Incorporating Literacy in Classrooms that Include Students with Disabilities District Learning Day Location goes here 10:50 a.m. – 11:50 a.m. 1:00 p.m. -2:00 p.m. August 6, 2015

Each participant will receive a sticky note. After thinking about the way reading is taught in the classroom where you are assigned, write down one thing/statement you learned the HARD WAY about teaching reading to students with disabilities. Do not put your name or assigned school on it. Pass the sticky note to the front. Some learning experiences will be read aloud and participants will discuss each experience read. Ice Breaker Activity (The Learning Experience)

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. Turn cell phones off

District mandate: CLIP: Comprehensive Literacy Improvement Plan……..District continues to under-perform against the State averages in both Reading/Language Arts and Writing ALL students should be exposed and taught to read if they are cognitively able to do so. Never limit a student’s learning abilities. Why teach Reading?

Objectives Participants will: Know why it is important to teach reading to students with disabilities Understand how best to help the teacher achieve successful literacy goals DO the required steps necessary when assisting teachers in reading classes

Required Reading Program: Early Literacy Skills Builder Incorporates systematic instruction to both print and phonemic awareness to students with moderate-to-severe developmental disabilities, including autism Required Reading Program: Journeys SCS District adopted Reading program (K-5) Based on Common Core Standards 2 Types from which to choose

Why Teach Reading???? The primary goal of reading instruction is to develop students’ skills and knowledge so that they can comprehend and critically analyze increasingly complex texts independently. Research has long established the connection between vocabulary knowledge and reading comprehension(Baumann & Kame’enui, 1991; Stahl & Fairbanks, 1986 ). So, developing students’ vocabulary knowledge and skills is a fundamental element of effective reading instruction. Vocabulary is essential to early reading development (National Reading Panel, 2000) and in later grades, as the demands of content- area reading require high-level vocabulary skills. Vocabulary is emphasized at all grades of the Common Core Standards (Common Core State Standards Initiative, 2010a).

Why Teach Reading???? Each Unit in Journeys is organized into five lessons. Each lesson focuses on specific vocabulary words, a target skill and a target strategy. In Journeys, throughout each lesson, students receive the reinforcement and multiple exposures research suggests is necessary for deep vocabulary learning. Target vocabulary words are identified and repeated throughout the lesson and follow the student through the Leveled Readers program. Students hear the word in a beginning teacher read-aloud, they see images that represent all target vocabulary words as they are presented in context, and they apply the word meanings through routines built on the research of Isabel Beck while reading the Student Book selections and the Leveled Vocabulary Readers. These Vocabulary Readers introduce students to the Target Vocabulary in context.

Early Literacy Skills Builder Early Literacy Skills Builder (ELSB) is based on analyses of published research on reading acquisition. The National Reading Panel (NRP) Report provided strong evidence that phonemic awareness, phonics, vocabulary development, and comprehension are among the essential components of a successful reading program. Dr. Diane Browder directed an analysis of 128 studies on teaching reading to students with cognitive disabilities, which indicated the effectiveness of using systematic instruction techniques to teach sight words. ELSB accommodates the research from both analyses by including the NRP components and systematic instruction techniques. Used for students below KK level in FS Classrooms

Functional Skills Reading Requirements 75 Minutes Daily Instructional Time – 20 minutes (Whole Group) *Make sure the TEACHER read to students daily* – 25 minutes (Small Group) – 30 minutes (Centers) Reading Centers: (CLIP FOCUS) (K-2): vocabulary, word work, comprehension (3-5): vocabulary, fluency, comprehension **Make sure students are engaged**

30 minutes daily Students need to learn computer, keyboarding, & internet skills Incorporate SCS computer intervention programs as appropriate (I-Station & I-Ready) Incorporate technology websites: Computer & Technology Skills Requirements

What ROLE does the Para-educator play in literacy instruction? Assist the teacher in retrieving and preparing all needed materials for each small group. Assist the teacher by implementing ELSB or Journeys lesson during small group instruction. Make sure students are “on task” during whole and small group instruction. Give students positive feedback and praise.

Common Signs: go, stop, in, out, boys, girls, exit, enter, men, women, ladies, poison, walk, wait, caution, danger Functional Vocabulary (Common Signs)

Definition Move from place to another Fact/Characteristics The sign is green Examples GO Nonexamples Vocabulary Activity – Frayer Model I’ll do one – You do one

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?

Literacy Workstations/Centers Teach students the routine in working with centers. If students are unable to work independently, para-educators can rotate and facilitate each group within the center Centers provide choices that are relevant, personal, and engaging (Differentiated) Centers should be set up for student success **Make sure students are engaged**

Usually minutes Group 1 (red) VocabularyWord Work Comprehension Fluency Group 2 (blue) Word Work Comprehension FluencyVocabulary Group 3 (green) ComprehensionFluencyVocabularyWord Work Group 4 (yellow) FluencyVocabularyWord WorkComprehension Using Reading Centers Effectively

Think Pair Share In groups of three or four positively discuss how the concept of centers would work in the classrooms you are assigned During this time, if you would like to look at the centers provided, you may do so. A few of you will be asked to share the conclusions of your group

What seems to be the easiest concept for you to implement? What concept seems to be the most difficult? What else do you need to learn/do prior to applying these concepts to you classroom setting?

Inclusive - Functional Skills- Adaptive Function Skills Discussion on how success is measured in each setting. Including what should be done if no success if noted.

Literacy is a critical component in helping students to graduate from high school with a regular education diploma Literacy skills, of which vocabulary is extremely important, should be taught to ALL students You provide vital assistance in the attainment of the district goals. Let’s review

Objectives Participants will: Know why it is important to teach reading to students with disabilities Understand how best to help the teacher achieve successful literacy goals DO the required steps necessary when assisting teachers in reading classes

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?

Next steps and activities for follow up Work with your cooperating teacher to incorporate these ideas and concepts into the everyday routine of the classroom Keep a log of what works and what does not to share at our next institute.

District Contacts Department of Exceptional Children and Health Services Ask to speak to the advisor of your school standards/ standards/ -literacy-skills-builder-elsb -literacy-skills-builder-elsb