Using Literacy to Enhance Community-Based Instruction District Learning Day Location goes here 8:30-9:00 August 5, 2015

Do Now Identify and write down a literacy or daily living skill that will enhance Community-Based Instruction Then Identify at least one ideal community location where that skill can be practiced by your students

Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

Objectives Participants will be able to: Define what Community-Based Instruction is (CBI) and how it is related to classroom instruction State how to teach literacy skills in an authentic and meaningful context Identify types of literacy skills that can enhance Community-Based Instruction

Why Community-Based Instruction? Segregation of school aged children with development disabilities in state institutions from public schools TN Deinstitutionalization lawsuit: People First v. Arlington Developmental Center (1997) and U. S. v. Tennessee (2005)

What is Community-Based Instruction? It is a practical, "hands-on" instructional method It prepares students to function as productive adults by giving them the opportunity to apply basic skills in real-life community settings

What is Community-Based Instruction? It provides a continuum of instruction in basic life skills through five domains:  Academics  Daily Living  Employment  Community  Recreation and Leisure

Community-Based Instruction Guidelines Teachers MUST attend a training session to request transportation for CBI Teachers must complete the CBI Request for Transportation Form A

Community-Based Instruction Guidelines Lesson objective must be submitted on the Request for Transportation Form B Use the Adaptive Living Skills Curriculum Pacing Guides, Functional Independence Skills Handbook (FISH), etc..

Community-Based Instruction Guidelines Teachers must collect data on each objective being taught for all students Use the CBI data to aid in writing the students’ Present Level of Educational Performance narratives!

Community-Based Instruction Guidelines Teachers must obtain a Parent Approval Form for each student Teachers must have on file a Student Emergency Information Form for each student Teachers must have on file a Staff Emergency Information Form

Where Does Community-Based Instruction Intersect a TEM 4.0 Lesson Plan? Teach 1: Objective Driven Lesson – Engage students in objective driven lessons based on content standards and student data Teach 4: Content Engagement-Provide students multiple ways to engage with content

Where Does Community-Based Instruction Intersect a TEM 4.0 Lesson Plan? Teach 5: Higher Level Thinking Skills – Use strategies that develop higher-level thinking skills.

Airtight Activity: MODELING Summary Of The Book: It's okay to need some help. It's okay to be a different color. It's okay to talk about your feelings.

Reflection: MODELING 1.Teacher will have students design and create their own mini book detailing their own physical characteristics. 2.Teacher will have students visit their local children’s hospital (CBI). 3.Students will read their mini book to patients at the local children's hospital where its patients who often feel very different. Students will let patients know it is okay to be different!

Understanding Is it acceptable to be different and perfectly fine in the world?

Do A. I CAN choose a book B.I CAN summarize the book C.I CAN suggest and discuss a CBI location that connects the books to the chosen CBI location

BOOKS 1.Where Butterflies Grow 2.Disney Frozen 3.Dick and Jane 4.Penguin Power 5.Fur, Feathers, and Scales 6.My Shopping List 7.Brown Bear, Brown Bear

Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

Airtight Activity: MODELING Functional Vocabulary: Common Signs: go, stop, walk, wait, red light, green light, caution, danger Do This: Where would you see these signs in the community? Answers

Airtight Activity: MODELING

Example: Functional Vocabulary (Common Signs) Adaptive Living Skills Curriculum: Community Living Skills 3.0 – Community Safety 3.5 Objective: 3.5.8: Objective/Classroom: Student will identify five types of signs that indicate that it is safe to cross the street. Objective/CBI: The student will read signs that indicate that it is safe to cross the street while in the community 5 out of 5 times and safely cross the street. TEM Teach 1, 4 and 5 Airtight Activity: MODELING

Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

Closing Use Community-Based Instruction to enhance your literacy lessons Use Community-Based Instruction to intersect your TEM 4.0 Lesson Plans: Teach 1, 4 and 5

Revisit Objectives Participants will be able to: Define what Community-Based Instruction (CBI) and how it is related to classroom instructions State how to teach literacy skills in an authentic and meaningful context Identify types of literacy skills that can enhance Community-Based Instruction

Next Step Attend a Session on Enhancing Community-Based Instruction in the Community Attend a Session on Enhancing the Literacy Skills of Students with Intellectual Disabilities

Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

District Contacts Christene Lloyd-Burkes Transition Consulting Teacher/ Bond Building, 3 rd Floor Erica Bryant – Teacher at American Way Middle/