Teachers' training needs improvement so students benefit, new report says
We do not have a part 2 [to Autism 101]…so sorry. There is an awesome free online training through OCALI. It is called Autism Internet Modules. The site is http://www.autisminternetmodules.org/ They are GREAT!!!
Caroline (Carrie) S. Overcash, Ed.S
Program Specialist for Autism
Exceptional Children Programs
CMS Atrium Building
4421 Stuart Andrews Blvd.
Suite 500
Charlotte, North Carolina 28217
980-343-2680 - phone
980-343-5433 – fax
Courier #835-A
Link for the Lost Boys Video: http://video.nationalgeographic.com/video/movies/cultural-differences-ggtu
Link for cultural awareness wix (gestures and other resources): http://ellservicesd.wix.com/culturalawareness
Link for Culture Crossing website: http://guide.culturecrossing.net/
Link for the CMS translated documents (create a login with CMS email): http://www.transact.com/
https://docs.google.com/presentation/d/1AOLiQT3z8BSftyf_Tn9npcGL9oiS5usmZJvv653hCHw/edit#slide=id.p4
WHY: Improve student performance
“One of the major benefits of using GOLD® in MyTeachingStrategies® is that the preliminary ratings and checkpoint ratings you enter for each child in your class can be used to inform weekly planning and individualized instruction with our Intentional Teaching Experiences/Opportunities. In September, we hosted a support webinar focused on the features and functionality of MyTeachingStrategies® that teachers use to create these weekly plans and plan for these Intentional Teaching Experiences/Opportunities. Now is a great time to review this webinar and utilize the information you collected during the second checkpoint to inform your daily planning!
In this webinar we covered
setting up your weekly template,
adding custom activities,
adding Intentional Teaching Experiences/Opportunities,
uploading documents to weekly plans,
creating weekly routines plans,
adding studies (if you use The Creative Curriculum®, Digital Resources),
submitting weekly plans to administrators,
sharing weekly plans with family members,
printing weekly plans, and
teaching with Intentional Teaching Experiences/Opportunities.
Click here to watch the webinar!”
Other Resources:
Creative Curriculum Volume 1 The Foundation: Chapter 4 Caring and Teaching, Assessing Children’s Learning p. 184-198
https://www.pbis.org/school/mtss :
“Multi-tiered System of Support (MTSS), formerly known as RTI grew from efforts to improve identification practices in special education. Simply put, it is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction. MTSS promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.
MTSS is defined as "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions" (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student's difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, MTSS has emerged as the new way to think about both disability identification and early intervention assistance for the "most vulnerable, academically unresponsive children" in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).”
NC Early Learning Progressions (State Intervention Resource)
WHY: Improve student performance
“Anecdotal Records: Valuable Tools for Assessing Young Children's Development
McFarland, Laura Dimensions of Early Childhood, v36 n1 p31-36, 38 Win 2008
Assessment involves observing and documenting children's development, their learning experiences and relationships, and how they interact with the world around them. The purpose of assessment is to gather meaningful information about children in order to make informed decisions to benefit their education and development. Using a combination of assessment techniques is generally best to gain a fuller understanding of the child. Observational narrative techniques, sometimes called anecdotal records, can result in a rich array of developmental information about individual children that can be used in a variety of ways. An anecdotal record is a detailed descriptive narrative recorded after a specific behavior or interaction occurs. Anecdotal records inform teachers as they plan learning experiences, provide information to families, and give insights into identifying possible developmental delays. This article discusses the advantages of keeping anecdotal records and explores how effective it is in curriculum planning, communicating with families, and tracking of development and possible delays.
Descriptors: Young Children, Child Development, Measures (Individuals), Descriptive Writing, Curriculum Development, Developmental Delays, Instructional Effectiveness, Documentation
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: info@southernearlychildhood.org; Web site: http://www.southernearlychildhood.org/publications.php”
The On The Spot Recording Tool [Pre-K Data by Dimension sheets] is a checklist that you can use to collect anecdotal information quickly, either for one child or a group of children. Information about a child’s behavior as it occurs during the course of play or planned small-group times contributes to the total picture of a child’s development. Documenting children’s learning means recording and preserving your observations throughout the day. Documentation takes many forms: observation notes, photographs, video or audio clips, checklists or samples of children’s work.
2019-2020 - CMS Pre-K Data Map (will link as soon as it is ready)
WHY: Explicitly teach, support and reinforce social emotional skills and strategies through class routines and activities
Now that we spent 2018-2019 adding PPM practices to our classrooms, it is an expectation that the Must Have practices will be in place from the start of the 2019-2020 school year.
2018-2019 PPM Must Haves NEW: Self-Assessment and PPM articles linked
North Carolina Preschool Pyramid Model site
Pyramid Model Resources on Google Drive
Direct Link to Social Emotional page of McClanahan’s Pre-K Support site
WHY: Develop 21st century skills to support inquiry, higher-level thinking, problem- solving and collaboration
Project based learning promotes process skills:
Creative Curriculum Volume 1 The Foundation: p. 32-33, p. 131
Tools to plan activities for each interest area that will help children answer the investigation questions:
Beginning the Year Interest Area Overview
Tree Study Interest Area Overview
Clothing Study Interest Area Overview
Building Study Interest Area Overview
Balls Study Interest Area Overview
RRR Study Interest Area Overview
“Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.” www.bie.org
Essential Project Design Elements:
Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management.
Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives.
Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.
Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
Critique & Revision - Students give, receive, and use the feedback to improve their process and products.
Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.