Delaware School for the Deaf - Common Core and ASL


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Since its inception, DSD has been committed to using research-based, best instructional practices. The Common Core State Standards and the Christina School District curriculum are used in the development of each student’s Individual Education Plan (IEP) and to guide instruction for each student. ASL development classes at DSD are designed to provide enrichment and instructional activities regarding the features and uses of ASL. Students engage in ASL handshape study and activities; the study and development of ASL poetry; the study and application of ASL non-manual features such as facial expression and tone; and the practice / development of expressive and receptive ASL skills.

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Delaware School for the Deaf - Common Core and ASL

  1. 1. S ASL Instruction & Assessment in the Time of the Common Core State Standards Karen Martin, Bilingual Literacy Specialist Marianne Belsky, K-12 School Leader Delaware School for the Deaf 2013 ASLRT Presentation
  2. 2. Delaware School for the Deaf: Who are we? A Member of the Christina School District (26 schools) S Pros: S Support S Opportunities for dual placement/mainstreaming within the district S Salary; benefits for our staff S Curriculum materials and training S Cons: S Constant cycle of educating district personnel about deafness and Deaf Education S At times, less autonomy for our program S Some initiatives don’t “fit” our students
  3. 3. Delaware School for the Deaf: Who are we? Student Demographics S FACES Program (birth-5): 33 students S K-5: 30 students S 6-8: 19 students S 9-12: 33 students Number of families with Deaf parents: 4 (7 students total)
  4. 4. Delaware School for the Deaf: Who are we? Teachers Paraprofessional s Deaf 9 12 Hearing 8 6 K-12 Instructional Staff Demographics
  5. 5. As the School Leader… S Courses (K-12) S School Success Plan S PLC’s (Professional Learning Community) S School wide Communication Expectations S Assessments
  6. 6. ASL at DSD S Bilingual Training S ASL-ELA Framework S K-2 S 3-5 S 6-8 S ASL Assessment S Social ASL (Kendall P-Levels) S Academic ASL (ASL Prompts) S ASL Specials S ASL Classes S ASL Enrichment S After School Programs S ASL Poetry Competition S ASL Summer Camp
  7. 7. Bilingual Training DSD began training with CAEBER (The Center for ASL- English Bilingual Education and Research) in 2007 with a cohort of 6 Preschool/Elementary teachers & 2 SLP’s with 2 mentors. Since then: S SUMMER BOOT CAMP (included Dorm, Paraprofessionals & Related Service Providers) S ALL STAFF ARE REQUIRED TO COMPLETE OUR AEBT (ASL-English Bilingual Training) S A NEW COHORT BEGINS EACH YEAR
  8. 8. The Thresholds Theory Source: Baker (2006) p. 172 ASL-ELA Framework Cummins, 1977 as referenced in Baker, 2006
  9. 9. ASL-ELA Framework At each level (K-2; 3-5; 6-8) we typically have 3 mixed-age groups for the morning “Language Arts” Block. Placement is based on language needs (derived from data) DATA for ASL: Kendall P-Levels ASL Prompts (DSD ASL Rubric)
  10. 10. ASL-ELA Framework Group A: S Students in this group are Limited Bilinguals. S They have low levels of competence in both languages (ASL and English) S LANGUAGE ACQUISITION & DEVELOPMENT OF WORLD KNOWLEDGE – Social language
  11. 11. Group A Language Allocation for Instructional Planning Purposes Social ASL Social English Academic ASL Academic English
  12. 12. ASL-ELA Framework Group B: S Students in this group are Limited Bilinguals or Less-Balanced Bilinguals. S They are moving toward age-appropriate competence in one of their languages (ASL or English). S Continued language acquisition & world knowledge, but moving into more academic ASL; getting ready for academic English
  13. 13. Group B Language Allocation for Instructional Planning Purposes Social ASL Social English Academic ASL Academic English
  14. 14. ASL-ELA Framework Group C: S Students in this group are Less Balanced Bilinguals or Balanced Bilinguals. S They either have age-appropriate competence in one but not two languages (ASL or English), or they have age appropriate competence in both languages.
  15. 15. Group C Language Allocation for Instructional Planning Purposes Social ASL Social English Academic ASL Academic English
  16. 16. ASL Instruction within the ASL- ELA Framework One critical guiding principle we have at DSD is that all of our teachers are LANGUAGE teachers. S Guided/Shared/Independent viewing of ASL literature S Handshape and ASL vocabulary work S Signer’s Workshop
  17. 17. ASL-ELA Framework and the Common Core State Standards S The CCSS Standards call for: S Increasingly concept-based instruction S Students to develop “grit and perseverance” S The use of inductive reasoning S Close reading & answering text-based questions with evidence from the text S Developing the skill of argument (to collectively “get to the bottom of things”)
  18. 18. ASL-ELA Framework and the Common Core State Standards If students can’t do the things listed on the previous slide in ASL first, we’re doomed!
  19. 19. We believe the CCSS are supportive of our instructional approaches
  20. 20. ASL-ELA Framework and the Common Core State Standards
  21. 21. How do we build knowledge and academic vocabulary? Associative Learning The associations between vocabulary and contexts are bidirectional. The brain is amazing! Adams, 2010
  22. 22. How do we build knowledge and academic vocabulary? Knowledge is represented relationally. Adams, 2010
  23. 23. Data informs our instruction S Demographics S Assessment Data (ASL, English, Math) Leads to school structures for instruction and language access
  24. 24. ASL Assessment Data is collected on both Social ASL and Academic ASL: S Social ASL = Kendall P-Level assessment S Academic ASL = ASL Prompts, scored with the DSD ASL Rubric
  25. 25. ASL Assessment S DSD ASL Rubric – 5 point rubric S 6 Analytic Scoring Areas: S Ideas S Organization S Expressiveness/Affect S Fluency S Sign Choice S Structure
  26. 26. A glimpse of our 2- sided rubric. Handouts available out on the info table and the PDF will be placed in the ASLRT Dropbox folder. We will be working on “Student-Friendly” versions this year and next.
  27. 27. ASL Specials - Elementary S K-5 students have weekly ASL “Specials” class for 45 minutes. S Includes: S ASL shared/guided viewing S ASL expression (creative and descriptive) S ASL handshape work S ASL games
  28. 28. ASL Specials Video
  29. 29. ASL Classes - Secondary S ASL is recognized as a World Language in Delaware. S Our students get High School credits for taking 2 years of ASL S Students who take ASL courses at DSD are not “2nd language learners” – a little different focus here S Strengthening knowledge of their primary language S Deaf Studies / Deaf History S Students who already exhibit competence in ASL have the option to go to the mainstream HS for foreign language courses
  30. 30. ASL Enrichment AFTER SCHOOL PROGRAMS S Athletics – all of our coaches are Deaf S Girls’ Volleyball S Boys’ Soccer S Boys’ and Girls’ Basketball S Elementary after school program – all instructors are Deaf S Fall, Winter, Spring programs S Includes arts and crafts; Yoga; hip-hop dance; ASL activities and skits; sports; pottery; bowling
  31. 31. ASL Enrichment ASL POETRY COMPETITION S All students in K-12 S Handshape stories or ASL poetry S Students have 2 months to develop their submissions S Collect & judge (team of Deaf judges), and then announce winners at the final “Student Success Celebration” of the year S Resources we’ve used: S Info & guidelines from the Marie Jean Philip ASL Poetry, Storytelling, and Deaf Art Competition at Northeastern University S Info & guidelines from Kansas School for the Deaf’s ASL Poetry & Storytelling Competition, provided at last year’s ASLRT
  32. 32. ASL Poetry Competition
  33. 33. ASL Poetry Competition
  34. 34. ASL Poetry Competition Some Sample Submissions
  35. 35. ASL Poetry Competition Some Sample Submissions
  36. 36. ASL Poetry Competition Some Sample Submissions
  37. 37. ASL Enrichment ASL SUMMER CAMP An ASL immersion experience for students who are deaf / hard of hearing (CODAs are welcome). We welcome students from neighboring states as well (NJ, PA, MD) S Three 1-week sessions – Middle School, High School, Elementary S Students build language through experiences: S ASL activities S Field trips S Games S Art S Crafts S Recreation activities
  38. 38. As a result… DSD was singled out by the district as one of the few schools showing consistent progress on our test scores
  39. 39. As a result… An email received on Friday, November 1st: It is my pleasure to invite you and your staff to the Christina School District Board of Education meeting on November 12th, to be held at Gauger-Cobbs Middle School at 7:30 p.m. The Board wishes to honor the Delaware School for the Deaf-Secondary Program for its accomplishments on the 2012-2013 DCAS assessments. Because of the level of excellence demonstrated by your students and staff, your school will receive the Academic Excellence Award.
  40. 40. As a result… Statewide test scores: Reading Growth Target Met – 53% Reading Standards Met – 21% Math Growth Target Met – 55% Math Standards Met – 27% (5th Grade…75% of students met math standards)
  41. 41. This gives us strong footing!! We can justify our instructional practices… ASL-English Bilingual Instruction Because these practices have made a difference. The DATA proves it!
  42. 42. Where do we want to go from here? S Finish “Student-Friendly” versions of our DSD ASL Rubric S “Tighten up” our ASL curriculum (anxiously awaiting K-12 ASL Standards!) S Add an “ASL Comprehension” assessment to our school-wide measures S Provide more access to incidental ASL for our students throughout the day S Get to the point where we have very few Secondary students with IEP goals for ASL S Add an ASL resources section to our website S Publish students’ ASL works on our website S Officially change our report cards to include grades for ASL
  43. 43. Sources S Adams, Marilyn J. (2010). Advancing our students’ language and literacy: The challenge of complex texts. American Educator, Winter 2010-2011 S Baker, Colin (2006). Foundations of bilingual education and bilingualism (4th Ed). Clevedon, England: Multilingual Matters. S French, Martha M. (1999). Starting with assessment: A developmental approach to deaf children’s literacy. Washington, D.C.: Gallaudet University Pre-College Mission Programs. S French, Martha M. (1999). Starting with assessment: The toolkit: Appendices for starting with assessment. Washington, D.C.: Gallaudet University Pre-College Mission Programs.