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Kahoot

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Common Core Standards

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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Video 3 Link

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Video 2 Link

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Individualized Education Program

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You'll find articles, law and regulations, and tips about how to get quality services in your child's IEP on this page. You'll also learn how to use tactics and strategies to negotiate with the school. This page includes IEP cases, recommended books, and free publications about IEPs.

IEP FAQs

Questions and Answers On Individualized Education Programs (IEPs), Evaluations, and Reevaluations from US Department of Education, IDEA 2004 Reauthorization Resources. The responses presented in this document generally are informal guidance representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented and are not legally binding.

IDEA: What You Need to Know About IEPs for Children with Behavior Problems - IDEA 2004 and the special education regulations include specific requirements for IEPs of children whose behavior impedes their learning or the learning of others -- including training teachers to use positive behavioral interventions and strategies.

Children with Hearing Loss Need an Educational Audiologist on their Education Team. Educational audiology is a related service under IDEA. If your child has a hearing loss and is on an IEP, they should have access to an Educational Audiologist. To make sure this service happens, write educational audiology into your child's IEP.

Emergency Evacuation Planning for Children with Disabilities by Lori Scott RN, BSN, MS. Preplanning is imperative for medical or emergency situations at school. Emergency evacuation planning should include a comprehensive written plan individualized to meet your child's needs. Add it to the IEP or 504 Plan.

How Did IEPs Change Under IDEA 2004? New requirements for special education teachers, IEPs, and scientifically based instruction for children with disabilities.

Present Levels: The Foundation of the IEP. Until the Present Levels in your child's IEP are up to date, you will never be able to get the program, placement, or education your child needs. Indiana Advocate Pat Howey explains why parent input is so important during the IEP Team's assessment of your child's present levels of performance.

School Says, "No Advanced Classes for Kids with IEPs"? Children with IEPs receive protection from discrimination under Section 504 of the Rehabilitation Act (Section 504). Does your child qualifies for advanced classes and the school will not enroll her because she has an IEP? That sounds like discrimination.

Must Services in the IEP be Provided by a Special Ed Teacher? The IDEA and federal special ed regs do not require that the services listed in the IEP must be provided by a special ed teacher.

Can School Attorneys Legally Attend IEP Meetings? Jeff Martin, parent of a child with a disability and law student at William & Mary, researched the question and provides some answers.

Can Parents Demand a Member of the IEP Team be Excluded? You can demand, but if you do, you set yourself up for a big fall - and you are likely to be labeled as unstable. Parents need to request the services their children need and attempt to keep things unemotional and businesslike.

How Can I Get My Child's IEP Revised? Can parents ask that the IEP be revised? Answers to questions about when and why to revise IEPs.

Is There a Limit to the Number of Goals in the IEP? Answers to questions about IEP goals and who is responsible for long-term planning.

Can a Child be Punished for Not Meeting IEP Goals? If the teacher fails to meet the instructional objective, it makes no sense to punish the child. It is the teacher's failure. She has not taught your child what he needs to be able to do in order the reach the goal.

Can an IEP Meeting be Postponed? The IEP Team can convene, and agree to re-convene after receiving the new testing results. There is no limit to the number of IEP meetings that may be needed to create an IEP that meets your child's needs.

Help! I Need Some Support at the IEP Meeting. Are you anxious about attending your IEP meeting? Would you like someone to attend with you who can help you get quality services for your child. Don't know where to start? In the beginning, this process seems overwhelming to most parents, so you are not alone.

Can More Than One Disability Be Listed in an IEP? Answer - of course. More than one disability can be documented in your child's IEP.

Should Your Child's IEP Include Extended Year Services (ESY)? Some children with disabilities require special education and related services longer than the usual school year in order to receive FAPE. Extended School Year (ESY) services are special education and/or related services provided beyond the usual school year.

Does a Child Need an IEP AND a 504 Plan? There is nothing in the law that says a child with a disability should have an IEP for some needs and a 504 plan for others. It's confusing, it's more work, and it's unnecessary.

Is There a 10 Day Timeline for IEP Meetings? IDEA, the federal law and implementing regulations do not include a timeline for an IEP meeting when parents request a meeting to review or revise their child's IEP.

When Do I Get a Copy of the IEP? You should get a copy of your child's IEP right away. There is no reason for any delay. Write a short polite letter to request a copy.

Is Your Child Making Progress in Special Ed? Is your child making acceptable progress in special ed? Is your child on track to meet the measurable annual goals in the IEP?

Parents are Not Members of the IEP Team...Say What!? Parents are and always have been members of their child's IEP team. If parents aren't involved in developing the IEP as members of the team, how would they give consent?

How Can I Correct Errors in the Record? If the school has minutes, notes, or other documentation from IEP meetings, these notes and minutes are part of your child's record and are available to you.

Tapes are "Best Evidence" in Litigation. Should we use transcripts of the meetings or use the tapes as evidence in the hearing?

What Should Be the Effective Dates on IEPs? "Effective date" means just what it says. If you write an IEP and put the "effective date" as the date of the meeting, then the IEP goes into effect on that date. If you are writing an IEP for the next academic year, the dates on the IEP should indicate that.

Can I Write on the IEP? There is no legal or commonsense reason why a parent or any other IEP team member cannot write on a child's IEP.

Does an IEP Make a Child Ineligible for Sports? Prohibiting a student from participating in a sport because he has a disability and an IEP is discrimination, and a violation of Section 504 of the Rehabilitation Act.

Can We Write Our Parapro's Name in the IEP? You need to be careful about how you approach this issue. Much depends on your relations with other school personnel and the policies or customs in your school or school district.

Should Poor Organizational Skills be Accommodated in the IEP? Some students with disabilities need accommodations or modifications to their educational program. Even with consistent teaching of strategies, his areas of weakness will probably never be strengths. It's time for the school to identify and focus on his strengths, and help him find ways to compensate with the problem areas.

Is Your PLOP a Flop? The PLOP is known now as the PLAAFP, Present Levels of Academic Achievement and Functional Performance that provide baseline information about your child's knowledge and skills. Present levels are the starting point for setting IEP goals and measuring progress toward these goals.

More articles on IEPs.

IEP Pop-Ups & Checklists

Resolving IEP Disputes. Click on the pop-up box to learn strategies to resolve disagreements, steps to take if you disagree with the school, and o ptions you have if unable to resolve disputes.

Developing Your Child's IEP. Click on the pop-up box to learn about IDEA requirements, see answers to your questions, find federal law or regulations that support these answers, and a list of additional resources.

Special Factors in IEPs. Find what special factors need to be considered by the IEP team, how the IEP must address these factors, and learn what the federal law and regulations require.

IEP Checklist: Is Your Child's IEP Individualized? What Does it Take? When you answer the questions on this IEP Checklist, you will know if your child's IEP is individualized, as the law requires.

Special Education Advocacy by Pete & Pam Wright "IDEA"

Wrightslaw: From Emotions to Advocacy, 2nd Edition (FETA-2) by Pam and Pete Wright is available from Harbor House Law Press. Take a sneak preview of the book - download the Introduction, Chapter 1: Getting Started, and skim the other chapters of the book.

We built the From Emotions to Advocacy site at FetaWeb.com to supplent this book. You will find articles, checklists, resources, and sample letters at the The FetaWeb site. If you have From Emotions to Advocacy (FETA), go to FetaWeb.com to get your FETA Owner's Manual.

OSEP Dear Colleague Letter - Speech-language Pathologists at IEP Meetings. OSEP addresses concerns about speech-language services for children with autism spectrum disorder (ASD), clarifying requirements of the IDEA related to the provision of services for children with disabilities, including children with ASD [including infants and toddlers in Part C with IFSPs]. Clarification of OSEP's concern that SLPs and other appropriate professionals may not be included in evaluation and eligibility determinations.

What You Need to Know About IEPs for Children with Behavior Problems - IDEA 2004 and the special education regulations include specific requirements for IEPs of children whose behavior impedes their learning or the learning of others -- including training teachers to use positive behavioral interventions and strategies .

Changing Schools and IEPs - 1 week, 1 month, 90 Days? When a child transfers schools, when must the new school provide services in the IEP? Find out what IDEA 2004 says about providing comparable services for children who transfer.

What You Need to Know About IEPs & IEP Meetings -
How did IEPs change under IDEA 2004? What does the law say about developing, reviewing and revising IEPs? Who may be excused from IEP meetings, when, how? When can the child's IEP be changed without an IEP meeting? What services must be provided when a child transfers to a district in the same state? A different state? What are "multi-year IEPs"?
Learn about IEP team members and IEP team attendance, when team members may be excused from a meeting, and what parents and the school district must do before a team member may be excused. Changing the Dynamics of IEP Meetings: Online Draft IEP Forms. Online IEPs have introduced a shift in perspective. As skills increase, it may get better. But we are in the 'guinea pig' phase now. I dislike what is happened with the team dynamics.

Can the IEP Team Prepare a "Draft IEP?" IDEA 2004 discourages the use of "draft IEPs" because they send a message that parental concerns and parental participation are not valued. Since some IEP teams will continue to use draft IEPs, Pat Howey describes the pros and cons and how you can turn a lemon (draft IEP) into lemonade.

What You Need to Know About IEP Team Members & IEP Team Attendance
IEPs, Highly Qualified Teachers & Research Based Instruction - Learn about new language in IDEA 2004 that is designed to ensure that children with disabilities are taught by
10 Tips: How to Use IDEA to Improve Your Child's Special Education Program - Parent attorney
Your Child's IEP & Progress in the General Curriculum - Your child's IEP should be based on information from current evaluations (present levels of educational performance) and your state's curriculum and standards. Wayne Steedman explains how IDEA 2004 creates a higher standard for a free, appropriate public education and how parents can use IDEA to obtain a better IEP for their children. Learn how to ensure how to that the IEP goals are comprehensive, specific -- and measurable. Wayne advises you about pitfalls to avoid and provides advice about how you can resolve disputes without resorting to a due process hearing - and what you should do if you cannot resolve your dispute.

Game Plan: Write SMART IEPs - From teachers to parents, it seems like everyone is confused about how to write good IEP goals and objectives. This Wrightslaw Game Plan about SMART IEPS will help you get started. highly qualified teachers and receive research based instruction. This article includes new requirements for personnel training, IEPs, and scientifically based instruction.

. This comprehensive article describes IEPs and the IEP process, including:Identifying and Meeting a Child's Language Needs. Special Factors in the IEP. If your child does not speak or understand English well, the IEP team needs to ensure that your child's language needs are identified and met.

Your Child's IEP: Practical and Legal Guidance for Parents

. Frustrated with one-size fits all IEPs that are not tailored to the child's unique needs? Feeling intimidated at IEP meetings? Dr. Barbara Bateman will teach you how to write IEPs that are educationally useful and legally correct. This article includes extensive discussion of transition and transition plans. IEPs for Success by Dr. Barbara Bateman

Accommodations and Modifications. Some children with disabilities need accommodations and modifications to their special education program. This 4 page printer-friendly article defines accommodations and modifications that may be included in the IEP; gives examples for books, curriculum, instruction, assignments, and behavior.

How Can I Write SMART IEP Goals for Behavior Problems? The process is the same for any goal - academic or behavioral. You need to clearly define the target behavior.

8 Steps to Better IEP Meetings: Play Hearts, Not Poker by Jennifer Bollero, Esq. Mother of child with autism explains that parents need to learn the rules and strategies, to reduce the risks when you negotiate for your child. "Your child's IEP should never be a gamble. Know what your goals are and work them. Many roads lead to the same place. Many different cards can win the game."

Support for School Personnel and Parent Training: Often Overlooked Keys to Success by Attorney Susan Bardet. To help children learn and succeed, IEP teams can use the tools provided by IDEA, including support for school personnel and training for parents.

To Promote or Retain. If you have a child with a disability, you may face a tough decision. Many schools offer two "solutions" to children's learning problems: retention and referral to special education - and do not offer the third "R" - remediation. Facts about Retention.

Use the Commentary as a Tool. Learn how to use the Commentary to answer questions about IEPs, IEP meetings, IEP teams, when the IEP should be revised, the parental role, transition, and other topics. Tests and Measurements for the Parent, Teacher, Advocate and Attorney. To write IEP goals and objectives that are tailored to the child's unique needs, you need to learn how to interpret educational and psychological test results. (NOTE: To ensure that you get the graphics in this article, you may want to print the article from the screen, rather than download it.)

Legal Requirements for Transition Components of the IEP. Dr. Barbara Bateman, co-author of Writing Measurable IEP Goals and Objectives, teaches you about transition, IEPs, self-advocacy for students, confidentiality, and more.

Can a Child with an IEP Fail? The IEP does not guarantee that your child won't fail, although it is unusual for a child with an IEP to fail.

IEP Tactics & Strategies

Tactics & Strategies: IEP Goals and Objectives . How can you get good goals and objectives in your child's IEP? What can you do if the school wants to use subjective "teacher observations," not objective testing in the IEP? How can parents avoid "methodology disputes?" Pete and Pam Wright teach you to use tactics and strategies in IEPs.

Tips & Tricks for Getting Effective IEPs. Nothing is foolproof and nothing is perfect. But these tricks and tips worked well for Parent Advocate Sharon Lutz and helped her get good programs that met her children's needs.

Tactics & Strategies: How to Use a Parent IEP Attachment. Confused at IEP meetings? Do you find that your questions are not answered? In this article by advocate Judy Bonnell, you learn how to use a simple form to track your requests, the school's response, issues that were resolved and issues that are still on the table.

Tactics & Strategies: Sample Parent Agenda - A.J.'s parents sent this parent agenda. We thought it was such a good example that we decided to include it in Wrightslaw: From Emotions to Advocacy (see page 267). Tactics & Strategies: How to Use Follow-Up Letters to Get Answers to Your Questions. Advice from parent advocate Pat Howey about how to get the IEP team to answer your questions, avoid power struggles, deal with IEP meeting frustrations, and use your power wisely.

Tactics & Strategies: IEP Meetings (Or Playing 20 Questions with the Devil). Frustrated at IEP meetings? Meeting with an IEP team that will not answer your questions? Parent attorney Sonja Kerr teaches an approach for dealing with the IEP meeting quagmire. If you are preparing for an IEP meeting, read Sonja Kerr's advice.

School Attorney at IEP Meeting - Parents Walk Out. When parents walk out of a meeting and refuse to participate, some courts have held that against them. By walking out, they waived their right to participate.

How Can an IEP Team Work Together if the Key Players Won't "Play"? Have you ever attended an IEP meeting that began well, but suddenly turned to complete chaos!

I'm a Teacher and I Know IEPs Aren't Being Followed. What Do I Do? Is the administration is aware that IEPs are not being followed, and if they do know, why they haven't put a stop to it?

When Teachers Won't Provide Accommodations in the IEP? If regular education teachers are not implementing the accommodations in your child's IEP, you need to document this. A good strategy is to write short polite letters to people in authority. Begin by writing a polite letter to the principal. Describe the problem and ask for his help.

Make a Video for the IEP Meeting. "Introducing ... He's a child, not a Label". Tiffany Moody wrote this article to tell you about how she created a video about her son and the impact the video had on the IEP meeting.

Can School Attorneys Legally Attend IEP Meetings? Jeff Martin, parent of a child with a disability and law student in the PELE Clinic. Jeff found information that supported his position that, in general, parent and school attorneys should not attend IEP meetings. Read IEP Law and Regulations more discussion...

Most parents and teachers get information about the law from training sessions, articles, advice on list serves, and informal discussions with others. Your knowledge can rise no higher than your source! You must read the law - this is the only way to understand legal rights, responsibilities, and issues. Download
IDEA 2004: Section 1414 - Evaluations, Reevaluations and IEPs
The Individuals with Disabilities Education Improvement Act of 2004: Overview, Explanation and Comparison of IDEA 2004 & IDEA 97 by Peter W. D. Wright, Esq. describes the substantive changes to the five key statutes of IDEA 2004 by section and subsection. Text added to IDEA 2004 is in IDEA 2004: Overview, Explanation & Comparison (56 pages) italics. Text deleted from IDEA 97 has been struck through. Overview, Explanation and Comparison of IDEA 2004 and IDEA 97

Special Education Cases Board of Ed. of Hendrick Hudson Central School Dist. v. Rowley 458 U.S. 176 (1982) - First decision in a special education case by the U. S. Supreme Court; defined "free appropriate public education" (FAPE) and discusses IEPs.Shannon Carter v. Florence County School District IV. Tuition reimbursement case that was appealed to the U. S. Supreme Court. Decision focuses on an appropriate program and IEP for Shannon, a child with dyslexia.

Burlington Sch. Committee v. Mass. Bd. of Ed., 471 U. S. 359 (1985). Decision clarifies procedural safeguards, parent role in educational decision-making; tuition reimbursement for private placement; child's placement during dispute about FAPE.

Amanda C. v. Clark County Sch. Dist. and Nevada Dept. of Ed , U. S. Court of Appeals for Ninth Circuit issues strong decision for child with autism. Court cites research about ABA/Lovaas treatment; describes purposes of the IDEA; IEPs and procedural safeguards.

Evans v. Rhinebeck New York tuition reimbursement case; judge discusses components of an appropriate IEP for a child with dyslexia; vague subjective IEP goals and objectives.

T. H. v. Palatine Decision focuses on an appropriate program for a young child with autism; includes excellent discussion of vague subjective IEP goals and objectives. (in pdf)

Kanawha v. Michael M. Court analyzes"appropriate" in the context of Rowley; discussed educational benefit; provided guidelines to determine if an IEP is appropriate.Kanawha v. Michael M. is one of Pete's favorite cases "not because it has great precedence, but because it does an excellent job of describing difficulties in the legal definition of 'appropriate' and how to use 'appropriate 'in developing an IEP."

Good Books about IEPs

The heart of the law is the child's written Individualized Educational Program (IEP). Writing Measurable IEP Goals and Objectives by Barbara Bateman and Cynthia Herr. Writing Measurable IEP Goals and Objectives teaches educators and parents how to write IEPs that are legally correct and educationally useful.

IEP and Inclusion Tips by Anne Treimanis and Kathleen Whitbread - Learn how to prepare for IEP meetings, create legally correct and educationally sound IEPs, ensure access to the general curriculum, track educational progress, and form effective parent-school partnerships. Features more than 100 tips to help parents, teachers and administrators share goals and develop healthy working relationships.

How Well Does Your IEP Measure Up? by Diane Twachtman-Cullen. Step-by-step guide to writing IEPs; includes sample goal & objective templates for areas of functioning typically neglected in IEPs. Includes recommendations for teaching strategies, educational programming formats & useful resources.
The Complete IEP Guide: How to Advocate for Your Special Ed Child. This useful book by attorney Lawrence Siegel is filled with organization and planning tips, sample letters and forms; information about IEPs. More info Wrightslaw: Special Education Law, 2nd Edition

Preparing Instructional Objectives teaches you to identify, select, and write educational objectives. You learn how to describe the performances you expect to achieve, identify the conditions under which you expect the performance to occur, and set criteria for acceptable performance.

Measuring Educational Results by Robert Mager. How do you know if a child is learning and making progress? You measure the results of instruction to determine if objectives and benchmarks have been achieved. This easy-to-read book gives you tools to measure instructional results. Learn more about Measuring Instructional Results.

For more good books about IEPs and special ed advocacy, visit the Advocate's Bookstore.

Wrightslaw: Special Education Law, 2nd Edition (ISBN: 978-1-892320-16-2, 456 pages, 8 1/2" x 11", perfect bound) by Peter Wright and Pamela Wright, published in 2007, is available in two formats: a print book and a print & e-book combo. The book includes:

Wrightslaw: Special Education Law, 2nd Edition is available in two versions: as a print book and as a print book & e-book combo.
Print book (456 pages, 8 1/2" x 11", perfect bound, $29.95 plus shipping) Order
Wrightslaw: Special Education Law, 2nd Edition is designed to meet the needs of parents, teachers, advocates, attorneys, related services providers, school psychologists, administrators, college professors, hearing officers, and employees of district and state departments of education.

Wrightslaw: No Child Left Behind [OUT OF PRINT]

Wrightslaw: No Child Left Behind.(ISBN: 1-892320-12-6) by Peter W. D. Wright, Pamela Darr Wright and Suzanne Whitney Heath is published by Harbor House Law Press and includes the No Child Left Behind CD-ROM.
Wrightslaw: Special Education Law, 2nd Edition Order

E-book and Print Book Combo (456 pages, 8 1/2" x 11", perfect bound, $44.95 plus shipping) When you order the Special Education Law E-book and Print Book Combo, you'll receive a link to the E-book (3.8 mgs) immediately. The text in the Special Education Law E-book is identical to the print version. The E-book has bookmarks, page thumbnails, hyperlinks to hundreds of references, and is designed to help you find information on specific topics quickly and easily (Value: $15.00) .
Surviving Due Process: When Parents and the School Board Disagree

Jeffers v. School Board is based on the true story of a young child with autism. With different evidence and witnesses, this could easily be a case about a child with a different disability or a different legal issue. (DVD, 2 hours, $19.95) l l Surviving Due Process: When Parents and the School Board Disagree - Stephen Jeffers v. School Board . Takes you through a special education due process hearing, from initial preparations to testimony by the final witness.
Internet Orders Mail, Phone & Fax Orders Exam Copies l Discounts

Free Pubs & Resources

Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities. (in html) Developed by the Council of Chief State School Officers (CCSSO) State Collaborative on Assessment and Student Standards Assessing Special Education Students.

The Accommodations Manual presents a five-step process for individualized educational program teams, 504 plan committees, general and special education teachers, administrators, and district-level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. The guidance in the manual pertains to students with disabilities who participate in large-scale assessments and the instruction they receive.

Learn how to write IEPs that improve teaching, learning, and educational results. Article includes contents of the IEP; IEP team members; writing the IEP; placement decisions; implementing the IEP; revising and revising the IEP; resolving disagreements about the IEP; sample IEP form, information and resources, the federal regulations for IEPs, and guidance about IEPs. A Guide to the Individualized Education Program published by the U. S. Department of Education. Download PDF

Designing Individualized Education Program (IEP) Transition Plans from ERIC Clearinghouse on Disabilities and Gifted Education. The Individuals with Disabilities Education Act (IDEA) requires schools to prepare students with disabilities for employment and independent living. Transition planning that involves students and their families leads to post-school success and independence. Article describes how to design quality IEP transition plans. Download

Questions and Answers On Individualized Education Programs (IEPs), Evaluations, and Reevaluations from US Department of Education, Building the Legacy of IDEA 2004. The responses presented in this document generally are informal guidance representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented and are not legally binding.

Developing Your Child's IEP. Learn about IDEA 2004 and the steps to writing an IEP from the Center for Parent Information and Resources (CPIR).
Introduction
A. The IEP Process
B. The IEP Document
C. Deciding Your Child's Placement
D. Participating in the IEP Process<
Endnotes

More Topics

Last Revised: 10/18/21

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Individualized Education Programs (IEPs) - Articles, Law, Regulations, Cases, Frequently Asked Questions about Individualized Education Programs (IEPs) from Wrightslaw

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You'll find articles, law and regulations, and tips about how to get quality services in your child's IEP on this page. You'll also learn how to use tactics and strategies to negotiate with the school. This page includes IEP cases, recommended books, and free publications about IEPs.

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TPE

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CTC Website

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As of July 2008, California statute (Chap. 517, Stats. 2006) requires all candidates for a preliminary Multiple and Single Subject Teaching Credential to pass an assessment of their teaching performance with K-12 public school students as part of the requirements for earning a teaching credential.

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Lesson Planning Framework

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Research

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Best Evidence Encyclopedia -- Empowering Educators with Evidence on Proven Programs

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Struggling Readers Effectiveness of Technology

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Sample Exit Slips

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School to Home Communication

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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Teaching Articles

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If you are already registered on our website, you can sign in by selecting your partner organization below, then entering your email address and password on the next screen.

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Ever since I was in kindergarten, I can remember practicing both fire drills and tornado drills all the time. The alarm would sound, and like a well-oiled machine we would move to our place of safety. It became second nature for us and we were able to run through the motions effortlessly. I felt safe in the schools when we did this.

For the past twenty years, I have had my own students run through these same drills. Once again, it is almost robotic-like how the children know where to go and what to do. It has always made me feel good to know I can move my students to safety quickly and efficiently.

But a few years ago, things started to change in schools. The number one threat to students was not a fire or a tornado, but an intruder. Worse than a burning building or a school being torn apart by a deadly twister, school shootings have taken center stage. Never in my 37 years being in the public school system did I ever think that there was a higher chance of having an intruder in a school building than a fire or tornado. Unfortunately that day has come.

For the first time in my career, we had a police officer come to our building to conduct an in-service on what to do when an intruder enters the building. Now, for the past few years we have had a system in place in regard to intruders, but we practiced it maybe once a year with students. This workshop opened my eyes to the harsh reality that we are more likely to face an intruder in our building instead of a fire or tornado.

We are now more than just teachers. We are the protectors of our students as well. As in cases such as Sandy Hook, teachers have given their lives to protect their students. How can you, the educator, make sure your students are protected in these scary times. Below is our top 5 list of ways to protect your students.

1. Lock all doors.
If your classroom has a door that you can lock, do it! This is the #1 preventative way to keep someone out. If your classroom has adjoining rooms, look those too. An intruder is more likely to not waste time trying to get into a locked classroom.

2. Position students away from the door and windows.
If an intruder has a sight line, s/he will take it. Make sure to move students out of view and away from any doors. This will make your classroom appear empty and the intruder may skip over your room.

3. Follow the directions set forth by your school district.
Each school district will have their own policy on procedures to follow in case of an intruder alert. Make sure to diligently read those procedures and follow them accordingly. Please make sure to practice as well with your class.

4. Arm your students.
No, not with guns or knives. Give each student a ball or something to throw at the intruder if that person is able to enter the room. The students should be instructed to throw items at the intruder right away upon entering. The intruder will not be expecting it, and it will give you a chance to tackle the intruder before s/he can inflict damage. I know it sounds dangerous, but if the intruder has entered your room, it is not going to be good.

5. Have all student contact information by your side.
In the event that you have to evacuate your room, and are able to escape to safety it will be all over the news before you end up in a safe place. Your district will probably have a plan for what to do with the students, but if you can contact each parent when you are in a safe zone, that would mean all the world to them to know that their child is safe.

I never thought I would have to be trained on what to do if an intruder enters my elementary school. But I can tell you this, if that time ever comes I will do everything in my power to protect each and every student in my class. I am sure you will do the same.

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Wise Guys - Creativity in the Modern Classroom

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Ever since I was in kindergarten, I can remember practicing both fire drills and tornado drills all the time. The alarm would sound, and like a well-oiled machine we would move to our place of safety. It became second nature for us and we were able to run through the motions effortlessly.

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Do you have parents who claim they feel "out of the loop" when asked about their child's progress? Sometimes, I used to get an angry call when interim report cards came out because parents didn't understand why their child had earned a "C." Of course, they had access to online grading systems 24 hours a day, and had supposedly seen the work coming home, but I knew I had to do something different.

I decide to create a folder that would go home every other week, and which would require a parent signature. This way, I knew that a parent would not be able claim they were not informed. My folders also require the student to do a self-reflection, which aides in the discussions at home about the current grades. Lastly, I wanted a way for the students to track their own progress with graphs and charts - hence the name Data Folders was born!

Parents are introduced to the Data Folders at Open House, on my teacher website, as well as in the Parent Handbook which is sent home. I try to cover all the bases so that parents are well-informed. They are told that it is a folder that contains data from their child's progress and that it should be looked at, discussed, signed, and returned back to school by the end of the week. They are always free to jot additional comments too!

While many examples of data folders can range from one or two pages, others can be extreme, consisting of 10-20 pages. Personally, I prefer to keep my data folders at about 5-6 pages max, with a cover sheet, a parent signature sheet, 2-3 graphs, and a student reflection page. Inserting a printout of the child's current grades form your gradebook is always easy and handy too! Creating your class set of data folders may be easier than you think!
Setting Up Your Data Folders
* Begin by purchasing a class set of two-pocket folders that have brads in the center (this is very important). Make sure all the folders are the same color, as this will make the management of passing out and turning in that much easier for you. Look for 1- or 5-cent folder deals during the back-to-school sales in August to get your class sets and always have additional folders on hand for lost or damaged folders, or new students that will need one as well.

* Next, create and print out shipping labels with "Data Folder" as the title, and maybe add some clip art, if you prefer. Make additional labels that have each child's name on it. Place the title label in the center of your folder, and the name label in the upper right corner.
Create Your Data Folder Content
* Inside the data folder, I create a welcome page for the parent, which explains that the data folders will be sent home every other week, and will need a parent signature upon returning to class. After the cover page, I then create an additional template, which has a column of blank lines to input the date, and a column of blank lines for a parent signature. Keep it very simple and you will find the best results.

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* I create graphs from a simple grid template for the students to track progress. I like to use one bar graph style, and one line graph style. This not only helps students to see their progress, but also to practice graphing skills for a real-life application! I usually choose two graphs from the following: spelling scores, Accelerated Reader stats, math test scores, math facts learned, or homework returned. Whatever you feel is most important for your parents and students to be made aware of are the best choices for your data graphs. Stick to your top two or three so that it does not become overwhelming.

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* Finally, the last page in the data folder is a student reflection sheet in which the student must fill in the date, and one thing that he or she was proud of since the last update, as well as one thing he or she feels can be worked on. This reflection piece is one of the most important in the process because students begin to see that grades are not given by the teacher, but rather earned by themselves.

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Holding Students Accountable
Data folders are simple to get started, and if maintained every two weeks, do not consume valuable teaching time. Parents will comment on how they feel more in tune with progress being made in your class, and students will have an opportunity to reflect and improve their effort based on their reflections in the data folder. All in all, data folders are a win-win for everyone!
How could you use data folders in your classroom? Share it in the comments section!
Charity L. Preston, MA is an author, teacher, and parent. Most importantly, she is an educator in all roles. The ability to teach someone something new is a gift that few truly appreciate. Visit her now at http://www.theorganizedclassroomblog.com or at her Facebook fan page at http://www.facebook.com/TheOrganizedClassroomBlog to sign up for a free newsletter that offers free downloadable classroom resources every month delivered right to your inbox!

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Do you have parents who claim they feel "out of the loop" when asked about their child's progress? Sometimes, I used to get an angry call when interim report cards came out because parents didn't understand why their child had earned a "C."

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Engaging Stakeholders Trans

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Engaging Stakeholders Transcript - QSF Videos (CA Dept of Education)

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Transcript of the video presented by the California Department of Education.

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Written Expressions-Case Study

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Digital Chalkboard

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The Digital Chalkboard is where California educators get connected, collaborate, and share the best practices, best resources, best strategies - you might say the best of the best.

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Reading Rocks

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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K-12 News, Lessons & Shared Resources By Teachers, For Teachers

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TeachHUB provides educators with the latest teaching strategies, lesson plans, classroom resources, and professional development, created by teachers for teachers.

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Student Characteristics- Funds of Knowledge

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Most of the LEARN NC Content has been archived using the Wayback Machine. Instructions for how to access that content is below, including links to frequently requested materials.

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Teaching Vocabulary

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Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.

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Academic Language by PACT

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For text types, it is important to make the conventions explicit, often providing graphic organizers when students are first learning how to produce the text type. For less predictable language tasks, students need to understand the nature of the task and the range of possible responses and associated language.

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Pair Share

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Ideas, Inspiration, and Giveaways for Teachers

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UG Program Information

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Head, Hands, Heart

In engaging the "Head", teacher candidates should be actively involved in their own learning; beyond knowing, they should think through issues and arrive at a deeper understanding of the challenges facing teachers and what it means to be an educator.

In engaging the "Heart", teacher candidates should connect emotionally with teaching; their love for Jesus should be the catalyst for expressing compassion toward students.

In engaging the "Hands", teacher candidates should have opportunities to give back to society, and realize that everyone has a part to contribute towards creating the future of education. ( Creatively modified from Singapore National Education Framework http://www.ne.edu.sg/hhh_framework.htm)

The motto 'Head Hand and Heart' is taken from an inscription used by Charles Voysey, which became the motto for the Society of Designers in 1896. These three words are the keys to understanding Arts and Crafts: 'Head' for creativity and imagination, 'Hand' for skill and craft, 'Heart' for honesty and for love.

He who works with his hands is a laborer.
He who works with his hands and his head is a craftsman.
He who works with his hands and his head and his heart is an artist. - St. Francis of Assisi

UG Program Policies & Procedures

Assignment Policy

PLEASE PROOFREAD ALL WORK BEFORE HANDING IT IN!!!

APA format http://owl.english.purdue.edu/owl/resource/560/01/

All assignments must be typed, and free of grammar and spelling errors.

Assignments deemed unacceptable in terms of grammar, content, spelling, organization, coherence, etc. will be returned for revisions, and must be reworked until the assignment satisfactorily meets the requirements.

Academic Honesty

At William Jessup University, we uphold the values of honesty, integrity and responsibility. In that light, we expect that all work produced and created for course assignments will be yours. Should you choose to integrate the work of others into your own, we expect proper citations and credit to be provided.

Plagiarism is a growing epidemic in education today. At William Jessup University, plagiarism is not tolerated and will be punished severely. We are mandated by federal law to uphold the plagiarism policy. Any student who employs dishonest tactics shall be subject to actions that might include reprimand, grade reduction, academic probation and/or expulsion from the University.
DEFINITIONS OF ACADEMIC DISHONESTY
A. Cheating. At WJU, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at WJU includes but is not limited to:

1. Copying, in part or in whole, from another's test or other evaluation instrument;

2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor;

3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.

4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments.

5. Altering or interfering with grading or grading instructions;

6. Sitting for an examination by a surrogate, or as a surrogate;

7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above.

B. Plagiarism: Plagiarism is a form of cheating. At WJU plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporation of another's work into one's own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at WJU includes but is not limited to:

The act of incorporating into one's own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another's work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one's own words while, in essence, copying another's work), the paraphrase (i.e., rewriting another's work while still using the other's fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another's work as one's own) and failure to include quotation marks on material that is otherwise acknowledged.

Attendance

Attendance for ALL classes is mandatory. Students are expected to attend all classes. Students who are absent for more than twice the number of hours a class meets in one week (maximum absence limit), will normally receive a grade of "No Credit". For example, if a class meets four hours per week, a student who has more than 8 hours of total absences during the semester would receive a grade of "No Credit".

A student may be marked as absent for that hour at the discretion of the teacher if he or she arrives 15 minutes or later after the beginning of a class.

Students who go over the maximum absence limit may appeal their case to the Teacher Education committee. Such students should be prepared to show evidence of a legitimate excuse for every time they missed class (court documents, doctor's notes, etc.). Legitimate excuses include: medical emergencies, personal emergencies, family emergencies, and required courtroom appearances. Picking up a relative at the airport or not being able to find a parking space are not considered emergencies.

Student Athletes
Student athletes must provide professors a copy of their season schedule at the beginning of the semester listing the dates of their upcoming absences for games. Student athletes will be allowed to miss class sessions for games plus an additional 15% of remaining class sessions before their final grade is reduced.

Accommodations

If you have a disability that may warrant accommodations in this class, please make an appointment to see me at your earliest convenience. I am committed to facilitating student success and will make any appropriate accommodations to enhance your learning in this class. You are your best advocate! Every attempt will be made to maintain confidentiality.

Support is also available via the Success Center at 916.577.2253

Course/Program Evaluations

At the end of the course you will have an opportunity to provide feedback on the face-to-face classroom experience, the online components of the course, and the instructor. Please take this opportunity to provide honest and fair evaluations. We take these seriously and utilize this data to improve the program. If you feel that additional feedback is warranted, do not hesitate to contact the Liberal Studies & Credential Department at (916) 577-2284.

Your input is needed as part of our ongoing program assessment process. Upon completing this course please fill out the Annual Department Survey located on the Teacher Education Page.

Resources
Bookstore
Brian Lucas, manager. 916.577.2390 http://bookstore.jessup.edu/
Library
The campus, library, computer labs, and department have the material resources (space, media, software, library holdings, etc.) to support the course. The Library houses more than 62,000 books, periodicals, journals, CDs, DVDs, audio and videotapes. Other resources include an innovative open-source library catalog, full-text journal databases, wireless and network access to information resources. Remote access to electronic resources is available to registered students, faculty and staff. Recommended: "Education Research Complete" and "Films on Demand". http://www.jessup.edu/library/
Course Hour Requirement
As a part of compliance with Federal law, the WJU Academic Council adopted the following
Credit Hour Policy:
"A classroom hour is a 50 minute hour. In order to successfully complete the learning outcomes for this course, students should expect to spend two hours outside of class completing work for the course for every one hour in class." Electronic use
Social networking, cell phones, iPads & laptops can be distractions in any classroom. Use of these items in class must be for the purpose of activities related to assignments and discussions in this particular course. If they become distractions to anyone in the class, you may be asked to discontinue use.
Tentative Syllabus
This syllabus may need to be amended from time to time. Students will be notified of specific changes during a regularly scheduled class meeting. The course schedule is a guideline for you to follow, but changes are possible as we progress through the material and course. Alterations to the syllabus may be made, at the discretion of the professor, to better meet the needs of the students and to enhance components of the course.

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In engaging the "Head", teacher candidates should be actively involved in their own learning; beyond knowing, they should think through issues and arrive at a deeper understanding of the challenges facing teachers and what it means to be an educator.

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Collaboration

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Research

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The Every Student Succeeds Act challenged education policymakers to reinvent their school accountability systems, and to describe how those systems will address ESSA's provisions. Policy experts at AIR have closely reviewed the state plans submitted this fall and summarized the key elements in these concise profiles.

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Learning Strategies & Evidence Based Practice

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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School Accountability Report Card

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First Street Elementary School - School Accountability Report Card

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Atlas Learning Academy Carlin C. Coppin Elementary Creekside Oaks Elementary First Street Elementary Foskett Ranch Elementary Lincoln Crossing Elementary Sheridan Elementary Twelve Bridges Elementary Glen Edwards Middle Twelve Bridges Middle Lincoln High Phoenix High

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Jigsaw

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Strategies for ELL Students

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Editor's Note: Oakland Unified School District's ongoing partnership with Teaching Channel has involved producing videos, building capacity on Teaching Channel Teams, and creating interactive video for #TchVideoLounge.
Recently, the Oakland Unified School District partnered with Teaching Channel to launch a three-part video series on Engaging ELLs in Academic Conversations. We were at the beginning stages of using classroom discussion as a district-wide strategy to more explicitly integrate language development into content area instruction.

A little over a year later, our learning continues! Oakland teachers are still hard at work, exploring the ways they can best support both language development and content understanding through whole-group and peer discussions. We know from research that language learners need regular opportunities to rehearse new language and apply it in authentic contexts. We also know that teachers need to be intentional about engaging all students, especially our ELLs, so that no one can hide and everyone can experience success. And anyone who has spent time in the classroom knows fostering authentic conversation among ELLs is no easy task.

In this new series, we visit or revisit Oakland elementary and high school teachers taking on the challenge of integrating language instruction for their ELLs in content instruction. You'll see them trying new strategies, fine tuning old ones, and reflecting on student learning to hone their craft.

Using Number Talks to Develop Mathematical Thinking

At the elementary level, we have two teachers using Number Talks - a strategy used in math classrooms across the district - to help students orally share and justify the strategies and reasoning they use to mentally solve a math problem.

In Dot Talks: Building Fluency with Numbers, Julia Gelormino uses carefully planned, open-ended questioning to support her first grade language learners to articulate and expand on their thinking. Open-ended questions can be scary because they often lead to unpredictable results, especially in a first grade classroom. While it's true that the lesson may get messy when students go off script, these moments can be wonderful opportunities for learning. We see Julia use her students' responses to adjust her instruction in the moment towards articulated learning needs. Her video reminds us that open-ended questions are important for language production, but also represent a way to pull out student thinking to inform instruction.

In Engaging in Productive Struggle: Number Talks, Monique LaCour shows how she uses sentence frames in her second grade class to empower her ELLs as active learners and mathematical thinkers. By unpacking and rehearsing sentence frames before a Number Talk, Monique gives ELLs at all proficiency levels an opportunity to show off their mathematical thinking. Notice how she leverages students as resources for each other as they collaboratively and productively struggle in problem solving. This is a great skill for learning and for life!

Enhancing Reading Workshop

We often hear that instruction for ELLs is just "good instruction." While it's true that solid core instruction will support our language learners, there are teacher moves that can make all the difference for ELL success. In Reading Workshop in Kindergarten, we see kindergarten teacher Emma Coufal enhance Reader's Workshop with strategies to meet the language needs of her students. One of the many ways she does this is through paired conversations and partner work. Students have frequent, structured opportunities to discuss ideas in pairs, ensuring that at least half of all students are engaged in talk at a time. Emma also provides both independent and partner reading time for students. Partner reading with intentional, heterogeneous grouping provides both the social interaction and modeling of language that is great for all kids, but essential for ELLs. Additionally, during independent reading time, Emma confers with students as a way to gather data and differentiate instruction. See more of how to support ELLs in this guiding document.

Encouraging Equitable Participation of ELLs in Class Discussions

Our ELLs, particularly those at emerging levels of English proficiency, are often reluctant to share. Next, we'll see how two teachers in two very different classrooms set high expectations while creating a safe space for students to share.

Watch Evidence-Based Academic Discussion: Getting Started to discover fourth grade teacher Sarah Horowitz using a myriad of strategies to ensure equitable participation in a content-based conversation. She leads her students in a whole-class discussion in which they're sharing and exploring claims on an environmental issue they're researching. Through probing questions, students push each other to provide supporting evidence and clarify their ideas. In Listening & Speaking: Formative Assessment, Sarah explains how she uses the discussion as an opportunity to collect assessment data on their speaking and listening skills to inform her next instructional moves.

Patricia Segura teaches ninth grade immigrant students in their first months - sometimes even their first weeks - of schooling in the U.S. Many are students with interrupted formal education, have suffered significant trauma, and have gaps in their numeracy and literacy skills. In Supporting Language & Content Learning in Math, Patricia creates space for them to use their home language to make sense of the mathematics, while also supporting and encouraging them to communicate their ideas in English. She uses a protocol called a Participation Quiz to provide just-in-time feedback to students on their engagement in group work and mathematics discussion.

Preparing Students for Socratic Seminar

We saw Johanna Paraiso in last year's series as she facilitated a Socratic Seminar in her 12th grade English class. Many viewers have asked us how she gets students ready for such high levels of independence and quality discussions. In Scaffolding for Socratic Seminar, we see what Jo does in the beginning of the school year to build students' skills, language, and confidence. Her use of controversial topics provides students a compelling reason to communicate and justify their thinking. In the accompanying video, Using Technology to Boost Confidence, Jo demonstrates how she uses technology to provide differentiated supports to students and bring communication to a whole new level.

By creating a safe and productive space where our ELLs are invited into the intellectual process of constructing meaning through language, these teachers are empowering students as thinkers, communicators, and independent learners. Where are you in the journey of supporting ELLs in content instruction? I welcome your comments on what you're seeing and also the ideas and strategies that are working for you.
Nicole Knight is the Executive Director of the English Language Learner and Multilingual Achievement Office at Oakland Unified School District. She has served Oakland students as a teacher, teacher leader, and instructional leader at the site and district level. A National Board Certified Teacher in English as a New Language, Nicole has expertise in language and literacy development of English Language Learners, curriculum development, and professional development for teachers and principals. She is also the mother of two bicultural and bilingual children, both students at a dual-language Oakland public school.

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Content Conversations: Strategies for ELLs

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Editor's Note: Oakland Unified School District's ongoing partnership with Teaching Channel has involved producing videos, building capacity on Teaching Channel Teams, and creating interactive video for #TchVideoLounge. Recently, the Oakland Unified School District partnered with Teaching Channel to launch a three-part video series on Engaging ELLs in Academic Conversations.

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Morning Routine

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Do your students struggle with that time in the morning when you are taking attendance, listening to students' stories, and getting them ready for the day? If so, this 10 slide Power Point is just the thing for you!

We have created this resource so each day of the week there is a relevant task the students have to do. Here are the daily choices: Monday Memories (journal writing), Trivia Tuesday, Wednesday's Words (famous quotes), Thinking Thursday (logic puzzles), and Fact Friday (math fact practice). The great thing about this resource is that there is room to add on once you collect trivia, quotes, and logic puzzles. You could add a slide right to the Power Point that you could use for the following year!

We have found that our students look forward to these each morning and love the routine that so many students need to start their morning! Click here to find this amazing resource for FREE now!

Classroom photo credit here.

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Morning Routine Activities: Getting Your Students Energized for Learning - Wise Guys

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Do your students struggle with that time in the morning when you are taking attendance, listening to students' stories, and getting them ready for the day? If so, this 10 slide Power Point is just the thing for you! We have created this resource so each day of the week there is a relevant task the students have to do.

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Learning Difficulty or Learning Disability

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Learning difficulty or Learning disability? | The Salvesen Mindroom Centre - supporting people affected by learning difficulties

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Definitions of learning disabilities and learning difficulties, such as adhd and autism, and their impact on education from The Salvesen Mindroom Centre.

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Differentiated Instruction

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Differentiated Instruction: Why, How, and Examples

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Responsive Classroom

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The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. K-8

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Alternatives to Think-Pair-Share

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Ideas, Inspiration, and Giveaways for Teachers

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Reflection Strategy

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

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Discussion and Supporting Materials

Thought starters

1. How does this strategy serve as both a reflection tool and an action plan?

2. Notice how this reflection continues to push students towards deep understanding of the text. How can Be Sure To statements act as an assessment tool?

School Details

Chinook Middle School
2001 98th Ave NE
Bellevue WA 98004

Data Provided By:

Teachers

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"Be Sure To": A Powerful Reflection Strategy

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After teaching a lesson on argumentative elements in persuasive texts, 8th grade ELA teacher Julie Manley has her students reflect on their learning by crafting "Be Sure To" statements. Through these statements, students articulate what they have learned and create action items for the future.

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Fishbowl in Action

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Middle School Fish Bowl Discussion 8th grade Wallingford, CT Moran Middle School "Rules" can be found here: http://goo.gl/XQlE8H and another vid here: https://www.youtube.com/watch?v=IHt-CiwaeEQ

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Teaching Strategy- Fishbowl

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Use this discussion strategy to help students practice being contributors and listeners in a group conversation.

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Remembering Students Names

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Learning your students' names is essential if you want to create a good rapport and establish a comfortable atmosphere in the classroom. Teachers who learn students' names quickly, help reduce feelings of anxiety and nervousness that most students experience during the first few weeks back to school.

Here are a variety of tips and tricks to help you remember names and ease those first-week jitters.

Seating Chart

Use a seating chart for the first few weeks of school until you can put names and faces together.

Greet Students by Name

Every day, greet your students by name. When they enter the classroom make sure to use their name in a short comment.

Pair Students in Groups

Create a quick questionnaire about what the likes and dislikes of your students are. Then group them together according to their choices. The point of this activity is to help you remember students by associating them with their preferences.

Wear Name Tags

For the first week or so have students wear name tags. For the younger children, place the name tag on their back so they won't feel the urge to rip it off.

Place a name card at each students' desk. This is not only a great way for you to remember their names, but it will help the classmates remember as well.

Memorize by Number

Beginning the first day of school, strive to memorize a set number of students each day. You can memorize by number, color, name, etc.

Use a Mnemonic Device

Associate each student with something physical. Relate the students' names, such as George, with the Gorge. (Quinn with a pin)

Associate Related Names

A great memory trick is to associate a name with a person you know that has the same name. For example, if you have a student named Jimmy who has short brown hair, then imagine your brother Jimmy's long hair on little Jimmy's head. This visual link will help you remember little Jimmy's name in no time.

Create a Rhyme

Create a silly rhyme to help you remember students' names. Jim is slim, Kim likes to swim, Jake likes snakes, Jill can juggle, etc. Rhymes are a fun way to help you learn and remember quickly.

Use Photographs

Have students bring in a photo of themselves on the first day, or take a picture of each student yourself. Place their photo next to their name on your attendance or seating chart. This will help you correlate and remember names with faces.

Create Photo Flashcards

To help you remember students' names quickly, take photos of each child and create photo flashcards.

Photo Memory Game

Take photos of each student and then create a photo memory game with them. This is a great activity for the students to learn their classmates' faces, as well as give you a chance to learn them too!

Play "I'm Going on a Trip" Game

Have students sit in a circle on the carpet and play the "I'm going on a trip" game. The game begins like this, "My name is Janelle, and I am taking sunglasses with me." The next student says, "Her name is Janelle, and she is taking sunglasses with her and my name is Brady and I am taking a toothbrush with me." Go around the circle until all students have gone and you are the last to go. With you being the last person to recite all the students' names, you will be surprised how many you remember.

Being able to identify a student by name makes a take a few weeks but with these tips and tricks, you will learn them in no time. Just like all the other back to school procedures and routines, it takes time and patience, but it will come.

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Smart Ways to Learn Students' Names Fast

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Learning your students' names is essential if you want to create a good rapport and establish a comfortable atmosphere in the classroom. Teachers who learn students' names quickly, help reduce feelings of anxiety and nervousness that most students experience during the first few weeks back to school.