Resources for Diagnostic and Prescriptive Teaching for Exceptional ChildrenPrescriptive Teaching, Perceptions of Disability, History of Special Education

Stages of Prescriptive Teaching – eHow, by Anne Pyburn Craighttp://www.ehow.com/list_6648545_stages-prescriptive-teaching.html

Prescriptive teaching is also known as diagnostic-prescriptive teaching is the process of figuring out what is interfering with a student’s learning process and employing teaching methods that target those specific issues

Gives details on finding the right diagnosis, finding the right prescription, applying the prescription, and evaluating results

What Do you See? Perceptions of Disability – The Iris Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/da/chalcycle.htm

Online module involving pictures, videos, activities, and response questions Objectives:

o Societal views can shape beliefs about people with disabilitieso Recognize myths and misconceptions about disabilitieso Understand how perceptions impact people with disabilities in positive and

negative ways Introduces you to people who have disabilities and talks of their accomplishments Poem written by the mother of a child with a disability. A closer look at how people with disabilities are portrayed in film and in literature. Myths and Facts about people with disabilities Biography-writing activity

Brief History of Special Education Legislation – Special Education Advisorhttp://www.specialeducationadvisor.com/special-education-laws/a-brief-history-of-special-education-legislation/

Article detailing the progression of special education Before 1970, children with disabilities were denied access to public education and were

either homeschools, institutionalized, or did not received education Public Law 94-142 The Education for All Handicapped Children Act enacted in 1975 and

1977 is the foundation for today’s laws:o FAPE, Due Process, IEPs, LRE, Federal Funding

Public Law 99-457 Amendments enactedo early intervention mandated for children from birth

Public Law 101-476 renamed Individuals with Disabilities Education Act (IDEA)o expanded eligibility categories to include Autism and TBIo defined assistive technology devices as services

Public Law 105-17 Amendments enacted in 1997, reauthorizationo Initiative for transition services, IEP requirements, inclusion of general education

teacher participation in IEPs, addressed eligibility of ADHD under OHI Public Law 108-446 reauthorization, Individuals with Disabilities Education Improvement

Act (IDEIA), 2004 – What we follow today:o OHI contains Tourette Syndromeo Clarified “developmental delay”o FAPE must be provided even though a child has not failed or been retained in a

course

Collaboration, RTI & Pre-Referral Data, Curriculum Based MeasurementThe Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns – The Iris Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/preref/

Online module involving pictures, videos, activities, and response questions

Objectives:o Understand the purpose of the pre-referral processo Recognize and be able to describe the six stages of the pre-referral process

Overview of the pre-referral process Goals and benefits of the Pre-referral process Six Stages in the Pre-Referral Process

1) Initial concern regarding a student’s progress2) Information gathering3) Information sharing and team discussion4) Discussion of possible strategies5) Implementation and monitoring of strategies6) Evaluation and decision making

Pre-Referral Process – a preventative measure that can help to eliminate inappropriate referrals to special education; the process s consultative, collaborative, and linear

What is Response to Intervention? – RTINetwork.orghttp://www.rtinetwork.org/learn/what/whatisrti

Article that explains the process of RTI, its essential components, and each individual tier.

RTI is a multi-tier approach to the early identification and support of students with learning and behavior needs. It begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing leveled of intensity to accelerate their rate of learning.

Essential Components:o High-quality, scientifically based classroom instructiono Ongoing student assessmento Tiered instructiono Parent Involvement

Structure:o Tier 1: High Quality Classroom Instruction, Screening, and Group Interventionso Tier 2: Targeted Interventionso Tier 3: Intensive Interventions and Comprehensive Evaluation

Response to Intervention (RTI) Part 1: An Overview – The Iris Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/rti01-overview/challenge/

Online module involving pictures, videos, activities, and response questions Objectives:

o Acquire knowledge about the discrepancy and RTI modelso Understand the Benefits of RTIo Acquire knowledge about different approaches to RTIo Learn about one model of RTI and how to implement it

IQ-Achievement Discrepancy Modelo traditional method; based on the concept of the normal curve; assesses whether a

substantial difference exists between students’ scores on an individualized test of intelligence and his/her scores obtained from one or more areas of academic achievement

If discrepancy = at least 2 standard deviations identified as having a learning disability

o Advantages: established practice, easy, not a lot of time, one-time assessmento Disadvantages: Rarely identifies students in early grades. often takes several years

for gap to form, assessments do not always discriminate between disabilities and inadequate teaching, teacher bias is a factor, “Fail First” model

Response to Intervention (RTI)

o classroom instruction should be high quality (research-, evidence-, and scientifically-based/validates) therefore ineffective instruction can be ruled out as the reason for inadequate performance

o Multilevel approach universal screening – all students given screening and at risk students

identified tier 1 – all students receive research-validated instruction in general

education setting tier 2 – students whose progress is less than desired receive different or

additional support from the classroom teacher or another educational professional; progress is monitored

tier 3 – students whose progress is still insufficient may receive even more intensive instruction one-on-one; students may qualify for special education services or may receive an evaluation

o Monitors students’ responsiveness; students given increasing levels of intervention as needed

o The Iris Module goes into each tier in depth

Response to Intervention – RTI Resources – Intervention Centralhttp://www.interventioncentral.org/

Provides teachers, schools, and districts with free resources to help struggling learners and implements RTI and attain Common Core Standards

Information on learning contracts, describing academic problems clearly and accurately, using praise in the classroom, cover-copy-compare math fact and spelling intervention, conducting classroom discussions, mystery motivator rewards and behavior management strategies, and large and small group behavior management procedures

Examples of tools they provide:o Academic intervention planner for struggling studentso Behavior intervention plannero Behavior rating scales report card makero Dolch word list fluency generatoro Learning disability accommodations findero Letter name fluency generatoro Math worksheet generatorso Reading fluency passage generatoro Self-check behavior checklist makero Test of reading comprehension – maze passage generatoro Writing probe generator

Characteristics of Learning, Executive Functions, MetacognitionAiding a Child’s Social and Emotional Development – Stephanie Anderson, KBYU11https://www.youtube.com/watch?v=mXIQutz3Foc

A video that focuses on the emotional part of play. All activities that children do should be matched to their personalities. Some things that

are right for one child won’t be right for all children. Two Eyes, a Nose, and a Mouth by Roberta Grobel Intrater was read celebrating the

differences of all people. “My hands ca” activity conducted with the parents. Message: be sensitive to what activities are appropriate for your child.

Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners – Steven Shannon, Research Report

http://www.auburn.edu/academic/education/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Metacognitive%20Strategies%20and%20Learning%20Styles.pdf

The purpose of this action research project was to help students become self-directed learners by determining what metacognitive strategies would be the most effective for a student’s specific learning styles.

Students were surveyed using the Perceptual Modality Preference Survey to determine dominant learning styles, then introduced to new metacognitive strategies each week and asked to apply then, then asked to reflect on which strategies best fit their learning styles.

Strategies: predicting outcomes, evaluating work, questioning by the teacher, self-assessing, self-questioning, selecting strategies, using discourse, critiquing, and revising

Learning styles: o print – seeing printed or written words (notes, red + recall, writing, seeing)o aural – listening (lectures, podcasts, audio, etc.)o visual – seeing visual depictions (demonstrations, visual media, pictures, slides,

graphs)o interactive – verbalization (group discussions, question and answer sessions,

people as a sounding board)o haptic – sense of touch or grasp (hands-on, doodling, manipulation)o kinesthetic – whole body movement (physical response activities, direct

involvement)o olfactory – sense of smell and taste (enhances learning with smells)

Connections between learning styles and metacognitive strategies: o 73% had kinesthetic as one of top 2 learning styles; 45% interactive, 38% haptic,

30% visual, 15% print, 10% aural, and 0% olfactoryLearning Style Preferred Metacognitive StrategyKinesthetic Strategies where they were given direct involvementInteractive Critiquing and revisingHaptic Selecting strategies where they could have “hands-on” contact with

the studyVisual Self-questioning and predicting outcomes using a variety of visual

methodsPrint Self-assessing; shied away from discussing findingsAural Questioning by the teacher

Throughout the study, the researcher found that no matter the learning style preferred, all the students were continuously analyzing their performance progress

Conclusions: teaching students metacognitive strategies is a valuable skill that helps the students become more self-directed learners

Strategies for Student-Centered Discussion – Teaching Channel Video, Sarah Brown Wesslinghttps://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

Sarah Brown Wessling leads a discussion in 12th grade AP English and discusses the steps important to take in conducting a student-centered discussion

Steps in the process:o 1st Step: State Learning goal for the dayo 2nd step: Have students do short reflectiono 3rd step: Have students share thoughtso 4th step: Give a guiding question based on student thoughtso 5th step: Flexible communicationo 6th step: introduce the focus of the lesson (when discussion leads to it)

Advice to teachers: really prepare as though you are coming to participate. Write your own questions and responses.

Common Core standards met: text complexity, textual evidence, speaking and listening, and text in conversation

The Cognitive Processing Inventory (CPI) – LD Info, Scott Crousehttp://www.ldinfo.com/cpi1.htm

Assessment of information processing skills, evaluation of learning styles, and differential diagnosis of specific learning disabilities

Provides scores in the processing areas of auditory, visual, sequential/rational, conceptual/holistic, and executive functioning, and processing speed.

Can be part of a formal assessment or as a pre-referral screening tool, is a learning style assessment for all students and adults, and provides a convenient and reliable method of objectively rating the long-term knowledge that parents have about their own children’s learning or processing characteristics.

Classroom Management, FBA/BIP, Behavior Interventions, Behavior Data Collection MethodsTexas Behavior Support – Positive Behavior Intervention and Supportshttp://www.txbehaviorsupport.org/

The goal of the TBS Network is to create a system for PBIS for students with disabilities and all students attending Texas public schools. The TBS Network adopted PBIS as its philosophical foundation and supports all three tiers of the model including school-wide and classroom

Sponsored by TEA and region 4 Texas Behavior Support Initiative

o state-level training mandated by Senate Bill 1196 and the Texas Administrative Code. The TBSI training is designed to provide foundational knowledge for the use of positive behavior interventions and supports for all students including those with disabilities

o TBSI meets legislative requirements related to procedures for the use of restraint and time-out and provides a framework for sharing a wide range of foundation-level behavior strategies and prevention-based school-wide, classroom, and individual interventions

TBSI Modules and Certificates

What is assessment?, What do we assess?, Informal vs. Formal Assessment, Deciding What to Assess and How

Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom – The IRIS Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/gpm/

Online module involving pictures, videos, activities, and response questions Objectives:

o Acquire knowledge about different assessment methodso Understand how progress monitoring can affect the academic outcomes of

studentso Learn about curriculum-based measurement and how to implement it

Year-End Assessment vs. Progress-Monitoringo Year-end assessments are designed to estimate a growth in knowledge and skills

from one year to the next, identify academically at-risk students, and evaluate student’s progress against national norms

o Progress monitoring is designed to estimate rate of improvement, identify students who are not making adequate progress, and evaluate the effectiveness of instruction

Types of Progress Monitoringo Mastery measurement –conducted on a regular basis, each skill is sequenced until

mastery is achieved

o Curriculum-based measurement – conducted on a regular basis, all skills in the instructional curriculum are assessed by each tests across the year, no predetermined instructional sequence is required

Curriculum-Based Measuremento Steps

Create or select appropriate tests

Administer and score the probes

Graph the scores set goals Make instructional

decisions Communicate progress

o Benefits Track student’s progress

by graphing and comparing to EOY goal

Determine whether or not students are learning from current instruction

Change and document instructional strategies

Effectively communicate academic performance to students, parents, and professionals

Communicating Progress

Classroom Assessment (Part 2): Evaluating Reading Progress – The IRIS Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/rpm/

Online module involving pictures, videos, activities, and response questions This module explores in detail the assessment procedures integral to RTI. It also outlines

how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.

Objectives:o Discover how to assess reading skills at each grade level K – 6o Identify hot to set goals, monitor instruction, and adjust based on students’ reading

scoreso Understand how to communicate students’ reading progress to other educational

professionals Steps:

1) Determining the appropriate types and level of CBM materials2) Administering and scoring3) Graphing4) Setting goals5) Making instructional decisions6) Communicating progress

Curriculum-Based Measurement Warehouse: Reading, Math, and Other Academic Assessments Resource Page – Intervention Centralhttp://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests

Provides tons of resources to help with conducting CBM in the classroom: Letter Name Fluency Generator, Reading Passage Generator, Maze Passage Generator, Early Math Fluency Generator, Math Worksheet Generator, Writing Probe Generator, Graphing Options, CBM Norms, CBM Manuals, and CBM Forms

Early Reading Measureso Letter Name and Dolch Word List Probeso DIBELS Early Reading Probeso EasyCBM Early Reading Probes

Reading Fluency and Comprehension Measureso Custom ORF and Maze Passage Probeso DIBELS Reading Fluency Materials

Early Mathematics Measureso NumberFly Early Math Probeso Early Numeracy Measures

Math Computation and Math Concepts and Applications Measureso Custom math Computation Worksheetso SuperKids Advanced Computation Worksheetso Math Concepts and Applications Probes

Written Expression Measureso Writing Probe Generator

ABC List of Resources – Balanced Readinghttp://balancedreading.com/

Website dedicated to balancing the two types of reading instruction: phonics and whole language

Topics include:o A – adolescent struggling readers, assessment, accountability for school successo B – brain-based reading instructiono D – decoding o E – evaluationo F – feedback, fluency, five areas of reading instructiono I – instructiono L – literacy coacheso N – National Assessment of Educational Progress (NAEP)o P – phonemic awareness. phonics, programs, parents, professional developmento R – reading comprehension, research-based reading programs, rapid automatized naming (RAN)o S – sight word reading, second language literacy, spellingo W – writing, word study lessons

Assessment and Progress Monitoring Materials - Dynamic Indicators of Basic English Language Skills (DIBELS), University of Oregonhttps://dibels.uoregon.edu/assessment/index/materialdownload?agree=true

Offers materials for students from K – 6th grade Assesses initial sound fluency, letter naming fluency, phoneme segmentation fluency,

nonsense word fluency, word use fluency, oral reading fluency, and retell fluency Assessment and progress monitoring, free and effective, leveled

Texas Read Source Websitehttp://www.texasreadsource.org/PDSRIWebApp/jsp/index.jsp

online searchable repository of evidence-based reading instructional information and training designed to provide administrators, reading specialists, and teachers with

o access to self-paced professional development materialso Evidence-based instruction (EBI) strategies for all students – struggling, gifted and

English Language Learners (ELLs)o teaching methodso Video models of best practiceso Online Teacher Reading Academies (grades K – 4)

Primary goal = to provide access to evidence=-based instructional method and responses to intervention trainings that have been developed through the Texas Reading First Initiative

What is EBI? o Combines the empirical evidence from scientific research with the professional

wisdom and judgment of experienced educators to develop instructional practices that produce high student achievement.

o These best practices have been proven successful by teachers across the country using a variety of instructional styles in classrooms and schools with diverse student populations.

o These practices have also been referred to as research-based or scientifically-based instruction

What qualifies as evidence of success?o objective – able to be similarly interpreted by multiple sourceso valid – evaluating the skills all children need to become successful readerso reliable – remaining the same regardless of the observer or the time of the

observanceo systematic – collected using a design of experimentation or observationo referred – approved for publication by an independent panel of reviewers

Regardless of the design of the program, nothing can substitute for well-prepared, skillful teachers

Provides a long list of trainings on the website.

Linking Assessment with Instruction, Understanding Individual Student Needs and the TEKSAccommodations: Instructional and Testing supports for Students with Disabilities – The IRIS Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/acc/

Online module involving pictures, videos, activities, and response questions Objectives

o Define accommodationso Understand how accommodations help students with disabilities gain access to the

general education curriculum and assessmentso Understand the responsibilities of the IEP team for making accommodation

decisions for students with disabilitieso Access resources that support the use of accommodations for students with

disabilities Adaptations – allowable changes in educational environments or practices that help

students overcome the barriers the disability imposes; two kinds: accommodations and modifications

o accommodations – do not change the expectations for learning or the requirements of the task

o modifications – do change the expectations for learning and do reduce the requirement of the task

Accommodationso Instructional – changes made to the delivery or accompanying materials; students

are required to learn the same content at the same levelo Testing – do not change what the test measures; could be the format or the

administration procedures; ex: extra time, read aloud, dictation, small group Commonly used: presentation (visual, auditory, tactile), response (computer, answer

sheet, scribe, recorder), setting (environment or structure), time/scheduling (extra time, breaks)

IEP Team must discuss modalities, accommodations, what works/doesn’t, who is responsible for accommodations, challenges to using them, preferences, measurements to determine is if accommodations are working, whether the results accurately reflect the student’s knowledge and skills

Tips for teacher: become familiar with student needs, arrange the classroom environment, be knowledgeable about specialized environment, stay up to date, and prepare for testing

Universal Design for Learning (UDL) - Maryland Learning Linkshttp://marylandlearninglinks.org/950

Article about building and implementing a curriculum that helps all students learn and achieve through Universal Design for Learning

UDL is a research-based framework for designing curricula that enables all people to gain knowledge, skills, and enthusiasm for learning by simultaneously providing rich supports for learning and reducing barriers to the curriculum while maintaining high achievement standards for all students

Key elementso Every child is different from another and educators must adjust their curricula to

fit their students and not ask their students to adjust to the curriculao Students must have access to learning in the way that works best for themo Every child can learn and every child has the right to appropriate instruction

Three Main Principles – representation, action and expression, engagement UDL in your classroom: 4 main areas of a school curriculum: goals, instructional

materials, instructional methods, and assessment Accessible Instructional Materials (AIM) – educational materials that are developed or

adapted in a variety of formats that enable all students the same opportunity to learn Indicators of accessibility: perceivable, operable, understandable, robust

Resource Page - National Center on Universal Design for Learning http://www.udlcenter.org/advocacy/state/texas

Links to state documentso UDL mentions in state performance plan and annual performance report in regard

to assistive technology, accessible materials, and professional developmento UDL addressed in regard to adult education in US Department of Education Office

of Vocational Education granto UDL offered in professional development by Region #4 Education Service Center

Links to other activitieso UDL offered in courses by the Career Technical Special Populations Training and

Resource Education Center at A&M University

Universal Design for Learning Strategies in CTE Instruction – Texas A&M Universityhttp://ctsp.tamu.edu/videos/videos11/CTSP_2011_001/index.php

Modules that take you through UDL in CTE settings Objectives

o Learn new ways of applying UDL principles to reach your students as comprehensively as possible while effectively removing the barriers and impediments to their learning

o Identify the specific UDL principles that can be especially useful to CTE educators Characteristics

o centered on the needs of students and maximizes every student’s chance of successo proactive approach that gives students the tools they need to succeedo teachers anticipate the majority of student needs

Principleso Representation – the “what” of learning; region of the brain that is responsible for

how we gather and categorize information (visual, tactile, and auditory); posters, hands-on, options

o Multiple means of action and expression – the “how” of learning; region of the brain that is responsible for our ability to plan and perform tasks; using media, providing problem solving tools, scaffolding with practice

o Multiple means of engagement – the “why” of learning; region of the brain responsible for how learners become engaged and how they stay motivated; maintain motivation with goals and objectives, good communication, collaboration, guidance in setting personal goals

Designing, Delivering and Modifying Instruction, GradingSRSD: Using Learning Strategies to Enhance Student Learning – The IRIS Center, Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/srs/

Online module involving pictures, videos, activities, and response questions Objectives

o Describe what a strategy iso Understand what strategy instruction is and what its benefits areo List the steps used to implement strategy instructiono Understand how self-regulation improves the use of a strategy

Strategy – a series of steps that we use to more quickly of effectively perform a specific task

SRSD Model o A scientifically validated framework for explicitly teaching academic strategies to

students, SRSD incorporates steps that have been shown to be critical is students are to learn how to effectively use academic strategies

o Six Stages: develop background knowledge, discuss it, model it, memorize it, support it, establish independent practice

Self-regulationo Self-regulation instruction helps students to learn strategies that can improve their

self-control and performance of their own manner of learningo Self-regulation strategies are often taught in tandem with academic strategies and

can improve student outcomeso These evidence-based strategies:

reduce disruptive problems in the classroom empower students by allowing them to reinforce their own behavior are simple, inexpensive, and can be taught to students in all grades

Project Based Learning - PBL Onlinehttp://archive.pbl-online.org/

Learn how to design your project; plan rigorous and relevant standards-focused projects that engage students in authentic learning activities, teach 21st century skills, and demand demonstration of mastery

o Principle 1: Begin with the end in mindo Principle 2: Craft the driving questiono Plan the assessmento Map the projecto Manage the process

What is project based learning?o an instructional approach built upon authentic learning activities that engage

student interest and motivationo activities designed to answer a question or solve a problem and generally reflect

the types of learning and work people do in the everyday world outside the classroom

o teaches 21st century skills: communication, presentation, organization, time management, research, inquiry, self-assessment, reflection, group participation, and leadership skills.

o generally done by groups of students working together toward a common goalo performance is assessed on an individual basis and takes into account the quality

of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.

o allows students to reflect upon their own ideas and opinion, exercise voice and choice, make decisions that affect project outcomes and the learning process in general

Project Based Learning Ideas, Lesson Plans, Examples, Templates http://www.learningreviews.com/Project-Based-Learning-Lesson-Plans.html

46 websites that offer free project based learning examples, ideas, lesson plans, design guidance, and templates

o PBL Language Arts Project Ideas – 200 examples by grade levelo PBL Science Lesson Ideas – more than 350 examples by topic and gradeo PBL Math Project Ideas – 160 examples by topic and gradeo PBL Social Studies Project Ideas – 360 examples by grade level

Examples:o 21st Century Schools Website – offer project-based learning curriculum and

professional development that emphasizes interdisciplinary, real-world, relevant learning. Their site has several free sample projects and many theme ideas. Professional developments and full curriculum offerings are fee-based

food and culture project unit themes sample units green education http://www.21stcenturyschools.com/Curriculum_and_Instruction.htm

o Adobe Youth Voices – provides free multi-media resources and a collaboration forum for teachers that are particularly useful for project based learning that involved presentations, exhibition and displays. The resources are aligned with common core standards and include guidance in using media tools, handouts for students on creating presentations and exhibitions. Resources are also targeted to animation, audio production, digital photography, exhibition, graphic and web design, print production, and video production

ignites young people’s creative confidence educational methodology that provides youth 13 to 19 years of age with the

inspiration, training, and technology to create original media works on issues they care about

Written Expression, PLAAFP Development, IEP Goals, Objectives, and Monitoring, Student Assessment Decision Making

Writing effective and Appropriate IEP Goals and Objectives for Students with Learning Disabilitieshttp://www.brighthubeducation.com/special-ed-law/63909-basic-examples-of-iep-goals-and-objectives-for-students-with-learning-disabilities/

Goals are long term and should be written to cover a specific amount of time detailing a desired change in performance with objectives explaining how each goal will be systematically achieved.

The IEP should be written in a way that anyone new to the student’s educational background can pick it up and use it

Five Parts to an IEP Goal:o Student’s current performance levelo Content of functional area to be addressedo Expected improvement benchmarko Resources and materials that will be used to reach said goal.o A concrete timeframe for expected improvement to occur

Language Arts-Reading example:o Student will read a 3rd grade passage and be able to comprehend its contents and

decode 10 of the words contained therein with 770% accuracy within the next 29 weeks.

- each subsequent objective should lay out a condition, the desired performance level, criteria they must meet for success, and information on assessment administration. for example:

Student will read one passage on a 2nd grade level and will be given two comprehension questions and one word to decode on a weekly basis. If he falls four points below the expected growth line he will be given the passage in an alternate format given the same questions and words to decode. He will be give then material in alternate or combined formats until he meets the expected growth line.

Student will read two passages and be introduced to text on the 4th grade level within the 4th nine weeks of the 08-09 school year pending his performance on objective three

Links – Texas Education Agencyhttp://tea.texas.gov/Curriculum_and_Instructional_Programs/Special_Education/

Data and Reportso A variety of reports and data available about special education programs and

students Dispute Resolution Process: three routes for resolving the dispute: Mediation, Complaint

Resolution, Due Process Hearing Parent and Family Resources

o Services and Resources available for the families of children served in special education programs

o Community Parent Resource Centerso Education Service center Technical Assistanceo Guidance on ARD Guide Production and Required Disseminationo Guidance on Revocation of Parental Consent for Special Education Serviceso Guidance on Procedural Safeguards Production and Required Disseminationo Parent Training and Information (PTI) Projects

Programs and Serviceso Services for Texas Students

with Disabilities Ages 3 – 5o Significant Disproportionalityo Special Education Fundingo Special Education Rules and

Regulationso State Guidanceo State Ruleso Student Handbook Statemento Texas Continuous

Improvement Processo Texas Special Education

Continuing Advisory Committee

o Extended School Year Services

o IEP Model Formo Individualized Education

Programs Facilitationo Nonpublic Day School

Programs Reporto Reading and Special

Educationo Resources to Support

Student Access to the General Curriculum

o Response to Intervention (RTI)

o School Healthy and Related Services

o Sensory Impairment

Special Education in Texas A – Z Index Curriculum and Instructional Materials

TEKS – Acronym Finderhttp://www.acronymfinder.com/Texas-Essential-Knowledge-and-Skills-(Texas-educational-standards-for-K_12)-(TEKS).html

What does TEKS stand for? Texas Essential Knowledge and Skills Texas educational standards for K – 12 fits in categories: organizations, NGOs, schools, universities, etc.

Reading InstructionUnderstanding Dyslexia - Understoodhttps://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia

What is dyslexia?o It is not a sign of low intelligence or laziness; it is not due to poor visiono It is a common condition that affects the way the brain processes written and

spoken languageo It is primarily associated with trouble reading; “reading disorder” or “reading

disability”o it is a lifelong condition

What are the symptoms of dyslexia?o symptoms look different from person to person; some kids have trouble with

reading and spelling others have trouble with writing or telling the different between left and right

o some don’t struggle with early reading and writing, but have trouble with complex language skills (grammar, comprehension, in-depth writing) later on.

o sometimes people have trouble expressing themselves clearlyo Signs look different at different ages.

What skills are affected by dyslexia?o Social Skills, Listening Comprehension, Memory, Navigation, Time management

How is dyslexia diagnosed?o Getting a formal diagnosis requires a team of professionalso Step 1: Get a Medical examo Step 2: Get a referral to a specialisto Step 3: Put it all together

Key takeawayso Dyslexia is a lifelong condition that affects reading, writing, spelling, and even

speakingo Dyslexia is very common and is not a sign of low intelligenceo Teaching methods that involve sight, sound, and touch can improve skills

significantly

CEC SmartBrief Sign Uphttp://www2.smartbrief.com/signupSystem/subscribe.action?pageSequence=1&briefName=specialed

Sign up to receive CEC newsletter Summaries of what matters to you, written by expert editors to save you time and keep

you informed and prepared A daily snapshot of special education with news from Education Week, Teacher

Magazine, and other leading source

Reading and the Brain – Show and Interview with Henry Winkler, PBShttp://www.readingrockets.org/shows/launching/brain

Reading and the Brain explores how brain scientists are working to solve the puzzle of why some children struggle to read and others don’t.

Featured Videoo “To me, reading looked like a magic trick and I wasn’t in on the secret”o Look at promising work of brain scientistso Rewiring the Brain

Doctor Andrew Papanicolaou pioneered MEG for learning to read Trying to understand how our brains work when we read; matched people

who were doing functional MRI studies

The brain is incredibly plastic and as your learn new information, the brain physically changes

Carefully controlled and intensive reading instruction can change brain Children who are struggling readers and do not get intervention, do not get

bettero Biomapping the Brain

Reading is dynamic and complicated; involves every part of the brain EEG – biomap; objectively measures how brain reacts to sound timing represented in brainwaves is different in children with dyslexia –

effects how children hear/distinguish “b” and “p” sound; tutor training student’s brain to hear more accurately

o Baby’s First Reading Skills Reading specialists like to catch issues early at age 3 or 4; but what if it can

be caught earlier? Discrimination between letters “b” and “p” is there at birth Nets are used to pick up brain activity (newborn baby) Changes in brainwaves can predict with 80% accuracy whether the child can

distinguish sounds at birth and whether or not they will have difficulty reading in the future

About the Programo explores how brain scientists across the country are working to help struggling

readerso provocative new research from Dr. Stanley Greenspan shows us how emotional

interactions between parents and babies are critical to children’s later ability to comprehend what they read

An interview with Henry Winklero Henry Winkler struggled with learning growing up (dyslexia) and said he was

embarrassed by his inability to keep up and needed supporto He talks about how there are different ways to be smart – intuitive, emotional,

street, knowing-how-the-cosmos-work etc. and how being smart does not necessarily correspond with school work

o His son has dyslexia as well – he hopes that Reading and the Brain allows children of all shapes and sizes and of all ages to know that they have a wondrous gift inside them and it is their job to figure out what it is, dig it out, and give it to the world

International Dyslexia Associationhttp://eida.org/

About Dyslexiao Neurological condition caused by different wiring of the braino There is no cure and individuals with this condition must learn coping strategieso Has no relationship to intelligenceo Parents of children who are diagnosed with dyslexia should seek out reading

instruction that is based upon a systematic and explicit understanding of language structure, including phonics

Success Stories **see attached IDA Fact Sheets: convenient, professionally reviewed materials designed to improve

understanding and support advocacy initiatives o Topics: AD/HD and Dyslexia, Adolescents and Adults with Dyslexia, At Risk

Students English Language Learners, Common Core State Standards and Students with Disabilities, Dyslexia and the brain, Dyslexia Basics, Dyslexia Stress Anxiety Connection, Educational Promises, Effective Reading Instruction for Students with Dyslexia, Evaluating Professionals, Gifted and Dyslexic, Helpful Terminology, Home Schooling, Spelling, Testing and Evaluation, Transitioning from High School to College, and Understanding Dysgraphia

Frequently asked questionso What is it?o What causes it?o What are the effects?o Are there other learning disabilities besides dyslexia?o How common are language-based learning disabilities?o Can individuals who have dyslexia learn to read?o How do people “get” dyslexia?

Links for teachers, conference, publications, leadership, and about IDA

Dyslexia Treatment – Free and Simple Interventionshttp://www.beatingdyslexia.com/dyslexia-treatment.html

Intervention 1: Phonic alphabetic code chart; Shows you exactly what sounds go with which letter combinations; Video http://www.beatingdyslexia.com/phonics-help.html

Intervention 2: Easy to do core exercises, Beneficial for improving eye-text tracking, Information on core muscles: http://www.healthyalberta.com/612.htm, Video http://www.beatingdyslexia.com/core-exercises.html

Intervention 3: Convergence Insufficiency Exercises, Some research links convergence insufficiency to reading problems; not a cure for dyslexia, but can help improve eye coordination, http://www.beatingdyslexia.com/convergence-insufficiency.html , Moving a pen or pencil, maintaining focus with eyes, holding pens, etc.

Intervention 4: Rapid Letter Naming, http://www.beatingdyslexia.com/reading-intervention.html

Intervention 5: Hemispheric Balance Theory, Breaks dyslexia down into different subtypes and offers remediation methods from different groups, http://www.beatingdyslexia.com/dyslexia-treatments.html

Intervention 6: magnocellular Theory was the basis for this methods which is about improving quality of eye/text tracking, http://www.beatingdyslexia.com/dyslexia-remediation.html

Intervention 7: Developing muscle awareness, http://www.beatingdyslexia.com/treating-dyslexia.html

Dysgraphia – What it is and what it isn’t? – LD Onlinehttp://www.ldinfo.com/dysgraphia.htm

Dysgraphia means difficulty expressing thoughts in writing; writing difficulty; Generally it is used to refer to extremely poor handwriting and may even be identified as a “disorder of written expression”

Each state has its own criteria which determine if a student has a learning disability. When a student’s writing difficulties are severe enough to meet this criteria, special education services are indicated.

Dysgraphia has no clearly defined criteria. A student with any degree of handwriting difficulty may be considered dysgraphic by some educational specialists. Being labeled this way may or may not indicate meed for services

Underlying Causeso Sequencing Problemso Attention Deficit Hyperactivity Disordero Auditory Processing Weakness

Writing Strategies for students with dysgraphiao Outline your thoughts. Get main ideas down on paper. Write one key word or

phrase for each paragraph then go back later and fill in detailso Draw a picture of a thought for each paragrapho Dictate your ideas into a tape recorder then listen and write them down later.o Practice keyboarding skills! Typing is faster and clearer than handwritingo Use a computer to organize information and check spellingo Continue practicing handwriting – it will continue to improve if you work on it

o Talk to yourself as your writes – this will provide valuable auditory feedback- If spelling is a problem, try the following

o Look at each word, then close your eyes and visualize how it looks, letter by lettero Spell each word out loud while looking at it, then look away and spell it out loud

again several times before writing it downo Try spelling with scrabble tiles so that you can keep rearranging the letters until

they look righto Break the spelling list down into manageable sections of only 3 to 5 words. Then

take a break after mastering each section.

What is Dysgraphia? – Ask the Expert Youtube Serieshttps://www.youtube.com/watch?v=jmBg_BvDL-c

3 hallmarks of what we look for with dysgraphia:o Visual Spatial Processing

Discrimination Spacing

- Helpful tools = Raised lines, Large spaces, Graph papero Fine Motor

Grip Letter Forms Fatigue

- Helpful tools = Word Processor, Voice-to-Print, Advanced Organizer, Key Words, Draft-Edit

o Language Processing What to Write Self-Check

- Helpful tools = Cursive, Minimize Copying, Extended Time Overall tools – let students choose pen or pencil that they prefer, use modified grip

Understanding Dysgraphia – Understood https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/understanding-dysgraphia

What is dysgraphia?o A condition that causes trouble with written expressions; Brain-based issue;

Handwriting tends to be messy, many struggle with putting thoughts on papero The DSM-5 does not use the term dysgraphia, but uses the phrase “an impairment

in written expression under the category of specific learning disordero To qualify for services, a child must have an issue named or described by IDEA –

issues with understanding or using language (spoken or written) that make it difficult to listen, think, speak, read, write, spell, or do mathematical calculations

What are the symptoms of dysgraphia?o Six categories: Visual-Spatial Difficulties, Fine Motor Difficulties, Language

Processing Issues, Spelling Issues/Handwriting Issues, Grammar and Usage Problems, Organization of Written Language

What skills are affected by dysgraphia? Academic, Basic Life Skills, Social-Emotional How is dysgraphia diagnosed?

o Typically identified by licensed psychologists who specialize in learning disabilities; they will give academic assessments and writing tests that measure fine motor skills and written expression production. Will assess finished product and the writing process.

How can professionals help with dysgraphia?o Individualized Education Program through special education (IDEA)o Section 504o Response to Intervention

o Informal Supports – assistive technologyo Accommodations, Modifications, and Remediation

Math InstructionConcrete Representational Abstracthttps://makingeducationfun.wordpress.com/2012/04/29/concrete-representational-abstract-cra/

A three step approach that has been found to be highly effectives in teaching math concepts.

Step 1: Concrete Stageo Known as the “doing” stage o Involves physically manipulating objects to solve a math problem.

Step 2: Representational (semi-concrete) Stageo Known as the “seeing” stage o Involves using images to represent objects to solve a math problem.

Step 3: Abstract Stageo Known as the “symbolic” stage o Involves using only numbers and symbols to solve a math problem

Steps:1. Teach the math concept using manipulatives (concrete level).2. Allow ample opportunities for students to practice the concept using various manipulatives.3. Make sure students understand the concept at the concrete level before moving on to the

representational level.4. Introduce pictures to represent objects (representational level).  Model the concept.5. Provide plenty of time for students to practice the concept using drawn or virtual images.6. Check student understanding.  Do not move to the abstract if students haven’t mastered the

representational level.7. Teach students the math concept using only numbers and symbols (abstract level).  Model the

concept.8. Provide plenty of opportunities for students to practice using only numbers and symbols.9. Check student understanding.  If students are struggling, go back to the concrete and

representational levels.10.Once the concept is mastered at the abstract level, periodically bring back the concept for

students to practice and keep their skills fresh. Remember that modeling the concept and providing lots of opportunities to practice is

extremely important at all three levels.  Also, do not rush through the levels.  Students need time to make connections and build on what they already know.  Give them time to process the information before moving on to the next level

Universal Design for Learningo Multiple ways to teach math conceptso Multiple means of representation offered through the use of various manipulative

items, visual images, and technology (SmartBoard, computer games/software, video, etc.)

o Allows options for how students learn and express their understanding of a math concept (assessment example: Use SmartBoard clickers to ease student anxiety when having them give answers to math problems.  This will in turn increase student engagement and participation.)

o Flexible methods for engaging students (able to incorporate student interests and use real life examples)

o Accessible to all students regardless of ability levelo Allows for accommodations to be madeo Learning is active

Dyscalculia: What it is and what it isn’t – LD Infohttp://www.ldinfo.com/dyscalculia.htm

Means difficulty performing math calculations. In other words, math difficulty. Specifically, it means a learning disorder which affects math.

When a student’s math difficulties are severe enough to meet the strict criteria of a learning disability as defined by special education rules, special education services are indicated.

Dyscalculia has no clearly defined criteria Underlying Causes of Math Difficulties:

o Visual Processing Weaknesso Sequencing Problemso Math ‘phobia’

Strategies for students with math difficultieso Work extra hard to ‘visualize’ math problems. Maybe even draw a picture to help

understand the problemo Take extra time to look at any visual information that may be provided.o Read the problem out loud and listen very carefully. o Ask to see an exampleo Ask for or try to think of a real-life situation that would involve this type of

problem.o Do math problems on graph paper to keep the numbers in line.o Ask for uncluttered worksheets so that you are not overwhelmed by too much

visual informationo Spend extra time memorizing math facts. Use rhythm or music to help memorize.

Integrating Technology, The Evaluation of InstructionThe National Center on Accessible Information Technology in Educationhttp://www.washington.edu/accessit/

Provides resources to help educational entities purchase, develop, and use information technology that is welcoming to, accessible to, and usable by everyone, including people with disabilities

Fully Integrating Accessibility into Web Design Courseo Free Web Design & Development Curriculumo Integrating Accessibility into Existing Web Design Course

Accessibility University Demonstration Siteo Accessible University (AU) if a fictional university home page designed to

demonstrate a variety of common web design problems that result in visitors with disabilities being unable to access content or features.

o It includes a page that lists and explains the problems and recommends solutions and an accessible page that implements the solutions

o Inaccessible Homepage http://www.washington.edu/accesscomputing/AU/before.html

o Accessibility Issues http://www.washington.edu/accesscomputing/AU/issues.htmlo Accessible Homepage http://www.washington.edu/accesscomputing/AU/after.html

IT Accessibility Guidance

Assistive Technology - PBShttp://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology/

Assistive technology is any device that helps a person with a disability complete a everyday task.

Glasses, crutches, or even a remote control can be a form of assistive technology. Can be “low-tech” – simple, low-cost (ex: pencil grip) Can be “high-tech” – something sophisticated (ex: computer) The federal government recognizes the importance of assistive technology under IDEA. It

began being part of the law in 1997. IDEA states that school districts must consider assistive technology for any child in

special education. That means that for any child receiving services, the IEP team must ask if there is a device that will “increase, maintain, or improve functional capabilities” of the child.

If the answer is yes, the school district must provide services:o a qualified evaluator must complete an assistive technology evaluationo if the evaluator recommends a device, it must be acquiredo and if you, your child, or the staff in your child’s school need training to use the

device, the training must be provided, too.

Special Education in Texas A – Z Index – Texas Education Agencyhttp://tea.texas.gov/index2.aspx?id=2147491399

A – A guide to the ARD process, Annual performance report, Assistive Technology B – Beyond ECI, Blindness and visual impairments C – Community parent resource centers, coordinated early intervening services D – Deaf services, Discipline and school removals E – Early childhood intervention (ECI) services, Extended School Year Services for

students with disabilities F – Facilitated individualized education program, Funding G – Graduation, Guidance (first point of contact for state guidance on special education) H – High cost funds, Higher education collaborative, Homelessness I – IEP model form, In-school mental health services resources N – Noneducational community-based support services, Nonpublic day school report P – Parent training and information projects, Preschool programs for children with

disabilities R – Reading links, Restrain reporting form, Response to Intervention S – Services for students with disabilities Ages 3 – 5, Sensory Impairment, Standards-

based IEPs T – Texas Project First, Transition, Traumatic Brain Injury

Families, Information, Resources, Support, & Training - Texas Project First http://www.texasprojectfirst.org/

Get Information by Student Ages/Categorieso Your state agencyo Your regional education service centero The special education process

what to know, who to call special education step-by-step ARD Agenda Portfolios Communication with people at school Creating Family/School Partnerships

o Community services o Inclusion

o Americans with Disabilities Act (ADA)

o Assistive Technologyo Autismo Behavioro Blindness/Vision Impairmentso Daycare Optionso Hard of Hearing/Deafo Deaf Blindnesso Diagnosis vs. Disability Labelo Early Childhood Interventiono Evaluation – Overviewo The Future is Comingo Guide to the ARD Process

o Individuals with Disabilities Education Act

o Individualized Education Programs

o 2012 IDEA Manualo Least Restrictive Environmento Parent Companion: First Five

Yearso Positive Behavior Supportso Preschool Curriculumo Preschool Optionso Procedural Safeguardso Social and Relationship Skillso Therapy Services in Schoolso Training Resources

Data Based ARD Committee Decision Making – To STAAR or not to STAAR?Accommodations Resources – Texas Education Agencyhttp://tea.texas.gov/student.assessment/accommodations/

Accommodations are changes to materials or procedures that enable students with disabilities or English language learners (ELLs) to participate meaningfully in learning and testing

STAAR Accommodationso Accommodations for Students with Disabilities Taking State Assessmentso Linguistic Accommodations for ELLs Participating in the STAAR Program

Student Assessment Overviewo Accommodations Resourceso Contact Informationo Correspondence with Districtso PDF Helpo Reports and Studieso Resources for Out-of-District and

Out-Of-School examineeso Resources for Students and

Parents

o Resources for Teachers and Administrators

o Student Assessment a-to-Z Directory

o Student Success Initiativeo Test Administration Manuals and

Materialso Test Securityo Testing Calendarso Texas Assessment Management

System

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