13. Other Resources and Materials

• IRIS Resources
  • STAR Legacy Modules
    • Assistive Technology: An Overview. This module offers an overview of assistive technology (AT) and explores ways to expand students’ access to it in the classroom.
      https://iris.peabody.vanderbilt.edu/module/at/
    • Bookshare: Providing Accessible Materials for Students with Print Disabilities. This module presents an overview of Bookshare, a project supported by the U.S. Department of Education and OSEP, which provides books in digitized formats to individuals who have print disabilities. On hand is information about how such students can access textbooks, other instructional materials, and text-reader software at no cost, as well as how teachers can use this information in their daily instructional planning.
      https://iris.peabody.vanderbilt.edu/module/bs/
    • CSR: A Reading Comprehension Strategy. This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.
      https://iris.peabody.vanderbilt.edu/module/csr/
    • Differentiated Instruction: Maximizing the Learning of All Students. This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It also explores the student traits—readiness level, interest, and learning profile—that influence learning.
      https://iris.peabody.vanderbilt.edu/module/di/
    • High-Quality Mathematics Instruction: What Teachers Should Know. This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics.
      https://iris.peabody.vanderbilt.edu/module/math/
    • Improving Writing Performance: A Strategy for Writing Persuasive Essays. This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays.
      https://iris.peabody.vanderbilt.edu/module/pow/
    • Secondary Reading Instruction: Teaching Vocabulary and Comprehension in the Content Areas. This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read.
      https://iris.peabody.vanderbilt.edu/module/sec-rdng/
    • Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance. This companion to the Study Skills (Part 1) Module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies.
      https://iris.peabody.vanderbilt.edu/module/ss2/
  • IRIS Activities
    • Understanding BICS and CALP (PDF 116k): Learn the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), and understand how language differences affect classroom learning (Approx. 20 Minutes).
      https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/group/IA_BICS_and_CALP.pdf
    • Understanding Why Some Students Struggle: Learn more about why some students, especially those with learning disabilities (LD) or attention deficit/hyperactivity disorder (ADHD), struggle with academic tasks (Approx. 30 Minutes)
      https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Understanding_Students_Struggle.pdf
  • Information Briefs
    • Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis
      http://nichcy.org/wp-content/uploads/docs/meta80.pdf
    • Engaging Families at the Secondary Level: What Schools Can Do to Support Family Involvement
      http://www.sedl.org/connections/resources/rb/rb3-Secondary.pdf
    • Peer-Assisted Interventions
      http://www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/peer_assisted_interventions
    • Research Spotlight on Peer Tutoring
      http://www.nea.org/tools/35542.htm
  • Video Vignettes
    • A Teen’s Guide to Autism: A teenager shows a variety of perspectives on autism from peers and adults as well as clarifying information from experts.
      http://www.youtube.com/watch?v=p9-l19CKISg&feature=youtu.be
    • High School Transition Video: A one-year school-to-work program helps students with significant disabilities transition from high school to productive adult life.
      http://www.youtube.com/watch?v=LRRQaQltFd0

  Seat Time: 45 hours (50 minute instructional hours)

  Detailed Assignment Guides and Rubrics
  STUDENT SUPPORT PLAN
  Pre-referral Planning Form
  Student:
  Age:

  Difficulties and Concerns: (What are the difficulties and concerns associated with the student? What factors appear to be contributing to the difficulties and concerns?) This section should be in narrative form and at least 3-5 areas of concern should be listed with clear and concise explanations.

  Prior Interventions: (What interventions have been tried? How successful have these interventions been?) All interventions tried by all teachers should be clearly discussed in this section.

  Student characteristics: (What are the student’s strengths and challenges? What other student characteristics need consideration in understanding the difficulties and concerns and planning the interventions?) Be sure to list both strengths as well as any additional challenges that may impact the child’s success in school.

  Home, Language, Cultural, and Other Considerations: (What experiential, language, cultural, and other factors should we consider in understanding the difficulties and concerns when designing interventions?) Be specific in this section. Any information that would be helpful to a professional working with the child should be included.

  Goals: (What outcomes do we want for the student? List 5. Be specific.) These goals should address the concerns that you listed in section 1 of the support plan.

  Intervention Plan:

  1. Instructional Interventions (List five specific interventions needed during instruction. Include who will be responsible for implementation, where and when the interventions will take place, and any additional resources needed.)
  2. Behavioral/Social Interventions (List three specific behavioral and/or social interventions needed. Include who will be responsible for implementation, where and when the interventions will take place, and any additional resources needed.)

  Assessing the Effectiveness of the Interventions: (How will you know if the interventions are working? How will you collect data regarding the success of the interventions? Who is responsible for collecting data? How frequently will you gather and analyze data? Be specific.)

  ESP 613

  Student Interview

  Student Name:
  Location (Phone, Email, In-person):
  Date and Time of Interview:

  What do you feel are your greatest strengths in school?

  Are there any areas you feel you struggle with in school? Any particular subjects?
  During certain types of activities?

  What is your favorite subject?

  What are ways that teachers have helped you be successful in school?

  Are there any other ways that you feel teachers could help you be successful in school?

  Do you have any particular goals that you hope to reach during this school year?

   

  Parent Interview

  Student Name:
  Parent Name(s):
  Location (Phone, Email, In-person):
  Date and Time of Interview:

  What do you feel are your child’s greatest strengths in school?

  Are there any areas you feel you child struggles with in school? Any particular subjects? During certain types of activities?

  Does your child ever share activities that he/she enjoys at school? What is his/her favorite subject?

  Did you feel he/she might have any language or cultural difficulties?

  Are you aware if the school has ever implemented any interventions to help your child improve in any areas in which he/she may struggle?

  Did you feel those interventions were effective? Why or why not?

  Do you have any particular goals that you hope your child reaches during this school year?

  Any other additional information you can provide about your child that would be helpful?

   

  Teacher Interview

  Use one form for each teacher you have the opportunity to interview.

  Student Name:
  Teacher Name(s):
  Location (Phone, Email, In-person):
  Date and Time of Interview:

  What do you feel are this student’s greatest strengths in school?

  Are there any areas you feel this child struggles with in school? Any particular subjects? During certain types of activities?

  Do you have any insight into particular activities or content areas that the student really enjoys?

  Did you feel he/she might have any language or cultural difficulties that affect his/her success in school?

  Have you ever implemented any interventions to help this student improve on any areas where he/she may struggle?

  Did you feel those interventions were effective? Why or why not?

  Any other additional information you can provide about this student that would be helpful?

   

  Pre-Referral Planning Rubric

  Points Earned	0-1	2-4	5-7	8-10
  Question Responses	Questions were not answered completely and lacked information provided in the Case Study.	Some questions answered using information from the Case Study.	Most questions answered using information from the Case Study.	All questions thoroughly and completely addressed using information from the Case Study.
  Awareness of Pre-Referral Process	Awareness of the pre-referral process not demonstrated.	Pre-referral process somewhat demonstrated.	Demonstration of the pre-referral process.	Thorough and complete demonstration of the pre-referral process.
  Interventions	No interventions suggested.	Some interventions demonstrate evidence-based practices.	Most interventions demonstrate knowledge of evidence-based practices.	Suggested interventions thoroughly and completely demonstrate knowledge of evidence-based practices.
  Professionalism	5 or more spelling/ grammatical errors.	3-4 spelling/ grammatical errors.	1-2 spelling/ grammatical errors. Paper is well organized with all required components.	No spelling or grammatical errors. Paper is well organized with all required components.

   

  Lesson Plan Rubric (4 Lessons are required for this assignment)

  Rubric Category	Description	Points Possible	Points Earned
  Area of Study, Topic & Grade, & Pre-Req Skills	All are clearly stated at the beginning of the lesson.	5
  Objectives	The objectives conform to the following: Written for the student Are measurable Clearly stated and specific Includes condition of performance	5
  State Academic Standards	State Standards are addressed for the lesson and the number and description of the standard(s) are appropriate and accurate for the objective.	5
  Anticipatory Set Establish Purpose Review Pre-Requisite Skills Activate Prior Knowledge	Incorporates a detailed initial motivation activity that serves to engage and focus the students on the lesson and why the knowledge and/or skills are important to learn.	5
  Teaching Procedure/ Presentation Task Analysis Independent Practice	The procedure/presentation section is derived from the objectives and includes significant detail of instructional information to include: time frames and sequences detailed, specific detailed teaching notes, detailed activity instructions and directions, questions to be utilized with answers desired, materials utilized at specific stages of activity.	10
  Adaptations	Differentiated instruction addresses the needs of diverse learners (specifically students in special education). Make sure these are bolded or in italics throughout the lesson where appropriate.	5
  Assessment Description & Instrument	Assessment instrument is described and developed. It is used to evaluate the students’ performance as it relates to the lesson objective(s).	10
  Lesson Plan Materials & Reference List	All materials (handouts, graphic organizers, assessments) are created and attached to lesson plan.	5

  Total : ______/ 50 pts

14. Special Accommodations:
    Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.
    • Students With Disabilities
    • Reserve the right to decide when to self-identify and when to request accommodations.
    • Will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations.
    • Will present the OSD Accommodation Approval Notice to faculty when requesting accommodations.
    • Might be required to communicate with faculty for accommodations which specifically involve the faculty.
    Office for Students with Disabilities

    Requests for approval for reasonable accommodations should be directed to the Office for Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner. The Office for Students with Disabilities is located in ____ Hall, and the phone number is ____.

15. Other Course Policies
    • Attendance
      Students should notify their College Dean of lengthy absences due to illness or other causes, and appropriate documentation is required in such cases. Requests for absence due to official university activities, such as field trips or athletic contests, must be made to the appropriate university official.
    • Late Assignments
      Assignments will not be accepted after the due date. Failure to submit an assignment on time will result in 0 for that assignment.
    • Academic Integrity
      You are expected to do your own work and to do it well. Cheating or plagiarism on any course requirements which include but are not limited to: exams, written assignments, portfolio documentation, class activities, etc., will not be tolerated, and will result in a failing grade for the course as well as referral to a university disciplinary committee. Truth and honesty are necessary prerequisites for all education. Consequently, students who attempt to improve their grades or class standing by cheating on examinations or plagiarism on any course requirements may be penalized by disciplinary action. If the situation appears to merit a more severe penalty, the professor may refer the matter to the appropriate dean or to the Vice President for Academic Affairs, with a request for more formal disciplinary action by the University Discipline Committee, which may result in suspension or expulsion from the university.
    • Assignment Submissions on D2L
      All assignments submitted in the drop boxes on D2L must be Microsoft Word. Any document not in Word format will not be accepted.
    • Disclaimer
      The instructor reserves the right to change and/or modify course requirements at any time during the semester. If this occurs, students will be notified on D2L.
    • Technological Difficulties
      If students encounter technological difficulties (i.e., the inability to access Desire2Learn or university email accounts), they should contact the university’s Computing Services Help Desk.