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Learn effective strategies from Curriculum 21’s Ann Johnson for translating the English Language Arts (ELA) Common Core Standards.

“Translating Mathematics Standards,” by Debbie Sullivan (CMI21) 8:30 – 9:30 a.m. MST Dr. Sullivan will demonstrate strategies for the translation of the Mathematics Common Core Standards to create rigorous classroom lessons and targeted assessments.

“Student Engagement & Future Focus,” by Dr. Lisa Leith 8:30 – 9:30 a.m. MST How can the Common Core Standards help teachers reduce classroom conflict, increase student engagement and promote future focus? Dr. Leith will address the roles of collaboration and goal setting in the classroom, and provide direction for achieving desired results while freeing students to make their own choices. She will explore the connections between relationships, self-image, motivation, and student success.

there is little to no attention being paid to giving full-time faculty the training to teach students who have a wide range of capacities when it comes to what counts for normal classroom discipline:  sitting still for an hour and taking notes, being in crowded rooms where they risk being bumped and touched, overcoming obsessive behavior to get to class or hand in a paper on time, working in small groups with other students, or being in large classes with crowds of strangers.  It is also happening in a context in which being full-time faculty is becoming anomalous, and the financial “flexibility” of running higher education on per-course labor makes it unlikely that the vast majority of faculty will be eligible, or open to making unpaid time available, for the training that would make their classrooms accessible to autistic students

People with autism, Gilman notes, also tend to have disordered sleep, affecting the capacity to function at high-stress times of the semester when we assume that most students are pulling all-nighters.  They have difficulty relating to someone they are intimate with (much less an impatient, overworked faculty member who wants all students to act like the adults they appear to be), what they are experiencing and what is wrong, which would make even the most generous office hours not useful. So when we are putting together arguments for hiring full-time faculty in the next round of budget cuts and declarations from foundations that tenure is holding us back, think about adding this one in.  The demands on faculty to be well-trained, knowledgeable, creative and flexible teachers are growing — not subsiding — and attention to this will make all the difference in keeping our classrooms truly inclusive

colleges and universities don't have the infrastructure to replicate what these students have relied upon in high school