Teacher Assistant
Professional Development
Day
“We Are Can Do Kids”
Rikki Kotz
Barbara Fairservice
October 20, 2014
Common Board
Date: October 20, 2014
Bell Ringer: How can we give students with
cognitive disabilities ownership of their
learning?
Learning Goal: Participants will be able to
Common Language: Teacher made scales
and rubrics.
Agenda:
I DO: Introduce participants to scales
designed to assess student success.
show student success by using a scale using
individual communication modes for an
academic activity.
WE DO: Participants will work together to
determine the levels of achievements on a
scale.
Benchmarks: Domain 1.1: Providing clear
YOU DO: Participants will discuss their
reasoning for choosing the levels of their
scale.
learning goals and scales (rubrics).
Domain 1.2: Tracking student progress.
Domain 1.3: Celebrating success.
Objective: Participants will be able to use a
scale with students of all levels of cognitive
ability to achieve grade level success.
Essential Question: How do you utilize a
scale for students with cognitive disorders of
varying severity?
Summarizing Activity: Participants will
role play a lesson using a scale.
Next Steps: Work with scales within their
classroom to assess student achievement.
Lake County Schools
Vision 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 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.
Lake County Schools
College and Career Readiness
Instructional Framework
Key Performance
Indicators
School Improvement
Plan
Florida
Standards
Professional
Learning
Community
FCIM
MTSS
LESSON
STUDY
Personalized
Learning
Desired Student
Outcomes
Statement of
Work
Content
Cultural
Behavior
Process
Interventions
Capacity
Building
Autonomy of
Learning
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 ProjectBased 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:
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 Reteaching 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
1.Increase proficiency rates
on FLKRS/ECHOES &
FAIR (PreK - 2nd 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 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
Focus on Learning: 
Act
All students can learn 
and we are
PDCA Instructional Cycle
responsible to ensure
PLAN
DO
learning occurs.
Focus on
Collaborative
ACT
CHECK
Culture:
Time is specifically
reserved for
collaboration on
teaching and learning.
Focus on Results:
Effectiveness is
measured by results,
not intent.
• Data Disaggregation
• Calendar Development
• Direct Instructional
Focus
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
21st 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
We Are Can Do Kids!
 Bell Ringer: How can we give students with cognitive
disabilities ownership of their learning?
 Think of students in your classroom. Are you working with
students using scales and rubrics to support the curriculum?
What are the needs of your
students?
 I.D.
 A.S.D
 E.B.
 T.M.H.
 P.M.H.
 Verbal
 Non-verbal
Academic Scales
vs.
Performance Scales
Performance
Scale
Academic Scale
Academic scales are based on
Webb’s Depth of Knowledge
• Level One (Recall)
• Level Two (Skill/Concept
• Level Three (Strategic
Thinking)
• Level Four (Extended
Thinking)
Using a scale in the classroom:
Small Group Activity
 Break into small groups to develop a scale
Math Instructional Curriculum Standards
Course Evaluation
Please complete our course
evaluation.
Thank you for joining us today!
Rikki Kotz: [email protected]
Barbara Fairservice:
[email protected]