Download - MI/MIS PDU April 2013
MI/MIS PDU April 2013
Agenda: 7:00 – 7:10 Deep Dive in LEAP Indicator I.8
7:10-7:15 Center Institute7:15-7:45 Stage 2 and 3 of UbD
LEAP Indicator I.8 deep dive
Rethink Autism
• Elementary MI and MIS should all have access to Rethink Autism
• If you would like to add students, pleaser email Rob with the list of kiddos
• Set up a site visit with a person from Rethink to work with you side by side around April 24
• They will attend the April 24 MI and MIS meeting at Asbury
Boardmaker Studio
• Digital download • Right now one per school • Choose a stationary computer in your building
that is accessible by your special education team and connected to a computer
• Add the pink sticker we will give you so folks know this computer has the software download
• Training during the Summer Institute
Summer InstituteInclusion and Collaboration: Inclusion and Co Teaching; collaboration; using your paraprofessional; collaboration with school administration
10
Social intelligence; behavior for severe cog students; discipline structures in center classrooms; student who sexually act out; explosive kids; Peace4Kids; Behavior and Low Cognition
8
Technology: Assistive Technology and Applications (boardmaker); how to get new hardware (fundraising options), Educational Technology
7
Multiple types of disabilities in one classroom; multiple modes of communication 6
Transition issues; older students; coming from jail; out of district; planning and IEP Integration; articulation from various grade levels.
6
Rigorous but Realistic Expectations; Meeting grade level demands for kids 2-3 years behind; Common Core and Special Education
5
Scope and Sequence for Sig Needs and how to tie the curriculum together; reading programs, writing programs; Intervention for Severe disabilities; differentiation
5
Autism and sig cog disability; Autism workboxes; high functioning autism 5
Logistics of Teaching: Creating a schedule so breaks and planning occur; Organization skills; DPS policy and procedure; DPS continuum of Services; Criteria for a center program
5
Executive Functioning Disorders: Specific training on Executive Functioning, TBI, ADHD, Dessemia, non-verbal LD
5
Understanding By Design AKA Backwards Design
1. What is your goal?2. How are you going to assess?
3. What are yourinstructional tasks?
UBD Template
1. What i s your goal?
2. How are you going to assess?
3. What are yourinstructional tasks?
Stage 2 of the UBD Process What evidence can show that
students have achieved the desired results?
What assessment tasks and other evidence will anchor
our curricular units and thus guide our instruction?
What should we look for, to determine the extend of student understanding?
Think like an Assessor
Not a teacher
Understandings Essential Questions
Goals
What performance evidence signifies they have been met?
What evidence would show the learner has deeply
considered them?
What would show the learner “got it”
Examples
Teacher has the students bring from home a poster that indicated they have counted 100 objects as a way of demonstrating their understanding of 100. Teacher refers to the state standards that references the “idea” of number and place value.
Is this evidence that they can count to 100?
Is this evidence that they have
developed “one hundredness”?
Do we even know if the
student did this?
Did the student have to explain rows, columns or patterns?
Rigor high but realistic expectations
depth over breadth
cross-curricular integration
stated outcomes
curriculum mapping
Does the 100 day activity meet the criteria of
rigor?
Assessor vs Activity Designer Assessor Activity Designer
What would be sufficient and revealing evidence of understanding?
What would be fun and interesting activities on this topic?
Given the goals, what performance tasks must anchor the unit and focus on instructional work?
What projects might students wish to do on this topic.
Continuum of Assessments inf
ormal
chec
ks fo
r
unde
rstan
ding
obse
rvation
s and
dialog
ues
tests
and q
uizze
s ac
adem
ic pr
ompt
spe
rform
ance
task
s
Authentic Assessment is realistically
contextualized
requires judgment and
innovation asks the students to
“do” the subject
replicates “adult”
challenges challenges
students to use a repertoire of knowledge and
skill
allows for rehearse,
practice, consul and feedback
to refine
Authentic Assessment
based upon these criteria which assessments from the brainstorm list would meet the criteria of authentic?
How could they be changed to be an authentic assessment?
Small Group Discussion
• Discuss as a group the types of assessment tasks you are thinking about doing for your unit.
• Provide feedback to your fellow teachers
UBD Stage Three Instructional Tasks
And the learning activities need to…
Then you need evidence of the student’s ability to…
That suggests the need for specific tasks or test like…
If the desired result is for learners to …
Meet the standard Understand that Consider the questions
The learning activities need to…
Group A
When are students most fully engaged?
Group B
When is student
learning most effective?
The learning activities need to…Group A
When are students most fully engaged?
-hands-on-involves mystery or
problems -provides variety-personalize the
challenge-cooperation and
competition-real-world
-provocative interaction (case study, mock trial)
-authentic learning
Group BWhen is student learning most effective
-focused work ;clear goals -understanding of the
purpose/rational-models and exemplars are
provided -clear criteria that allows for
monitoring progress-limited fear and maximal
incentive to try harder, take risks and learn from mistakes-Ideas are concrete and real-students self assess reflect
and adjust
WHERETO
W- Where the unit is headed and whyH- Hook and Hold attentionE- Equip with necessary tools and experience R- numerous opportunities to Rethink, Reflect
and Revise their workE- Evaluate progress and self accessT- Tailored to reflect individual needs O- Organized
Before and After
• read textbook section life on the prairie
• Read Sara Plain and Tall• Pioneer- life truck
artifact • Prairie Day Activities –
churn butter, 19th century game, seal letter with wax, etc
• KWL• Sub Oregon Trail 2 with
Journal entry for Prairie Day Activities
• Other Fiction and non-fiction text
• time line maps of a journey west
• Scoring rubric for memory box task
Transfer of Knowledge
PDU Review May 7
• Bring your two page UBD design of a unit of study to share with a triad of peers
• 2 page reflection essay to turn into the PDU office.