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Designing for Inclusive Literacy

Learning Series

Academic Year 2021 - 2022

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Session 2: Goal-Setting

Monday, October 11^th, 2021 3:30 – 4:30 PM PT

Learning Series: Designing for Inclusive Literacy

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Monthly Learning Series on the Role of…

in Designing for Inclusive Literacy

Mindset

Goal-Setting
Barriers
Options
Expert Learning
Self-Reflection
Literacy Across the Curriculum
Meaning-Making
Writing

@CAST_UDL | #CASTPL

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CA Coalition for Inclusive Literacy (CCIL)

@CAST_UDL | #CASTPL

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Indigenous People's Day

We stand collectively in solidarity with the indigenous and aboriginal tribes whose lands we now occupy, in hopes of collectively moving forward in dedication of decolonizing our systems side by side while honoring the work of elders both past and present.

In San Jose we honor the Thámien Ohlone-speaking Muwekma Ohlone tribe.

In Placer we honor the Maidu, Miwok and Auburn Indian tribes.

In Fresno we honor the Yokuts and Monache (Mono) Indian tribes and the tribal nations of Big Sandy Rancheria, Cold Springs Rancheria and Table mountain Rancheria.

In Downey, Los Angeles where the Los Angeles County Office of Education is located, we honor the Tongva tribe.

We invite you to explore and honor the indigenous and aborginal tribes in your region

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CA Coalition for Inclusive Literacy (CCIL)

Becky Canham

bcanham@cast.org

Placer COE

Elisa Torres-Barton

etorres-barton@cast.org

Fresno COE

Elise Yerkey

eyerkey@cast.org

LACOE

Shamryn Coyle

scoyle@cast.org�CCIL Director

Katie Wyatt

kwyatt@cast.org

Santa Clara COE

@CAST_UDL | #CASTPL

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Chat Box Options

At anytime, feel free to:

@CAST_UDL | #CASTPL

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Using the Chat Box

Type “@Name” to respond directly to a message.

Contribute in the chat box!

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Welcome!!!

As you join us, we invite you to share your name, role and location in the chat.

@CAST_UDL | #CASTPL

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Your Learning Environment

Documents that may be used to support your learning today

Home Base Google Doc:

bit.ly/Goal-Setting-Homebase

�Notetaking Guide: bit.ly/Goal-SettingNTG

�Discussion Boards: By Grade Levels!

PreK-2: https://bit.ly/PK2goalsetting
3rd-5th: https://bit.ly/35goalsetting
6th-8th: https://bit.ly/68goalsetting
9th-12th: https://bit.ly/912goalsetting
Adult Learners: https://bit.ly/adultgoalsetting

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Setting goals is the first step of turning the invisible into the visible.

Anthony Robbins

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Take a moment and think how far we have come in the last 19 months...

@CAST_UDL | #CASTPL

PARAPHRASE what is on the slide- here you will see 3 photos of my own family in Distance Learning- the first one shows my husband helping my younger son on his lap, etc. also read exact words on the slide
I wanted to take the time to hold space and honor the ingenuity, courage, patience, grace- the creativity, tenacity, grit and humor that it has taken each and every one of us to get to where we are. What other piece of the world was thrown on its head the way education was? And we did it. We all jumped up- met the moment and slayed. Just look at my two in these photo- a 3rd and kinder in a second language, engaged and working hard, feeling like giving up was never an option. And that is because of all of you. Thank you. Be proud of what you have done to support our kids and communities in getting through all of this.

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Looking forward to where we are going!

What practices from the pandemic to you hope continue?

Please share your thoughts in the chat.

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Inclusive Literacy

Ensures access for ALL students in general education classrooms by

Expanding the definition of literacy to include communication, problem solving, critical thinking, and multiple forms of media
Providing options for learners to progress in all content-area or disciplinary learning

Sham

Time: 1 minute

Suggested Language: During the K-3 years, students are learning to read.You may have also heard that beyond 3rd grade, students are reading to learn. But what happens if a student can’t read? Does learning stop? Inclusive literacy practices ensure that doesn’t happen, even if a student is still working on foundational reading skills such as decoding.

Notes: Can ask participants to think of the student who have trouble decoding but can communicate a novel’s theme with deep insight; an English Learner who is still grasping non-native language but excels in math; students who have significant talent in art, music, or other “elective” areas? Should they be denied access to those classes or the ability to grow skills outside of foundational reading. For many dyslexic students, reading will be a lifelong struggle and one that goes undiagnosed. What is the cost of waiting for them to learn to read before nurturing other areas of learning?

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Guiding Question 1

How might the intentional design of learning goals reduce barriers to learning and lead to more inclusive learning environments?

Means Separated from the Goal
Relevant and Meaningful
Rigorous and in service of Expert Learning
Clearly Communicate goals

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Goals are Important!

Using standards-based goals helps to ensure that we provide grade-level content and maintain rigor and equitable access for ALL students.

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Expert Learner Characteristics

Purposeful & Motivated
Resourceful & Knowledgeable
Strategic & Goal Directed

@CAST_UDL | #CASTPL

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Shelly Moore: Five Moore Minutes

How might backwards-planning help us to identify clear, meaningful goals, accessible to all learners?

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What are Universally Designed Goals?

Universally Designed Goals are:

Flexible, Means Separated from the Goal
Relevant and Meaningful
Rigorous, in service of Expert Learning
Clearly Communicated

@CAST_UDL | #CASTPL

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Designing Goals

Draft Learning Goal:

I can write a narrative describing the steps of the rock cycle from the perspective of one type of rock.

@CAST_UDL | #CASTPL

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Let’s Examine...

Goal:

I can write a narrative describing the steps of the rock cycle from the perspective of one type of rock.

Design Considerations...

Are the means separated from the goal?

@CAST_UDL | #CASTPL

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Separating the Means from the Goal...

Redesigned Goal:

I can describe the steps of the rock cycle.

@CAST_UDL | #CASTPL

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What are Universally Designed Goals?

Universally Designed Goals are:

Flexible, Means Separated from the Goal
Relevant and Meaningful
Rigorous, in service of Expert Learning
Clearly Communicated

@CAST_UDL | #CASTPL

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Relevant & Meaningful Goals

In what ways can learners personally relate to and engage with this goal?

Design Considerations:

Contextualized to learners’ lives
Personalized to learners’ interests
Culturally relevant and responsive- representative of diversity in your setting
Connected to the community
Flexible so they are authentic and meaningful to all learners
Reveal multiple perspectives

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Is the goal relevant and meaningful?

In a standards-based world, we must put in extra work to intentionally rehumanize the work we are asking of our learners.

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life believing that it is stupid.�

Albert Einstein

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Let’s Examine...

Goal:

I can describe the steps of the rock cycle.

Design consideration...

Contextualized to learners’ lives
Connected to learners’ community

@CAST_UDL | #CASTPL

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Relevant and Meaningful...

Redesigned Goal:

I can describe the steps of the rock cycle and how it connects to climate change disasters in my area.

@CAST_UDL | #CASTPL

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Break out room collaboration

Choose a Math, ELA or Science goal to work on revising throughout the webinar.

Are the means separated from the goal?
Is this goal relevant and meaningful to learners?

Discussion Boards: By Grade Levels!

PreK-2: https://bit.ly/PK2goalsetting
3rd-5th: https://bit.ly/35goalsetting
6th-8th: https://bit.ly/68goalsetting
9th-12th: https://bit.ly/912goalsetting
Adult Learners: https://bit.ly/adultgoalsetting

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What are Universally Designed Goals?

Universally Designed Goals are:

Flexible, Means Separated from the Goal
Relevant and Meaningful
Rigorous, in service of Expert Learning
Clearly Communicated

@CAST_UDL | #CASTPL

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Is the goal rigorous and in service of growing expert learners?

The line between making goals accessible to all and upholding rigor for all can get blurry...

“Show me a goal with no challenge or risk, and I’ll show you a goal with no challenge or reward.”

Gary Ryan Blair

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Rigorous and in Service of Growing Expert Learners

Ask yourself:

Is the goal challenging and rigorous?

Design Considerations:

Is this goal written in service of helping learner(s) become more…

Purposeful and motivated?
Resourceful and knowledgeable?
Strategic and Goal-Directed?

Link to CAST Expert Learner resources

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Let’s Examine...

Goal:

I can describe the steps of the rock cycle and how it connects to climate change disasters in my area.

Design consideration...

Is the goal challenging and rigorous to all of my learners?

@CAST_UDL | #CASTPL

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Rigorous and in Service of Expert Learning...

Redesigned Goal:

I can analyze cause and effect relationships within the rock cycle that connect to climate change disasters in my area.

@CAST_UDL | #CASTPL

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Break out room collaboration

Is the goal challenging and rigorous for all of my learners?

Either collaborate in breakout rooms or work independently on the goal you are revising to ensure it is challenging and rigorous.

Discussion Boards: By Grade Levels!

PreK-2: https://bit.ly/PK2goalsetting
3rd-5th: https://bit.ly/35goalsetting
6th-8th: https://bit.ly/68goalsetting
9th-12th: https://bit.ly/912goalsetting
Adult Learners: https://bit.ly/adultgoalsetting

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What are Universally Designed Goals?

Universally Designed Goals are:

Flexible, Means Separated from the Goal
Relevant and Meaningful
Rigorous, in service of Expert Learning
Clearly Communicated

@CAST_UDL | #CASTPL

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Drafts of our Learning Goal...

Draft Learning Goal: I can write a narrative describing the steps of the rock cycle from the perspective of one type of rock.�

Means Separated from the Goal: “I can describe the steps of the rock cycle.”
Relevant and Meaningful: “I can describe the steps of the rock cycle and how it connects to climate change disasters in my area.”
Rigorous and in Service of Expert Learning: “I can analyze cause and effect relationships within the rock cycle that connect to climate change disaster in my area.”

Clearly Communicated: In what ways might we clearly communicate the goal for our learners? How do you support learners to create their own goals?

@CAST_UDL | #CASTPL

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Communicating Goals

How do you clearly communicate goals for your learners?

Design Considerations

Goals is discussed with learners
Learners reflect on and monitor progress
Goal is presented in multiple ways:

Verbally
Posted
Shared digitally
Visual or realia presented

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Break out room collaboration

Please take this opportunity to share ideas and resources in:

how you clearly communicate goals
how you support learners to create their own goals

Discussion Boards: By Grade Levels!

PreK-2: https://bit.ly/PK2goalsetting
3rd-5th: https://bit.ly/35goalsetting
6th-8th: https://bit.ly/68goalsetting
9th-12th: https://bit.ly/912goalsetting
Adult Learners: https://bit.ly/adultgoalsetting

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How to identify essential learning

CCEE REsource

In making these determinations, curriculum leaders should start by asking a series of questions to determine the significance of a given unit or lesson:

1. Does the content extend work from earlier units and grade levels? 2. Does the content extend into future content? 3. Does the unit help students deepen conceptual understanding and subject area expertise, such as expertise with mathematical practices or reading comprehension? 4. Is this content that students need to know right now in order to continue learning grade-level subject matter?