Copy
March 2017
Issue 5
View this email in your browser
Welcome to the TK-12 Instruction Snapshot, a monthly newsletter for all teachers supporting students with disabilities on the general education/core curriculum.
In this Issue:

1) Instructional Strategy
2) Behavioral Strategy 
3) Online Resource
4) Policy Corner


 
Explicit Instruction

As defined by Dr. Anita L. Archer, educational consultant, explicit instruction is a structured, systematic, and effective methodology for teaching academic skills.  She indicates that this methodology is characterized by an array of supports where students are guided through the learning process with clear purposeful goals and the rationale for learning a new skill or concept. Explicit instruction is essential for students with varying abilities because it puts new learning into context and promotes student achievement for all. Educational researchers have identified sixteen elements that are unique to explicit instruction.  

              Click on the image to download the document in word version.



       Click on the image below to watch a video on Explicit Instruction.
 


Click on the images below to watch videos on how Dr. Anita Archer puts the theory into practice by demonstrating the use of explicit instruction in elementary and secondary settings.

                

Learning Through Reflection 
 
How can teachers become facilitators of discovery and foster student reflection in the classroom? Erika Alvarez, General Education English teacher at Visual Arts and Performing Arts (VAPA) Legacy High School, has adopted the use of "What Stuck with You?" Exit Tickets as a way to promote a culture of reflection and create expert learners in her classroom.  According to Ms. Alvarez, this activity allows students to make inferences and real world applications of lessons more palpable. It also allows her to reflect on what her students have learned on a daily basis and adjust her instruction based on their responses.

The art of teaching is the art of assisting discovery.  
Mark Van Doren
 
Below are examples of how the
"What Stuck with You?" Exit Tickets are implemented in Ms. Alvarez'
English class at VAPA Legacy High School 




     Click on the image below to download the digital template.    
                                                                                                                           
Using Game Based Learning in the Classroom

Game Based Learning is an approach where teachers can create interactive experiences for students to become engaged and excited about the learning process.  It includes competitive exercises where students demonstrate what they have learned and get immediate feedback on their progress.  

Mayra Alcantar, (General Education Math Teacher) and Regina Shaw (Resource Specialist Teacher), at Huntington Park High School, use Kahoot! as a platform for Game Based Learning in their Algebra 1 class.  As co-teachers, they use Kahoot! to impact the cognitive, social emotional, and motivational aspects of learning with their students.  Kahoot! has a bank of 8.5+ million free games that can be adapted or teachers can decide to develop their own, based on the concepts their students are learning.  The platform can also be used as an instructional and assessment tool.
     To learn more about Kahoot, click on the image     
 
Below are examples of how students are using Kathoot! in their
Algebra 1 class at Huntington Park High School
  

        
                                         
       Click on the image below to obtain a Kahoot! account for free.  
                      

                    
                                         
BUL-2332.5
Elementary School Progress
Report Marking Practices and Procedures

 
This bulletin provides timely information about current grading practices for students in elementary grades. Attachment B provides guidance on marking procedures for students with disabilities.  It is important to note that students with disabilities who participate in the general education curriculum are held to the same grade level standards as their non-disabled peers. Grades assigned to students with disabilities are assigned using grade-level standards to reflect progress in the general education curriculum. Access to the general education curriculum is supported by the provision of accommodations and modifications, when specified in a student’s IEP.  Although these are not listed on a student's report card, they must be considered when grading students with disabilities.

                   Click on the image below to download the Bulletin.
 
Division of Special Education
Los Angeles Unified School District
 
TK-12 Instruction Snapshot Archive

Need Additional Assistance?
Contact: Sonia Flores at  sonia.flores@lausd.net
 

Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list