1. Teacher Assistant Professional Development Day Working as a TeAm To Create Student Success Cheryl Bishop, Ed.D Margie Jones October 20, 2014

2. Common Board Configuration Date: October 20, 2014 Bell Ringer : How is your year going? Essential Question: How can we increase our role in addressing the learning needs of students with Intellectual Disabilities? Common Language: teacher assistants of students with intellectual disabilities Objective: : Learn ways to collaborate with teachers and develop strategies for facilitating student academic growth and progress. Agenda: Gradual Release I DO Present information on the expectations for Teacher Assistants and InD classrooms. WE DO Work in small groups to discuss roles and responsibilities.. YOU DO Continue to plans to and work together with teachers and students with Intellectual Disabilities. Summarizing Activity: 3,2,1 Next Steps: Work as a TeAm to meet the needs of students with intellectual disabilities in the classroom. Learning Goal : Gain instructional strategies for supporting the achievement of students with intellectual disabilities.

3. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

4. Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. Decrease disciplinary infractions The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include: Organize: Stakeholders plan and assess needs based on data. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. Implement: Implement activities and monitor progress. Sustain: Identify success of current plan, evaluate and adjust to sustain growth. Florida Standards are a set of high- quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction: 1. Knowledge and Use of Florida Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. Integrated Technology The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are: Focus on Learning: All students can learn and we are responsible to ensure learning occurs. Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning. Focus on Results: Effectiveness is measured by results, not intent. The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re- evaluating results. It is the road map that directs our actions.  Plan  Do  Check  Act Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem- solving components include: 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Response to Instruction/ Intervention Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are: 1. Collaborative Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. Reflection, Refinement and Re-teaching as Necessary Personalized Learning (PL) is a system that cultivates independence and self- governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment. PL Key Elements: 1. Student- directed Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

5. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

6. Professionalism It is that quality that drives a person’s appearance, personal and professional interactions, and which provides others with a first impression.

7. Professionalism How does your group describe your role/responsibilities as a professional? (Round Table Activity) How do you see yourself as a Professional? (Self Reflection)

8. Intellectual Disabilities A student with an intellectual disability exhibit limitations in cognitive functioning and in skills such as:  Communication  Taking care of him/herself  Social skills  Behavior

9. InD These students have difficulties learning skills in school and need to have skills taught explicitly. Students may learn at a slower pace but They will learn, it may just take them longer

10. Areas of need communicating with others; taking care of personal needs (dressing, bathing, going to the bathroom); health and safety; home living (helping to set the table, cleaning the house, or cooking dinner); social skills (manners, knowing the rules of conversation, getting along in a group, playing a game); reading, writing, and basic math; and as they get older, skills that will help them in the workplace.

11. Delivering Instruction What you can do!  Find out the student’s strengths and weaknesses and emphasize them  Be as concrete as possible. Demonstrate what you mean.  Show pictures rather than verbally explain  Role play  Give the student immediate feedback  Teach social skills that are age appropriate

13. Delivering Instruction Grouping Whole group Small group and instructional lessons Individual instruction Facilitating Centers/Stations Facilitate the use of assistive technology One to one assistance with students

14. Delivering Instruction Being There Flexible and resourceful Collaborate with other staff to achieve the goals of the students’ IEP. Facilitate student self advocacy, self-determination, and independence Model and teach appropriate social interactions

15. Teamwork Collaborate well with teachers Have an open line of communication Share classroom expectations Agree to disagree at times Celebrate milestones and successes

16. Course Evaluation Please complete our course evaluation. Thank you for joining us today!