EDUU 510 DB#3
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TodaysStudents51.pptToday’s Students
A California Perspective
What might you want to know about the students in your class?
Key Information
- Life experiences inside or outside of school
- Prior academic knowledge related to the content you plan to teach
- Social-emotional development
- Social identity (race, ethnicity, socioeconomic status, gender, gender identity, sexual orientation, language, religion
- Cultural and linguistic resources and funds of knowledge
- Developmental considerations (typical and atypical)
Sources of Student Diversity
- Developmental
- Gender
- Sexual Orientation
- Language
- Culture
- Exceptionalities
- Learning Style
Impact of Social Issues
- Family Patterns
- Poverty
- Teen Parenting
- Abuse/Neglect
- Alcohol/Drug Abuse
- Adolescent Suicide
- School Violence/Bullying
Risk Factors
for Children under 6
How many students attend public school in CA?
2014-2015
Number of Students 6, 235, 520
Number of Teachers 295,800
Per pupil ratio 21.7/1
What Special Programs serve the needs of students in CA?
2015-16
Number of Students Percent of Enrollment
English Learners
1,373,724 22.1%
Free/Reduced Price Meals
3,892,105 58.9%
Foster Youth
43, 401
What languages do English learners in California speak?
| Languages of English Learners | 2011-12 | 2012-13 | 2013-14 | 2014-15 | 2015-16 |
| All Other | 128,124 2.1 % | 125,611 2 % | 135,265 2.2 % | 138,326 2.2 % | 139,966 2.2 % |
| Arabic | 17,689 0.3 % | ||||
| Cantonese | 18,969 0.3 % | 17,509 0.3 % | 18,730 0.3 % | 18,158 0.3 % | |
| Filipino (Pilipino or Tagalog) | 20,203 0.3 % | 19,063 0.3 % | 19,971 0.3 % | 19,045 0.3 % | 18,456 0.3 % |
| Hmong | 13,465 0.2 % | ||||
| Mandarin (Putonghua) | 14,151 0.2 % | 16,503 0.3 % | 18,872 0.3 % | 20,048 0.3 % | |
| Spanish | 1,173,839 18.9 % | 1,138,917 18.3 % | 1,190,407 19.1 % | 1,165,343 18.7 % | 1,147,404 18.4 % |
| Vietnamese | 33,065 0.5 % | 31,082 0.5 % | 32,673 0.5 % | 32,519 0.5 % | 30,161 0.5 % |
| Total | 1,387,665 | 1,346,333 | 1,413,549 | 1,392,263 | 1,373,724 |
How does California address the diverse needs of students?
- Special Education
- Gifted and Talented Education (GATE)
- Bilingual Education
- Culturally Responsive Teaching
- Social/Emotional Learning
- Multiple Intelligence Theory
Special Education
Legislation
PL 94-1142 (1975)-Education for All Handicapped Children Act
- Rights of all students with disabilities to a “free and appropriate public education”
IDEA (1990)-Individuals with Disability Act, Reauthorized in 1997 and 2004
-Rights to non-discriminatory treatment in education
ADA (1997)-Americans with Disabilities Act
-Rights to non-discriminatory treatment beyond education
Seven Principles of IDEA
1. Free, appropriate public education (FAPE)
2. Appropriate evaluation
3. An individualized education program (IEP)
4. Least restrictive environment (LRE)
Parent and student participation in decision making
Procedural safeguards
Response to Intervention (RTI)
*The definition of an “appropriate education” is to be determined on an individual basis
*The term mainstreaming has been replaced with “inclusion” to indicate an even greater commitment to bringing students with disabilities into regular classrooms
Accommodations
for Students with Special Needs
- An accommodation is an adjustment in the curriculum, instruction, learning tasks, assessments, or materials to make learning more accessible to students.
- Accommodation is not a watering down or change in the content or a change in expected learner outcomes.
Modifications
for Students with Special Needs
- A modification is a change in the standard learning expectations so that they are realistic and individually appropriate. The curriculum or instruction is altered as needed.Modifications are used for students for whom all possible accommodations have been considered and who still need additional measures to help them progress
Response to Intervention (RTI)
- RTI was conceived as a method to ensure that students receive early intervention and assistance before falling too far behind their peers academically.
- RTI requires that these students receive supplementary support, guided by regularly gathered assessment data, referred to as progress monitoring.
- When planning for instruction, teachers need to take into account the needs of all their students, and struggling students require extra attention and assistance.
Response to Intervention (RTI)
Gifted and Talented
Local Control Funding Formula (2014)
- The LCFF provides a unique opportunity for local educational agencies (LEAs) to expand upon or develop new education opportunities for high-ability students in California public elementary and secondary schools, particularly those who are traditionally underrepresented in GATE programming.
Gifted and Talented Cont…
- GATE identification should not be based on just one factor
- Examples of methods used to identify GATE students include; test scores, motivation, parent, student and teacher recommendations, classroom observations, portfolios
Gifted Practices
National Association for Gifted Children (NAGC)
- Acceleration
The practice of educational acceleration has long been used to match high-level students’ general abilities and specific talents with optimal learning opportunities. - Curriculum Compacting
This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material. - Grouping
The practice of grouping, or placing students with similar abilities and/or performance together for instruction, has been shown to positively impact student learning gains.
Bilingual Education
Legislation
Bilingual Education Act (1968) - Provide federal funds to develop bilingual programs
Lau v. Nichols (1974) - Found that providing the same books, facilities and
teachers isn’t enough
-Students should be taught academics in their primary language
Prop 227 (1998) -Declared the end of bilingual education in California
-Students should be taught almost entirely in English
Bilingual Education Models
Immersion -Everything taught in English
-Teachers vary strategies to address student needs
Submersion -Sink or swim version of immersion
-Teachers do little to assist second language learners
Transitional -Some instruction is done in student’s primary language
Developmental -Attempt to preserve student’s primary language while learning
English
CELDT Test
California English Language Development Test
What is it?
State test of English language development
Based on ELD standards
Who takes it?
English Learners
Why is the test given?
Three purposes:
Initial Identification
Annual Assessment
One Criterion for Redesignation/Reclassification
CELDT Test cont…
When is it given?
Annual Assessment- July 1- October 31
Initial Assessment- 30 days from date of enrollment
How is the test structured?
4 grade level spans: K-2, 3-5, 6-8, 9-12
4 parts
- Listening- administered in groups
- Speaking- administered one-on-one
- Reading- group administered
- Writing- group administered
CELDT Testing Cont…
Proficiency Levels
- Beginning
- Early Intermediate
- Intermediate
- Early Advanced
- Advanced
EL Strategies
- Providing predictable, clear, and consistent instructions, expectations, and routines.
- Identifying and clarifying difficult words and passages
- Providing extra practice in reading words, sentences, and stories.
- Provide a safe environment for language risk taking. Increase time and opportunities for meaningful talk.
- Encourage English speaking while honoring students' first language and culture.
- Offer periodic summaries and paraphrases. Emphasize collaborative over individual work.
EL Strategies
- Emphasize process over product, wholes over pieces. Think aloud and model a variety of reading comprehension strategies.
- Use a variety of reading supports such as text tours and picture walks (to preview the material), graphic organizers (story maps, character analyses), and text signposts (chapter headings, bold print).
- Encourage students to write about topics of their choice for real‐world purposes.
EL Strategies
- Use a variety of writing supports, such as group composing, graphic organizers, and drawing‐based texts.
- Use sheltered instruction, which focuses on core curriculum content and uses a rich variety of techniques and materials such as artifacts, visuals, videos, movement, roleplays, and collaborative learning.
Gifted and Talented Education
Legislation in California
Mentally Gifted Minors Program (1961)
- Students scoring in 98th percentile on standardized intellectual ability tests received services
AB 1040 (1980)
- Gate program established in which districts set criteria for entrance
- Expanded services beyond students who were intellectually gifted to include those who where gifted in areas such as leadership, visual and performing arts and creativity
AB 2313 (2001)
- Primary services must be integrated into school day
- Support supplementary services such as pull-out programs, extended day programs, intersession
Culturally Responsive Teaching
- Connecting students' prior knowledge and cultural experiences with new concepts by constructing and designing relevant cultural metaphors and images.
- Understanding students' cultural knowledge and experiences and selecting appropriate instructional materials.
- Helping students to find meaning and purpose in what is to be learned.
- Using interactive teaching strategies.
- Helping learners construct meaning by organizing, elaborating, and representing knowledge in their own way.
- Using primary sources of data and manipulative materials
Funds of Knowledge
(Moll, Amanti, Neff, & Gonzalez, 1992)
“The historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being, the integration of which into classroom activities creates a richer and more highly scaffolded learning experience for students.”
Social Emotional Learning
Collaborative for Social & Emotional Learning (CASEL)
“The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. “
Social and Emotional Learning
Building on Student Strengths
The Theory of Multiple Intelligences
- Linguistic
- Logical Mathematical
- Spatial
- Bodily Kinesthetic
- Musical
- Interpersonal
- Naturalist
Multiple Intelligences in the Classroom
- Teach ABOUT the multiple intelligences
- Teach WITH the multiple intelligences
- Learn THROUGH the multiple intelligences
Creating a Responsive Classroom
- Getting to know your students
- Creating a supportive, caring environment
- Connecting students' prior knowledge and cultural experiences
- Varying your instruction
- Providing assistance to students who need it
