TPE 3

"Understanding and Organizing Subject Matter for Student Learning"

Students of all learning abilities deserve equitable access to the California State Standards and curriculum frameworks. This is accomplished through the use of appropriate accommodations and modifications to learn in their least restrictive environments. All educators should consult and collaborate to plan effective subject matter instruction. This means we: adapt resources, provide effective teaching strategies and multiple means for students to demonstrate their knowledge. Most importantly, we understand that students have atypical development that can affect various domains but nonetheless organize and provide supportive instruction.

Rationale

These are some daily lesson plans and weekly lesson plans that I have created this school year that align with state standards in relation to speaking, writing and listening. For the most part my living skills curriculum is focused on interacting so these are the general standards I work with; although I do incorporate mathematics they are not grade level standards for my students, but rather appropriate to their instructional levels. I often use cross-disciplinary lessons as, as our focus requires mathematics, and language arts as there as not set standards that we use for our curriculum.

U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

U3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

9.27 daily LP - Karina Romero.pdf

10.04 weekly LP - Karina Romero.pdf

11.08 weekly LP - Karina Romero.pdf

Rationale

This email represents the start of our professional learning communities we have been incorporating in school. This allows for our department to set goals and share about our students so we can determine what methods are working for which students; determine which students may be at-risk. Also not pictured are our "job-alike" workshops where we collaborate with instructors within the district in similar programs so we can determine which districtwide software is successful what alternatives are available so that students know expectations and how to use the programs when they transition from junior high to high school.

U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

Rationale

This differentiated writing prompt allows for students to use the academic language we are focusing on by presenting it in a medium that will allow students of different ability levels to be successful. Students on a lower level or level 1 can utilize the visuals by cutting and pasting the words they would like to use. The level 2 students utilize the visuals to help them determine which words to use in relation to a step by step process. Level 3 students use a word bank without visuals to help them complete their sentence frames. This differentiation allows, students of various abilities to be in the least restrictive environment and still be able to access the curriculum.

U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

MM3.1 Effectively adapt, modify, accommodate and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE).

Rationale

Well at the time, I implement little technology expect I am a typically a big proponent of technology in the classroom. For example, the included slides prepared for a different course show how virtual technology can be useful for differentiated technology and provide experiences not typically possible (such as exploring the space from the viewpoint of an astronaut or looking from the top of Mt. Everest). I believe that digital literacy is important for students so that they are prepared for life outside of school without firewalls or watchful eyes to protect them, as noted in the slide notes. However, after returning to the classroom I noticed students were less keen to use technology for classwork and much preferred paper and pencil over chromebooks seemingly as if remote learning wore them out of the need/desire to use technology for lessons. We do use it in aspects such as games that support a lesson; for assignments where the technology is more helpful then simply writing the answers. I believe it is a bit easier for me to differentiate lessons by assigning them through Google Classroom, but my students prefer physical copies so I am meeting their needs for success.

VR presentation

U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

Rationale

Using a district template, I create learning profiles for the students on my caseload to send out to their general education teachers so they know what to expect of student, including students strengths and challenges which can be affected by their disabilities. In addition the learning profile highlights their services, accommodations, modifications and goals so that the instructors can follow their IEPs and help the student be successful.

MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction.

MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

sample learning profile portfolio.pdf

Area of Growth

U3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

As mentioned previously, I am a huge proponent of incorporating technology into the classroom and was a bit disappointed when students expressed they prefer physical copies of assignments. As I work toward creating a balance of digital assignments and physical assignments I want to be better able to follow the International Society for Technology in Education standards.

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