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Electronic Resources To Support Common
Core:iCPALMS and Exploring New
TerritoriesMeghan [email protected] @
sarasotacountyschools.netSarasota County Public Schools
August 2013
http://ese2013.wikispaces.com
Bell Work
□Sign in□Find a place at a computer□Put the jump drive in that you
received this morning□Introduce yourself to a neighbor
Housekeeping•Restrooms
•Cell phones
•Parking Lot Parking Lot
Questions
Electronic Parking Lot
□Text 33130 and your message to 37607
□Go to www.PollEv.com/ese2013 and submit your question/comment.
Today’s Outcomes
Content Purpose□understand that the use of
technology plays a critical role in teaching to common core state standards.
□know what iCPALMS is and how to access it and find resources
□know what Exploring New Territories (ENT) is and how to use it
Today’s Outcomes
Language Purpose
□Complete the sentence frame, “In order to achieve high, common core standards, my students would benefit from _______(type of technology)__.”
Today’s Outcomes
Accountable Group Talk
□ With a partner, explore tech resource links and determine the benefit to your students.
Exploring New Territories
Donna.Marquis-Cox @sarasotacountyschools.netSarasota County Public Schools
August 2013
http://ese2013.wikispaces.com
Bell Work
□Please sign in for the afternoon.□Bring up the wikispace for this
session□http://ese2013.wikispaces.com□Join this wiki□If you do not have a wiki
account, sign up for one now at □http://www.wikispaces.com
Electronic Parking Lot
□Text 33130 and your message to 37607
□Go to www.PollEv.com/ese2013 and submit your question/comment.
□http://www.PollEv.com/ese2013
If I Were Your Son
□Watch the clip, reflecting on how this resonates for your experience as a teacher.
If I Were Your Son
http://differentiate-with-technology.wikispaces.com
If I Were Your Son
□Now, find a “fence partner” and share your thoughts.
Pride Domains
□Domain I.1. Establishing High Expectations for Student Learning and Work
□Domain II.1. Demonstrating a Deep Knowledge of Content
□Domain II.3. Using Data to Attend to Individual Student Needs
□Domain II.4. Planning Formative and Summative Assessments
□Domain II.5. Determining Strategies For Meaningful/Coherent Instruction
□Domain II.6. Using Instructional Time Effectively
Pride Domains
□Domain III.1 Engaging Students in Learning□Domain III.2 Varying Instruction to Meet
Student Needs□Domain III.5. Adjusting and Monitoring
Instruction to Enhance Achievement & Student Mastery
□Domain III.6. Planning Interventions and/or Locating/Utilizing Resources to Increase Student Achievement and Meet Goals
□Domain III.8 Using Technology To Support Learning
College and Career Readiness Anchor Standards
for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
College and Career Readiness Anchor Standards
for Speaking and ListeningPresentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English.
Common Core Applied to Students with Disabilities
Three Areas of Focus:
1. Instructional Supports for Learning (UDL)
2. Instructional Accommodations
3. Assistive Technology Devices and Services
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Let’s Take A Closer Look
http://www.tlc-mtss.com/assets/exploring_new_territories.pdf
Common Core Applied to Students with Disabilities
Three Areas of Focus:
1. Instructional Supports for Learning (UDL)
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Instructional Supports for Learning (UDL)
Excerpted from Exploring New Territories, p.12
Common Core Applied to Students with Disabilities
Three Areas of Focus:
1. Instructional Supports for Learning (UDL)
2. Instructional Accommodations
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Positive Niche Construction
http://galesites.com/portals/ascd/fl_sarhs_ascd
Armstrong, T. (2012). Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Excerpted from Common Core, ASCD Collection, SCSB.
See next slide for how to access.
Sarasota ASCD Resources
□Go to Employee tab -> Teacher Tool Kit - > ASCD Professional Collection, or go to below link:
□Gale's Professional Development Resources
□http://galesites.com/portals/ascd/fl_sarhs_ascd
□Note: When logging in outside of firewall, password is: sarasota (all lower case)
The Flipped Classroom
http://www.youtube.com/watch?v=0-rqv-A_1Q0
How to Change a Youtube Video into a File
□In the url bar, back out www.□Type in ss□So that the url now reads□Ssyoutube.com/…..(name of video)□Click “Enter” key at the end of the url
address□A new screen will come up, asking you if
you want to “Save mp4 file of video. □No membership/fee required□Note: must be done outside of firewall.
Curriculum
□See ENT subject area links□See Technology and Learning
Connections handout for “I can,” “I belong,” and “I want to” supports.
□Which of these would work for your students?
Common Core Applied to Students with Disabilities
Three Areas of Focus:
1. Instructional Supports for Learning (UDL)
2. Instructional Accommodations
3. Assistive Technology Devices and Services
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Assistive Technology Devices and Services
See ENT pages for:□Communication Boards□Visual Strategies□Student Engagement
□Which of these do you use or could you consider using for your students?
Finding Accessibility Features
in Microsoft Products□IE8
□Tools -> Internet Options – Advanced
□Windows 7□Programs - > Control Panel – Ease
of Access
Example:Accessibility Features
ENT Follow Up Activity
□Working alone or with a partner, visit two sites and report your findings on the ENT resource_survey.docx.
□Send electronically to [email protected]
Post Survey
□Please complete the paper survey and the electronic Two-Question Post Survey at http://www.surveymonkey.com/s/7XSTW3S
Thank you!
Resources
□http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
□http://www.polleverywhere.com□http://www.tlc-mtss.com/assets/
exploring_new_territories.pdf□http://udltechtoolkit.wikispaces.
com
Resources
□ Armstrong, Thomas. (2012). Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD. Retrieved on July 30, 2013, from http://galesites.com/portals/ascd/fl_sarhs_ascd
