Increasing Self-Sufficiency and Decreasing Paraprofessional Dependence in Students with IEP s
|
|
- Camilla Rosemary Nichols
- 6 years ago
- Views:
Transcription
1 Increasing Self-Sufficiency and Decreasing Paraprofessional Dependence in Students with IEP s Keely Swartzer-Special Education MAWSECO/Delano
2 Who is here?
3 Agenda Review of article/research relating to over-reliance Assessing our use of paraprofessionals within our schools IEP teams responsibility in adding and removing paraprofessional support Training ideas for staff to decrease dependence and increase self-sufficiency Strategies to use directly with students to increase self-sufficiency and independence Case study (if time allows)
4
5 Don't Limit Me
6 Article jigsaw A jigsaw is an activity where groups are assigned portions of a reading and asked to summarize it for the whole group. Your team will be given an article. Please assign each member of your group a section to read. Each member will then summarize to your group what they read. We will share out big ideas as a large group.
7 Assessing our use of paraprofessionals Form a group with others from your building. If you are here as a solo participant, you can complete this activity on your own. Read the focus question, purpose and directions on the Assessing Our Use of Paraprofessionals document Discuss each numbered item and mark the appropriate box. On the cluster worksheet, draw one circle around the number if your team indicated this happens sometimes or for some. Draw two circles around the number if your team indicated this happens frequently/too often. Then, rank the clusters from one to four where one is the greatest area of need (with the most circles.)
8 Discussion Is this information accurate based on what we know in our building? Is the cluster ranked as #1 really our highest need? If not, which area is our highest need? What do we need to be doing to address the needs in these cluster areas? Be prepared to sharing your findings and your insights about next steps with the large group. NOW WHAT??
9 what responsibilities does the IEP team have relating to paraprofessional support?
10 What does case law say?? Having a student with a 1:1 paraprofessional is MORE RESTRICTIVE than having a student in a resource room with peers. It fosters dependence and causes a lack of interaction. Thus, 1:1 services are not appropriate unless the child needs such services in order to make meaningful progress on IEP goals and objectives. Grant v. Independent School District No. 11, 2005 WL , at *10 (D. Minn. 2005) [Student] v. South Washington County ISD 833, OAH No , MDE Case H (2007)
11 What does compliance say? The paraprofessional must be informed of his/her specific responsibilities related to implementing the child s IEP. Remember to include frequency, location and duration of the paraprofessional s services on the IEP. Sample of Compliance: Dan will receive paraprofessional support in each of his regular education classes due to his significant behavioral needs in the area of self-regulation. The paraprofessional will provide verbal behavioral redirection, visual calming cues in the form of cue cards provided by the special education teacher and sensory breaks every 45 minutes to reduce his stressful reaction when over-stimulated.
12 Process for adding-if you don t have one, you need one! See example handout Pay special attention to questions 1, 6 and 7 Paraprofessional Work Plan Request Paraprofessional supports should be reviewed AT LEAST annually with the IEP team with the goal always being to decrease or eliminate paraprofessional support and increase self-sufficiency.
13
14 Let s step back... The purpose of special education is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA 601(d)(1)
15 always striving toward students becoming as independent as possible!!! -Independence can be defined (Webster's) as freedom from control or influence of another or others. Why is this so important for our students and families? How do we do increase independence?
16 Training for paras: MS125A.08(b) Before or upon employment: Emergency procedures Roles and responsibilities Confidentiality Vulnerability Reportability Annual training: Student specific skills Understanding disabilities Following lesson plans Implementing follow up instructional activities
17 Training topics for paraprofessionals (And teachers?) -The goal of paraprofessionals -The definitions of terms like independence, interdependence, etc. -The importance of developing the self-sufficiency of learners -The importance of educating students with disabilities in the least restrictive environment -The role of the paraprofessional in developing independence in students -Support strategies to increase independence -Less intrusive or less audible support options in general education settings -Strategies to facilitate relationship building between students with and without disabilities -Adapting and accommodating tasks/providing peripheral supports -Assistive technology
18 How can we build independence? Less intrusive supports Less audible supports Facilitating peer to peer interactions
19
20
21
22
23 match support to student need
24 It s a balancing act! When do we fade prompts? When do we support more? When is it just enough? Do we let the student completely tie his own shoes and miss part of phy ed? Do we have the student complete the worksheet while others move on to the next concept? When the balance is not there, the student may become prompt dependent or develop learned helplessness.
25 Why Up the ante on learning? What happens when students become so dependent on directions/prompts that he or she becomes a passive learner? Upping the ante on learning provides opportunities to: Build self-esteem Motivate students to achieve Give student a sense of purpose Improve social acceptance Reduce stereotypic labels Increase the likelihood of progress on goals and objectives Be an active member in the school community Enjoy learning Feel success Become a lifelong learner
26 Goals and expectations are key Helps to ensure students have an understanding of the goals and expectations which should lead to self-regulation because they will tie the two together.
27 Gradual release of responsibility 1. Demonstration I do, you watch. 2. Guided Practice I do, you help. 3. Independent You do, I help. 4. Application You do, I watch.
28 cueing (General assistance) Cueing is an action intended to encourage a student to initiate or continue a task that he or she previously executed. A cue is a hint or a nudge in the right direction that does not provide a direct answer.
29 Most Invasive Physical Gesture An adult alerts the student by touch to begin or continue task. Least Independent Pointing An adult provides a single point toward an object or place indicating the beginning step of a task or continuation of the task when the student hesitates. Visual Cue The student is provided with written directions, arrows, color-coding or other visual methods beyond the materials planned initially to help the student initiate or continue the task. Verbal Direct Cue The student is given a hint or short verbal direction that relates specifically to the task but does not provide the direct answer. (Example: Always capitalize the first word in a sentence. ) Least Invasive Verbal Indirect Cue The student is given oral information or a question that guides the student in the right direction but does not provide a direct answer. (Example: What do you think you need to do next? ) Most Independent
30 prompting (Specific Assistance) Prompting is an action taken when directly assisting a student with the completion of a task. A prompt pulls the student through each step to the end of the task and provides a direct answer.
31 Most Invasive Physical Assist An adult offers a hand-to-hand manipulation of the student to actually control motor movements to complete the task. Least Independent Adult Modeling An adult demonstrates the task that is requested of the student. Student Modeling Another student demonstrates the task that is requested of the student. Visual Graphic Photographs, videotapes or drawings of the task to be completed beyond the materials planned initially are shown to the student in a sequence of images. Gesture Assist An adult repeatedly points or gestures to indicate a place or object that is the next step of the task. Least Invasive Verbal Direction A step-by-step narration is given to the student in order for the task to be completed. Most Independent
32 important!
33 Self Sufficiency Rubric
34 increase peripheral supports Increase prominence of material (color coding; increase size) Provide pictorial/visual cues Construct and promote the use of visual supports (schedules, choice boards, reminder cards) Pair verbal cues with a gesture Prepare and monitor use of organizational tools (calendars, assignment sheets, etc) Develop checklist to sequence the steps in a task Develop and use adaptations to materials when needed
35 more ideas! See handouts: -Techniques to Promote Independence -18 Ways to Step Back
36 strategies to facilitate peer relationships and support Don t make friendships a big deal Respect personal boundaries Model behavior Allow ALL students to help each other Look for opportunities where students can interact Be attentive to interests and natural connections Be a coach Be proactive with ways to increase involvement in games or activities Promote peer modeling
37 Reminders Many of our students need to be explicitly taught skills to increase their independence. Many of our students need REPEATED practice to master the skills we have taught.
38 case study (if time allows)
39 Questions?
40 Keely Swartzer-Special Education Coordinator for MaWSECO Handouts and other resources!
Teachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationBSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon
Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationOFFICE OF COLLEGE AND CAREER READINESS
OFFICE OF COLLEGE AND CAREER READINESS Grade-Level Assessments Training for Test Examiners Spring 2014 Missouri Department of Elementary and Secondary OCR Non Discrimination Statement 2 The Department
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationADHD Classroom Accommodations for Specific Behaviour
ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he
More informationCONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the
More informationPerson Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8
Scoring Criteria & Checklist (Rev. 3 5 07) P. 1 of 8 Name: Case Name: Case #: Rater: Date: Critical Features Note: The plan needs to meet all of the critical features listed below, and needs to obtain
More informationExtending Learning Across Time & Space: The Power of Generalization
Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationPrevent Teach Reinforce
Prevent Teach Reinforce 1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. Adapted from: Iovannone, R., Smith, L.M., Neugebauer, T.L., & Boyer, D. (2015, October). Building State or District Capacity
More informationBehavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More information1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.
Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,
More informationPromoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families
Promoting the Social Emotional Competence of Young Children Facilitator s Guide The Center on the Social and Emotional Foundations for Early Learning Administration for Children & Families Child Care Bureau
More informationWelcome to The National Training Institute for Child Care Health Consultants
Welcome to The National Training Institute for Child Care Health Consultants. 1 Introductions/Icebreaker: Acknowledging Trainers Expertise Front of Card First and last name State Back of Card Agency #
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationACCOMMODATIONS MANUAL. How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities
ACCOMMODATIONS MANUAL How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities 5 IMPORTANT STEPS 1. Expect students with disabilities to
More informationTeaching a Discussion Section
Teaching a Discussion Section Sample Active Learning Techniques: Clarification Pauses: This simple technique fosters active listening. Throughout a lecture, pause to allow students time to think about
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationDistinguished Teacher Review
Distinguished Teacher Review Application Toolkit 2017-2018 For Teachers WHAT S INSIDE DTR Updates...3 DTR Overview..4 About the DTR Application.. 5 DTR Rubric Overview..6 2017-18 DTR Rubric..7-9 Writing
More informationEducating Georgia s Future gadoe.org. Richard Woods, Georgia s School Superintendent. Richard Woods, Georgia s School Superintendent. gadoe.
Serving 13 th Annual Federal Programs Conference June 18-19, 2015 Title II, Part A Workshop Sharon Brown Pam Daniels 6/18/2015 1 Topics Equitable Participation Consultation Professional Development Guidance
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationNon-Secure Information Only
2006 California Alternate Performance Assessment (CAPA) Examiner s Manual Directions for Administration for the CAPA Test Examiner and Second Rater Responsibilities Completing the following will help ensure
More informationYour Child s Transition from Preschool to Kindergarten. Kindergarten Transition Orientation January 2011
Your Child s Transition from Preschool to Kindergarten Kindergarten Transition Orientation January 2011 Agenda: Welcome/Introductions IEP Purpose Parents As Team Members Continuum of Services Kindergarten
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationOccupational Therapy and Increasing independence
Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I
More informationCOMMUNICATION PLAN. We believe that all individuals are valuable and worthy of respect.
COMMUNICATION PLAN MISSION STATEMENT The mission of the Tipp City Exempted Village Schools is to provide an exemplary education so that all students become responsible participants in society. VISION The
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationOUCH! That Stereotype Hurts Cultural Competence & Linguistic Training Summary of Evaluation Results June 30, 2014
OUCH! That Stereotype Hurts Cultural Competence & Linguistic Training Summary of Evaluation Results June 30, 2014 > Participant demographics > Pre/post/3-month evaluation of participant: - knowledge about
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationTraining Staff with Varying Abilities and Special Needs
Training Staff with Varying Abilities and Special Needs by Randy Boardman and Renée Fucilla In your role as a Nonviolent Crisis Intervention Certified Instructor, it is likely that at some point you will
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationVB-MAPP Guided Notes
VB-MAPP Guided Notes The VB-MAPP The VB-MAPP is The Verbal Behavior Milestones Assessment and Placement Program. It provides a framework of developmental milestones that can help you stay on course with
More informationIllinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013
Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Nutrition Practice Standards are provided to assist staff in translating policy into practice. This guidance
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationInstructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT
Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance
More informationSoftware Development Plan
Version 2.0e Software Development Plan Tom Welch, CPC Copyright 1997-2001, Tom Welch, CPC Page 1 COVER Date Project Name Project Manager Contact Info Document # Revision Level Label Business Confidential
More informationCognitive Development Facilitator s Guide
Cognitive Development Facilitator s Guide Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies Utilized Sequence of Training By the end of this module,
More informationSpring Course Syllabus. Course Number and Title: SPCH 1318 Interpersonal Communication
Spring 2016 1 Course Syllabus Course Number and Title: SPCH 1318 Interpersonal Communication Course Description Application of communication theory to interpersonal relationship development, maintenance,
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationUNIT PLANNING TEMPLATE
UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a
More informationAnticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition
Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition PURPOSE OF THE STRATEGY Anticipation guides, according to Frank Smith (1978) allow the reader to make predictions about
More informationProblem-Solving with Toothpicks, Dots, and Coins Agenda (Target duration: 50 min.)
STRUCTURED EXPERIENCE: ROLE PLAY Problem-Solving with Toothpicks, Dots, and Coins Agenda (Target duration: 50 min.) [Note: Preparation of materials should occur well before the group interview begins,
More informationThe lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
More informationEffective Supervision: Supporting the Art & Science of Teaching
Effective Supervision: Supporting the Art & Science of Teaching Robert J. Marzano Even small increments in teacher effectiveness can have a positive effect on student achievement. 1 The purpose of supervision
More informationNorth East ISD Transition Services (NETS)
North East ISD Transition Services (NETS) Updated 11/2015 Transition in NEISD Steps to Their Future Elementary School Parent/Teacher/Student Conferences Self-Determination Conversations about the future
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationWhat to Do When Conflict Happens
PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace
More informationSPECIALIST PERFORMANCE AND EVALUATION SYSTEM
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationOrganizing Comprehensive Literacy Assessment: How to Get Started
Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationUniversity of South Florida 1
Expanding PBIS into Classrooms: The Fundamentals University of South Florida 11 th Annual This product was developed by Florida s Positive Support Project through the University of South Florida, Louis
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationTracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark
More informationStimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta
Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2
More informationMODULE 4 Data Collection and Hypothesis Development. Trainer Outline
MODULE 4 Data Collection and Hypothesis Development Trainer Outline The following trainer guide includes estimated times for each section of the module, an overview of the information to be presented,
More informationTeachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationModule 9: Performing HIV Rapid Tests (Demo and Practice)
Module 9: Performing HIV Rapid Tests (Demo and Practice) Purpose To provide the participants with necessary knowledge and skills to accurately perform 3 HIV rapid tests and to determine HIV status. Pre-requisite
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationEarly Childhood Instructional Essentials
1 Albany City School Universal Prekindergarten Instructional Expectations *Portions of this document have been adapted from the Classroom Assessment Scoring System (CLASS) and the Early Childhood Rating
More informationWHAT DOES IT REALLY MEAN TO PAY ATTENTION?
WHAT DOES IT REALLY MEAN TO PAY ATTENTION? WHAT REALLY WORKS CONFERENCE CSUN CENTER FOR TEACHING AND LEARNING MARCH 22, 2013 Kathy Spielman and Dorothee Chadda Special Education Specialists Agenda Students
More informationTIM: Table of Summary Descriptors This table contains the summary descriptors for each cell of the Technology Integration Matrix (TIM).
TIM: Table of Summary Descriptors This table contains the summary descriptors for each cell of the Technology Integration Matrix (TIM). The Technology Integration Matrix (TIM) provides a framework for
More informationSTUDENT WELFARE FREEDOM FROM BULLYING
Note: This policy addresses bullying of District students. For provisions regarding discrimination, harassment, and retaliation involving District students, see FFH. For reporting requirements related
More informationNewcastle Safeguarding Children and Adults Training Evaluation Framework April 2016
1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding
More informationTentative School Practicum/Internship Guide Subject to Change
04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School
More informationRenae Townsend G21 PBL Project
Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of
More informationSpanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall
Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.
More informationEmergency Safety Interventions: Requirements
Emergency Safety Interventions: Requirements April 28, 2017 Topeka Public Schools David Eichler Project STAY Questions are Encouraged! If you wish to ask a question, raise your hand and an aisle runner
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationVan Andel Education Institute Science Academy Professional Development Allegan June 2015
Van Andel Education Institute Science Academy Professional Development Allegan June 2015 Science teachers from Allegan RESA took part in professional development with the Van Andel Education Institute
More informationSMALL GROUPS AND WORK STATIONS By Debbie Hunsaker 1
SMALL GROUPS AND WORK STATIONS By Debbie Hunsaker 1 NOTES: 2 Step 1: Environment First: Inventory your space Why: You and your students will be much more successful during small group instruction if you
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING
ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationWhat can I learn from worms?
What can I learn from worms? Stem cells, regeneration, and models Lesson 7: What does planarian regeneration tell us about human regeneration? I. Overview In this lesson, students use the information that
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationMapping the Assets of Your Community:
Mapping the Assets of Your Community: A Key component for Building Local Capacity Objectives 1. To compare and contrast the needs assessment and community asset mapping approaches for addressing local
More informationRover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes
Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting
More informationPARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT
PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC SCHOOLS 15751 E. 1ST AVENUE AURORA, CO 80011 MARCH 2015 PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationProgress Monitoring for Behavior: Data Collection Methods & Procedures
Progress Monitoring for Behavior: Data Collection Methods & Procedures This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the
More informationACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
0/9/204 205 ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES TEA Student Assessment Division September 24, 204 TETN 485 DISCLAIMER These slides have been prepared and approved by the Student Assessment Division
More informationSafe & Civil Schools Series Overview
Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,
More information