10/22/20141 Cara Cesa, Ed. S. – Special Education Teacher Lisa Nelson, M.A. TESOL – ESOL Teacher

 Opening Thought 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 2

 Who:  Dually identified EL/SpEd students; grades 2-5  Students with disabilities whose significant deficits are in reading, writing, and/or math with small group placement  EL students with pull-out services Why:  These students have significant deficits in the areas of language, reading, written expression, math, and/or behavior. These students are several grade levels below their current grade placement. The rigor of the general education classroom is not an appropriate setting for these students to make progress. 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 3 Who was not learning to their full potential and why?

  Obtained Support from administration and department supervisors  Created schedules which would allow for the following:  Compliance of student’s Individualized Education Program (IEP)  FTE counts for both ESOL and SpEd  Implemented program model based on increasing the following:  : Literacy Skills (1 segment)  : Literacy Skills, Leadership Skills (2 segments)  : Literacy Skills, Leadership Skills, Problem Solving Skills (3 segments) 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 4 Student Driven Model

  Extended the length of class to be able to count for ESOL and SpEd  Student IEP’s stated they would have a double dip in reading/literacy in a small group setting  ESOL service was a pull out model during reading or language arts segment 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 5 FTE Counts

  Making certain we were addressing each individual student’s deficits, aligning the specialized instruction to the Common Core Curriculum across three grade levels while producing positive progress and success from our students. 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 6 The Biggest Challenge

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 7 Dual not Duel Demographics Small Group Reading: 3 rd – 5 th Grades Students21 GenderFemale- 10 Male- 11 RaceCaucasian- 9 African American- 5 Asian- 2 Hispanic- 5 Languages (Known/Spoken) Bengali, Bulgarian, English, French, Hebrew, Korean, Portuguese, Spanish, Wolof Service(s)English Learners- 8 Students with Disabilities- 8 (AU, LD, OHI, SDD, SI) Dually Identified Students- 5 (EL, LD/SI, OHI/SI)

Art Williams 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 8

 Comparison of Language Differences Versus Disabilities By: Jarice Butterfield, Ph. D. 10/22/20149

  Behavioral Engagement  The quality of students’ participation.  How students’ patterns of behavior/ participation affect their motivation, performance, and understanding of academic content.  Relational/Emotional Engagement  The quality of students’ interactions in the classroom  How students’ ways of relating to their teachers and peers affect their motivation, performance, and understanding of academic content.  Cognitive Engagement  The quality of students’ psychological engagement(i.e. interests, ownership, and strategies) in academic tasks  How students’ emotional and cognitive investment in the learning process affect their performance and understanding of academic content. 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 10 Dimensions of Student Engagement

  KNOW YOUR STUDENTS! (behavioral, relational/emotional, cognitive)  Working with their peers (behavioral, relational/emotional)  All Students are growing learners who require and want interaction with other people.  Discussions foster a relaxed atmosphere and allow students to participate in their own learning.  Working with technology (behavioral, cognitive)  Kids love technology. Technology allows students to explore and have accountability for their own learning experiences.  Project Based Learning (behavioral, relational/emotional, cognitive)  Real world connections. It is extremely important to be in touch with THEIR world, while expanding their experiences at the same time.  Bring in Visuals (relational/emotional, cognitive)  GOOD, Real-world visuals. Sometimes this requires homework on the part of the teacher.  Student choice (behavioral, relational/emotional, cognitive)  Give students the opportunity to choose (with parameters). When students choose, they are more interested. When they are more interested, they are more engaged. When they are more engaged, there is more learning. Where there is learning, there is creativity. 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 11 Researched-Based Strategies to Improve Student Engagement

  Through engagement with shorter complex texts, students will build content knowledge that is important in comprehending both nonfiction and fiction texts.  Comprehension of nonfiction texts is especially dependent on the reader’s background knowledge.  These texts can create these opportunities to stretch thinking and expand vocabulary acquisition and content knowledge.  We must remember that ALL students can think, talk, and even write about texts that are beyond their current abilities. 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 12 Text Complexity

  While all students need access to age-appropriate, grade- appropriate reading materials daily…we also have to recognize that not all students are the same in their ability to read and understand texts.  Struggling readers need access to texts that allow them to perform like good, proficient readers. They need differentiated instruction during a large part of their day, every day.  The purpose of differentiated instruction is to move readers forward so that they increase their reading ability daily.  (Fountas & Pinnell, 2014) 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 13 Differentiated Classroom Instruction and Intervention: The Importance of Leveled Texts

  Classroom Rigor  Short informational passages, but the text complexity and reading levels are increased (over time) to continue challenging all students based on their needs.  Students complete comprehension questions, written summaries, and student friendly rubrics to self-assess 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 14 Student Driven

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 15 What it Looks Like  3 rd Grade Class  ALL: text complexity reading passages, comprehension questions, summary writing, rubrics, conferences  Low: preview vocabulary, read with teacher, word banks  Middle: informational text cards, preview vocabulary, read to teacher  High: informational text cards, peer partner/reader leader

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 16 What it Looks Like  4 th Grade Class  ALL: text complexity reading passages, comprehension questions, summary writing, rubrics, conferences  Low: preview vocabulary, read with teacher, word banks  Middle: informational text cards, preview vocabulary, read to teacher  High: Tween Tribune articles (student choice), online quizzes, peer assistance, reader leaders

 6/12/2013 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 17 What it Looks Like  5 th Grade Class  ALL: leveled readers integrating grade level science standards, preview vocabulary, comprehension questions, summary writing, rubrics, conferences  Low: preview vocabulary, small group lesson, re-read with teacher, word banks  Middle: science related informational texts, preview vocabulary, read to teacher  High: mini-lesson to preview: vocabulary/concepts, independent/peer reading, reader leaders

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 18 Leadership and Technology Components  4 th and 5 th Grade End of Quarter Cooperative Group Projects  Leaders are assigned, roles and responsibilities are decided on through the groups, passages are chosen based CCC  Groups are in charge of completing the following:  Visual Representation Poster (1 per group member)  Create PowerPoint Group Presentation  Self-Assess Individual Student/Group Performances

 6/12/2013 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 19 Being challenged in life is inevitable, being defeated is optional. Roger Crawford (2010)

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 20 DRA Results

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 21 STAR Reading Results

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 22 CRCT Results

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 23 ACCESS Results

 10/22/2014 Cara Lee Cesa, Ed. S., Inclusive Ed. and Lisa Rae Nelson, M.A. TESOL 24 Final Thought…