1. District of Columbia Public Schools | 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Overview LEAP ELA Content Groups for ILS Overview: Introduction to Unit 1 For New and Returning ILS Teachers

2. Agenda for Today’s Training 1.Sign In, Meet and Greet Colleagues 2.Discuss Leap Content Groups - “who, what, when, why?” 3.Review ELA Unit Plan 4.Technology Intergration 5.Question and Answer Session 2

3. Have you created an account on Sched yet? District of Columbia Public Schools | Summer/Fall 2016 Sched is the new registration platform for District-led professional development days. All teachers and staff are required to register for PD using Sched in order to receive credit for attendance, unless otherwise specified. Features include ability to:  Access to all sessions being offered across the district  Filter sessions by content area/subject  Create a personalized schedule that can be printed, emailed, or synced with calendars  Access exit survey and session materials (PPTs, Word docs, etc.) Please visit the following URLs to register for Pre-Service Week PD sessions Extended Year Schools: https://extendedyearpreserviceweek2016.sched.org/https://extendedyearpreserviceweek2016.sched.org/ Traditional Calendar Year Schools: https://preserviceweek2016.sched.org/https://preserviceweek2016.sched.org/

4. Modified LEAP Groups 3-5 Middle School High School LEAP Content Teams Charmelle Smith (ELA) John “Clark” Weigel (Math ) LEAP District Content Leaders 1 monthly half-day meeting LEAP Team Meetings Bi-monthly coaching support LEAP Observations/Feedback

5. Proposed Content Teams for ILS 3-5 (ELA & Math) Francis Stevens LangleyLudlow TaylorJO WilsonMinerSeatonThomas MS (ELA & Math) CardozoEliot HineHardyHartJohnsonKelly Miller La’Salle Backus McKinleyStuart Hobson HS (ELA) AnacostiaBallouCardozoCHECCoolidgeDunbarEasternMcKinleyRooseveltWoodsonWilson HS (Math) AnacostiaBallouCardozoCHECCoolidgeDunbarEasternMcKinleyRooseveltWoodsonWilson

6. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students.

7. Purpose of Team Meetings Unit Plan Analysis Differentiated Lesson Plan Development Data Analysis of Student Work

8. 8 Unit Structure

9. Unit Themes 9 Elementary: Democracy & Voting Middle Grades: Hero’s Journey (Greek Mythology, Myths) Secondary: The American Dream * Each unit theme correlates with a general education theme that is grade appropriate.

10. The Students We Serve In Our ILS Classrooms ▪The Independence & Learning Support (ILS) Program classrooms serves students with delays in measured intelligence (cognitive) and in adaptive and academic function or who have been to have an intellectual disability. ▪Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. ▪This disability originates before the age of 18. Additional information at American Association on Intellectual and Developmental Disabilities (www.http://aaidd.org/home).www.http://aaidd.org/home 10

11. There Are Four Levels of Severity 11 This creates a varied range of abilities within our classrooms and requires intentional planning and support to meet the unique needs of our students.

12. Planning for an Effective Literacy Block in ILS Classrooms ▪A balanced literacy approach combines holistic and systematic, explicit instruction, and incorporates daily reading, writing, and word study is critical for all learners. ▪Planning for effective literacy block takes time and practice it has several components and is very comprehensive to meet all the unique needs of our learners. ▪Ideally, the ELA block is 120 minute at elementary and middle schools and however this can vary at some sites especially at the secondary level where it is 90 minutes. District of Columbia Public Schools | 201612

13. Literacy Block Components ▪Phonics Instruction: Groupings should be determined by assessments within curriculum. Incorporate interactive and multisensory activities (e.g. spelling with magnetic letters, writing on dry erase boards, sorting word cards) into instruction to reinforce phonics concepts. These activities should be incorporated into a daily routine, such as: Phonemic awareness warm-up Sound/spelling instruction Blending Decodable text Dictation ▪Interactive Read Aloud/Shared Reading- repeated closed reading, where students encounter complex text on multiple occasions -Text dependent and comprehension questions. Tier 2 academic vocabulary instruction Oral language development Consistent practice with reading standards Instruction of metacognitive strategies Exposure to rich academic content 13

14. ▪Small Group Instruction- Literacy Work Stations- could be inclusive of reading interventions. ▪Writing Instruction – Direct instruction of the writing process, writing conventions, varying genres and students will respond to writing prompts. 14

15. Challenge for SY 16-17: Technology Integration Great Interactive Response /Formative Assessments ▪ Kahoot!: https://getkahoot.com/https://getkahoot.com/ ▪ Recap App: https://app.letsrecap.com/teacher/registerhttps://app.letsrecap.com/teacher/register Overview of the program: https://vimeo.com/channels/1099889https://vimeo.com/channels/1099889 ▪ Plickers : https://plickers.com/https://plickers.com/ ▪ Polldaddy: https://polldaddy.com/https://polldaddy.com/ ▪Poll Everywhere: https://www.polleverywhere.com/https://www.polleverywhere.com/ ▪Socrative: http://www.socrative.com/ There are so many options out there and we are just listing a few. Reduce the instructional barriers for your students and increase their engagement. Find out what they know. 15