Donna M. Sobel,
Ph.D.
University of
Colorado Denver
Urban, Community
Teacher Education
Special Education
Program
[email protected]
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 Research
Intensive Urban University
 Graduate (85%) & Undergraduate (15%) teacher
education




Elementary (K-6)
Secondary (7-12)
SPED (K-12)
350-400 teacher candidates
 Integrated/Merged
approach to preparing general &
special educators
 Professional Development School model with coteaching as a foundational approach
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This initiative builds on successfully accomplished goals of
the Achieving Special Education Equity through Diversity
(ASEED) 325T project as a foundation to bring professional
development efforts to scale with online resources by:
1. Supporting faculty in integrating evidence-based educational
resources into core course curriculum: Data-based decisionmaking for learners with diverse needs.
2. Providing sustainable state-of-the-art professional
development, mentoring, and coaching for university faculty
and partner school personnel through the edWeb platform
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4
1.
2.
3.
4.
Accommodation Frameworks:
Presentation*
Response
Setting/environmental; and
Timing/scheduling
*Culturally responsive graphic organizers (mind maps,
webs, or visual organizers) should be used at the onset of
a unit or lesson as a way to determine and/or activate prior
knowledge; during the course of instruction to achieve
both content objectives and language objectives; and/or at
the conclusion of a lesson as a “check for understanding”
which genuinely informs student assessment, evaluation
and future planning.
5

Course instructor recommendations of supplemental
materials;

Fourteen supplemental DWW resources;

Complexity of online sites calls for easy access;

Highlighted description of resource; and

Code denoting 19 online resources (Doing What Works
DWW = 14; IRIS = 3; Youtube = 1; Schooltube = 1)*
* Attachment: Advance organizers DWW-IRIS-Schooltube [Sobel, Nov 2011]
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
“Before and after”: Dropout
prevention: Multimedia overviewimproving classroom behavior and social
skills *GO 2a

“Focus your viewing”: Guiding

directions


“Connect with an expert”: Guiding
questions for expert interview with
Monica Martinez *GO 7a
Design: maximize
organization, color, graphics,
fonts, shapes and sizes
questions for data-team meeting video –
grade 5 math review *GO 6a

Format: clear, succinct

Process: attention to multiple
levels of cognitive thinking with
an emphasis on application to
work in the schools
“View and reflect”: Managing
progress monitoring *GO 9a
* Attachments: Representative Graphic Organizers

Evaluation: student feedback*
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UCTE EdWeb
Community
“Gateway” Community for all
UCTE Participants
(Students, Faculty, PDSs, Alums)
Students
Flexible Communities
based on Participant Needs
Early
UG
Pipeline
PDS
Cohorts
Faculty & PDS
Site Teams
Collaborative
Council
Core Faculty
Course
Renewal
Teams
Clinical
Teachers
CTs as
Teacher
Leaders
Affiliate
Faculty
Future
Alumni
PL
Related to
Courses
DWW
Building Capacity
for Facilitation
8
9
 Collaborate
with all teacher education faculty for
enhanced course alignment.
 Create,
support and revise professional resources for
inclusion in teacher preparation website.
 Plan
for the complexities of institutional leverage at
multiple levels
Programs, Unit/Division, School
of Education, Professional Development Schools,
Directors of Special Education, and Departments of
Education.
10
Graphic Organizer 1a Dropout prevention: Multimedia overview Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/topic/?T_ID=24 Activity Guidelines: This activity includes five separate parts each building upon each other. Beginning with part 1, work your way through each section. Part 1-­‐ Overview: Look at the Multimedia Overview and the Visual Diagram Part 2-­‐ Data Systems: Go to the Weblink: [http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dp_pg_090308.pdf ] and read the suggestions (in green) on pages 13-­‐15 in the IES Practice Guide: Dropout Prevention (2008) published by the What Works Clearinghouse. After reviewing the resource, list the data recommendations, noting the most significant points. Data Recommendations Significant Points 1 Part 3 – Adult Advocates: Watch the DWW video in Learn What Works and read “How to carry out this recommendation & Potential roadblocks and suggested approaches” in the IES Practice Guide (pp. 18-­‐21). Write a brief summary of what you learned. Part 4 – Academic Supports: Watch the DWW video in Learn What Works and think about how Dr. Martinez’ recommendations and correlate with what you are learning about Differentiated Instruction. Dr. Martinez Recommendations Correlation with Differentiated Instruction 2 Part 5 – Social/Behavioral Programs: Watch the DWW videos on the Site Profiles of Sleepy Hollow High School in NY and Foxfire Center for Student Success in OH for ideas. Then, read the IES Practice Guide, beginning with “Brief summary of evidence to support the recommendation (p. 26-­‐27). Questions: Can you think of any other types of targeted interventions to support students’ academic success? Can you think of any other ways teachers or the school can make all students feel important and cared about? Do you have any other ideas for things teachers and schools can do to guide all students’ (especially those vulnerable to dropping out) focus toward postsecondary possibilities and plans? 3 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 4 Graphic Organizer 2a Dropout prevent: Multimedia overview – improving classroom behavior and social skills Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/Social-­‐Behavior-­‐Programs/practice/?T_ID=24&P_ID=56 Activity Guidelines: Prior to watching the “Multimedia Overview: Improving Classroom Behavior Skills” complete the left portion of the following table. In the column on the left, describe three events from the classroom that challenged your ability to respond well. Then, in the center column, describe the way that you responded. An example has been provided. Ex. After a couple of warnings, I sent the student to the principal’s office with a referral. After Ex. A male student continues to talk to peers during teacher’s presentation, causing distractions to teacher and peers. This was unusual, and it was very frustrating to me. 1. 2. 3. Teacher/Administrator Response Before Video Video Behavior Questions to Ask Before Responding Ex. Why might this student be creating distractions during the class? Alternate Response Ex. Mentoring/Counseling – this may provide useful support that I may not be able to provide during class time. 1 Graphic Organizer 3a Dropout prevention: Small group academic support through humanities teams: Sleepy Hollow High Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/Rigorous-­‐Relevant-­‐
Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1028#cluster-­‐1 Activity Guidelines: First, listen to the interview “Behavior Interventions to Help Students Establish Attainable Goals.” Next, watch the slideshow entitled “Small Group Academic Support through Humanities Teams.” In the interview, Principal Conklin describes the discipline system of Sleepy Hollow as “typical to what one might expect in any high school around America.” She also describes positive reinforcement as an atypical route to addressing discipline problems at the school. Within this same school, the Humanities Team provides small group instruction and work with other members of the school to provide multiple layers of support for students. The following image captures the converging routes for support provided by teachers, counselors, and administrators at Sleepy Hollow. Collabora=on Rela=onship Supported Students Atypical Discipline System Instruc=on 1 Think about your current school site and the complexities associated with the four focus areas of support. Next identify specific examples that signal a need for growth in each of the four focus areas. Finally, be ready to articulate ways that an individual or school could engage in professional development to enhance proficiency in the area of focus. Collaboration Area for Growth? (Explain) Student-­‐centered Discipline Practices Strong Pedagogy Relationship-­‐Driven Classroom and School Professional Growth Plan Student Feedback 1) Rate the 0 = distracted 1 = minimally 2 = deepened 3 = served to level to which from or did not supported my my interest and push me to this organizer add anything to engagement in understanding engage in and supported your my engagement the activity in the activity critically analyze engagement in with this learning the activity the activity. activity content 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this 2 organizer? 3 Graphic Organizer 4a Dropout Prevention Topic Overview Video Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/topic/?T_ID=24 Activity Guidelines: Prior to viewing this multimedia presentation, explore the types of dropout prevention services in your district. Next complete the viewing guide providing highlights of each of the coordinated dropout-­‐prevention recommendations. Begin by capturing representative exemplars of each recommendation, then assimilate the information into a statement that you would use in what might essentially be an “elevator speech” (one minute or less) statement about why that recommendation is important. Utilize data systems to identify the scope of the problem Address social and emotional needs with programming and adult advocates Provide academic interventions Establish an engaging and personalized environment Highlights Statement 1 Graphic Organizer 5a Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 5a Dropout prevention: Utilizing data systems for dropout prevention Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/Data-­‐Systems/see/?T_ID=24&P_ID=53 Activity Guidelines: The “Utilizing Data Systems for Dropout Prevention” overview focuses on school-­‐level and district-­‐level dropout prevention systems. As you listen to the presentation, think about the questions in the table below. Then, complete the table by describing the response to school dropout at the school and classroom levels. Ques;ons to Consider How are aVendance, grades, and transfer status (including mobility) monitored? What at-­‐risk indicators are used to help inform supports for students who may be at risk for dropping out? What supports are used/
available for students who may be at risk of dropping out? If a student no longer aVends school or class, but this student has not transferred to another school or classroom, what happens in response to this? School Level Classroom Level What dropout informaYon is collected? 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 How are some of the specialists in the school involved in suppor@ng the students that the team is discussing? Name some of the forma@ve assessments they consider to monitor understanding. Name some of the recommenda@ons they suggest for student growth. What types of data are they considering? Who is par@cipa@ng in the mee@ng? Graphic Organizer 6a Guiding questions for data-­‐team meeting video – grade 5 math review Web Resource: http://dww.ed.gov/Response-­‐to-­‐Intervention-­‐Math/Intentional-­‐
Teaching/see/index.cfm?T_ID=28&P_ID=69&c1=1508#cluster-­‐1 Activity Guidelines: Part 1 -­‐ Watch the Data Team Meeting video. Use the following questions to help focus your attention. 1
Part 2 -­‐ Use the grid below to make a bulleted list of conclusions in each area that you could draw about this school and these faculty members related to the big areas of the “Using Student Achievement Data to Support Instructional Decision Making” chart. Then list examples that you have observed at your partner school.
Examples from the Video Supports for Data Driven Culture Vision for Data Use Cycle of Instructional Improvement Student Use of Data District-­‐wide Data System Examples from your partner school Graphic Organizer 7a Guiding questions for expert interview with Monica Martinez Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/Academic-­‐
Supports/learn/?T_ID=24&P_ID=55 Activity Guidelines: Watch the Expert Interview Video and use the following questions to help focus your attention. 1) Connect her statement -­‐ “…everyone in the school taking collective responsibility for students” – to ideas you learned in your course on Co-­‐Creating the Classroom Environment. Articulate take-­‐away message that is meaningful to you. 2) What are the “Structural Issues” that she says you can do as a teacher to address student success? •
•
3a) Ms. Martinez discusses “Differentiated Instruction” and poses three questions teachers can ask of themselves. Rephrase those questions. a. Question 1: b. Questions 2: c. Question 3: 3b) What additional questions do you have for yourself? 4) Name some of the school-wide supports she suggests.
  5) What are some of the school-­‐wide supports in place at your partner school?   1 Graphic Organizer 8a Intentional teaching: Pacing instruction tier 3 video Web Resource: http://dww.ed.gov/Response-­‐to-­‐Intervention-­‐Math/RtI-­‐
Implementation/see/index.cfm?T_ID=28&P_ID=71&c1=1509#cluster-­‐1 Activity Guidelines: As you listen to and watch Ms. Smee, identify and discuss the four key features of teaming structures essential to the delivery of tiered instruction in her teaching episode. Extend this learning by identifying an example of tiered 3 interventions at your site. 1. Collabora<on between special educa<on and teaching staff •  Example: 2. Explicit teaching strategies •  Example: 3. Con<uous progress monitoring 4. Focus teaching to mastery •  Example: •  Example: 1 Apply this learning to your current school by providing an example of tiered 3 intervention: • • • _____________________________________________________________________________________ Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 9a Managing progress monitoring in the classroom video presentation Web Resource: http://dww.ed.gov/Response-­‐to-­‐Intervention-­‐Reading/Progress-­‐Monitoring-­‐
and-­‐Differentiation/see/?T_ID=27&P_ID=73 Activity Guidelines: While watching Kristy Shoaff work with students in her first grade classroom, analyze key aspects of her ability to manage progressing monitoring in the classroom, then look for how your clinical teacher is applying those and other strategies in your classroom. Finally, reflect on specifics skills needed to effectively implement varied aspects of management and identify a specific focus for your enhanced proficiency in that area. What do you need to know? What aspects of managing progress monitoring do you need practice with? Answers to those questions will help guide you on securing needed assistance from your school team. Management Plans for Monitoring Progress Clearly identify progress monitoring measures used in the classroom. Name the tool and articulate when it is administered what it measures, how it is analyzed, and how it is used to inform instruction. What are other members of the class doing when the teacher is working with an individual or a small group? How are students held accountable when not directly working with the teacher? 1st Grade at Tri-­‐
Community Elementary School Example 1: Current internship site Personal growth plan Example 2: Example 1: Example 2: Example 1: Example 2: 1 Example 3: How are students involved in self-­‐
monitoring their progress? Example 1: Example 2: Provide an example of data-­‐driven instruction. Example 1: Example 2: 2 Graphic Organizer 10a Meeting the social and behavioral needs of students identified as “at-­‐risk”: Western Hills University High School Web Resource: http://dww.ed.gov/Dropout-­‐Prevention/Rigorous-­‐Relevant-­‐
Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1062#cluster-­‐1 Activity Guidelines: The slideshow “Meeting the Social and Behavioral Needs of At-­‐Risk Students” describes programs available to students at Western Hills University High School who may be having social or emotional difficulty at school. Activities used at Western Hills to support these students include: Opening lesson; Extracurricular programming (Controlling myself yoga relaxation group); and extending the curriculum (Women writing for change). Use the table below to begin thinking about ways that you could support your students in responding to their social and emotional needs. Identify explicit examples of what you might do in each of the four areas. How WH meets student needs Ideas to meet your students needs Western Hills Program Socially Just Pedagogy Controlling Myself Yoga Relaxation Group Classroom Practice Classroom Opening Exercise Extracurricular Programs Women Writing for Change Curricular Enhancement Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 11a Progress monitoring and differentiation – helping teachers use progress monitoring Expert interview with Nadine Hoover, reading coach Web Resource: http://dww.ed.gov/Response-­‐to-­‐Intervention-­‐Reading/Progress-­‐Monitoring-­‐and-­‐
Differentiation/learn/?T_ID=27&P_ID=73 Viewing Guide: Questions My Answer How does Tri-­‐Community Elementary School define a “benchmark reader,” “a strategic reader,” and an “intensive reader”? How does she and the reading team monitor students’ progress? Watch the video (in See How It Works):”Managing Progress Monitoring in the Classroom” and explain how it demonstrates what Nadine Hoover discussed. (Note: the other demonstration videos are also excellent.) Nadine’s Points How it Demonstrates 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 12a Response to intervention in primary grade reading: Expert interview with Dr. Tilly: RtI and special education Web Resource: http://dww.ed.gov/Response-­‐to-­‐Intervention-­‐Reading/RtI-­‐
Implementation/learn/?T_ID=27&P_ID=90&intID=1804&t=1#learn Viewing Guide: 1. What does Dr. Tilly mean by changing from “a normaDve comparison” to a “benchmark comparison”? 2. What was the reason for moving away from specific disability labels? 3. What does he mean by “a non-­‐categorical service delivery model”? 4. What 3 things does Dr. Tilly claim create “schools that are effecDve”? 5. How does his statement that “When we make adjustments to our instrucDon based on the data we collect on student performance, student performance improves” relate to those 3 things? 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 13a Teaching literacy to K-­‐5 English language learners Web Resource: http://dww.ed.gov/Literacy-­‐in-­‐English-­‐K-­‐5/topic/?T_ID=13 Activity Guidelines: Complete this three part activity to further your learning regarding students with second language needs. Part 1: Key findings from the research related to English Language Learners Part 2: Analyze key aspects of the 5 recommended practices and indicate how those and others are used in your school. Screen and Evaluation Monitor Progress Provide Synthesis Reading Intervention Analysis Application & Comprehension Knowledge Teach Vocabulary Develop Academic English Schedule Peer Learning 2 Part 3: Apply this information to your setting by responding to each of the 5 prompts below. How many students receive second language services in your school and in your district? What languages are spoken in your school and across your district? How are second language services delivered in your school and across your school district? Who provides those services? How do services vary across elementary, middle and high school sePngs? What addiQonal quesQons about service delivery for second language learners do you have? 3 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 4 Graphic Organizer 14a Using student achievement data to support instructional decision making Web Resource: http://dww.ed.gov/Data-­‐Driven-­‐Instructional-­‐Decision-­‐Making/topic/?T_ID=30 Activity Guidelines: Download the Visual Diagram “Using Student Achievement Data to Support Instructional Decision Making” to use as a guide throughout this section of the website. Next, click on each of the five sections outlined in the chart and view the overview for each section. Next, choose a minimum of two additional information sources within each section to read or view. Use the chart below to capture what you learn from each section. Conclude your research by writing a two-­‐paragraph summary of your learning. Cycle of Improvement Link to two information sources you chose Key Ideas You Learned Student Use of Data Vision For Data Use Data-­‐Driven Culture District-­‐Wide Data System Write two paragraphs synthesizing what you learned from the “Using Student Achievement Data to Support Instructional Decision Making” section of the Doing What Works website. 1
Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 2
Graphic Organizer 15a An IEP map: Navigating your way through the maze Web Resource: http://www.schooltube.com/video/6d476df2ef7d4abfa02f/An-­‐IEP-­‐Map-­‐Navigating-­‐
Your-­‐Way-­‐through-­‐the-­‐Maze Activity Guidelines: If designed and implemented effectively, the Individualized Education Plan (IEP) meeting is an invaluable opportunity for collaborative planning. To aid general and special education teachers in maximizing those opportunities, view the video and generate a list of common issues and accompanying recommendations or suggestions you have for proactively planning to ensure a respectful and productive meeting. Issue • How will you commit to managing this issue ? 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 16a How the Special Education Process Works!!! Web Resource: www.youtube.com/watch?v=MCdR2vA1g20 Activity Guidelines: Watch the “Introduction to Special Education” video which provides guidance to parents. Complete the viewing guide to aid you in explaining the special education process to a parent of a student in your classroom. Referral Define the 5 Step Process: Evaluation Annual Review Placement IEP 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 17a Special education terminology: Iris online dictionary Web Resource: http://iris.peabody.vanderbilt.edu/resource_TOOL_dict/onlinedictionary.html Activity Guidelines: Using the IRIS online dictionary, select six terms you are unfamiliar with and describe how this term applies and/or will be useful to your professional development. Term Application to Professional Development 1 Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 2 Graphic Organizer 18a Understanding the pre-­‐referral process Web Resource: http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm Activity Guidelines: Use the following four part activity to deepen your understanding regarding recommended pre-­‐
referral processes and how those align with practices at your school. Part 1 Challenge – Initial Thoughts: 1a) What is the pre-­‐referral process? 1b) What are the stages of the pre-­‐referral process and what do they involve? Part 2 Perspectives and Resources: 2a) Provide the 6 stages and a brief description of what happens at each stage: Stages Brief Description Part 3 Assessment: 3a) Why is it important to begin the initial team meeting with a discussion of the student's strengths? 1 3b) In Walker's case, what role might the general education teacher play at each stage of the pre-­‐referral process? Stage Role 3c) List the other individuals that you would include on Walker's pre-­‐referral team and describe the roles they would fill. Individual Role 3d) Imagine you are a fourth-­‐grade teacher, and you have a student named Kevon in your class. Kevon has a good attitude, is cooperative in class, and is helpful to his classmates. He is always eager to start his assignments and wants to please. You note that he has strong critical thinking skills and gets along well with others. However, you are concerned because he reads slowly, so slowly in fact that he has difficulty comprehending the material in his textbooks. He often guesses at words he does not recognize, and he seems to become easily frustrated with his reading assignments. Reviewing his cumulative file, you see that his grades have steadily 2 declined since first grade. Based on all of this information, do you think Kevon is an appropriate candidate for the pre-­‐referral process? Justify your answer. Part 4 Process your learning: 4a) After completing this activity, circle back to your Initial Thoughts (refer to part 1). What will you add to your definition of the pre-­‐referral process? Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 3 4 Graphic Organizer 19a What do you see? Perceptions of disability Web Resource: http://iris.peabody.vanderbilt.edu/da/cinit.htm Activity Guidelines: Use these guiding questions to help you view the module. Part 1 Challenge and Initial Thoughts: What did you see? What feelings did you have about the photos? What thoughts did you have about the individuals in this challenge? Do perceptions matter? Why or Why not? Part 2 Perspective and Resources: How do societal views shape beliefs about people with disabilities? Positively and negatively? • • 1 What are some myths and misconceptions about disabilities? Part 3 Assessment: Some of these children have disabilities. Do you think people's perceptions of others play a role in the success of children with disabilities? Why or why not? Based on your own perceptions, how would you feel about having these children in your classroom? If you were put in charge of a movie production about a person with blindness, what type of perceptions would you want to make sure are portrayed in your movie? What myths could you debunk? What stereotypes would you want to make sure to avoid? 2 Part 4 Wrap Up: How have your perceptions changed after viewing the resources in this module? Student Feedback 1) Rate the level to which this organizer supported your engagement in the activity. 2) How might you use the format of this organizer in your teaching? 3) What suggestions do you have to enhance this organizer? 0 = distracted from or did not add anything to my engagement with this learning activity 1 = minimally 2 = deepened 3 = served to supported my my interest and push me to engagement in understanding engage in and the activity in the activity critically analyze the activity content 3 Resource Guide: DWW, IRIS, Schooltube, Youtube Compiled by Donna Sobel, University of Colorado Denver Resource 1 2 3 4 5 6 7 Dropout prevention: Multimedia overview Dropout prevent: Improving classroom behaviors Dropout prevention: Small group academic support through humanities teams: Sleepy Hollow High Dropout prevention overview video Dropout prevention: Utilizing data systems Guiding questions for data-­‐team meeting video – grade 5 math review Guiding Graphic Organizer Website SPED 5030 UCTE/PDS edWeb x A resource designed to help the user develop strategies for improving students’ classroom behavior and social skills. http://dww.ed.gov/Dropout-­‐
Guide designed to examine Prevention/Rigorous-­‐Relevant-­‐
academic and social supports in Instruction/see/index.cfm?T_ID=24&
current school and/or district. P_ID=56&c1=1028#cluster-­‐1 x x x x 4a http://dww.ed.gov/Dropout-­‐
Prevention/topic/?T_ID=24 x 5a http://dww.ed.gov/Dropout-­‐
Prevention/Data-­‐
Systems/see/?T_ID=24&P_ID=53 x 6a http://dww.ed.gov/Response-­‐to-­‐
Intervention-­‐Math/Intentional-­‐
Teaching/see/index.cfm?T_ID=28&P
_ID=69&c1=1508#cluster-­‐1 x x 7a http://dww.ed.gov/Dropout-­‐
x x 1a http://dww.ed.gov/Dropout-­‐
Prevention/topic/?T_ID=24 2a http://dww.ed.gov/Dropout-­‐
Prevention/Social-­‐Behavior-­‐
Programs/practice/?T_ID=24&P_ID=
56 3a Description A guide geared towards supporting students in ways that prevent dropout. Guides user through video to synthesize recommendations and put them into action. This activity guides the viewer to investigate how data can reveal dropout tendencies and supports that can be created and provided This activity illustrates how resources are used in a grade 5 math setting and prompts the viewer to examine current district/school data-­‐driven instructional methods. Guiding questions used to 1 Resource Guide: DWW, IRIS, Schooltube, Youtube Compiled by Donna Sobel, University of Colorado Denver 8 9 questions for interview – Collective responsibility Intentional teaching Prevention/Academic-­‐
Supports/learn/?T_ID=24&P_ID=55 8a synthesize information provided in interview with expert Monica Martinez regarding dropout prevention. http://dww.ed.gov/Response-­‐to-­‐
A guide to accompany the video Intervention-­‐Math/RtI-­‐
demonstration of paced instruction Implementation/see/index.cfm?T_ID
in tier 3 instruction. =28&P_ID=71&c1=1509#cluster-­‐1 x This activity prompts the viewer to links those progress monitoring practices illustrated in the video to recommended professional development supports. http://dww.ed.gov/Dropout-­‐
Used to view module of Western Prevention/Rigorous-­‐Relevant-­‐
Hills High School and create ideas Instruction/see/index.cfm?T_ID=24&
for application in professional P_ID=56&c1=1062#cluster-­‐1 development. x x x x x x http://dww.ed.gov/Response-­‐to-­‐
Intervention-­‐Reading/Progress-­‐
Monitoring-­‐and-­‐
Differentiation/see/?T_ID=27&P_ID=
73 Managing progress monitoring in the classroom 9a 10 Meeting the social and behavioral needs of students identified as “at-­‐
risk” 11 Progress monitoring and differentiation 10a 11a http://dww.ed.gov/Response-­‐to-­‐
Intervention-­‐Reading/Progress-­‐
Monitoring-­‐and-­‐
Differentiation/learn/?T_ID=27&P_I
D=73 12 Response to intervention: Expert interview with Dr. Tilly 13 Teaching literacy to K-­‐5 English language learners 12a http://dww.ed.gov/Response-­‐to-­‐
Intervention-­‐Reading/RtI-­‐
Implementation/learn/?T_ID=27&P_
ID=90&intID=1804&t=1#learn 13a http://dww.ed.gov/Literacy-­‐in-­‐
English-­‐K-­‐5/topic/?T_ID=13 Used to view an interview with expert reading coach, Nadine Hoover in which she highlights examples of ways her discussion points are implemented. Guiding questions to reflect on Dr. Tilly’s explanation of the interface of special education with response to intervention. A guide to review recommended practices for teaching students with second language needs ELL. 2 Resource Guide: DWW, IRIS, Schooltube, Youtube Compiled by Donna Sobel, University of Colorado Denver 14 Using student achievement data to support instructional decision making 15 An IEP map: Navigating your way through the maze 16 How the Special Education process works!!! 17 Special education terminology 14a http://dww.ed.gov/Data-­‐Driven-­‐
Instructional-­‐Decision-­‐
Making/topic/?T_ID=30 A guide for understanding how data is used to support instructional decision making. x 15a http://www.schooltube.com/video/
6d476df2ef7d4abfa02f/An-­‐IEP-­‐Map-­‐
Navigating-­‐Your-­‐Way-­‐through-­‐the-­‐
Maze A guide for conducting a productive and respectful individualized education plan. x x 16a www.youtube.com/watch?v=MCdR2
vA1g20 x x 17a http://iris.peabody.vanderbilt.edu/r
esource_TOOL_dict/onlinedictionary
.html x x 18 Understanding the pre-­‐referral process 18a http://iris.peabody.vanderbilt.edu/p
reref/chalcycle.htm x x 19 Perceptions of disability 19a http://iris.peabody.vanderbilt.edu/d
a/cinit.htm A resource designed to explain the referral process for special education service delivery. A guide for raising awareness about special education related terms through the IRIS online dictionary. A guide to understanding the pre-­‐
referral process for supporting students with academic and behavioral challenges. A guide for supporting the viewer in deepening their awareness as to how they view individuals with a disability. x x 3