Literature Circles.docx

#8 (Chapter 3 & Team Teaching in Canvas)

1. Describe the 7 characteristics of collaboration (pages 67-69).

1) Collaboration is Voluntary

Teachers may be assigned to work in close proximity, but they cannot be forced into collaboration. It is very important that teachers are active team members, even if they do not decide to collaborate, they still need to contribute.

2) Collaboration is Based on Parity

Teachers who collaborate must believe that all individual contributions are equally valued. For example, the technical discussion of the student’s disabilities is not in your area of expertise, but your ideas are valued because of your knowledge and skills related to how the student responds in your classroom, and how you teach.

3) Collaboration Requires Shared Goals

True collaboration between teachers happens only when they share common goals. If teachers have opposing solutions, they most likely will not be working collaboratively, and need to resolve any differences to help their student as best as possible.

4) Collaboration Includes Shared Responsibility for Key Discussion

To reinforce the sense of parity between teachers, teachers need to share as equal partners the fundamental decision making about the activities they are undertaking, even if they choose to divide up the work necessary to complete a collaborative teaching project.

5) Collaboration Includes Shared Accountability for Outcomes

This characteristic follows directly from shared responsibility. If teachers share key decisions, they must also share accountability for the results of the decisions, whether positive or negative.

6) Collaboration is Based on Shared Resources

Every teacher participating in a collaborative effort has to contribute some type of resource. By doing this, each contribution increases commitment and reinforces each professional’s sense of parity. Resources may include time, expertise, space, equipment, among other assets.

7) Collaboration is Emergent

Collaboration is based on a belief in the value of shared decision making, trust, and respect among the collaborators. (Although these qualities are harder to develop instantly with new collaborative activities, teachers will become more experienced with collaboration and trust and respect will grow within successful professional relationships.

2. What is shared problem solving? Describe the steps (pages 72-75).

3. Detail the six most common co-teaching approaches. Consider adding the graphic from figure 3.2 (pages 76-78).

4. Explain the following for working with families (pages 85-90):

a. How might a parent react to their child’s disability and what are some factors that affect their

reaction?

b. What are family-centered practices? Provide a brief description of some examples of positive ways to partner with parents.

5. In the article “Team Teaching Closes the Language Gap”, the author presents a case study. What did the administration mandate across the district and why? Provide an overview of the required elements to collaboration at both the elementary and secondary levels (page 3 of the PDF). Report on some of the

Include (1) each team members name, and (2) a link to their website here:

Lisa Wadgehttp://lisasdiversityandlearningresourc.weebly.com/

JannaLyse Erickson http://ourclassroomforlearning.weebly.com/

Michelle McCowan http://michellemccowan.weebly.com/

Carolyn Jackson - ctjackson.weebly.com (661-644-3589)

In your small groups, assign a topic to each member. You will present the information for that topic on the assigned date and create a 'quick-reference' with the most important information for that topic (include your contribution in this GoogleDoc). The majority of these questions require a ¾-1page response.

#1 (Hell-Bent on Helping & The Need to Belong)

Due for class:

Tuesday, September 2nd

1. About me quiz on Canvas

2. Print 3 lesson plans from UEN.org

3. Create webpage. All you have to do is create an account pick a theme. (You can use Weebly.com to create webpage).

4. Add member names and webpage link to Literature group in google docs. (Look up above)

5. Read #1 (Hell-Bent on Helping & The Need to Belong) Each person in the group comes up with one question in the readings.

6. If you have not signed up for the disability presentation you should e-mail Nancy.

Each member of your group with come up with a question from the reading. Please write it here and you will discuss it in your first reading group.

LisaWhen/How can helping actually hurt a child with a disability?

Michelle:

I agree that traits such as good communication and active listening are fundamental to helping those with disabilities. What are some ways to be aware of what people need with disabilities differing from physical to mental?

#2 (Chapters 5 & 9)

1. List and describe the seven steps to the INCLUDE Strategy (pages 132-139). JannaLyse

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I - Identify classroom demands.

N - Note student learning strengths and needs.

C - Check for potential areas of student success.

L - Look for potential problem areas.

U - Use information to brainstorm ways to differentiate instruction.

D - Differentiate instruction.

E - Evaluate student progress.

- Identify Classroom Demands:

A teacher needs to carefully evaluate the learning environment they create and their students within this environment so they can see how the classroom can be modified to solve or reduce the impact of learning problems. This might include incorporating group learning to accommodate students who learn better in a small group. Also, a teacher may need to change instructional materials and methods to meet the needs of all students; this might include providing large print materials for those who need help seeing text, and/or printing out powerpoint slides for a student’s future reference will help. It is also important to remember that for some students, grades may not be the best way of evaluating their progress, when possible, try a narrative report to evaluate these students.

- Note student learning strengths and needs:

Focusing on strengths of each student is ESSENTIAL to a productive learning environment. By focusing on strengths, the students will progress in their academics, social-emotional development, and their physical development. Recognizing that some students struggle with basic skills (ie: reading and oral & written language) only means that they have a strength either in cognitive learning strategies (ie: memorization, note taking, problem solving) or in survival skills (ie: being organized, good attendance, and being independent). In terms of students who are disruptive in class, focus on increasing their positive self image and frustration tolerance to help strengthen this weakness. Finally, offering students with a variety of instructional methods will make sure to hit each student’s learning ability strengths.

- Check for Potential Areas of Student Success:

By getting to know the strengths and weaknesses of each student, a teacher will be able to see where the student will most likely excell. Once that area is identified, get that student involved! For example, a student who does not read well, but draws incredibly well, should be appointed the class cartographer when they talk about each region of the world. This is something he enjoys and will be successful at ultimately enhancing his student self-image and motivate him in other areas.

- Look for Potential Problem Areas:

It is crucial for a teacher to identify possible problem areas for each student early on. For example, if a student in class struggles with a speaking disability may not be able to participate in the oral reports later on in the semester. Address this immediately by either giving the student a different option early on, or by changing the format of the presentation to having the oral part being optional.

- Use Information to Brainstorm Ways to Differentiate Instruction:

There are two main ways to Differentiate Instruction. The first is instructional accommodations and the second is instructional modifications.

- Instructional Accommodations are the most common type of differentiated instruction. Examples of accommodations include:

1. Bypassing student’s learning needs by allowing them to employ compensatory learning strategies

* Ex. Susan has a spelling problem so she is taught how to use a spell-check program or she utilizes the help of a peer to proofread her work.

2. Making an adjustment in classroom teaching materials, using group organization

* Ex. Seat a student with attention problems at the front of the classroom, call on him frequently during discussion to encourage him to participate and focus on what is being discussed, and utilize group work if he focuses better in smaller groups versus in a large class during a lecture.

3. Teaching students basic or independent learning skills

* This is where it would be helpful to use the Working Together method for students with special needs. This means a co-teaching situation between a gen. ed teacher and a special ed teacher to help students learn basic skills such as note taking, and organizational skills.

It is important to remember that under instructional accommodations, school expectations for learning standards are not changed.

- Instructional Modificiations are used only with students whose behavioral and/or intellectual disabilities are so significant that general school expectations and standards would be inappropriate for them. Under this category, teaching less content or teaching different content is the usual change. Always remember that reducing or simplifying content inappropriately can lead to watering down the curriculum and be a hinderance to the students.

*Ex. of appropriate use: a child who has autism gains points for remaining calm during a classroom schedule change.

* Ex. of INappropriate use: only requiring a student to learn a certain number of AIDS causes when he will still be taking the state science test.

- Differentiate Information:

There are 6 main areas to consider when choosing accommodations or modifications for differentiated instruction:

1. Select age appropriate strategies - no student wants to use what they perceive as “baby” books or materials.

2. Select the easiest approach first - do not choose the accommodation that requires an excessive amount of your time Ex. circling 6 out of 12 problems for Maria to do rather than creating an entirely separate worksheet for her.

3. Select accommodations and modifications you agree with - you are more likely to implement a new approach successfully if you and the student believes in it.

4. Determine whether you are dealing with a “can’t” or a “won’t” problem - each type of problem requires a different solution. A student who “can’t” do what is expected may need a bypass strategy whereas a student who “won’t” may need a behavioral management strategy.

5. Give students choices - this encourages students to be more responsible for their learning and allows them to tap into their strengths and weaknesses.

6. Select strategies with demonstrated effectiveness - become familiar with research for certain accommodation/modification strategies to avoid fails and unvalidated “fads”.

- Evaluate Student Progress:

This last element is crucial because it allows the teacher to see the effectiveness of an implementations by observations, analysis of student work, performance assessments, and teacher, student and parent ratings. All of these will help the teacher and student know if they should continue using a certain method or if they need to alter it in any way.

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2. You will learn about many instructional methods during this program including indirect instruction (aka constructivism), scaffolding, independent practice, and evaluation of performance. However, direct instruction is an important method often undervalued and misunderstood. List and define the six key elements to direct instruction (pages 157-159) and detail why it is important to consider all methods in relation to students needs. Michelle

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1) Review & check the previous day’s work (reteach when necessary).

This may include establishing routines for checking homework and reviewing relevant past learning and prerequisite skills. This is important because students with special needs may not remember what they have learned in the past and/or know how to apply it to new material.

2) Present new content or skills.

When content or skills are presented, teachers start the lesson with a short statement and a brief overview of what they are going to be doing and why. Materials are presented in small steps and teachers use careful demonstrations, illustrations, and concrete examples to highlight the main points of the lesson. Periodic questions should be included within the demonstration to check for student understanding.

3) Provide guided student practice (& check for understanding).

At first, student practice takes place under the direct guidance of the teacher (who frequently questions all students on materials directly related to the new content or skill). This can involve all students in questioning by using unison oral responses or by having students answer questions by holding up answer cards, raising their hands when they think the answer is correct, or holding up a number to show which answer they think is right.

4) Provide feedback & correction (reteach when necessary).

When students answer quickly and confidently, the teacher asks another queston or provides a short acknowledgement of correctness. When students answer incorrectly, the teacher uses corrections to draw out an improved response.

5) Provide independent student practice.

Students practice independently on tasks directly related to the skills taught until they achieve a high correct rate. Practice activities are actively supervised and students are held accountable for their work.

6) Review frequently.

Systematic review of previously learned material is provided, including the incorporation of review into homework and tests. Material missed in homework or tests is retaught.

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*It is important to consider all methods in relation to students needs because not all students learn the same, or at the same pace. Instruction methods should be adapted by analyzing it’s relation to the student.

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3. List and describe the four aspects of basic skills instruction for which you may need to make accommodations for students with disabilities (pages 267-277). Lisa

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Four Aspects of Basic Skills Instruction (Lisa)

There are 4 aspects of basic skill instruction (math, reading, writing) for which you may need to make accommodations for children with disabilities. They are preskills, the selection and sequencing of examples, the rate of introduction of new skill, and direct instruction, practice and review.

1. Preskills are basic skills necessary for performing more complex skills. Before teaching a new skill, it is important to assess relevant preskills, and if necessary, teach them. If many of your students have not mastered a preskill, it would be important to review this skill before moving on to the new skill. If an individual student or small group of students have not mastered preskills, it may be usefull to have another student or aide work with them specifically. An example given was moving on to computing areas without students having a solid grasp of multiplication facts.

2. The selection and sequencing of examples refers to how the teacher chooses and presents example problems during instruction. The range of your instructional examples (and definitions used) should match the range of the types of problems you will use to assess students. For instance, a teacher might teach his class how to add er to a word but not tell them that this is considered past tense and then asking them to put the word carry in the past tense on an exam. The sequence of the examples presented can also cause problems if not thought through. One way this can happen is if two examples are often confused (such as letters that look or sound similar -b and d, or p and b) are taught at the same time or one following the other there can be more confusion that by spacing these examples apart.

3. The rate of introducing new skills is another area in which teachers can add modifications for students with disabilities. Decreasing the rate of introducing new skills can make it easier for students with disabilities comprehend and absorb information. Often, introducing one skill at a time can be beneficial for an entire class. However, if a small group or an individual student are the only ones having difficulty with a faster pace, then a small group or one on one instruction might be warranted

4. Direct instruction, practice and review - students with disabilities often need more direct instruction and review in order to aquire basic academic skills. One way to address this is to offer more practice for students that need it. Students with disabilities also often have problems with retention of information, so continuing this practice after the skill has been covered in class may be important. An example given for this was a student who had mastered her addition facts in October, but had forgotten them when she was assessed again in January.

General education teachers need to know more than one approach to meet the needs of individual students (ie. differentiated instruction)

Practice is most effective when it follows direct instruction and is never a substitute for direct instruction.

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4. How can you make accommodations for students when teaching subject-area content? Answer this question by providing specific examples for each of the following three teaching phases: activating background knowledge, organizing content, and teaching terms and concepts (pages 277-288). Carolyn

When teaching subject area content in classrooms with students of mixed ability and understanding levels, it can be difficult to cater each lesson to all students. In chapter 9, a number of strategies and tools were discussed to help create a curriculum to accommodate all students.

The biggest strategy in teaching subject area content is activating background knowledge the students may have. In order to understand new material, it is important students can relate. There were a few tools and strategies suggested.

· Using the PREP strategy, or pre-reading plan, a teacher can determine how much information students already have. The first step in PREP is to preview the lesson and choose two or three important concepts the students will learn. Next, the teacher will conduct a brainstorming session either written or oral, to determine what and how the students know information. The final step is to evaluate student responses to determine if a lecture or reading is appropriate or if students need more background knowledge.

· Another tool is an Anticipation Guide in which a teacher will prepare a list of statements related to the material about to be read, which encourages students to make predictions and feel connections to the material being discussed in the future.

· A Planning Think Sheet is a tool used to help students in writing a paper for class. Questions on the think sheet help activate background knowledge and help organize thoughts by filling out a short answer sheet created by the teacher.

Organizing content for students will special needs is very important to the success of their learning. Highlighting the big ideas, as opposed to small details is very important when teaching students of all levels.

· Advanced Organizers, either verbal or visual, are put together by the teacher to help students stay on task and provide reference points for students along the lesson. They show the goals and important details prior to the lesson.

· Often students with special needs have trouble determining the important information from the non-important. Using Cue Words in lessons help highlight the important vocabulary by italicizing or underlining will alleviate this issue.

· Creating study guides that encourage students to write and research the material for students also keeps students from inferring the nonessential information.

· Graphic Organizers will help simplify the material and create clear guidelines for what information is in focus. A Graphic Organizer is also more visually stimulating and helps promote learning to different intelligences.

There are also strategies for teaching terms and concepts to students with special needs. Stating definitions clearly, using appropriate language in the definition and creating positive and negative questions that require students to answer using new words create a way to check the level of understanding.

5. How can you make instructional modifications for students with moderate to severe intellectual disabilities? Consider including and/or describing the ‘Environmental Inventory Process’ in figure 9.6 (pages 297-299).

#3 (Chapter 1)

1. Define the key concepts of special education services (bolded on page 4) JannaLyse

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Specifically Designed Instruction - instructional material provided by the school district or other educational agency that meets the unique needs of students who have disabilities according to federal and state criteria.

Related Services - other assistance required to enable students to benefit from special education. Examples include speech/language therapy, special transportation to and from school, and physical therapy.

Supplementary Aids and Services - other supports such as preferential seating in the classroom, access to computer technology. and instructional adjustments (ie: extra time for test taking, simplified assignments. etc). all of which enable these students to be educated alongside their peers who do not have disabilities.

Accommodations - changes in HOW the student learns important curriculum. Example includes allowing a student with learning disability to respond to an essay question in bullet point format instead of paragraphs.

Modifications - some curriculum removal for WHAT a student is required to learn. Example includes having a student not learn all the vocabulary in a science unit, focusing instead on words in that unit that they are likely to encounter in day-to-day life.

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2. Detail the three dimensions of inclusive practices (page 6). How does 'mainstreaming' differ from inclusive practices? Michelle

Physical integration:

Placing students in the same classroom as nondisabled peers is a strong priority, only removing them from an inclusive setting when it is absolutely necessary.

Social integration:

Students with disabilities should have nurturing relationships with their classmates,peers,and adults.

Instructional integration:

Most students with disabilities should be taught in the same curriculum used for students without disabilities, and they should be helped to succeed by adjusting teaching and learning (using accommodations), and then measured. For students with prominent intellectual disabilities, instructional integration means making modifications by anchoring instruction in the standard general curriculum but appropriately adjusting expectations.

Mainstreaming differs from inclusive practices because, not only is it considered a dated term, it also involves placing students with disabilities in general education only when they can meet traditional academic expectations with minimal assistance, or in the case that academic expectations are not relevant (for example, participation in recess or school assemblies).

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3. Describe the impact of educational delivery decisions on students, parents, and professionals (pp. 16-18). LISA

Impact on Students -

Decisions must consider the effect of the placement on the student’s achievement, and should not interfere with the learning of other students in the classroom. Students who spend more time in general education classrooms have been found to generally achieve better on assessment tests. Studies also suggest that other students’ learning is not hindered. Finally, students have been found to prefer to be in a general education classroom with their peers with assistance as needed.

Impact on Parents -

Parents are generally positive about special education services and often prefer that their kids be educated in a general education classroom. One reason is that it benefits their child academically, and another is that it improves their critical social skills. When parents are hesitant about inclusion into a general education classroom, it is usually due to prior experiences or anticipating problems, particularly if they are worried that the general education teacher or the other students in the class may be poorly prepared to work with their child. In general, parents have a more positive perception of inclusion in general education if the are a participant in a collaborative decision regarding their child’s education.

Impact on Professionals -

The perceptions of educators and administrators vary when asked about inclusion of children with disabilities into a general education classroom. Some studies suggest that teachers believe in inclusion based on the importance of high standards. They make instruction accommodations and feel positive about working with kids with disabilities. Some studies show that teachers are more ambivalent about including kids with disabilities in their classrooms. They recognize the value, but are uncertain about implementing inclusion in their classrooms. In one study of math teachers, the majority of teachers felt that they hadn’t learned enough about including kids with learning disabilities in general education classrooms to do it effectively. The support of principals for inclusion practices is also essential. Principals have generally been found to be supportive of inclusion, but also express the concern that general education teachers may not have the skills necessary to effectively instruct kids with disabilities.

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4. Provide a description of students who may also be considered as having 'special needs', as well as specific concerns regarding their educational progress (26-28). You may need to read the opening vignettes at the beginning of the chapter. (Carolyn)

There are a wide variety of students that need special education in classrooms today. While some students are diagnosed, others could just need extra help or challenge in the classroom setting.

· Gifted and Talented: These are students who are above average in one or more subjects and other areas. Whether it is leadership, academics, athletics, intellectual ability, or the arts these students are considered gifted or talented for their level of performance. These students are not covered under any federal law, but often state laws provide assistance and guidelines for students with special talents.

· Students Protected by Section 504: Students who are not eligible to receive special education services can also be protected under Section 504. These students are described as having functional disabilities. Students with a medical disability that impacts their schoolwork and focus can qualify, for example students with ADHD. Epilepsy, asthma and severe allergies may also be included.

· Students at Risk: Students whose characteristics, environment and experiences that place them at a higher chance of failing are considered at risk. Students who do not speak English as a first language can fall into the at risk category. These students can attend bilingual classrooms, ESL or ELL programs. Other at risk students include “slow learners” whose progress is below average but do not have a disability. Other students can be – students from abusive environments, homeless students, or other outside factors prohibiting them from succeed in the classroom.

5. Describe the common concerns with inclusive education (page 18). What are some suggestions

for addressing those concerns (see the section ‘Putting the Pieces Together’ on pages 18 & 19).

https://www.teachingchannel.org/blog/categories/new-teacher-survival-guide/

#4 (Explicit Instruction)

***Everyone: Before you answer your individual questions, please make sure that you read over figure 1.1 “Sixteen Elements of Explicit Instruction***

1. Lead a discussion on the 16 Elements of Explicit Instruction. For your contribution to GoogleDocs, create a way for your peers to quickly remember each of the 16 elements. (e.g. mnemonics, visual graphic, etc.)

Here is something to help remember the 16 Elements:

F rancene- Focus instruction on critical content

S at- Sequence skills logically

B y- Break down complex skills & strategies into smaller instructional units

D onald- Design organized and focused lessons

B ut - Begin lessons with a clear statement lesson’s goals & expectations

R equested- Review prior skills & knowledge before beginning instruction

P eter- Provide step-by-step demonstrations

U until- Use clear and concise language

P eter- Provide an adequate range of examples and non-examples

P ranked- Provide guided and supported practice

R onaldo’s- Require frequent responses

M other- Monitor Student Performance Closely

P retty- Provide immediate affirmative and corrective feedback

D rastically- Deliver the lesson at a brisk pace

H ow- Help students organize knowledge

P ompous!- Provide distributed and cumulative practice

2. Provide an overview of ways to optimize instructional time (figure 1.4). Although the key points have been outlined for you, the following paragraphs provide more detail. The important part of this question is to provide your peers with a reference on how they can avoid ‘down time’ for students that negatively impact learning. You may want to highlight to your group the actual amount of ‘academic learning time’ that happens in a typical day (pg. 6).

3. Provide an overview of the following two topics (pg. 8-10): (1) Content Coverage/Opportunity to Learn, and (2) Grouping for Instruction. Lisa

1) Content coverage refers to the amount of content actually presented (vs. time allocated) to students. A number of decisions affect the quality and quantity of content coverage, including what to teach, how to teach it, and how it will be practiced. Decisions about what to teach can be characterized as curricular decisions. You can increase content coverage by deciding what is important for your students to learn. In addition, content coverage can be maximized when teachers focus on skills, strategies, concepts, or rules that will generalize to many other items or situations. In addition to decisions about what should be taught, content coverage is influenced by how skills are taught and practiced. The more direct the delivery of instruction is, the more content can be covered. Avoiding digressions, decreasing transition times, and increasing opportunities for students to learn by requiring frequent responses will also increase content coverage.

2) Group instruction has been found to be the most effective and efficient approach to teaching basic skills. Teacher-led group instruction most likely has this positive impact on achievement because it increases such effective teaching elements as clear explanations, modeling, practice, feedback, and frequent responding. The instruction, whether in general education or specialized settings, need not be delivered to the whole class; small-group instruction is often more effective. Breaking a larger class into smaller groups is necessary when the class has different skill levels, and when students are beginning to learn academic skills. Breaking a large class into smaller groups allows for more practice and repetition, as well as for closer monitoring. Breaking a large class into smaller groups allows for more practice and repetition, as well as for closer monitoring. This form of grouping should be used flexibly and should always be based on individual students’ needs, which may change over time.

4. Provide an overview of the following two topics (pg. 10-12): (1) Scaffolding Instruction, and (2) Addressing Different Forms of Knowledge. (Carolyn)

Scaffolding Instruction- Scaffolding helps guide the student along to learn the new skill or lesson. An educator will not just expect a student to learn a new lesson without help or previous knowledge. Scaffolding allows the student to feel comfortable while the teacher guides the lesson along while slowly giving the student more independence as mastery grows. Scaffolding uses some elements of explicit instruction: teaching the skill in pieces, sequencing skills, providing examples and demonstrations, and providing hints along the way. Scaffolding helps the student feel more confident in the skill or lesson while bridging the gap between the current ability and lesson comprehension.

Addressing Different Forms of Knowledge – While there are many different types of learners, Explicit Instruction focuses on three levels of knowledge that helps teachers convey information to all types cognitive abilities. They stress the importance of not only teaching what something is but how and when to use it. When all three types of knowledge are taught students become more independent and self-regulating learners.

1. Declarative Knowledge: What something is

a. When asked to name a letter, can do so accurately

b. When asked the months of the year, can do so in order

c. When asked what 6 times 4 is, can say the product

2. Procedural Knowledge: How something is done

a. Solve two-digit multiplication problems

b. Fill out a check

c. Write a persuasive essay

3. Conditional Knowledge: When and when not to use a skill or strategy

a. Deciding when to use a question mark at the end of a sentence

b. Knowing when to borrow from the next column in a subtraction problem

c. Knowing which reading comprehension strategy to use, based on the genre (narrative vs. expository material).

5. Create a reference that would help clear up misunderstandings someone may have about explicit instruction. Specifically, consider pages 17-21 to clarify (a) guided v. unguided instruction; (b) student centered v. teacher-centered teaching; (c) decontextualized v. contextualized instruction; (d) drill and practice v. drill and kill Michelle

#5 (Chapter 11; ELLs and RtI; RtI Blueprint)

1. Table 11.1 provides examples of testing accommodations before, during, and after the test. Recreate the table, and include a list of definitions/explanations for each of the bolded ideas in that particular section (pages 340-348).

Before the Test

During the Test

After the Test

Study Guide: tells students what to study for the test.

Alternative forms of Questions: Changes the type of questions asked (ex. Multiple choice instead of essay).

Changed letter or number grades: adding written comments of symbols or giving multiple grades can help clarify to the student their result.

Practice Test: helps to clarify testing expectations and familiarizes students with testing format.

Alternative ways of administering tests: giving student more time to finish, giving the test verbally, etc.

Changed grading criteria: basing the grade on fewer questions, try basing grade on the percentage correct of questions attempted instead of on the total number of questions.

Individual tutoring: can be carried out by peers or professionals. Tutors can provide guidelines for what to study or can help directly with content the student is particularly struggling with.

Alternative testing site: changing the location of testing to make sure the results of the test are accurate and not affected by surroundings.

Alternatives to letter and number grades: utilizing "pass/fail" grades and checklists of skill competencies instead of just letters and numbers.

Teaching test-taking skills: this includes how to study for a test, how to take objective tests, and writing essay tests etc.

Competency Checklist: showing which key concepts in the chapter the student learned.

Modified test construction: this could include making the font of the test bigger, spacing questions out more on paper, using words within a student's vocabulary etc.

STUDY STRATEGIES:

Chunking: after studying a section, ask student to recall 5-7 key ideas.

Mnemonics: using words, poems, rhymes, jingles or images to create order for information to be remembered.

Rehearsal Strategy: have students ask themselves questions about the most important information they learned.

Keyword Method: using visual imagery to make material more meaningful to the student to aid in remembering it.

2. Create a reference sheet for ideas in grading (strategies and definitions/explanations). Include grading practices that benefit all students (pg 350-354), using individualized grading (pages 354-360), and performance-based assessment including use of portfolios (pages 360-365)

3. What are the specific considerations for referring an ELL for special education services? Make sure to detail what pre-referral interventions could be implemented before making the referral (pages 2 & 5 in ELLs and RTI).Lisa

· Many teachers delay referring ELL students to special education in order to give them time to learn English. However, this delay can be a problem if there is a disability present.

· Small group instruction of at risk learners is an intervention that can benefit ELL students and prevent those without need from being referred to special ed services. This method also includes monthly progress assessments which can inform decision making about referral to special education.

· Special educators, ELL teachers and parents can also serve as consultants to general ed teachers about whether the student’s academic difficulties are due to language issues or a learning disabilty.

4. Summarize the following two sections in the article ELLS and RTI: (1) What happens after you refer an ELL student for special education services? And (2) Developing an IEP for an ELL with a disability. Carolyn

After an ELL student is referred to a special education evaluation, the test administrators need to decide on an appropriate assessment.

· If a student has a low level of English proficiency, an assessment with verbal responses could be the best option.

· Tests can also be administered in a child’s native language or other mode of communication due to prior educational experiences.

· It is also very important that the assessment team selects various methods of assessment in the child’s native language or English to determine the students ability level in: oral, language proficiency, reading skills, vocabulary and comprehension.

· These assessments and observations can help the referral team to understand the weakness in instruction, language proficiency or learning disability.

· The child should be assessed in all areas of suspect disability in both English and native languages

After a referral for an ELL student with a disability the next step is to create an IEP. An IEP for an ELL student is mostly the same – the only difference being it is often challenging to distinguish between language comprehension difficulties and learning disabilities. Which is why it is necessary to assess the whole student in both languages to fully understand.

· Develop a comprehensive summary of the student’s skills – includes functional, linguistic and academic skills. This step needs to clearly identify the student’s educational history, time spent in the US, and which assessments in what language have been provided to determine if language interfered.

· Identify scientifically based instructional practices and progress monitoring – through the RTI model, students need a tier 2 group tutoring and special education needs from tier 3

· Provide the IEP to all teachers needed

· Develop a collaborative team and a plan for implementing

5. Fuchs and Fuchs (RtI: A Blueprint) provides an overview of a 4-step process for RtI. Provide a summary of each of the steps, as well as an overview of the difference between ‘acceptable’ and ‘best’ practices for each. Michelle

#6 (Chapter 8, Growing Up Gifted)

1. Describe the historical change in understanding of intelligence, giftedness, and talent development. Include a timeline of concept development and an overview of fixed vs. interactive intelligence. (pg. 3-12)

Before the 20th century there was no such category of “gifted and and talented”. In the early 20th century those deemed gifted and talented were seen as frail individuals who could not function socially who were lost in a world of books in a corner trying to hold on to their sanity. Having this type of child was seen as a burden to parents and family. As time went on more research was done with gifted and talented children to find out how they learn and now accommodations can be made in their education and environment to help them succeed.

Fixed vs. Interactive Intelligence:

Fixed intelligence was the popular belief from the beginning of the 1900s into the 1960s. The belief says that a person is born with a set amount of intelligence and it cannot be added to or taken away from. Under this belief about intelligence, the IQ (Intelligence Quotient) test was created. The pedagogical system that went along with this belief meant allowing the children to learn on their own with no stimulation or assistance from teachers or parents. Interactive intelligence is a belief that says that intelligence is educable. Interactive intelligence stresses the importance of stimulation and education in early childhood development. Under this belief, children learn in three ways: 1 through action, 2 imagery, and 3 symbols. Interactive intelligence holds inherited abilities and environmental opportunities as BOTH important elements of intelligence and education.

2. What role does brain function play in intelligence? Include a description of the major functional areas of the brain and how a rich learning environment accelerates synaptic activity. (pg. 12-22)

3. What is the role of nature and nurture of giftedness? Detail the differences as well as how genes and the environment interact to create giftedness (pg. 22-26)

· Intelligence is the result of the development, interrelationship and integration of all functions in the human brain. Intelligence can be enhanced or inhibited by the interaction between the genetic pattern and the experiences provided by the environment. Children are not born gifted. They are born with a unique and nearly limited potential.

· It is misleading to think of either genes or the environment as being more important. No matter how powerful genetic inheritance, the environment must be conducive to the development of a particular talent for it to develop to high levels.

· Giftedness is the result of a dynamic, stimulating, interactive process that leads to qualitative and quantitative differences in performance. The conditions needed to do this include: 1. variety of quality experiences from our early beginnings as neural patterns are being formed 2. the development of the concepts of integration, choice, patterns, and sequences 3. The provision of feedback through acquisition of knowledge and skills. 4. enrichment of the environment and experiences.

· Creating these conditions will result in a brain that is more effective and efficient in processing information. This is because neural connections have become more integrated, more quickly made, and far more complex. This is why gifted children are biologically different from average learners. - not because they were born that way but as a result of using and developing the brains with which they were born.

4. Create a table that provides definitions for the various terms including: Intelligence, Gifted, Gifted Individuals, Talent, and Talent Development. Include a pictorial representation for each definition. (pg. 26-31)

Intelligence

Capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings

Gifted

Students whose performance is consistently remarkable in any valuable area

Gifted Individuals

Youth who give evidence of high achievement capabilities in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services not ordinarily provided by the schools

Talent

Individuals who are not intellectually accomplished to the level of giftedness, but who show evidence of better-than-average intellectual potential

Talent Development

Belief in the need to nurture the highest capabilities within individuals who show potential for the development of giftedness, but who need additional support to achieve it

reactions from both the teachers and students.

5. Read the “Declaration of the Educational Rights for the Gifted Child” to your group. Include in your Google Doc 5 main ideas and talking points that you wish to highlight. (pg. 32-33). Michelle

Equal opportunity is not the same opportunity

Fairness

Innovation/ DIversity

Engaging a gifted student

Humor

Complex Personality

Accelerated Learning

Classroom Balance

High expectations

Low Tolerance

Relationships

Age/ Developmental differences

Appropriate Educational Experiences

How do you challenge a gifted and talented student, while not losing the others?

Alternative Learning

#7 (Twice Exceptional)

1. Considering the Twice Exceptional article, describe the three subgroups of 2e students. What are the common characteristics of 2e students?

Group 1 - This first group of students includes those who have been identified as gifted and talented yet are not performing well in school. This could be attributed to different causes some of which include low self concept, laziness and boredom leading to lack of motivation. These students are often ignored at first because their scores are at average but when school becomes more rigorous they will fall behind their peers and will finally be noticed as having a learning disability.

Group 2 - This groups of students have been identified as gifted and talented yet their exceptionalities and talents have not been recognized and are not being explored. These students are underestimated and in their academic abilities and they are first noticed for what they cannot do instead of what they can do or are capable of and their strengths continue to be ignored in academic instruction.

Group 3 - This third group of students is the largest and they often go unserved because they do not fall under the qualifications for gifted and talented students. These students appear to perform average because their abilities and disabilities cancel each other out. While they typically perform at grade level, they unfortunately do not have the resources to help them so they perform well under their potential level.

Common Characteristics - Twice exceptional students are often characterized as smart academically but struggle socially. They are often become frustrated, fearful, and stressed which can manifest in classroom disturbances including aggressive behavior, carelessness, and “off-task” behavior. They may struggle with memory but are good at problem solving tasks. They often have low academic self-worth and therefore try to avoid school tasks. School becomes a hard place for them because they see themselves as shy and continue to fail academically while at home they perform very well in learning and creating. They tend to have more creative interests and excel at solving novel problems. The center of their disability includes basic automatic skills, perceptual scanning, sequencing, organization, and study skills. However, they are wonderful at seeing patterns and relationships, reasoning, and generalizing.

2. Considering the Twice Exceptional article, detail how 2e students are identified. What are the curricular needs of 2e students?

3. Considering the Legal Issues article, detail how IDEA is connected to identification and services for 2e students.

-The IDEA includes 15 different areas in which a student can be found eligible as a result of his or her disability, including learning disabilities, emotional disturbance, autism, and other health impairments (IDEA, 2010). Twice-exceptional students who qualify under the IDEA as having one or more of these disabilities must be accorded the same gifted instructional opportunities as their non-disabled peers.

-Equal access to gifted instruction requires that:

· gifted students with educational disabilities are identified as both gifted and as having an educational disability;

· gifted students with educational disabilities have access to Gifted and Talented (GT) instructional opportunities in their areas of strength;

· gifted students with educational disabilities receive appropriate individualized instruction, accommodations and supplementary aids to enable them to succeed in GT and general education instruction.

4. Considering the Legal Issues article, what are the guidelines set forth by the US Department of Education for identifying 2e students? Summarize 4-5 court cases that highlight what constitutes ‘appropriate instruction’ for 2e students.

· The guidelines for identifying 2e students must include: defensible measurement practices aligned with the program goals and objectives; administration and interpretation of assessment by properly trained persons; and ethical decision making in program placement. The use of varied assessment and multiple stakeholders also ensures that there are many perspectives when identifying these students.

· Brown v. BoE Topeka, Kansas - recognition and definition of special education rights

· Education of all Handicapped Children Act in 1975 - Eventually became the IDEA

· Mills vs BOE District of Columbia - students denied right to public education, eventually awarded with the IDEA

5. Considering the Legal Issues article, would a 2e student be qualified for an IEP or a 504 plan? Explain your answer. Michelle

According to the article, the guidance that the Supreme Court provided 35 years ago for the implementation of Section 504 of the Rehabilitation Act of 1973 remains appropriate today for the inclusion of twice-exceptional and Other Rehabilitation Services. Furthermore, under both the IDEA and Section 504, school systems have the same affirmative obligation to modify and support higher-level education for the twice-exceptional, keeping in mind that modifications and supports need to be reasonable.

If it is determined that the modifications made for the twice-exceptional student impact the general education class, to a degree that the integrity of the content/ delivery of instruction is significantly compromised, then a higher-level general education setting may not be appropriate for the twice-exceptional student.

Twice-exceptional students may be eligible for services under Section of the Rehabilitation Act of 1973, and although students with a 504 Plan might have access to special education services, it does not typically provide the direct modifications or special education that comes with an IEP. 504 Plans solely include general education accommodations.

#8 (Chapter 3 & Team Teaching in ANGEL)

1. Describe the 7 characteristics of collaboration (pages 67-69).

1. Collaboration is Voluntary - collaboration must be a personal choice to share your ideas with others. Even if you are assigned to be a part of the group, it is necessary for you to make the choice to contribute. This voluntary collaboration can create close relationships with those you work with.

2. Collaboration is Based on Parity - when collaborating, it is crucial that all members know they are a valuable member of the group and each individual will bring something of value. Never feel as a teacher that you have nothing valuable to share just because you do not know the medical or legal side of an issue, you know how the child acts in a classroom and with peers and that is valuable information.

3. Collaboration Requires a Shared Goal - true collaboration only occurs when there is a shared goal. This goal needs to be specific; too general of a goal will create issues. There may be conflict over how to reach the desired goal, in order for collaboration to continue this conflict must be resolved.

4. Collaboration Includes Shared Responsibility for Key Decisions - even though work may be split up in a collaborative group, ultimate decision making must be shared to continue the parity in the group. Make sure when delegating that it is shared equally so it isn’t only one person making decisions and so that person does not get overwhelmed and others don’t feel unincluded.

5. Collaboration Includes Shared Accountability for Outcomes - this follows directly from shared responsibility because if collaborative members share key decision making powers, then they must share accountability for those decisions - both negative and positive outcomes.

6. Collaboration is Based on Shared Resources - each contributing member of a collaborative group has resources they contribute. These could include: time, expertise, space, equipment, and other assets. Pooling knowledge together is also a sharing of resources.

7. Collaboration is Emergent - collaboration is a process. The first collaboration experience may not go well and some individuals will be afraid to share openly. This will change however with time and practice. The more experience one has in collaborating, the more successful it will be.

2. What is shared problem solving? Describe the steps (pages 72-75).

3. Detail the six most common co-teaching approaches. Consider adding the graphic from figure 3.2 (pages 76-78).

Co-teaching - when two teachers share instruction for a single group of students, typically in a single classroom. This is becoming a popular service delivery option in inclusive schools. It generally occurs at a set time each day or certain days of the week and can be delivered in many different ways, some of which are described below.

One teach, one observe - in this scenario, one teacher teachers the lesson while the other observes, gathering additional data on students to understand them better.

Station teaching - in this scenario, students are separated into three different stations with different teachers at two of the stations and one station for independent work. The students rotate through the stations. Allows small group instruction.

Parallel teaching - When two teachers split a heterogeneous group of students into two groups and both present the same information. Often information may be presented in different ways, such as auditory vs visual, to best address the students learning styles. This also creates a smaller group with more opportunities for participation.

Alternative teaching - this scenario involves having one teacher work with most of the class while the other focuses attention on a small group. This could be used for students who need preteaching in order to comprehend a topic or lesson, or for enrichment for those students who have reached comprehension on a topic and are ready to move on.

Teaming - in this scenario, teachers share the leadershop of the classroom, each equally engaged in instructional activities. This can work well for demonstrations, role plays or debates on a topic.

One teach, one assist - In this scenario, one teacher is leading the lesson while the other is quietly assisting individual students.

Figure 3.2 is a great graphic representing different ways to teachers can co-teach in a classroom, including 1) one teach and one observes, 2) station teaching, 3)parallel teaching 4) Alternative teaching 5) Teaming and 6) One teach, one assiisting

4. Explain the following for working with families (pages 85-90):

a. How might a parent react to their child’s disability and what are some factors that affect their

reaction?

When learning of their child’s disability, parents can react in a variety of ways. Some may go through a series of emotions in a sequence, others may have more discrete or minor reactions. Parents may respond in any of the following ways:

· Grief: Some parents feel grief and sadness for the added challenge their child will have to face, others for the stress on the family structure, or feeling of loss for the expectations they once had. Grief can be temporary or chronic. Parents have a right to grieve, as educators we need to respect that.

· Ambivalence: Parents may feel this in attempt to confirm their child’s disability is not temporary for fixable and try to determine what the best step for education is. Parents also meet with lots of educators and specialist who present a lot of information and options which can lead to ambivalence towards hard decisions.

· Optimism: There is also a great deal in hope with families. Parents and families will often look at their child with a disability as no different than any other child. Families try hard to make the most of their situation and try hard to meet all the needs of their children.

b. What are family-centered practices? Provide a brief description of some examples of positive ways to partner with parents.

· Family-centered practices are the notion that outcomes are best for students when their parents emotions and perspectives are respected. Parents need to have their input in the situation and educators need to make sure parents are presented with all the appropriate information. Educators can help parents in the following ways:

· Home-School Communication - Sending home letters with educational goals, following up with positive phone calls, newsletters, journals that get based between the teacher and parents regarding school work, informal day to day communication

· Parent Conferences - Clarify purposes of the meeting, meet at a table and not your desk, create space for discussion and input, write notes to remember the important details of the meeting, write a note to the parents to confirm decisions made (if any), if appropriate brief the special educator

· Parent Education - School sessions on students with disabilities, education options, and inclusion of parents. Make sure that parents feel comfortable

· Parent Involvement - Some parents volunteer in their children’s school, some schools provide evening sessions so parents and students can work on computers and use class materials together,

5. In the article “Team Teaching Closes the Language Gap”, the author presents a case study. What did the administration mandate across the district and why? Provide an overview of the required elements to collaboration at both the elementary and secondary levels (page 3 of the PDF). Report on some of the reactions from both the teachers and students. Michelle

Elementary The district mandated the each day, every elementary school teach an hourlong writer’s workshop, an hourlong reader’s workshop, and a 30-minute workshop for vocabulary and spelling.

Each workshop involves a mini-lesson and then a time for pupils to work in small groups or individually while teachers help them. This allowed teachers to provide the differentiated instruction that the students needed.

Along with reading and writing, a common curriculum is required in elementary schools for mathematics. The district is implementing a workshop that includes eight ESL teachers ,who work out of the district’s office, that monitor the progress of English-language learners and coach teachers at elementary and secondary levels.

Secondary The district uses a more common approach to teaching English-language learners by separating them out into a separate ESL track. English-language learners in the first 2 of 5 levels of English proficiency are put into a majority of classes taught by ESL teachers. After, they are put into regular classes and receive one ESL class a day for approximately 2 years.

In middle schools and high schools, there has been a big push towards helping educators go beyond teaching conversational skills to teaching “academic English” by coaching teachers and writing a centralized curriculum that is aligned in both state academic-content standards and standards for developing English proficiency.

Student/ Teacher Reactions Pao Yang, a student from Thailand, attended classes for beginning English-language learners, and after two years, he took classes at level 2. Even though Yang understands a lot of English, he can only speak a few words at a time and often draws from a limited pool of expression (for example: “a little,” and “not right now.”). Yang is intent on learning the difficult academic words that are used everyday in education, such as words associated with geography like territories, or words used in Algebra like Quotient.

Some experts truly believe that the district needs to do more for English-language learners at the secondary level. Teaching “academic English” is one step to furthering an English-language learners educational success.

Resources:

JannaLyse -

1. http://www.theedadvocate.org/

2. http://www.edutopia.org/

3. https://delicious.com/

#9 (Chapter 2)

1. Provide a table that outlines the roles of the general and special educator (pages 32-35).

2. Detail a list of related service providers and other specialists with whom you are most likely to work (pages 35-38).

3. List and define the required components of an IEP (page 52-55).

4. Detail the various settings in which students may receive education services. Include any data that details how much time a student spends in the setting and/or the percentage of students with disabilities attending specific programs (pages 57-60).

5. Describe the monitoring process for special education services (pages 50-51).

#10 (Collaborating with Families--module)

Go to the following site http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm. Begin by clicking on ‘Challenge’ (watch the video or this module will be a little confusing).

1. What do teachers need to understand about working with families who have children with disabilities? Answer this question by summarizing the material on Page 1 in the Perspectives and Resources section.

2. What are common emotional reactions to disability? Answer this question by summarizing the material on Page 2 in the Perspectives and Resources section.

3. What are the additional roles of family members? Answer this question by summarizing the material on Page 3 in the Perspectives and Resources section.

Family members of kids with disabilities may have a number of additional roles they play that might not be immediately obvious. Some of these roles may be time limited, and others may last the lifetime of the child. They can be time consuming, stressful and frustrating. School personnel can assist families by learning what their concerns are and by finding ways to alleviate some of the stressors that families experience. These roles include the following:

Type of Role

Example of Parent’s Involvement

Case Manager

Overseeing all educational, health, and related services for the purpose of communicating and coordinating the care of his or her child

Medical Expert

Understanding the medical issues surrounding the child and his or her disability or medical condition and communicating to others involved in the child’s care

Advocate

Speaking out in the best interest of his or her child

Inclusion Specialist

Ensuring that his or her child is included in typical classroom activities and daily routines as much as possible

Transition Specialist

Creating continuity by easing the transition between teachers, grades, schools, and post-school environments (e.g., secondary school, work)

Personal Futures Planner

Assisting in planning for his or her child’s future (e.g., secondary school, work, financial arrangements) by exploring all areas of interest, aptitude, strengths, and needs

4. What some of the daily stressors families may encounter? Answer this question by summarizing the material on Page 4 in the Perspectives and Resources section.

There are a variety of everyday stressors that can cause even more stress on families with a students with disabilities. It is important to note that just because the parent is not as involved with the school as you would like, does not mean they do not care. There are many other challenges they could be facing. For example:

· High Divorce Rate - Caring for a child with a disability and maintaining a strong relationship with a spouse can be difficult for reasons such as time constraints, feelings of helplessness, and the additional financial burden that couples encounter in raising their child

· Lack of Help - Families with students with disabilities report feeling like they have a small support system. From lack of understanding from extended family, geography, or other factors. These families need emotional support, financial assistance, childcare or transportation

· Financial Struggles - The cost associated with raising a child with a disability is much higher than a typical student. It is also common for families to lose on income due to the lack of childcare available for their child.

· Healthcare Costs - Families can experience difficulty obtaining insurance or face high premiums due to the amount of healthcare used by the child. Others may have insurance through an employer but encounter obstacles in changing jobs or careers because of concerns about insurance.

· Accessibility Issues - Locating accessible housing may require the family to move, renovate their existing house, or build a new house. If accommodations to the home are not possible, it is more likely that parents will endure physical challenges themselves. Some families have to customize their vehicles to accommodate for their children.

5. What are some suggestions for building positive relationships with families? Answer this question by summarizing the material on Page 7 in the Perspectives and Resources section.

Building positive relationships with families is an important part of making parents and children feel welcome at school. Teachers can build on these relationships by respecting families and any differing cultural views, and by recognizing parents as the ultimate decision-makers.

Respecting families: Parents often feel that they are not respected by school personnel. Begin by asking parents what they feel is important to them, for example, What are their preferences for communicating? How do they wish to be addressed? These are some essential questions to avoid any negative relationship between families and educators.

Recognize parents as ultimate decision-makers: Parents will always be the ultimate decision-makers on behalf of their child/children, especially for children with disabilities; parents are actively involved in their children’s lives, whereas teachers typically only influence their lives for a couple years.

Parents focus on all aspects of their child’s life, and they may have important information from past experiences that can be essential to helping a teacher understand the best way to help their child. Unfortunately most teachers focus primarily on education. To bolster increasingly positive relationships, teachers should focus on what they share in common with parents: helping their child succeed in school.

Parental Experiences

Behaviors Exhibited

Positive →

Excited

Open-minded

Helpful

Optimistic

Negative →

Anxious

Angry

Disappointed

Frustrated

Respect differing cultural viewpoints: Teachers should think of disability in a positive light, it is a characteristic of a person and a natural part of life. By developing an awareness of how people of different ethnicities and cultures view disabilities, teachers can better understand how to create meaningful relationships with their students and families.

Various cultures may see disability as:

· A reflection of an individual difference for which we should simply make adaptations/accommodations.

· Something that brings shame or pity to families.

· A stigma pertaining to mental illness or developmental disabilities.

· A spiritual event or occurrence.

· A gift or blessing.

Dependability and confidentiality are critical components of respect and building positive and trusting relationships with families. Returning phone calls or emails in a timely manner, following through with promises, and not sharing personal or sensitive information concerning the family with others expect on a need-to-know basis and with the family’s permission are good steps in building trusting relationships.