identification of RtI strategies (Tiers I, II, III) specific to DeZavala MS 11/08-5/09 Train inclusion teachers and mainstream teachers in co-teaching and Response to Instruction (RTI) 11/06/08 Special Education Meeting – inclusion schedule for services, students in jeopardy of failing; student assessment strategies; Implementation of inclusion logs; Review individual data 11/07/08 TAKS Academy Plan for 08-09 reading, math, science intervention- with a focus on LEP and Special Education students. 11/11/08 Sp Ed PLC - Inclusion of Sp Ed Aide to assist; Review at risk students; Inclusion logs 12/03/08 Special Education PLC 12/15/08 Sp. Ed. Mtg –Spreadsheet of student progress; Remediation or acceleration strategies for student success; Inclusion Logs; GAP analysis 1/21/09 PLC planning-- Inclusion Book Study implemented by all core/inclusion teachers—team meeting times— January-April 09 Saturday TAKS Academy all Special Ed, LEP students to attend February-May 08 Inclusion Book Study led by Inclusion Teachers held during team time. LustyLusty

    25. 25 Special Education PLC The Special Education team, administration, TAP, and District Special Education Coordinator meets in October, November, December, and January to review and update all pertinent data for student success LustyLusty

    26. 26 Review Student Results on State Assessments Who are the non-proficient students? Identifying areas of strengths and weaknesses How are we going to help individual students? What’s the plan for remediation? 2. Determine Appropriate Accommodation Decisions Which supplemental aids is the teacher using routinely in the classroom? Which supplemental aid(s) is the student routinely using in the classroom to access gen-ed curriculum? Does the student find the aid helpful? Is the supplemental aid allowed on state assessments? Which assessment? 3. Make Appropriate Recommendations for State Assessments What data am I using to measure student progress? How often am I gathering data? Which supplemental aid(s) is the student routinely using and is it allowable on state testing?

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    30. 30 Identification of TIER I and II instructional practices to assist the struggling LEP and Special Ed learner in the General Education Classroom.

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    32. 32 Reading Interventions TIER I— Balanced Literacy: Guided Reading Shared Reading Independent Reading Inclusion support LEP Inclusion support Test Taking Strategies (Hawk P.O.W.E.R- Math and Reading). D.E.A.R (Drop Everything and Read)./ S.S.R. (Sustained Silent Reading) Thinking Maps Teacher Created Graphic Organizers and other supplemental resources/aids. Scheduled Inclusion supported Co-teaching with focus in math/reading/ science TIER II— Inclusion support- (additional time/ more small group directed) LEP Inclusion support ARI “Plugged-in to Reading”—Reading Improvement (FIC/NF) Targeted Small group instruction/reteach/ tutorials with specialized instructors Before and After school targeted tutorials conducted by classroom teacher TAKS ACADEMY (Saturday) 10:1 Ratio

    33. 33 MATH Intervention TIER II— Inclusion support- (additional time/ more one-to-one) LEP Inclusion support AMI Before and After school targeted tutorials conducted by classroom teacher TAKS ACADEMY (Saturday) 10:1 Ratio Scheduled Inclusion supported Co-teaching with focus in math/reading/ science (additional time/ more small group directed) Study Buddies-self- paced pre-programmed cartridges for differentiated instruction (with Targeted Small Groups) Understanding Math Self paced computer program (with Targeted Small Groups) Targeted Small group instruction/reteach/ tutorials with specialized instructors Gizmos self-paced interactive computer program (with Targeted Small Groups) Brain Pop Interactive reading and quizzes (with Targeted Small Groups) TIER I— Extended time (90 minutes everyday) 5 E’s  Model Inclusion Support LEP Inclusion support Thinking Maps Teacher Created Graphic Organizers and other supplemental resources/aids Flex Grouping Learning Stations Study Buddies Understanding Math- Self paced Computer program for enrichment Gizmos self-paced interactive computer program Brain Pop Interactive reading and quizzes Test Taking Strategies (Hawk P.O.W.E.R- Math and Reading). Math Vocabulary Scholastic Math Magazines

    34. 34 Immersion of Limited English Proficiency level 3/4 students taking TAKS Vocabulary focus in every class Thinking Maps/ Graphic Organizer in every class Technology incorporation into every class Student created projects

    35. 35 Nine Ways to Catch Kids Up by Marilyn Burns Determine and scaffold the essential mathematics content Pace lessons carefully Build in a routine of support Foster student interaction Make connections explicit Encourage mental calculations Help students use written calculations to track thinking Provide practice Build in vocabulary instruction

    36. 36 Supplemental Aids Hawk Power Reading Strategies for MATH Question of the Day Preview & Predict What is the problem going to be about? ______________________________________________________________________________ Observe & Connect What do you already know about this type of problem? ______________________________________________________________________________ Will you need the Math chart? _____________________________________________________ Write a summary Restate the problem in YOUR OWN WORDS. _____________________________________________________________________________ Evidence (Show your work on the back!) Write a sentence to prove your answer. (First show your work!) ______________________________________________________________________________ Review, Revise, & Record Show work to CHECK your answer. (Use the space on the back.) StewartStewart

    37. 37 Supplemental Aids

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    39. 39 Contact Information Lorenzo de Zavala, Irving ISD John Rose, Principal Phone: 972-600-6000 Fax: 972-273-8924 Email: jrose@irvingisd.net www.irvingisd.net/dezavala

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