Perspectives & Resources
You Have Completed This Module
Assessment
Page 10: Credits
Wrap Up
Page 9: References & Additional Resources
Page 7: Family Engagement
Page 8: Interagency Collaboration Resources
Page 5: Student-Focused Planning
Page 6: Student Development
Page 4: Program Structure
Page 3: Components of Secondary Transition
Page 2: The Importance of Secondary Transition Planning
Page 1: What Is Secondary Transition?
Initial Thoughts
Perspectives & Resources
- Resources
- What are Mr. Logan’s roles and responsibilities, and what types of services should he provide in a school setting?
Challenge
Secondary Transition: NEW
Funciones ejecutivas (primera parte): Entender por qué algunos estudiantes tienen dificultades de aprendizaje
Ha completado este módulo
Evaluación
Resumen
Página 6: Créditos
Página 5: Referencias y recursos adicionales
Página 4: Consideraciones para la enseñanza de las estrategias
Página 3: Modelos para enseñar las estrategias
Página 2: Importancia de enseñar las estrategias de las técnicas de estudio
Página 1: Características de los estudiantes con desempeño satisfactorio y los estudiantes con dificultades
Perspectivas y recursos
Pensamientos iniciales
Reto
Page 8: Credits
Page 7: References & Additional Resources
Page 6: Bookshare in the Classroom
Page 5: Bookshare Memberships
Page 3: What is Bookshare?
Page 4: Bookshare Formats
Page 2: Accessible Educational Materials
Page 1: Reading and Print Disabilities
Perspectives & Resources
Bookshare: Providing Accessible Materials for Students with Print Disabilities
Principios del comportamiento: Los fundamentos para entender el comportamiento de los estudiantes
Página 8: Créditos
Página 7: Bibliografía y recursos adicionales
Página 6: Generalización
Página 5: Refuerzo
Página 4: Consecuencias
Página 3: Antecedentes
Página 2: El modelo ABC
Página 1: Aprendizaje y comportamiento
Usted ha completado este Módulo
Behavioral Principles: The Basics of Understanding Student Behavior
Executive Functions (Part 2): Strategies to Improve Students’ Academic Performance
Executive Functions (Part 1): Understanding Why Some Students Struggle
Page 6: Generalization
Page 5: Reinforcement
Page 3: Antecedents
Page 4: Consequences
Page 2: The ABC Model
Page 1: Learning and Behavior
Page 9: References & Additional Resources
Page 8: Self-Regulation
Page 7: Time Management
Page 6: Materials Organization
Page 5: Note-taking
Page 4: Mnemonics
Page 2: Graphic Organizers
Page 3: Comprehension Strategies
Page 1: Introduction to Study Skills
Is it the responsibility of teachers to teach study skills strategies? (Opinion Question: No Resources)
Page 6: Credits
Page 5: References & Additional Resources
Page 4: Considerations When Teaching Strategies
Page 3: Models for Teaching Strategies
Page 2: Importance of Teaching Study Skills Strategies
Page 1: Characteristics of Successful and Struggling Learners
Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students
Cómo abordar los comportamientos problemáticos (Parte 1, escuela secundaria): Comprender el ciclo de la conducta desafiante
Cómo abordar los comportamientos problemáticos (Parte 2, escuela secundaria): Estrategias conductuales
Cómo abordar los comportamientos problemáticos (Parte 2, escuela primaria): Estrategias conductuales
Cómo abordar los comportamientos problemáticos (Parte 1, escuela primaria): Comprender el ciclo de la conducta desafiante
Inclusión de alumnos con discapacidad cognitiva importante: Apoyos en el aula de educación general
Do these learning experiences sound familiar? Do you think they are effective? (Opinion Question: No Resources)
Page 5: Assessments
Page 8: Designing with UDL
Page 6: Methods
Page 7: Materials
Page 2: Addressing Barriers
Page 4: Goals
Page 3: UDL Principles
Page 1: Universal Design for Learning
Página 10: Créditos
Página 9: Referencias y Recursos Adicionales
Página 7: Posibilidad de elegir
Página 8: Refuerzo diferencial de conductas alternativas
Página 6: Oportunidades para responder
Página 5: Solicitudes de alta probabilidad
Página 4: Supervisión activa
Página 3: Corrección previa
Página 2: Elogios ante un comportamiento específico
Página 1: Estrategias para abordar los comportamientos problemáticos
Perspectivas y Recursos
Pensamientos Iniciales
Definition
Contact Form
Página 12: Créditos
Página 11: Referencias y recursos adicionales
Página 10: Cómo combinar todo
Página 9: Recuperación
Página 8: Distensión
Página 7: Pico
Página 6: Aceleración
Página 5: Agitación
Página 4: Desencadenante
Página 2: Ciclo de la conducta desafiante
Página 3: Calma
Página 1: Comportamientos problemáticos
Perspectivas & recursos
Página 8: Bibliografía y recursos adicionales
Página 9: Créditos
Página 7: Atender las necesidades de comunicación
Página 6: Atender las necesidades de instrucción
Página 5: Prácticas de colaboración
Página 4: Objetivos, servicios y ayudas
Página 2: Inclusión en las políticas y en la práctica
Página 3: Acceso al plan de estudios de educación general
Página 1: Alumnos con discapacidad cognitiva importante
¿Qué es lo que ve usted? Percepciones de discapacidades
Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-Out Cycle
Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies
Página 7: Referencias y recursos adicionales
Página 6: Preferencias lingüísticas
Página 5: Datos y cifras
Página 4: La representación en el cine y la literatura
Página 3: Percepciones basadas en la cultura
Página 2: Percepciones comunes
¿Qué vio? (Opinion Question: No Resources)
¿Qué sentimientos tuvo por las fotos? (Opinion Question: No Resources)
Página 1: Aprenda más sobre las personas en el reto
Page 8: Differential Reinforcement of Alternative Behavior
Page 7: Choice Making
Page 6: Opportunities to Respond
Page 5: High-Probability Requests
Page 4: Active Supervision
Page 3: Precorrection
Page 2: Behavior-Specific Praise
Page 1: Strategies to Address Challenging Behaviors
Page 1: Challenging Behavior
Page 2: Acting-Out Cycle
Page 4: Trigger
Page 3: Calm
Page 5: Agitation
Page 6: Acceleration
Page 7: Peak
Page 9: Recovery
Page 8: De-escalation
Page 10: Putting It All Together
Page 11: References & Additional Resources
Page 12: Credits
Page 6: Language Preferences
Inclusion of Students with Significant Cognitive Disabilities: Supports in the General Education Classroom
Page 7: Addressing Communication Needs
Page 6: Addressing Instructional Needs
Page 5: Collaborative Practices
Page 4: Goals, Services, and Supports
Page 3: Access to General Education Curriculum
Page 2: Inclusion in Policy and Practice
Page 1: Students with Significant Cognitive Disabilities
Page 8: References & Additional Resources
Page 9: Credits
La tecnología de asistencia: Un resumen
Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle
Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies
Page 9: Créditos
Página 8: Referencias y recursos adicionales
Página 7: Seguimiento regular de la TA
Página 6: Evaluar la eficacia de TA
Página 5: Implementar TA
Página 4: Considerar la TA
Página 3: Servicios de TA
Página 2: Dispositivos de TA
Página 1: La tecnología de asistencia
Pensamiento iniciales
Implicar a las familias: Colaborar con las familias de estudiantes con discapacidades
Página 2: Reacciones emocionales a la discapacidad
Página 6: Involucrar a las familias de forma significativa
Página 5: Formar relaciones positivas
Página 4: Causas de estrés de la vida cotidiana
Página 3: Roles adicionales en la familia
Página 1: La importancia de implicar a las familias
Enseñanza de lectura secundaria (Parte 1): Enseñanza de vocabulario y comprensión en las áreas de contenido
Manejo de la conducta en el salón de clases (Parte 2, Primaria): Elaborar un plan de manejo de la conducta
Manejo de la conducta en el salón de clases (Parte 2, Secundaria): Elaborar un plan de manejo de la conducta
Página 7: Consecuencias negativas
Página 2: Consideraciones culturales y la conducta
Página 1: Crear un Plan de Manejo de la Conducta en el Salón de clases
Página 3: Declaración de propósito
Página 4: Reglas
Página 5: Procedimientos
Página 6: Consecuencias positivas
Página 8: Plan para casos de crisis
Página 9: Plan de acción
Página 10: Referencias y recursos Adicional
Página 11: Créditos
Ideas iniciales
Page 11: References & Additional Resources
Collaborating with Families ARCHIVED
Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan ARCHIVED
Manejo de la conducta en el salón de clases (Parte 1): Conceptos clave y prácticas fundamentales
Página 7: Usar estrategias de manejo de superficies
Página 9: Referencias y recursos Adicional
Página 8: Desarrollar un Plan Integral de Manejo de la Conducta en el Salón de clases
Página 6: Crear un aula estructurada
Página 5: Crear un clima positivo
Página 4: Principios clave del manejo de la conducta en el salón de clases
Página 3: Influencias culturales en la conducta
Página 2: Manejo de la conducta en el salón de clases y a nivel de escuela
Página 1: Efectos de las conductas disruptivas
Page 12: References & Additional Resources
Page 10: References & Additional Resources
Page 11: Credits
Page 10: References & Additional Resources
Page 9: Action Plan
Page 8: Crisis Plan
Page 7: Negative Consequences
Page 6: Positive Consequences
Page 5: Procedures
Page 4: Rules
Page 3: Statement of Purpose
Page 2: Cultural Considerations and Behavior
Page 1: Creating a Classroom Behavior Management Plan
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan
Página 9: ¿Cómo puedo ayudar a preparar a mi hijo(a) para la instrucción presencial?
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan
Page 9: How can I help prepare my child for in-person learning?
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Page 1: Effects of Disruptive Behavior
Page 2: Classroom and School-Wide Behavior Management
Page 4: Key Principles of Classroom Behavior Management
Page 3: Cultural Influences on Behavior
Page 5: Create a Positive Climate
Page 6: Create a Structured Classroom
Page 7: Use Surface Management Strategies
Page 8: Develop a Comprehensive Classroom Behavior Management Plan
Padres: Apoyo del aprendizaje durante la pandemia del COVID-19
Página 10: Referencias Recursos e información adicionales
Página 8: ¿Qué pasa si mi hijo(a) tiene una discapacidad?
Página 7: ¿Cómo puedo ayudar socialmente y emocionalmente a mi hijo(a)?
Página 6: ¿Cómo puedo apoyar a mi hijo(a) con matemáticas?
Página 5: ¿Cómo puedo apoyar a mi hijo(a) con la lectura?
Página 4: ¿Cómo puedo averiguar lo que mi hijo(a) debe estar aprendiendo?
Página 3: ¿Cómo establezco rutinas y expectativas de conducta para mi hijo(a)?
Página 2: ¿Cómo hago para preparar a mi hijo(a) para el aprendizaje?
Página 1: ¿Cuál es mi papel?
Assistive Technology: An Overview
Page 3: How Do I Set Routines and Behavior Expectations for My Child?
Page 1: Assistive Technology
Page 2: AT Devices
Page 3: AT Services
Page 4: Considering AT
Page 5: Implementing AT
Page 6: Evaluating the Effectiveness of AT
Page 7: Ongoing Monitoring of AT
Page 8: References & Additional Resources
Family Engagement: Collaborating with Families of Students with Disabilities
Online Course Design for College and University Faculty
Page 8: References & Helpful Resources
Page 7: Final Adjustments and Ongoing Revisions
Page 6: Building the Course
Page 5: Content
Page 4: Learning Activities
Page 3: Assessments
Page 2: Learning Goals
Page 1: Planning an Online Course
Page 6: Meaningfully Involve Families
Page 4: Stressors of Daily Living
Page 5: Build Positive Relationships
Page 3: Additional Roles of Families
Page 2: Emotional Reactions to Disability
Page 1: The Importance of Family Engagement
Parents: Supporting Learning During the COVID-19 Pandemic
Page 10: References & Helpful Resources
Page 8: What If My Child Has a Disability?
Page 7: How Can I Support My Child Socially and Emotionally?
Page 6: How Can I Support My Child in Math?
Page 5: How Can I Support My Child in Reading?
Page 4: How Do I Find Out What My Child Should Be Learning?
Page 2: How Do I Get My Child Ready To Learn?
Page 1: What Is My Role?
Progress Monitoring: Mathematics
Progress Monitoring: Reading
_ARCHIVED
- ¿Qué es lo que ve usted? Percepciones de discapacidades_ARCHIVED
- Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle ARCHIVED
- Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan ARCHIVED
Activity: Word Identification Fluency – José
Activity: Passage Reading Fluency – Sidney
Activity: Maze Fluency – Madison
Sample Elementary Computation Probe _duplicate
Page 1: Formative Assessment
Page 2: Progress Monitoring
Page 3: Select a Measure
Page 4: Create a Graph
Page 5: Create a Goal Line
Page 6: Administer, Score, and Graph
Page 7: Make Data-Based Instructional Decisions
Page 8: Communicate Progress
IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
What Do You See? Perceptions of Disability
Página 15: Créditos
Página 14: Referencias & recursos adicionales
Página 13: Generar preguntas
Página 12: Responder preguntas
Página 11: Uso de organizadores gráficos
Página 10: Monitorizar la comprensión
Página 8: Componentes de la enseñanza efectiva de comprensión
Página 9: Activar el conocimiento previo
Página 7: Desarrollar vocabulario y conocimiento conceptual usando el modelo Frayer
Página 6: Proporcionar exposiciones múltiples al vocabulario
Página 5: Ayudar a los estudiantes a procesar activamente la información
Página 4: Definir explícitamente y contextualizar
Página 3: Seleccionar palabras esenciales
Página 2: Componentes de la enseñanza de vocabulario eficaz
Página 1: Alfabetización en la enseñanza del área de contenido
¿Cree que los maestros deberían enseñar vocabulario y habilidades de comprensión de lectura dentro de sus áreas de contenido?
Page 1: Learn More About the People in the Challenge
Page 2: Common Perceptions
Page 3: Cultural-Based Perceptions
Page 4: Film and Literature Portrayals
Page 5: Facts and Figures
What did you see? (Opinion Question: No Resources)
What feelings did you have about the photos? (Opinion Question: No Resources)
Entornos de la primera infancia: Diseño de aulas efectivas
Página 7: Créditos
Página 6: Referencias y recursos adicionales
Página 5: Juntando todas las piezas
Página 4: Entorno temporal
Página 3: Entorno social
Página 2: Entorno físico
Página 1: Entornos de la primera infancia
¿Qué elementos conforman un entorno bien diseñado para la primera infancia?
SOS: Ayudando a los estudiantes a convertirse en alumnos independientes
Página 1: Estrategias auto-dirigidas y dirigidas por el maestro
Página 2: Auto-regulación
Página 3: Pautas de uso: ¿Quién, qué, cuándo, dónde y por qué?
Página 4: Auto-supervisión
Página 5: Auto-instrucción
Página 6: Establecimiento de metas
Página 7: Auto-refuerzo
Página 8: Multiplicando el éxito
Página 9: Referencias y recursos adicionales
¿Por qué cree que Alexandra y Zach no pueden concentrarse y se distraen tan fácilmente?
Adaptaciones: Apoyos de enseñanza y evaluación para estudiantes con discapacidades
Definición
Página 5: Adaptaciones de presentación
Página 6: Adaptaciones de respuesta
Página 7: Adaptaciones del entorno
Página 8: Adaptaciones del horario y cronograma
Página 2: Prácticas que se confunden con adaptaciones
Página 1: Adaptaciones
Página 11: Referencias y Recursos Adicionales
Página 9: Implementar una adaptación
Página 10: Evaluación de la efectividad
Página 3: Adaptaciones de enseñanza v. adaptaciones de evaluación
Página 4: Seleccionar una adaptación
Las prácticas basadas en evidencia (Parte 3): Evaluando los resultados del estudiante y su fidelidad
Page 1: The IEP Process
Page 2: Legal Implications for Special Education
Page 3: Planning for the IEP Meeting
Page 5: Implementing the IEP
Page 4: During the Meeting
Page 6: Monitoring IEP Fidelity and Student Progress
Page 7: Promoting Student Success
Página 1: Evaluando la efectividad de una práctica basada en evidencia
Página 2: Identificando una medida de monitorización de progreso
Página 3: Monitorización del progreso
Página 5: Identificando una medida de fidelidad
Página 4: Evaluando el progreso
Página 6: Monitorizando la fidelidad de implementación
Página 7: Evaluando la fidelidad de implementación
Página 8: Evaluando la relación entre los resultados y la fidelidad
IEPs: Developing High-Quality Individualized Education Programs
Transcript: Betsy Belknap
Transcript: Brandy Acker
Transcript: Susie Dickason
Page 8: Related Service Providers and Other Professionals
Page 7: Families
Page 6: Paraprofessionals
Page 5: Orientation and Mobility Specialists (O&M)
Page 4: Teachers of Students with Visual Impairments (TVI)
Page 3: Consultation and Collaboration
Page 2: Responsibilities of the General Education Teacher
Page 1: Overview of Visual Impairments
Transcript: Challenge
Serving Students with Visual Impairments: The Importance of Collaboration ARCHIVED
Accommodations: Instructional and Testing Supports for Students with Disabilities
Page 3: The IEP Process
Page 4: Procedural Requirements: Guidelines & Common Errors
Page 2: Endrew F. & IEP Standards
Page 1: Overview of High-Quality IEPs
Page 10: Substantive Requirements: Common Errors
Page 5: The IEP Content
Page 7: Challenging, Ambitious, Measurable Annual Goals
Page 6: High-Quality PLAAFP Statements
Page 8: Individualized Services & Supports
Page 9: Monitoring & Reporting Student Progress
Page 10: Evaluating Effectiveness
Example of Negative Consequence Hierarchy for Elementary Students _duplicate
Page 9: Implementing an Accommodation
Page 8: Timing and Scheduling Accommodations
Page 7: Setting Accommodations
Page 6: Response Accommodations
Page 5: Presentation Accommodations
Page 4: Selecting an Accommodation
Page 3: Instructional Versus Testing Accommodations
Page 2: Practices Confused with Accommodations
Page 1: Accommodations
Improved classroom arrangement description
Poorly arranged classroom description
Improved Classroom Arrangement
Poorly Arranged Classroom
Transcript: Wrap Up
Transcript: Sharon Sacks, PhD
Page 7: Placing Materials in Devices
Transcript: Betty Hurst
Activity
Page 6: Helping Students Navigate the Classroom
Page 5: Tips for Setting up Your Classroom
Page 4: The Professionals
Page 3: The Student and the Family
Note Taking Form
Page 2: The Individualized Education Program
Page 1: Getting Started
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities (REVISION)
credits _duplicate
Las prácticas basadas en evidencia (Parte 2): Implementando una práctica o programa con fidelidad
Página 1: Fidelidad de implementación
Página 2: Entienda los procedimientos de implementación
Página 3: Prepararse para la implementación
Página 4: Seguir los procedimientos de implementación
Página 5: Riesgos de adaptar una práctica basada en evidencia
Página 6: Referencias & Recursos Adicionales
Encontrar sondeos CBM de lectura disponibles
Página 2: Porqué los educadores deben usar PBE
Página 3: Consideraciones al identificar o seleccionar una PBE
Página 4: Recursos: Del nacimiento a los tres años
Página 5: Recursos: De tres a cinco
Página 6: Recursos: Grado K-12 (Incluyendo la transición)
Página 7: No hay PBE apropiado disponible: ¿Ahora qué?
Página 8: Referencias & Recursos Adicionales
Página 1: ¿Qué es una práctica basada en evidencia (PBE)?
Las prácticas basadas en evidencia (Parte 1): Identificar y seleccionar una práctica o programa
MTSS/RTI: Mathematics
Proporcionar apoyos instruccionales: Facilitar el dominio de nuevas destrezas
Perspectivas & Recursos
Página 1: ¿Qué es la enseñanza con andamiajes?
Página 2: ¿Cómo puedo proveer enseñanza con andamiajes?
Página 3: Andamiajes para el contenido
Página 4: Andamiajes para la tarea
Página 5: Andamiajes para los materiales
Página 6: Consejos para el uso de andamiajes
Página 7: Referencias & recursos adicionales
La instrucción de matemáticas de alta calidad: Lo que los maestros deben saber
Página 3: Prácticas Matemáticas Basadas en la Evidencia
Página 2: Un currículo basado en estándares
Página 1: La importancia de la instrucción de matemáticas de alta calidad
Página 9: Referencias & Recursos Adicionales
Página 8: Prácticas efectivas para el salón de clases
Página 7: Estrategias meta-cognitivas
Página 6: Instrucción esquemática
Página 5: Representaciones visuales
Página 4: Instrucción explícita, sistemática
La tecnología de asistencia: Un resumen ARCHIVED
Page 2: The Features of RTI
Page 4: Instruction
Page 3: Universal Screening
Page 1: Overview of RTI
Page 10: Implementation at East High School
Page 9: Implementation at Lyle Elementary
Page 8: Fidelity of Implementation
Page 7: Data-Based Decisions
Page 6: Evaluating Student Performance
Page 5: Progress Monitoring
Página 4: Considerar la tecnología de asistencia
Página 3: Servicios de tecnología de asistencia
Página 2: Los dispositivos de la tecnología de asistencia
Página 7: Consejos para los maestros
Página 6: La evaluación y la toma de decisiones
Página 5: Implementar la tecnología de asistencia
High-Quality Mathematics Instruction: What Teachers Should Know
STUFF _duplicate
Page 8: Effective Classroom Practices
Page 7: Metacognitive Strategies
Page 6: Schema Instruction
Page 5: Visual Representations
Page 4: Explicit, Systematic Instruction
Page 3: Evidence-Based Mathematics Practices
Page 2: A Standards-Based Mathematics Curriculum
Page 1: The Importance of High-Quality Mathematics Instruction
Secondary Transition: Student-Centered Transition Planning
Page 7: Implementing Student-Centered Transition Planning
Page 6: Engaging Team Members
Page 5: Evaluating Progress Towards Goals
Page 4: Taking a Leadership Role in IEP Meetings
Page 3: Developing Goals
Page 2: Student-Centered Transition Planning
Page 1: Student Involvement in the IEP Process
Transcript: David Test, PhD _duplicate
El trastorno del espectro autista (Parte 2): Las prácticas basadas en evidencia
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community
Página 6: Escuela primaria y escuela secundaria
Página 7: Escuela secundaria y más allá
Página 4: Infancia temprana: Intervenciones enfocadas
Página 5: Infancia temprana: Intervenciones completas
Página 8: Las caras del trastorno del espectro autista
Página 3: Estrategias fundacionales
Página 2: Las prácticas basadas en evidencia
Página 1: Un resumen sobre el autismo
Page 3: Transition Planning at System Entry
Page 7: References & Additional Resources
Page 1: Incarcerated Youth
Page 2: Overview of Transition Planning
Page 5: Transition Planning for System Exit and Aftercare
Page 4: Transition Planning During Residency
Page 6: Emerging Findings
La diversidad en el salón de clase: Una introducción a las diferencias estudiantiles
Page 8: Faces of Autism Spectrum Disorder
Autism Spectrum Disorder (Part 2): Evidence-Based Practices
Page 1: An Overview of Autism
Page 3: Foundational Strategies
Page 2: Evidence-Based Practices
Page 5: Early Childhood: Comprehensive Interventions
Page 4: Early Childhood: Focused Interventions
Page 6: Elementary and Middle School
Page 7: High School and Beyond
Página 6: Factores socioeconómicos
Página 5: Excepcionalidades
Página 3: Diversidad cultural
Página 4: Diversidad lingüística
Página 1: Una introducción a la diversidad
Página 2: La influencia de las percepciones de los maestros
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction
Page 9: Provide Accommodations
Page 8: Incorporate Additional Instructional Practices
Page 6: Foundations of Effective Instruction
Page 7: Use Evidence-Based Practices
Page 4: Use Positive Behavioral Approaches
Page 5: Create a Behavior Management Plan
Page 3: Instructional and Behavioral Challenges
Page 2: Intake and Treatment Plan Procedures
Page 1: Education in Juvenile Justice Settings
Enseñar a estudiantes de inglés como segunda lengua: Prácticas de enseñanza efectiva
Secondary Transition: Interagency Collaboration
Página 3: Lenguaje que pone a las personas primero
Transcripción: Lance Smith
Transcripción: Leona Smith
La familia Smith
Transcripción: Michael Hingson
Página 11: Medir el rendimiento
Página 12: Referencias y recursos adicionales
Página 13: Créditos
Página 7: Enseñar vocabulario
Página 8: Enseñar estrategias de comprensión
Página 9: Instrucción diferenciada
Página 10: Proveer oportunidades para que los estudiantes puedan practicar
Página 5: Apoyos contextuales
Página 6: Activar conocimientos previos
Página 4: Instrucción protegida
Página 1: Estudiantes de inglés como segunda lengua
Página 2: Adquisición de segunda lengua
Página 3: Programas y personal
Transcript: Lance Smith
Transcript: Leona Smith
Michael Hingson
Transcript: Michael Hingson
Transcript
Page 7: Seamless Transitions
Page 6: Agencies Involved in Collaboration
Page 5: Establishing Interagency Collaboration
Page 3: Creating a Network of Supports
Page 2: Transition Coordinators
Page 4: Interagency Collaboration
Page 1: Secondary Transition
Page 3: People-First Language
El trastorno del espectro autista (Parte 1): Un resumen para los educadores
Página 2: Características del trastorno del espectro autista
Página 1: ¿Qué es el trastorno del espectro autista?
Página 9: Creditos
Página 3: Diagnóstico
Página 4: El equipo multidisciplinario
Página 5: Trabajar con familias de niños con el trastorno del espectro autista
Página 6: Consideraciones de enseñanza
Página 7: Las caras del trastorno del espectro autista
Passage Reading Fluency
Word Identification Fluency
Descripción
Early Childhood Environments: Designing Effective Classrooms
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
Page 5: Putting It All Together
Page 4: Temporal Environment
Page 3: Social Environment
Page 2: Physical Environment
What elements make up a well-designed early childhood environment?
Page 9: Making Data-Based Instructional Decisions for Mathematics
Page 10: Making Instructional Decisions for Mathematics
Imagine you are Mrs. Raymond. What thoughts come to mind about the new school year? (Opinion Question: No Resources)
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom
Page 7: Incorporate Familiar and Non-Stereotypical Materials
Page 9: Promote Peer Support and Interaction
Page 8: Use the Children’s Home Language
Page 6: Use Visual Supports
Page 4: Family Engagement: Collaborating with Families of Students with Disabilities
Page 2: Distinguishing Between Disability and Language Difference
Page 5: Environment and Instructional Grouping
Page 3: Importance of Home Language Maintenance
Page 8: Making Data-Based Instructional Decisions for Reading
Page 7: Error Analysis for Mathematics
Page 6: Error Analysis for Reading
Page 5: Diagnostic Assessment
Page 4: Analyzing Progress Monitoring Data
Page 3: Progress Monitoring
Page 2: Collecting and Evaluating Data
Page 8: Implementation Considerations
Page 6: References & Additional Resources
Page 7: Credits
Page 1: Early Childhood Environments
Page 1: Young Dual Language Learners with Disabilities
Page 9: Making Instructional Decisions for Reading
Page 7: Modify Delivery of Instruction
Page 6: Teach Cognitive Processing Strategies
Page 5: Change the Learning Environment
Page 4: Change Intervention Dosage and Time
Page 2: Data-Based Individualization
Page 3: Intensifying and Individualizing Interventions
Autism Spectrum Disorder (Part 1): An Overview for Educators
Fscan
STUFF
Page 7: Faces of Autism Spectrum Disorder
Page 6: Instructional Considerations
Page 5: Working with Families of Children with Autism Spectrum Disorder
Page 3: Diagnosis
Page 2: Autism Spectrum Disorder Characteristics
Page 4: The Multidisciplinary Team
Page 1: What Is Autism Spectrum Disorder?
Page 1: Overview of Intensive Intervention
Page 1: Overview of Data-Based Individualization
Early Childhood Behavior Management: Developing and Teaching Rules
¿Cuáles procedimientos piensa usted que la escuela primaria Rosa Parks está usando para proporcionarles servicios a los estudiantes con dificultades? ¿Por qué no está satisfecho el personal de la escuela con este proceso?
La instrucción diferenciada: Maximizando el aprendizaje de todos los estudiantes
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
Page 8: Evaluating the Relation Between Outcomes and Fidelity
Page 5: Identifying a Fidelity Measure
Page 6: Monitoring Fidelity of Implementation
Page 7: Evaluating Fidelity of Implementation
Page 2: Identifying a Progress Monitoring Measure
Page 3: Monitoring Progress
Page 4: Evaluating Progress
Page 1: Evaluating the Effectiveness of an Evidence-Based Practice
Page 2: Understand Implementation Procedures
Page 3: Prepare for Implementation
Page 4: Follow Implementation Procedures
Page 5: Risks of Adapting Evidence-Based Practices
Page 1: Fidelity of Implementation
Page 5: Providing Rule Reminders
Page 6: Providing Positive Feedback
Page 7: Using Classroom Reinforcement Systems
Page 8: Sharing Rules with Families
Page 1: Preventing Challenging Behavior in Young Children
Page 2: Understanding Behavior Expectations and Rules
Page 3: Developing and Displaying Rules
Page 4: Teaching Classroom Rules
Page 14: Credits
Página 13: Referencias y recursos adicionales
Página 12: La implementación en clase
Página 11: Manejar bien la conducta
Página 10: Organizar el salón de clase
Página 9: Comunicar con estudiantes y sus padres
Página 8: Evaluación y calificación
Página 7: Diferenciar el producto
Página 6: Diferenciar el proceso
Página 5: Diferenciar el contenido
Página 4: Diferenciar los elementos instructivos
Página 2: Los principios generales
Página 3: Conocer a sus estudiantes
Página 1: Definir la instrucción diferenciada
Page 3: Considerations When Identifying or Selecting an EBP
Page 4: Resources: Birth to Three
Page 5: Resources: Three to Five
Page 6: Resources: K-12th Grade (Including Transition)
Page 7: No Suitable EBP: Now What?
Page 2: Why Educators Should Use EBPs
Page 1: What is an EBP?
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
Page 14: References & Additional Resources
Page 15: Credits
Page 9: Comprehending Content-Area Text
Page 10: Introduction to Anticipation-Reaction Guide
Page 11: Identify Personal Perspectives
Page 12: Document Evidence and Consider Perspectives
Page 13: Modify or Qualify Perspectives
Page 4: Introduction to Possible Sentences
Page 5: Select Words
Page 6: Pronounce and Define Words
Page 7: Compose Possible Sentences
Page 8: Read Text and Revise Sentences
Page 3: Vocabulary Knowledge
Page 1: Middle School Literacy
Page 2: Text Complexity
Six Types of Involvement
Credit
Activity: DeJuan’s Performance
Activity: LaToya’s Performance
Activity: Ryan’s Performance
Activity: Jack’s Performance
Activity: Latoya’s Performance
Activity: Ian’s Slope
Activity: Ian’s Performance
Activity: Barsch Inventory
Página 10: Referencias y recursos adicionales
Página 3: Los componentes curriculares
Página 4: Las metas
Página 5: Los materiales instructivos
Página 6: Los métodos instructivos
Página 7: La evaluación
Página 8: El DUA llevado a la práctica
Página 9: Posibles dificultades con la implementación
Página 1: El Diseño Universal para el Aprendizaje
Página 2: Los principios del Diseño Universal para el Aprendizaje
El Diseño Universal para el Aprendizaje: Creando un ambiente de aprendizaje que reta e involucra a todos los estudiantes
Teacher Retention: Reducing the Attrition of Special Educators
Teacher Induction: Providing Comprehensive Training for New Special Educators
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance_ARCHIVED
Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills_ARCHIVED
Page 2: What Is Induction?
Page 3: Goals of a Comprehensive Induction Program
Page 4: Components of a Comprehensive Induction Program
Page 5: Good Job Match
Page 6: Relevant Work Orientation
Page 7: Supportive School Communities
Page 8: Deliberate Role Design
Page 9: Ongoing Professional Development
Page 10: Responsive Mentoring
Page 1: Experiences of New Special Education Teachers
Página 10: Referencias e información adicional
Page 2: A Model for Retaining Effective Special Educators
Page 3: Recruiting and Hiring
Page 4: Teacher Induction
Page 5: Professional Learning
Page 6: Principal Support
Page 7: School Climate
Page 8: Job Design
Page 1: Teacher Retention and Turnover
Transcripción: Resumen
Transcripción
Transcripción: Jessica Weisenbach Sellers
Transcripción: Lynn Fuchs, Ph.D.
Transcripción: Srta. Begay implementa CBM
Opción #3
Opción #2
Opción #1
CBM Software
rpm_02_link02
Transcripción: Luke
Transcripción: Louisa
Transcripción: José
Crear sus Propios Sondeos CBM
Fluidez de laberinto
Fluidez de la lectura de pasajes
Fluidez de la identificación de las palabras
Fluidez de los sonidos de las letras
Transcripción: Reto
Página 6: Estrategia Clic y golpe
Página 3: Una declaración de propósitos
Página 8: Un plan de crisis
Página 9: Un plan de acción
Página 1: Requisitos para el desarrollo de un plan comprehensivo para el manejo de la conducta
Página 2: La cultura y la conducta
Mérito
Letra
Méritos
Actividad: Ponga a prueba su conocimiento
Actividad
Lista de películas
Lista del libros
Los Tornados de Tallahasee
Hope Drummond
Benjamín
Calley Robichaud
James Koupus
Tony Meléndez
Kisha Denise Cook
Página 7: Referencias Recursos e información adicional
Página 4: “Ursa Menor”
Página 5: Representaciones en películas y literatura
Página 2: Mito o Hecho
Página 6: Hechos y cifras
Página 1: Aprender Más Sobre las Personas del Reto
Why do you think Mr. Carter’s students are having difficulty in remembering what he has taught them? (Opinion Question: No Resources)
Why do you suppose Zach and Alexandra can’t stay on task and are so easily distracted? (Opinion Question: No Resources)
Do you think teachers should teach vocabulary and reading comprehension skills within their content areas? (Opinion Question: No Resources)
What procedures do you think Rosa Parks Elementary is using to provide services to struggling students? Why are school personnel dissatisfied with this process? (Opinion Question: No Resources)
Do you think Ms. Worley’s and Ms. Valens’s reasons for being upset were valid? (Opinion Question: No Resources)
What do you think of Ms. Flores’ reaction to the low performance scores of the students with disabilities in her school? (Opinion Question: No Resources)
What are your reactions to the suggested strategies that came up in the meeting? (Opinion Question: No Resources)
Ms. Flores and Mr. Ericson are reviewing the large-scale assessment data across all grade levels and want to improve the scores of students with disabilities. What problems do you think they might discover? (Opinion Question: No Resources)
Page 1: Characteristics of High and Low Achievers
test - vid
Transcript: Margaret J. McLaughlin, PhD
Transcript: Victor Nolet, PhD
Credits
Transcript: Passage Reading Fluency
Transcript: Word Identification Fluency
Transcript: Jessica Weisenbach Sellers, MEd
Transcript: Lynn Fuchs, PhD
Transcript: Ms. Begay Implements CBM
Pre-Packaged Probes
Transcript: Maze Fluency
What Do You See? Perceptions of Disability ARCHIVED
Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle ARCHIVED
Tratar las conductas perjudiciales y no conformistas (Parte 1): Entender el ciclo del mal comportamiento - archived
Accountability: High-Stakes Testing for Students with Disabilities ARCHIVED
Accommodations: Instructional and Testing Supports for Students with Disabilities ARCHIVED
Assistive Technology: An Overview ARCHIVED
El manejo del salón de clase (primera parte): Aprendiendo los componentes de un plan comprehensivo para el manejo de la conducta ARCHIVED
Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan ARCHIVED
El manejo del salón de clase (segunda parte): Desarrollando su propio plan comprehensivo para el manejo de la conducta ARCHIVED
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions ARCHIVED
Tratar las conductas perjudiciales y no conformistas (Parte 2): Intervenciones de la conducta - archived
Bookshare: Providing Accessible Materials for Students with Print Disabilities ARCHIVED
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom ARCHIVED
Classroom Assessment (Part 2): Evaluating Reading Progress ARCHIVED
Effective School Practices: Promoting Collaboration and Monitoring Students' Academic Achievement ARCHIVED
Prácticas escolares eficaces: Promover la colaboración y monitorizar el rendimiento académico de los estudiantes ARCHIVED
Colaborar con las familias ARCHIVED
High-Quality Mathematics Instruction: What Teachers Should Know ARCHIVED
RTI: Mathematics ARCHIVED
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students - archived
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Page 1: Standards
Page 2: Standards-based Curriculum
Page 3: Curriculum
Page 4: Benchmarks
Page 6: Gather Information
Page 7: Understand the Learning Process
Page 8: Adapt Instruction
Page 9: Assessing Students Using Performance Measures
Page 10: Monitoring Student Progress
Page 11: Implementing the Instructional Cycle
Page 12: Curriculum Mapping
Page 13: Year-long Planning
Page 14: Curriculum Planning Guidelines
Page 15: Unit Plan Design
Page 16: Lesson Plan Design
Page 17: References & Additional Resources
Page 18: Credits
The Tallahassee Tornados
The Smith Family
Tony Melendez
Benjamin
Page 4: Ursa Minor
Transcript: Ursa Minor
Page 5: Film and Literature Portrayals
Movie List
Book List
Page 2: Myths and Facts
Activity: Test Your Knowledge
Activity - Puzzle
Page 6: Facts and Figures
Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs
Page 1: Determine School Needs
Page 2: Identify School Resources
Page 3: Select an Evidence-Based Practice or Program
Page 4: Understand Fidelity of Implementation and Its Importance
Page 5: Establish an Implementation Team
Page 6: Provide Training
Page 7: Provide Ongoing Supports
Page 8: Use Implementation Guidelines and Supports
Page 9: Develop a System for Monitoring Fidelity
Page 10: Collect Data and Evaluate Fidelity of Implementation
Page 11: Promote Sustainability
Page 13: Credits
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities
Page 1: A Quick Review
Page 2: Understand the Data
Page 3: A First Glance at the Data
Page 4: Compare Data
Page 5: Understand Challenges When Comparing Data
Page 6: Make Improvements
Page 7: What Is Being Taught?
Page 8: Legal Standards
Page 9: Using the Curriculum
Page 10: Legal Requirements
Page 11: Accommodations
Page 12: Modifications
Page 13: Alternate Assessments
Page 14: Summary
Page 16: Credits
Accediendo al currículo de educación general: Consideraciones para la inclusión de estudiantes con discapacidad
Página 1: Un breve repaso
Página 2: Entender los datos
Página 3: Una primera vista de los datos
Página 4: Comparar los datos
Página 5: Entender los desafíos al comparar los datos
Página 6: Realizar mejoras
Página 7: ¿Qué se está enseñando?
Página 8: Base legal
Página 9: Utilizando el currículo
Página 10: Requisitos legales
Página 11: Acomodaciones
Página 12: Modificaciones
Página 13: Evaluaciones alternativas
Página 14: Resumen
Página 15: Referencias
Página 16: Créditos
Page 1: Introduction
Page 2: Overview of the Acting-Out Cycle
Page 3: Phase 1–Calm
Page 4: Phase 2–Triggers
Page 5: Phase 3–Agitation
Page 6: Phase 4–Acceleration
Page 7: Phase 5–Peak
Page 8: Phase 6–De-escalation
Page 9: Phase 7–Recovery
Page 10: Practice with the Acting-Out Phases
Página 1: Introducción
Página 2: Visión global del ciclo del mal comportamiento
Página 3: Fase 1 - Calma
Página 4: Fase 2 - Causantes
Página 5: Fase 3 – Agitación
Página 6: Fase 4 – Aceleración
Página 7: Fase 5 – Apogeo
Página 8: Fase 6 – Inversión de la intensificación
Página 9: Fase 7 – Recuperación
Página 10: Practicar con las fases del mal comportamiento
Página 11: Referencias y recursos e información adicionales
Page 1: Definition of High-Stakes Testing
Page 2: High-Stakes Testing and the School System
Page 3: High-Stakes Testing and Teachers
Page 4: High-Stakes Testing and Students with Disabilities
Page 5: Accountability for School Systems
Page 6: Law
Page 7: Access to the General Education Curriculum
Page 8: Improved Performance
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
Page 7: Materials and Devices Used by Students With Visual Impairments
Page 8: Tips for Helping Students With Visual Impairments Use Assistive Technology
Transcript: Candace Cortiella
Transcript: Ryan Kettler, PhD
Transcript: Martha Thurlow, PhD
Transcript: Quinn
Transcript: Quinn’s Description of His Refreshable Braille Device
Presentation Accommodations: Auditory Example
Presentation Accommodations: Tactile Example
Transcript: Christine
Transcript: Claire Harbison
Transcript: Susan
List of potential IEP team members and their roles
Page 2: Assistive Technology Devices
Page 3: Assistive Technology Services
Page 4: Considering Assistive Technology
Page 5: Implementing Assistive Technology
Page 6: Evaluating and Decision Making
Page 7: Tips for Teachers
Consequence Activity Worksheet
Page 2: Support for Ms. Rollison
Page 3: High Probability Requests
Page 4: Choice Making
Page 5: Differential Reinforcement: Introduction
Page 6: Eliminating Behaviors Using Differential Reinforcement of Other Behaviors (DRO)
Page 7: Reducing Behaviors Using Differential Reinforcement of Low Rates of Behavior (DRL)
Page 8: Substituting Behaviors Using Differential Reinforcement of Incompatible Behavior (DRI)
Page 9: References Additional Resources
Assessment
Página 2: Apoyo para la Srta. Rollison
Página 3: Pedidos de alta probabilidad
Página 4: Tomar decisiones
Página 5: Reforzamiento diferencial: Introducción
Página 6: Eliminar conductas usando Reforzamiento diferencial de otras conductas (“Differential Reinforcement of Other Behaviors” o “DRO”)
Página 7: Reducir conductas usando Reforzamiento diferencial de tasas bajas de conducta (“Differential Reinforcement of Low Rates of Behavior” o “DRL”)
Página 8: Sustituir conductas usando Reforzamiento diferencial de conducta incompatible (“Differential Reinforcement of Incompatible Behavior” o “DRI”)
Página 9: Referencias, Recursos e información adicional
Page 1: Print Disabilities
Page 2: Specialized Formats for Accessing Texts
Page 3: What Is Bookshare?
Page 4: Qualifying for Bookshare Membership
Page 5: Managing Student Records
Page 6: Locating Books and Materials
Page 7: Downloading and Reading Books and Materials
Page 8: Using Bookshare in the Classroom
Page 9: Using Bookshare After High School
Classroom Diversity: An Introduction to Student Differences
Page 1: Year-End Assessment vs. Progress Monitoring
Transcript: Jessica Weisenbach Sellers
Page 2: Types of Progress Monitoring
Page 3: Curriculum-Based Measurement
Page 4: Benefits of Curriculum-Based Measurement on Student Progress
Page 5: Steps in the CBM Process
- Creating or Finding Probes for Progress Monitoring
- Step 1: Determining the Type and Level of CBM Materials
- Step 2: Administration and Scoring
- Step 3 & 4: Graphing Step & Setting Goals
- Step 5: Making Instructional Decisions
- Step 6: Communicating Progress
Step 1: Determining the Type and Level of CBM Materials
Step 2: Administration and Scoring
Step 5: Making Instructional Decisions
Step 6: Communicating Progress
Transcript: Determining the Type and Level of CBM Materials
Transcript: Administration and Scoring
Transcript: Graphing Step & Setting Goals
Transcript: Making Instructional Decisions
Transcript: Communicating Progress
Page 6: Getting Started
Page 7: Communicating Progress
Evaluación en el salón de clases (primera parte): Una introducción al seguimiento del rendimiento académico en el salón de clases
Transcripción: Resumen
Página 1: Evaluación del Fin del Año vs. Seguimiento del Progreso
¿Ficción o realidad?
Página 2: Tipos de Seguimiento del Progreso
Página 3: Medición Basada en el Currículo
Transcripción: Dra. Lynn Fuchs Ph.D.
Página 4: Beneficios de la Medición Basada en el Currículo en el Progreso del Estudiante
Transcripción: Dra. Lynn Fuchs
Página 5: Pasos en el Proceso MBC
- ¿Ficción o realidad? B
- Transcripción: Peso 1: Determinando el tipo y el nivel de materiales de MBC
- Transcripción: Peso 2: Administración y evaluación
- Transcripción: Peso 3: Haciendo gráficos & Peso 4: Estableciendo metas
- Transcripción: Peso 5: Tomando decisiones de instrucción
- Transcripción: Peso 6: Comunicando el progreso
¿Ficción o realidad? A
¿Ficción o realidad? B
Paso 1: Crear o seleccionar pruebas apropiadas
Paso 2: Administración y evaluación
Pasos 3 & 4: Hacer gráficos de los resultados & Establecer metas
Paso 5: Tomar decisiones de instrucción
Paso 6: Comunicar el progreso
Transcripción: Peso 1: Determinando el tipo y el nivel de materiales de MBC
Transcripción: Peso 2: Administración y evaluación
Transcripción: Peso 3: Haciendo gráficos & Peso 4: Estableciendo metas
Transcripción: Peso 5: Tomando decisiones de instrucción
Transcripción: Peso 6: Comunicando el progreso
Página 6: Comenzando
Creando o encontrando sondeos para el seguimiento del progreso
Página 7: Comunicando el Progreso
¿Ficción o realidad?
Página 8: Referencias e información adicional
Page 1: The Benefits of Using Curriculum-Based Measurement (CBM) in Reading
Page 2: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Performing at Grade Level
Page 3: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Not Reading at Grade Level
Page 4: Administering and Scoring (Step 2)
Maze Fluency
Activity: Word Identification Fluency
Activity: Passage Reading Fluency
Activity: Maze Fluency
Page 5: Graphing (Step 3)
Page 6: Setting Goals (Step 4)
Page 7: Making Instructional Decisions (Step 5)
Activity: Graphing
Page 8: Communicating with Students, Parents, and Other Professionals (Step 6)
Evaluación en el salón de clases (segunda parte): Evaluar el progreso en la lectura
Página 1: Beneficios de usar la medición basada en el currículo (“Curriculum-Based Measurement” o “CBM”) en la lectura
Página 2: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento está al nivel del grado
Página 3: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento no está al nivel del grado
Página 4: Administrar y calificar (Paso 2)
Jose
Louisa
Luke
Actividad: José
Actividad: Louisa
Actividad: Luke
Página 5: Graficar (Paso 3)
Página 6: Fijar metas (Paso 4)
Página 7: Tomar decisiones instructivas (Paso 5)
Página 8: Comunicar con los estudiantes, los padres y los otros profesionales (Paso 6)
Página 9: Referencias, recursos e información adicionales
Page 1: Understanding Accommodations
Page 2: Types of Accommodations
Page 3: Commonly Used Accommodations
Page 4: Presentation
- Presentation Accommodations: Tactile Example
- Transcript: Quinn’s Description of His Refreshable Braille Device
Page 5: Response
Page 6: Setting
Page 7: Timing and Scheduling
Page 8: The Teacher’s Role on the IEP Team
Page 9: Tips for Teachers
Page 2: Cultural Influences on Behavior
Page 3: Classroom and Teacher Influences on Behavior
Page 4: Introduction to Comprehensive Behavior Management Plans
Page 5: Components of a Comprehensive Behavior Management Plan
Page 6: Statement of Purpose
Page 7: Rules
La señora Flores y el señor Ericson están revisando los resultados obtenidos en las evaluaciones de todos los grados con el propósito de ver como las puntuaciones de los estudiantes con discapacidades podrían aumentar. ¿Qué problemas piensa usted que ellos pudieran descubrir?
Cultural and Linguistic Differences: What Teachers Should Know
Page 1: Culture
Page 2: Cultural Responsiveness
Page 3: Culturally Responsive Instruction
Page 4: Communication
Page 5: Language Acquisition
Page 6: Linguistic Supports
Page 7: Promoting Family Involvement
Las diferencias culturales y lingüísticas: Lo que deben saber los maestros
Página 1: Cultura
Página 2: Receptividad cultural
Página 3: Instrucción culturalmente receptiva
Página 4: Comunicación
Página 5: Adquisición de idioma
Página 6: Apoyos lingüísticos
Página 7: Promover la participación familiar
Página 8: Referencias, Recursos e información adicional
Guiding the School Counselor: An Overview of Roles and Responsibilities
Page 1: Overview of School Counselors’ Roles
Page 2: Participate in the Multidisciplinary Team Process
Page 3: Assist with Behavior Modification
Page 4: Provide Individual or Group Counseling
Page 5: Assist with Transition Planning
Page 6: Make Referrals to Outside Agencies
Page 7: Advocating for Your Role
Page 8: Professional Development
CSR: A Reading Comprehension Strategy
Page 1: The Significance of Reading Comprehension
Page 2: Improving Reading Comprehension
Page 3: Introduction to CSR
Page 4: Overview of the CSR Reading Strategies
Page 5: Preview Strategy
Page 6: Click and Clunk Strategy
Page 7: Get the Gist Strategy
Page 8: Wrap Up Strategy
Page 9: Cooperative Learning
Page 10: Preparing the Class
Page 11: Materials for CSR
Page 12: Implementing CSR
Page 13: References & Additional Resources
CSR: Una estrategia de la comprensión lectora
Página 1: La importancia de la comprensión lectora
Página 2: Mejorar la comprensión lectora
Página 3: Introducción a CSR
Página 4: Visión general de las estrategias lectoras CSR
Página 5: Estrategia Vista preliminar
Página 7: Estrategia Captar lo esencial
Página 8: Jerarquía de preguntas
Página 9: Aprendizaje cooperativo
Página 10: Preparar la clase
Página 11: Materiales para CSR
Pagina 12: Implementar CSR
Página 13: Referencias Recursos e información adicionales
Página 14: Créditos
Page 1: Assume Collective Responsibility for All Students
Page 2: Promote Collaboration Between Teachers and Principals
Page 3: Encourage Collaboration Among Teachers
Transcript: John Calton, PhD
Transcript: Janet Polsteen
Transcript: Brenda Flowers
Page 4: Support Collaboration Between School Staff and Parents
Transcript: Donna Reels
Page 5: Ensure Shared High Expectations
Transcript: General Education/Special Education
Page 6: Make Decisions About Accommodations
Page 7: Adequately Prepare Students for Tests
Transcript: Virginia Richardson
Page 8: Monitor the Data
Page 9: Use the Data to Guide Decisions
Page 10: Evaluate the Plan Regularly
Página 1: Asumir la responsabilidad colectiva para todos los estudiantes
Página 2: Promover la colaboración entre los maestros y los directores
Página 3: Fomentar la colaboración entre los maestros
Transcripción: John Calton, Ph.D.
Transcripción: Janet Polsteen
Transcripción: Brenda Flowers
Página 4: Apoyar la colaboración entre el personal de la escuela y los padres
Transcripción: Donna Reels
Página 5: Asegurar las altas expectativas compartidas
Transcripción: Margaret J. McLaughlin, Ph.D.
Página 6: Tomar decisiones sobre las acomodaciones
Página 7: Preparar a los estudiantes para las pruebas de forma adecuada
Transcripción: Virginia Richardson
Página 8: Monitorizar los datos
Página 9: Usar los datos para guiar las decisiones
Página 10: Evaluar el plan de forma regular
Página 11: Referencias, recursos e información adicionales
Page 1: Family Composition
Page 5: Building Positive Relationships
Page 6: Encouraging Involvement
Page 7: Respecting Families
Page 8: Acknowledging Strengths
Transcripción: Anne T. Henderson
Transcripción: Luz A. Hernandez
Página 1: La composición de la familia
Descripción: La composición de la familia
Página 2: Las reacciones emocionales a las discapacidades
Los estados emocionales
Transcripción: Shane Nurnberg
Página 3: Los papeles adicionales de las familias
Página 4: Los factores estresantes de la vida diaria
¿Dónde están los padres?
Página 5: Crear relaciones positivas
Iniciativa alfombra roja de Carolina del Sur
Página 6: Promover la participación
Página 7: Respetar a las familias
Respetar a las familias de culturas diferentes
Página 8: Reconocer los puntos fuertes
- Transcripción: Luz A. Hernandez
- Acto para la educación de los individuos con discapacidades (IDEA ’04)
Concilio para los Niños Excepcionales (CEC)
Acto para la educación de los individuos con discapacidades (IDEA ’04)
Asociación Nacional de la Educación (NEA)
Página 9: Referencias Recursos e información adicional
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Page 1: Understanding Behavior
Page 2: Learning Key Behavior Principles
Page 3: Applying Behavior Principles
Page 4: Conduct a Functional Behavioral Assessment
Page 5: Identify and Define Problem and Replacement Behaviors
Page 6: Collect Data: Interviews and Rating Scales
Page 7: Collect Data: Direct Observations
Page 8: Identify the Function of the Behavior
Page 9: Design a Function-Based Intervention
Page 10: Maximize Intervention Success
Page 11: Implement the Intervention
Page 12: Evaluate the Intervention
Evaluación funcional de la conducta: Identificar las causas de la conducta problemática y desarrollar un plan de conducta
Página 1: Entender la conducta
Página 2: Aprender los principios clave de conducta
Página 3: Aplicar los principios de la conducta
Página 4: Llevar a cabo una evaluación funcional de conducta
Página 5: Identificar y definir las conductas problemáticas y las de reemplazo
Página 6: Recoger datos: Entrevistas y escalas de clasificación
Página 7: Recoger datos: Observaciones directas
Página 8: Identificar la función de la conducta
Página 9: Diseñar una intervención basada en la función
Página 10: Maximizar el éxito de la intervención
Página 11: Implementar la intervención
Página 12: Evaluar la intervención
How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built
Page 1: Overview of the HPL Framework
Page 2: Learner-Centered Learning Environments
Page 3: Knowledge-Centered Learning Environments
Page 4: Assessment-Centered Learning Environments
Page 5: Community-Centered Learning Environments
Page 6: Balanced Learning Environments
Page 7: What is the STAR Legacy Cycle?
Page 8: How Is HPL Embedded Into the Cycle?
Page 9: IRIS Overview
Page 10: Considerations for Application
Creating an Inclusive School Environment: A Model for School Leaders
Transcript: Assessment
Transcript: Lois Coles
Activity: Perceptions and Beliefs Regarding Math
National Council of Teachers of Mathematics (NCTM)
National Research Council (NRC)
Common Core State Standards
Common Core State Standards: Map
U.S. Department of Education: exemplary standards-based mathematics programs
Transcript: Kim Paulsen, EdD
Transcript: Angles
Comparing Multiple Solutions
Transcript: Scott Eddins, EdD
Transcript: Patterns
Page 1: Introduction to Diversity
Page 2: Influence of Teacher Perceptions
Page 3: Cultural Diversity
Page 4: Linguistic Diversity
Page 5: Exceptionalities
Page 6: Socioeconomic Factors
Página 1: Los efectos de la conducta perturbadora
Página 2: Las influencias culturales en la conducta
Página 3: Las influencias del salón de clase y el maestro en la conducta
Página 4: Una introducción a los planes comprehensivos para el manejo de la conducta
Página 5: Los componentes de un plan comprehensivo para el manejo de la conducta
Página 6: Una declaración de propósitos
Página 7: Las reglas
Página 8: Los procedimientos
Página 9: Las consecuencias: Una introducción
Página 10: Las consecuencias positivas
Página 11: Las consecuencias negativas
Página 12: Un plan de acción
Página 13: Practicar con los componentes
Página 14: Referencias y Recursos adicionales
Page 1: A Review of Mathematics Education
Page 2: Components of High-Quality Instruction
Page 3: Requirements of a Standards-Based Mathematics Curriculum
Page 4: Assessment of Curricular Materials
Page 5: Effective Strategies for Teaching Mathematics
Page 6: Explicit Instruction
Page 7: Peer Tutoring
Page 8: Cooperative Learning
Page 9: Effective Classroom Practices
¿Cuáles son sus reacciones a las estrategias sugeridas que se surgieron en la reunión?
PALS: A Reading Strategy for Grades 2–6
Page 1: Overview of PALS
Page 2: The Benefits of PALS
Page 3: PALS Activities
Page 4: Partner Reading with Retell
Page 5: Paragraph Shrinking
Page 6: Prediction Relay
Page 7: Pair Students
Page 8: Prepare Materials
Page 9: Train Students
Page 10: Implement with Class
Page 11: Assign Pairs to Teams
Page 12: References & Additional Resources
PALS: Una estrategia de lectura para los grados 2–6
Página 1: Una visión general de PALS
Página 2: Los beneficios de PALS
Página 3: Actividades de PALS
Página 4: La lectura en parejas con recontar
Página 5: La reducción de párrafos
Página 6: Relevo de predicción
Página 7: Emparejar a los estudiantes
Página 8: Preparar los materiales
Página 9: Capacitar a los estudiantes
Página 10: Implementarla con la clase
Página 11: Asignar a las parejas a equipos
Página 12: Referencias & Recursos adicionales e información
PALS: A Reading Strategy for High School
Page 11: Encourage and Maintain Student Interest
PALS: A Reading Strategy for Grades K–1
Page 3: PALS Activities for Kindergarten Students
Page 4: PALS Activities for First-Grade Students
Page 5: Pair Students
Page 6: Prepare Materials
Page 7: Train Students
Page 8: Implement with Class
Page 9: Motivate Students and Maintain Interest
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities
Improving Writing Performance: A Strategy for Writing Persuasive Essays
Page 1: Understanding Difficulties with Written Expression
Page 2: Prerequisites for Written Expression
Page 3: Elements of the Writing Process
Page 4: POW+TREE Writing Strategy
Page 5: POW+TREE Applications
RTI (Part 1): An Overview
Page 1: Struggling Readers
Page 2: The IQ-Achievement Discrepancy Model
Page 3: The Response-to-Intervention Approach (RTI)
Page 4: The Rationale for RTI: Early Intervening and Identification of Learning Disabilities
Page 5: Approaches to RTI
Page 6: Steps to This RTI Approach
Page 7: The Rosa Parks RTI Framework
Page 8: Practice with the Tiers
RTI (parte 1): Una visión general
Página 1: Los lectores con dificultades
Página 2: El modelo de discrepancia entre rendimiento y CI
Página 3: El método Respuesta a la intervención (RTI)
Página 4: La base lógica para RTI: Intervenir temprano y la identificación de discapacidades de aprendizaje
Página 5: Modelos de RTI
Página 6: Los pasos de este modelo de RTI
Página 7: El esquema RTI de la escuela primaria Rosa Parks
Página 8: Practicar con los niveles
RTI (Part 2): Assessment
Page 1: A Quick Overview of RTI
Page 2: Universal Screening Components
Page 3: Identification of Struggling Readers
Page 7: Tier 2 Components
Page 9: Tier 3 Components
Page 10: Assessment in Tier 3
RTI (parte 2): Evaluación
Página 1: Una rápida visión general de RTI
Página 2: Componentes de la evaluación general preliminar
Página 3: Identificación de los estudiantes que tienen dificultades con la lectura
Página 4: Componentes de Nivel 1
Página 5: El proceso de tomar decisiones de Nivel 1
Actividad: Ian
Página 6: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 1
Actividad: LaToya
Actividad: Ryan
Página 7: Componentes de Nivel 2
Página 8: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 2
Actividad: DeJuan
Actividad: Jack
Página 9: Componentes de Nivel 3
Página 10: Evaluación en Nivel 3
Página 11: Referencias y recursos
RTI (Part 3): Reading Instruction
Page 2: High-Quality Instruction: Instructional Practices
Page 3: High-Quality Instruction: Comprehensive Core Reading Program
Page 4: Phonemic Awareness
Page 5: Phonics and Word Study
Page 6: Fluency
Page 7: Vocabulary
Page 8: Reading Comprehension
Page 9: Considerations for English Language Learners
Page 10: Effective Instruction at Tier 1
Page 11: Effective Instruction at Tier 2
Page 12: Effective Instruction at Tier 3
Page 13: References & Additional Resources
RTI (parte 3): Instrucción de lectura
Página 1: Un breve resumen de RTI
Página 2: La instrucción de alta calidad: Prácticas de instrucción
Página 3: La instrucción de alta calidad: Prácticas de instrucción
Página 4: La conciencia fonémica
Página 5: La fonética y el estudio de palabras
Página 6: La fluidez
Página 7: El vocabulario
Página 8: La comprensión de lectura
Página 9: Consideraciones para los estudiantes de inglés como segunda lengua
Página 10: La instrucción eficaz del Nivel 1
Página 11: Instrucción efectiva del Nivel 2
Página 12: Instrucción efectiva del Nivel 3
Providing Instructional Supports: Facilitating Mastery of New Skills
Page 1: What Is Instructional Scaffolding?
Page 2: How Do I Scaffold Instruction?
Page 3: Content Scaffolding
Page 4: Task Scaffolding
Page 5: Material Scaffolding
Page 6: Scaffolding Tips
RTI (Part 4): Putting It All Together
Page 1: Preliminary and Ongoing Professional Development
Page 2: Before School Starts
Page 3: Once School Starts
Page 4: Universal Screening
Page 5: Tier 1
Page 6: Tier 2
Page 7: Tier 3
Page 8: Initiating and Discontinuing Intervention
Page 9: Addressing Diversity
Page 10: Communicating with Students, School Personnel, and Parents
Page 11: Troubleshooting
RTI (Part 5): A Closer Look at Tier 3
Page 1: RTI Overview
Page 2: Characteristics of the RTI Approach
Page 3: Qualities of Tier 3 Intervention
Page 4: Determining Which Students Will Receive Tier 3 Intervention
Page 5: Implementing Tier 3 Reading Interventions
Page 6: Assessing Tier 3 Response
Page 7: Communication with Parents
Page 8: Cultural Diversity
RTI: Considerations for School Leaders
Page 1: Stages of Implementing Change
Page 2: Overview of RTI
Page 3: Benefits of RTI
Page 4: Be an Effective Leader
Page 5: Identify Key Individuals
Page 6: Present a Case
Page 7: Evaluate School Readiness
Page 8: Secure Funds
Page 9: Gain a School-Wide Commitment
Page 10: Implement the Action Plan
Page 11: Potential School Resources
Page 12: Implementation Guidelines
Page 13: Professional Development
Page 14: Scheduling Considerations
Page 15: Classroom Support for Teachers
Page 16: Parent-School Partnerships
Page 17: Data Management
Page 18: Fidelity of Implementation
Page 19: Evaluation and Revision
Page 20: References & Additional Resources
Page 21: Credits
Differentiated Instruction: Maximizing the Learning of All Students
Page 1: Defining Differentiated Instruction
Page 2: General Principles
Page 3: Know Your Students
Page 4: Differentiate Instructional Elements
Page 5: Differentiate Content
Page 6: Differentiate Process
Page 7: Differentiate Product
Page 8: Evaluate and Grade Student Performance
Page 9: Communicate with Students and Parents
Page 10: Organize the Classroom
Page 11: Employ Effective Behavior Management
Page 12: Classroom Implementation
Page 1: What Is Inclusion?
Page 2: How Does Inclusion Differ from Traditional Instruction?
Page 3: Why Should School Environments Become Inclusive?
Page 4: Kotter’s Model of Change
Page 5: Establish a Sense of Urgency
Page 6: Form a Guiding Team
Page 7: Create a Vision
Page 8: Communicate the Vision
Page 9: Enable Action
Page 10: Ensure Short-Term Wins
Page 11: Improve and Expand
Page 12: Anchor the Changes
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
Page 1: An Overview of Secondary Transition
Page 2: Person-Centered Planning
Page 3: Transition Planning
Page 4: Overview of a School Counselor’s Roles for Transition
Page 5: Transition Assessments
Page 6: Post-Secondary Preparation: Education/ Training
Page 7: Post-Secondary Preparation: Employment
Page 8: Post-Secondary Preparation: Independent Living
Page 9: Referrals to Other Agencies
Page 10: Communication and Collaboration
Page 11: Collaborative Activities for Families
Page 12: Communication with Community Organizations and Other Agencies
Related Services: Common Supports for Students with Disabilities
Page 1: Overview of Related Services
Page 2: Identifying Related Services
Page 3: Providing Related Services in Schools
Page 4: Common Roles of Providers
Page 5: Speech-Language Pathology Services
Page 6: Occupational Therapy Services
Page 7: Physical Therapy Services
Page 8: Psychological Services
Page 9: Social Work Services
Page 10: Other Related Services in Schools
Assess Bob
Assess Student 1
Assess Student 2
Assess Student 3
Transcript: Differences between prereferral and RTI
Transcript: Tiered Instruction
Page 2: RTI in Practice
Transcript: David Chard, PhD
Sample Concepts and Applications Probe
Sample Computation Probe
Criterion 1
Criterion 2
Transcript: What are the differences in RTI for Reading versus Math?
Page 4: High-Quality Instruction
Page 5: Increasingly Intense Levels of Instructional Intervention
Common Characteristics of Students with a Mathematics Learning Disability
Page 6: Introduction to Progress Monitoring
Sample First-Grade Concepts and Applications Probe
Sample First-Grade Computation Probe
Page 7: Progress Monitoring: Administration, Scoring, and Graphing
Student A’s Probe and Graph
Sample Scored First-Grade Concepts and Applications Probe
Sample Scored First-Grade Computation Probe
Page 8: Progress Monitoring: Evaluation of Student Performance
Activity – Performance Level
Activity – Calculate rate of growth
Activity – Dual Discrepancy Approach
Calculating Rate of Growth
Short-Term Goal Calculation
Page 9: Data-Based Decisions
Activity – Student 3
Activity – Student 4
Transcript: Diane Bryant, PhD
Page 10: Fidelity Measures
Ms. Wilkes
Ms. Kim
Mr. Chandler
Sample RTI Manual
Standard Checklist Example
Page 11: Implementation at Lyle Elementary
Jacob’s primary instruction data
Luis’s primary instruction data
Olivia’s primary instruction data
TaShonda’s primary instruction data
Jacob’s secondary instruction data
Luis’s secondary instruction data
Olivia’s secondary instruction data
Page 12: Other Examples of Implementation
Oregon Elementary School
Pennsylvania Elementary School
Wisconsin Intermediate School
Transcript: Earl Bright
Transcript: Lynn Johnson
Transcript: Karen Twain
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
Page 1: Literacy in Content-Area Instruction
Page 2: Components of Effective Vocabulary Instruction
Page 3: Selecting Essential Words
Page 4: Explicitly Defining and Contextualizing Terms
Page 5: Helping Students Actively Process Vocabulary
Page 6: Providing Multiple Exposures to Vocabulary
Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model
Page 8: Components of Effective Comprehension Instruction
Page 9: Activating Prior Knowledge
Page 10: Monitoring Comprehension
Page 11: Using Graphic Organizers
Page 12: Answering Questions
Page 13: Generating Questions
Page 14: References & Additional Resources
SOS: Helping Students Become Independent Learners
Page 1: Self-Directed Versus Teacher-Directed Strategies
Page 2: Self-Regulation
Page 3: Guidelines for Use: Who, What, When, Where, and Why?
Page 4: Self-Monitoring
Page 5: Self-Instruction
Page 6: Goal-Setting
Page 7: Self-Reinforcement
Page 8: Multiplying Success
SRSD: Using Learning Strategies To Enhance Student Learning
Page 1: Understanding and Using Strategies
Page 2: Understanding Self-regulation
Page 3: Self-regulated Strategy Development
Page 4: Develop Background Knowledge
Page 5: Discuss It
Page 6: Model It
Page 7: Memorize It
Page 8: Support It
Page 9: Establish Independent Practice
SRSD: Usar las estrategias de aprendizaje para mejorar el aprendizaje de los estudiantes
Página 1: Comprender y usar estrategias
Página 2: Entender la autorregulación
Página 3: El desarrollo de estrategias autorreguladas
Página 4: Desarrollar conocimiento previo
Página 5: Discutirlo
Página 6: Modelarlo
Página 7: Memorizarlo
Página 8: Apoyarlo
Página 9: Establecer la práctica independiente
Página 10: Referencias & Recursos
Serving Students with Visual Impairments: The Importance of Collaboration
¿Por qué cree usted que los estudiantes del Sr. Carter están experimentando dificultades con recordar lo que les ha enseñado?
School Nurses: Roles and Responsibilities in the School Setting
Page 1: Roles of the School Nurse
Page 2: Healthcare Services
Page 3: Section 504 Plans and Individualized Education Programs
Page 4: Resources
Page 5: Advocacy
Page 6: Collaboration
Teaching English Language Learners: Effective Instructional Practices
Page 1: English Language Learners
Page 2: Second Language Acquisition
Page 3: Programs and Personnel
Page 4: Sheltered Instruction
Page 5: Contextual Supports
Page 6: Activate Background Knowledge
Page 7: Teach Vocabulary
Page 8: Teach Comprehension Strategies
Page 9: Differentiate Instruction
Page 10: Provide Opportunities for Students To Practice
Page 11: Measure Performance
Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs
Page 1: Assists All Students
Page 2: Provides Health Services for Students with Disabilities
Page 3: Participates in Section 504 Planning and Individualized Education Programs
Page 4: Collaborates with Families, School Personnel, and Community Professionals
Page 5: References & Additional Resources
Page 1: Overview of the Pre-Referral Process
Page 2: Goals and Benefits of the Pre-Referral Process
Page 3: Six Stages in the Pre-Referral Process
Page 4: Stage 1: Initial Concern
Page 5: Stage 2: Information Gathering
Page 6: Stage 3: Information Sharing and Team Discussion
Page 7: Stage 4: Discussion of Possible Strategies
Page 8: Stage 5: Implementation and Monitoring of Strategies
Page 9: Stage 6: Evaluation and Decision Making
Page 1: Universal Design for Learning (UDL)
Page 2: UDL Principles
Page 3: Curricular Components
Page 5: Instructional Materials
Page 6: Instructional Methods
Page 7: Assessment
Page 8: UDL in Practice
Page 9: Implementation Issues
Page 4: Tier 1 Components
Page 8: Procedures
Page 9: Consequences: An Introduction
Page 10: Positive Consequences
Page 11: Negative Consequences
Page 12: Action Plan
Page 13: Practice with the Components
Page 15: References & Additional Resources
Page 1: Basic Needs and Where to Collect Information
Page 2: What It Means to Have a Visual Impairment
Page 3: How Visual Impairments Impact Learning
Page 4: The Need for an Expanded Core Curriculum
Page 5: Educational Materials
Page 6: Instructional Methods Inside the Classroom
Page 7: Events Outside of the Classroom
Page 8: Common Courtesy and Effective Communication
Page 9: The Development of Social Skills
Page 10 References & Additional Resources
Creating or Finding Probes for Progress Monitoring
¿Qué es lo que ve usted? Percepciones de discapacidades_ARCHIVED
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
Q1
¿Por qué algunos estudiantes tienen dificultad para aprender y para terminar las tareas?
- Página 1: Características de los estudiantes con desempeño satisfactorio y los estudiantes con dificultades
- Página 2: Importancia de enseñar las estrategias de las técnicas de estudio
What should educators understand about students who have trouble accessing standard print?
¿Qué principios del comportamiento deben conocer los educadores para entender la conducta de los estudiantes?
- Página 1: Aprendizaje y comportamiento
- Página 2: El modelo ABC
- Página 3: Antecedentes
- Página 4: Consecuencias
- Página 5: Refuerzo
- Página 6: Generalización
What behavioral principles should educators be familiar with to understand student behavior?
- Page 1: Learning and Behavior
- Page 2: The ABC Model
- Page 3: Antecedents
- Page 4: Consequences
- Page 5: Reinforcement
- Page 6: Generalization
Which study skills strategies can improve students’ academic performance?
- Page 1: Introduction to Study Skills
- Page 2: Graphic Organizers
- Page 3: Comprehension Strategies
- Page 4: Mnemonics
- Page 5: Note-taking
- Page 6: Materials Organization
- Page 7: Time Management
- Page 8: Self-Regulation
Why do some students struggle with learning and completing tasks?
- Page 1: Characteristics of High and Low Achievers
- Page 2: Importance of Teaching Study Skills Strategies
How can educators design instruction that engages and challenges all students?
¿Qué estrategias pueden aplicar los educadores para prevenir o abordar los comportamientos problemáticos?
- Página 1: Estrategias para abordar los comportamientos problemáticos
- Página 2: Elogios ante un comportamiento específico
- Página 3: Corrección previa
- Página 4: Supervisión activa
- Página 5: Solicitudes de alta probabilidad
- Página 6: Oportunidades para responder
- Página 7: Posibilidad de elegir
- Página 8: Refuerzo diferencial de conductas alternativas
¿Qué deben entender los educadores sobre los comportamientos problemáticos?
¿Por qué se debe incluir a los alumnos con discapacidad cognitiva importante en las aulas de educación general?
- Página 1: Alumnos con discapacidad cognitiva importante
- Página 2: Inclusión en las políticas y en la práctica
- Página 3: Acceso al plan de estudios de educación general
Ahora, ¿qué ve?
What strategies can educators implement to prevent or address challenging behaviors?
- Page 1: Strategies to Address Challenging Behaviors
- Page 2: Behavior-Specific Praise
- Page 3: Precorrection
- Page 4: Active Supervision
- Page 5: High-Probability Requests
- Page 6: Opportunities to Respond
- Page 7: Choice Making
- Page 8: Differential Reinforcement of Alternative Behavior
What should educators understand about challenging behaviors?
Why should students with significant cognitive disabilities be included in general education classrooms?
- Page 1: Students with Significant Cognitive Disabilities
- Page 2: Inclusion in Policy and Practice
- Page 3: Access to General Education Curriculum
¿Qué debe saber la Srta. Adelaide sobre la tecnología de asistencia y cómo la usan los estudiantes con discapacidades?
¿Qué deben entender los maestros sobre trabajar junto a las familias que tienen hijos con discapacidades?
- Página 1: La importancia de implicar a las familias
- Página 2: Reacciones emocionales a la discapacidad
- Página 3: Roles adicionales en la familia
- Página 4: Causas de estrés de la vida cotidiana
¿Qué deben entender los profesores acerca del manejo eficaz de la conducta en el salón de clases?
- Página 1: Efectos de las conductas disruptivas
- Página 2: Manejo de la conducta en el salón de clases y a nivel de escuela
- Página 3: Influencias culturales en la conducta
- Página 4: Principios clave del manejo de la conducta en el salón de clases
What should teachers understand about effective classroom behavior management?
- Page 1: Effects of Disruptive Behavior
- Page 2: Classroom and School-Wide Behavior Management
- Page 3: Cultural Influences on Behavior
- Page 4: Key Principles of Classroom Behavior Management
como padre, ¿cuál es mi papel, y qué puedo hacer para apoyar mejor la educación de mi hijo(a)?
- Página 1: ¿Cuál es mi papel?
- Página 2: ¿Cómo hago para preparar a mi hijo(a) para el aprendizaje?
- Página 3: ¿Cómo establezco rutinas y expectativas de conducta para mi hijo(a)?
- Página 4: ¿Cómo puedo averiguar lo que mi hijo(a) debe estar aprendiendo?
- Página 5: ¿Cómo puedo apoyar a mi hijo(a) con la lectura?
- Página 6: ¿Cómo puedo apoyar a mi hijo(a) con matemáticas?
- Página 7: ¿Cómo puedo ayudar socialmente y emocionalmente a mi hijo(a)?
- Página 8: ¿Qué pasa si mi hijo(a) tiene una discapacidad?
- Página 9: ¿Cómo puedo ayudar a preparar a mi hijo(a) para la instrucción presencial?
What should Ms. Adelaide know about assistive technology and how it is used by students with disabilities?
- Page 1: Assistive Technology
- Page 2: Assistive Technology Devices
- Page 3: Assistive Technology Services
How can faculty design their online courses?
- Page 1: Planning an Online Course
- Page 2: Learning Goals
- Page 3: Assessments
- Page 4: Learning Activities
- Page 5: Content
What do educators need to understand about families of children with disabilities?
- Page 1: The Importance of Family Engagement
- Page 2: Emotional Reactions to Disability
- Page 3: Additional Roles of Families
- Page 4: Stressors of Daily Living
As a parent, what is my role, and what can I do to best support my child’s education?
- Page 1: What Is My Role?
- Page 2: How Do I Get My Child Ready To Learn?
- Page 3: How Do I Set Routines and Behavior Expectations for My Child?
- Page 4: How Do I Find Out What My Child Should Be Learning?
- Page 5: How Can I Support My Child in Reading?
- Page 6: How Can I Support My Child in Math?
- Page 7: How Can I Support My Child Socially and Emotionally?
- Page 8: What If My Child Has a Disability?
- Page 9: How can I help prepare my child for in-person learning?
How can teachers systematically identify when to adjust instruction for struggling students?
How can teachers use assessment to guide instruction?
¿Cuáles son las responsabilidades de los maestros de educación media y secundaria en la enseñanza de vocabulario y habilidades de comprensión dentro de sus áreas de contenido?
Now, what do you see?
¿Qué pueden hacer los maestros para que el ambiente del salón de clases sea más propicio para el aprendizaje y el desarrollo de los niños?
- Página 1: Entornos de la primera infancia
- Página 2: Entorno físico
- Página 3: Entorno social
- Página 4: Entorno temporal
- Página 5: Juntando todas las piezas
¿Qué podría considerar la Sra. Torri para ayudar a sus estudiantes a mantenerse concentrados y también a recuperar un poco de tiempo de instrucción perdido?
- Página 1: Estrategias auto-dirigidas y dirigidas por el maestro
- Página 2: Auto-regulación
- Página 3: Pautas de uso: ¿Quién, qué, cuándo, dónde y por qué?
¿Qué deberían saber los maestros acerca de las adaptaciones para estudiantes con discapacidades?
What is the school administrator’s role in overseeing the IEP process?
¿Cuál es el proceso para evaluar la efectividad de una PBE con sus niños o estudiantes?
What does Ms. Milton need to know about students with visual impairments?
- Page 1: Basic Needs and Where to Collect Information
- Page 2: What It Means to Have a Visual Impairment
- Page 3: How Visual Impairments Impact Learning
- Page 4: The Need for an Expanded Core Curriculum
What is an IEP?
What should teachers know about accommodations for students with disabilities?
What resources should Ms. Milton consult to learn more about Evan’s and Emily’s needs?
- Page 1: Getting Started
- Page 2: The Individualized Education Program
- Page 3: The Student and the Family
- Page 4: The Professionals
- Page 6: Language Preferences
¿Qué es fidelidad de implementación?
¿Qué es un programa o una práctica basada en evidencia (PBE)?
- Página 1: ¿Qué es una práctica basada en evidencia (PBE)?
- Página 2: Porqué los educadores deben usar PBE
Si usted fuera la Sra. Price, ¿qué podría hacer para ayudar a sus estudiantes cuando tienen dificultades con una tarea?
- Página 1: ¿Qué es la enseñanza con andamiajes?
- Página 2: ¿Cómo puedo proveer enseñanza con andamiajes?
¿Qué es la instrucción de matemáticas de alta calidad y porqué es importante?
- Página 1: La importancia de la instrucción de matemáticas de alta calidad
- Página 2: Un currículo basado en estándares
- Página 3: Prácticas Matemáticas Basadas en la Evidencia
What is RTI for mathematics?
- Page 1: Overview of RTI
- Page 2: RTI in Practice
- Page 3: Universal Screening
- Page 4: High-Quality Instruction
- Page 5: Increasingly Intense Levels of Instructional Intervention
- Page 6: Introduction to Progress Monitoring
- Page 7: Progress Monitoring: Administration, Scoring, and Graphing
- Page 8: Progress Monitoring: Evaluation of Student Performance
- Page 9: Data-Based Decisions
- Page 10: Fidelity Measures
¿Qué debe saber la Srta. Adelaide acerca de la tecnología asistencia y cómo la usan los estudiantes con discapacidades?
- Página 1: La tecnología de asistencia
- Página 2: Los dispositivos de la tecnología de asistencia
- Página 3: Servicios de tecnología de asistencia
What is high-quality mathematics instruction and why is it important?
What is student-centered transition planning?
¿Qué deben saber los educadores acerca de las prácticas basadas en evidencia para niños con autismo?
- Página 1: Un resumen sobre el autismo
- Página 2: Las prácticas basadas en evidencia
- Página 3: Estrategias fundacionales
What is transition planning and why is it important?
What do educators need to know about EBPs for children with autism?
¿Es importante reconocer la diversidad estudiantil en un salón de clase? ¿Por qué sí o por qué no?
- Página 1: Una introducción a la diversidad
- Página 2: La influencia de las percepciones de los maestros
How is teaching in a juvenile correction setting different from teaching in a public school setting?
- Page 1: Education in Juvenile Justice Settings
- Page 2: Intake and Treatment Plan Procedures
- Page 3: Instructional and Behavioral Challenges
¿Qué deben saber los maestros acerca de los estudiantes que están aprendiendo a hablar inglés?
- Página 1: Estudiantes de inglés como segunda lengua
- Página 2: Adquisición de segunda lengua
- Página 3: Programas y personal
- Página 4: Instrucción protegida
- Página 5: Apoyos contextuales
Who is responsible for helping students with disabilities connect to the supports they need after high school?
¿Qué es el trastorno del espectro autista (TEA) y cuáles son las características que se asocian con él?
- Página 1: ¿Qué es el trastorno del espectro autista?
- Página 2: Características del trastorno del espectro autista
- Página 3: Diagnóstico
What can teachers do to make the classroom environment more conducive to children’s learning and development?
- Page 1: Early Childhood Environments
- Page 2: Physical Environment
- Page 3: Social Environment
- Page 4: Temporal Environment
- Page 5: Putting It All Together
What do teachers need to know about young dual language learners with disabilities?
- Page 1: Young Dual Language Learners with Disabilities
- Page 2: Distinguishing Between Disability and Language Difference
What is autism spectrum disorder and what are the characteristics associated with it?
- Page 1: What Is Autism Spectrum Disorder?
- Page 2: Autism Spectrum Disorder Characteristics
- Page 3: Diagnosis
What is data-based individualization?
What is the process for evaluating the effectiveness of an EBP with your children or students?
What is fidelity of implementation?
How can teachers help young children learn expected behaviors?
- Page 1: Preventing Challenging Behavior in Young Children
- Page 2: Understanding Behavior Expectations and Rules
- Page 3: Developing and Displaying Rules
- Page 4: Teaching Classroom Rules
¿Qué es la instrucción diferenciada?
What is an evidence-based practice or program (EBP)?
Why do so many adolescents struggle with content-area reading?
¿Cómo pueden los maestros de Sycamore Middle School satisfacer todas las necesidades educacionales de sus estudiantes?
- Página 1: El Diseño Universal para el Aprendizaje
- Página 2: Los principios del Diseño Universal para el Aprendizaje
What are some typical challenges faced by new special education teachers?
What factors do you think influence special education teacher turnover?
What is secondary transition and why is it important for students with disabilities?
Ahora, ¿qué ve usted?
How will Ms. Begay know she is teaching her students everything they need to learn this year?
- Page 1: Standards
- Page 2: Standards-based Curriculum
- Page 3: Curriculum
- Page 4: Benchmarks
- Page 5: Putting It All Together
How can school personnel identify and select evidence-based practices or programs?
- Page 1: Determine School Needs
- Page 2: Identify School Resources
- Page 3: Select an Evidence-Based Practice or Program
How should Ms. Begay assess her students’ reading levels and progress?
- Page 1: The Benefits of Using Curriculum-Based Measurement (CBM) in Reading
- Page 2: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Performing at Grade Level
- Page 3: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Not Reading at Grade Level
- Page 4: Administering and Scoring (Step 2)
What aspects of these students' behaviors do you think Ms. Rollison should focus on?
¿En cuáles aspectos de la conducta de estos estudiantes piensa usted que la Srta. Rollison se debe enfocar?
Ms. Rollison has a comprehensive behavior management plan in place. Why isn’t it working for all of her students?
What resources should Ms. Milton consult to learn more about Evan’s and Emily’s needs?
- Page 1: Getting Started
- Page 2: The Individualized Education Program
- Page 3: The Student and the Family
- Page 4: The Professionals
Why do you think Ms. Flores describes the testing as “high stakes?”
- Page 1: Definition of High-Stakes Testing
- Page 2: High-Stakes Testing and the School System
- Page 3: High-Stakes Testing and Teachers
- Page 4: High-Stakes Testing and Students with Disabilities
How can Ms. Flores and Mr. Ericson use the school summary data to guide their efforts to help improve the scores of students with disabilities?
- Page 1: A Quick Review
- Page 2: Understand the Data
- Page 3: A First Glance at the Data
- Page 4: Compare Data
- Page 5: Understand Challenges When Comparing Data
- Page 6: Make Improvements
What does Ms. Rollison need to understand about student behavior?
- Page 1: Effects of Disruptive Behavior
- Page 2: Cultural Influences on Behavior
- Page 3: Classroom and Teacher Influences on Behavior
Como un nuevo maestro, ¿qué necesita saber sobre el manejo del comportamiento estudiantil?
- Página 1: Requisitos para el desarrollo de un plan comprehensivo para el manejo de la conducta
- Página 2: La cultura y la conducta
¿Cómo pueden la señora Flores y el señor Ericson utilizar el resumen de los resultados de las evaluaciones de la escuela para concentrar sus esfuerzos en mejorar las puntuaciones de los estudiantes con discapacidades?
- Página 1: Un breve repaso
- Página 2: Entender los datos
- Página 3: Una primera vista de los datos
- Página 4: Comparar los datos
- Página 5: Entender los desafíos al comparar los datos
- Página 6: Realizar mejoras
La señorita Rollison tiene implementado un plan global para el manejo de la conducta. ¿Por qué no está funcionando para todos sus estudiantes?
Is it important to acknowledge students’ diversity in classroom settings? Why or why not?
¿Qué necesita entender la Srta. Rollison sobre el comportamiento de los alumnos?
- Página 1: Los efectos de la conducta perturbadora
- Página 2: Las influencias culturales en la conducta
- Página 3: Las influencias del salón de clase y el maestro en la conducta
If you were Mr. Keurig, what would you want to know about students who have difficulty accessing print?
¿Cómo debe la Srta. Begay evaluar los niveles de la lectura y el rendimiento de sus estudiantes?
- Página 1: Beneficios de usar la medición basada en el currículo (“Curriculum-Based Measurement” o “CBM”) en la lectura
- Página 2: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento está al nivel del grado
- Página 3: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento no está al nivel del grado
- Página 4: Administrar y calificar (Paso 2)
What kind of information would best help Ms. Begay evaluate her students’ learning?
- Page 1: Year-End Assessment vs. Progress Monitoring
- Page 2: Types of Progress Monitoring
- Page 3: Curriculum-Based Measurement
¿Qué clase de información tendría el mayor impacto en ayudar a la Srta. Begay a evaluar el aprendizaje de sus estudiantes?
- Página 1: Evaluación del Fin del Año vs. Seguimiento del Progreso
- Página 2: Tipos de Seguimiento del Progreso
- Página 3: Medición Basada en el Currículo
What influence does culture have on a student’s school success?
What are the first steps that Ms. Flores, the school principal, and the School Improvement Team should take to support students with disabilities throughout the school system?
- Page 1: Assume Collective Responsibility for All Students
- Page 2: Promote Collaboration Between Teachers and Principals
- Page 3: Encourage Collaboration Among Teachers
- Page 4: Support Collaboration Between School Staff and Parents
- Page 5: Ensure Shared High Expectations
- Page 6: Make Decisions About Accommodations
- Page 7: Adequately Prepare Students for Tests
How can Mr. Hunter effectively manage his responsibilities?
¿Cuáles son los primeros pasos que deben dar la señorita Flores, la directora de la escuela, y el Equipo de Mejoramiento Escolar para apoyarles a los estudiantes con discapacidades por todo el sistema escolar?
- Página 1: Asumir la responsabilidad colectiva para todos los estudiantes
- Página 2: Promover la colaboración entre los maestros y los directores
- Página 3: Fomentar la colaboración entre los maestros
- Página 4: Apoyar la colaboración entre el personal de la escuela y los padres
- Página 5: Asegurar las altas expectativas compartidas
- Página 6: Tomar decisiones sobre las acomodaciones
- Página 7: Preparar a los estudiantes para las pruebas de forma adecuada
What do teachers need to understand about working with families who have children with disabilities?
- Page 1: Family Composition
- Page 2: Emotional Reactions to Disability
- Page 3: Additional Roles of Families
- Page 4: Stressors of Daily Living
¿Qué influencia tiene la cultura en el éxito escolar de un estudiante?
What are some reasons to teach reading comprehension strategies in content-area classes?
What should Ms. Rollison know about behavior in order to help Joseph?
- Page 1: Understanding Behavior
- Page 2: Learning Key Behavior Principles
- Page 3: Applying Behavior Principles
¿Cuáles son algunas de las razones para enseñar estrategias de la comprensión lectora en clases de áreas de contenido?
¿Qué necesitan entender los maestros en cuanto a trabajar con las familias que tienen niños con discapacidades?
- Página 1: La composición de la familia
- Página 2: Las reacciones emocionales a las discapacidades
- Página 3: Los papeles adicionales de las familias
- Página 4: Los factores estresantes de la vida diaria
If you were Ms. Price, what could you do to help your students when they struggle with a task?
What should Ms. Lin know in order to provide effective writing instruction?
- Page 1: Understanding Difficulties with Written Expression
- Page 2: Prerequisites for Written Expression
What is inclusion and why is it important?
- Page 1: What Is Inclusion?
- Page 2: How Does Inclusion Differ from Traditional Instruction?
- Page 3: Why Should School Environments Become Inclusive?
¿Qué es RTI?
What information does Mr. Irwin need to consider before proceeding?
How can Mr. Brewster and the other school professionals at Rosa Parks Elementary School prepare to implement RTI?
- Page 1: Preliminary and Ongoing Professional Development
- Page 2: Before School Starts
- Page 3: Once School Starts
What characteristics might the teachers at Washington Elementary look for in a reading approach?
What is RTI?
How can Tier 3 intervention be conceptualized in the RTI approach?
- Page 1: RTI Overview
- Page 2: Characteristics of the RTI Approach
- Page 3: Qualities of Tier 3 Intervention
What approaches are available to schools to help struggling readers and to efficiently identify students who need special education services?
- Page 1: Struggling Readers
- Page 2: The IQ-Achievement Discrepancy Model
- Page 3: The Response-to-Intervention Approach (RTI)
What characteristics might Mrs. Nash look for in a reading approach?
What characteristics might Mrs. Garcia look for in a reading approach?
What is differentiated instruction?
¿Qué características podría buscar la Sra. Nash en una aproximación de lectura?
What advice would you give Mr. Carter?
¿Qué consejos le daría usted al Sr. Carter?
What are Mr. Logan’s roles and responsibilities, and what types of services should he provide in a school setting?
- Page 1: Roles of the School Nurse
- Page 2: Healthcare Services
- Page 3: Section 504 Plans and Individualized Education Programs
How can faculty present important content to be learned in ways that improve student learning?
- Page 1: Overview of the HPL Framework
- Page 2: Learner-Centered Learning Environments
- Page 3: Knowledge-Centered Learning Environments
- Page 4: Assessment-Centered Learning Environments
- Page 5: Community-Centered Learning Environments
- Page 6: Balanced Learning Environments
¿Qué debe saber la Srta. Rollison en cuanto a la conducta para ayudarle a Joseph?
- Página 1: Entender la conducta
- Página 2: Aprender los principios clave de conducta
- Página 3: Aplicar los principios de la conducta
What is the pre-referral process?
What do teachers need to know about students who are learning to speak English?
- Page 1: English Language Learners
- Page 2: Second Language Acquisition
- Page 3: Programs and Personnel
- Page 4: Sheltered Instruction
- Page 5: Contextual Supports
What is Ms. Valens’s role as a school nurse?
- Page 1: Assists All Students
- Page 2: Provides Health Services for Students with Disabilities
- Page 3: Participates in Section 504 Planning and Individualized Education Programs
¿Qué métodos están disponibles para las escuelas para ayudarles a los lectores con dificultades y para identificar eficazmente a los estudiantes que necesitan los servicios de la educación especial?
- Página 1: Los lectores con dificultades
- Página 2: El modelo de discrepancia entre rendimiento y CI
- Página 3: El método Respuesta a la intervención (RTI)
What might Ms. Torri consider to help her students stay on task and also help her regain some lost instructional time?
- Page 1: Self-Directed Versus Teacher-Directed Strategies
- Page 2: Self-Regulation
- Page 3: Guidelines for Use: Who, What, When, Where, and Why?
What are related services for students with disabilities and how are they provided?
- Page 1: Overview of Related Services
- Page 2: Identifying Related Services
- Page 3: Providing Related Services in Schools
- Page 4: Common Roles of Providers
What is the transition planning process for students with disabilities?
- Page 1: An Overview of Secondary Transition
- Page 2: Person-Centered Planning
- Page 3: Transition Planning
What are the responsibilities of middle- and high school teachers for teaching vocabulary and comprehension skills within their content areas?
How can teachers at Sycamore Middle School meet the educational needs of all of their students?
¿Cómo pueden los educadores reconocer e intervenir cuando el comportamiento del estudiante se intensifica?
- Página 2: Ciclo de la conducta desafiante
- Página 3: Calma
- Página 4: Desencadenante
- Página 5: Agitación
- Página 6: Aceleración
- Página 7: Pico
- Página 8: Distensión
- Página 9: Recuperación
- Página 10: Cómo combinar todo
¿Las percepciones importan?
- Página 2: Percepciones comunes
- Página 3: Percepciones basadas en la cultura
- Página 4: La representación en el cine y la literatura
- Página 5: Datos y cifras
- Página 6: Preferencias lingüísticas
How can educators recognize and intervene when student behavior is escalating?
- Page 2: Acting-Out Cycle
- Page 3: Calm
- Page 4: Trigger
- Page 5: Agitation
- Page 6: Acceleration
- Page 7: Peak
- Page 8: De-escalation
- Page 9: Recovery
- Page 10: Putting It All Together
As a new teacher, what do you need to know about managing student behavior?
¿Qué deberían saber los maestros del área de contenido sobre la enseñanza de vocabulario?
- Página 2: Componentes de la enseñanza de vocabulario eficaz
- Página 3: Seleccionar palabras esenciales
- Página 4: Definir explícitamente y contextualizar
- Página 5: Ayudar a los estudiantes a procesar activamente la información
- Página 6: Proporcionar exposiciones múltiples al vocabulario
- Página 7: Desarrollar vocabulario y conocimiento conceptual usando el modelo Frayer
¿Cómo mide el desempeño de sus bebés, niños pequeños, o estudiantes?
- Página 2: Identificando una medida de monitorización de progreso
- Página 3: Monitorización del progreso
- Página 4: Evaluando el progreso
¿Cómo puede un educador implementar una práctica o programa basados en evidencia con fidelidad?
- Página 2: Entienda los procedimientos de implementación
- Página 3: Prepararse para la implementación
- Página 4: Seguir los procedimientos de implementación
- Página 5: Riesgos de adaptar una práctica basada en evidencia
How can school personnel use data to make instructional decisions?
- Page 2: Collecting and Evaluating Data
- Page 3: Progress Monitoring
- Page 4: Analyzing Progress Monitoring Data
- Page 5: Diagnostic Assessment
- Page 6: Error Analysis for Reading
- Page 7: Error Analysis for Mathematics
- Page 8: Making Data-Based Instructional Decisions for Reading
- Page 9: Making Data-Based Instructional Decisions for Mathematics
How do you measure infant, child, or student performance?
- Page 2: Identifying a Progress Monitoring Measure
- Page 3: Monitoring Progress
- Page 4: Evaluating Progress
How can an educator implement an evidence-based practice or program with fidelity?
- Page 2: Understand Implementation Procedures
- Page 3: Prepare for Implementation
- Page 4: Follow Implementation Procedures
- Page 5: Risks of Adapting Evidence-Based Practices
What supports can school leaders provide to develop effective and committed special education teachers?
- Page 2: What Is Induction?
- Page 3: Goals of a Comprehensive Induction Program
- Page 4: Components of a Comprehensive Induction Program
- Page 5: Good Job Match
- Page 6: Relevant Work Orientation
- Page 7: Supportive School Communities
- Page 8: Deliberate Role Design
- Page 9: Ongoing Professional Development
- Page 10: Responsive Mentoring
What can school leaders do to reduce the number of special education teachers who leave each year?
- Page 2: A Model for Retaining Effective Special Educators
- Page 3: Recruiting and Hiring
- Page 4: Teacher Induction
- Page 5: Professional Learning
- Page 6: Principal Support
- Page 7: School Climate
- Page 8: Job Design
Who can Ms. Rollison go to for help?
¿A quién puede recurrir la Srta. Rollison por ayuda?
How can Ms. Rollison determine what behaviors she should address and when she should address them?
- Page 2: Overview of the Acting-Out Cycle
- Page 3: Phase 1–Calm
- Page 4: Phase 2–Triggers
- Page 5: Phase 3–Agitation
- Page 6: Phase 4–Acceleration
- Page 7: Phase 5–Peak
- Page 8: Phase 6–De-escalation
- Page 9: Phase 7–Recovery
- Page 10: Practice with the Acting-Out Phases
¿Cómo puede la señorita Rollison determinar cuáles conductas ella debe tratar y cuándo ella debe tratarlas?
- Página 2: Visión global del ciclo del mal comportamiento
- Página 3: Fase 1 - Calma
- Página 4: Fase 2 - Causantes
- Página 5: Fase 3 – Agitación
- Página 6: Fase 4 – Aceleración
- Página 7: Fase 5 – Apogeo
- Página 8: Fase 6 – Inversión de la intensificación
- Página 9: Fase 7 – Recuperación
- Página 10: Practicar con las fases del mal comportamiento
What are the roles and responsibilities of school counselors when working with students with disabilities?
- Page 2: Participate in the Multidisciplinary Team Process
- Page 3: Assist with Behavior Modification
- Page 4: Provide Individual or Group Counseling
- Page 5: Assist with Transition Planning
- Page 6: Make Referrals to Outside Agencies
¿Cómo identificarán los maestros inicialmente a los estudiantes que tienen dificultades con la lectura?
- Página 2: Componentes de la evaluación general preliminar
- Página 3: Identificación de los estudiantes que tienen dificultades con la lectura
- Página 4: Componentes de Nivel 1
- Página 5: El proceso de tomar decisiones de Nivel 1
- Página 6: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 1
How can teachers increase student reading success in early grades?
- Page 2: High-Quality Instruction: Instructional Practices
- Page 3: High-Quality Instruction: Comprehensive Core Reading Program
¿Cómo pueden los maestros aumentar el éxito en lectura de los estudiantes en los grados tempranos?
- Página 2: La instrucción de alta calidad: Prácticas de instrucción
- Página 3: La instrucción de alta calidad: Prácticas de instrucción
How will teachers initially identify struggling readers?
- Page 2: Universal Screening Components
- Page 3: Identification of Struggling Readers
- Page 4: Tier 1 Components
- Page 5: The Tier 1 Decision-Making Process
- Page 6: Identifying Students Who Do Not Show Adequate Progress in Tier 1
What should content-area teachers know about vocabulary instruction?
- Page 2: Components of Effective Vocabulary Instruction
- Page 3: Selecting Essential Words
- Page 4: Explicitly Defining and Contextualizing Terms
- Page 5: Helping Students Actively Process Vocabulary
- Page 6: Providing Multiple Exposures to Vocabulary
- Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model
Q2
- Page 3: Components of Secondary Transition
- Page 4: Program Structure
- Page 5: Student-Focused Planning
- Page 6: Student Development
- Page 7: Family Engagement
- Page 8: Interagency Collaboration Resources
¿Cómo pueden los maestros enseñar realmente las estrategias de las técnicas de estudio?
- Página 3: Modelos para enseñar las estrategias
- Página 4: Consideraciones para la enseñanza de las estrategias
What is Bookshare and how can educators and students access its services?
How can teachers effectively teach study skills strategies?
¿Cómo pueden los profesores elaborar un plan de manejo de la conducta en el salón de clases? _duplicate
- Página 3: Declaración de propósito
- Página 4: Reglas
- Página 5: Procedimientos
- Página 6: Consecuencias positivas
- Página 7: Consecuencias negativas
- Página 8: Plan para casos de crisis
- Página 9: Plan de acción
¿Cómo pueden los profesores elaborar un plan de manejo de la conducta en el salón de clases?
- Página 3: Declaración de propósito
- Página 4: Reglas
- Página 5: Procedimientos
- Página 6: Consecuencias positivas
- Página 7: Consecuencias negativas
- Página 8: Plan para casos de crisis
- Página 9: Plan de acción
How do you develop an effective behavior management plan?
- Page 3: Statement of Purpose
- Page 4: Rules
- Page 5: Procedures
- Page 6: Positive Consequences
- Page 8: Crisis Plan
- Page 9: Action Plan
How can teachers determine whether students are making appropriate progress?
- Page 3: Select a Measure
- Page 4: Create a Graph
- Page 5: Create a Goal Line
- Page 6: Administer, Score, and Graph
- Page 7: Make Data-Based Instructional Decisions
- Page 8: Communicate Progress
Do perceptions matter?
- Page 3: People-First Language
- Page 4: Ursa Minor
- Page 5: Film and Literature Portrayals
- Page 6: Facts and Figures
¿Qué tipos de adaptaciones son comúnmente usadas para estudiantes con discapacidades?
- Página 3: Adaptaciones de enseñanza v. adaptaciones de evaluación
- Página 4: Seleccionar una adaptación
- Página 5: Adaptaciones de presentación
- Página 6: Adaptaciones de respuesta
- Página 7: Adaptaciones del entorno
- Página 8: Adaptaciones del horario y cronograma
How can school administrators support implementation of high-quality IEPs?
- Page 3: Planning for the IEP Meeting
- Page 4: During the Meeting
- Page 5: Implementing the IEP
- Page 6: Monitoring IEP Fidelity and Student Progress
- Page 7: Promoting Student Success
What is the IEP process?
What types of accommodations are commonly used for students with disabilities?
- Page 3: Instructional Versus Testing Accommodations
- Page 4: Selecting an Accommodation
- Page 5: Presentation Accommodations
- Page 6: Response Accommodations
- Page 7: Setting Accommodations
- Page 8: Timing and Scheduling Accommodations
¿Cómo pueden los profesionales de la educación identificar y seleccionar programas o prácticas basadas en evidencia?
- Página 3: Consideraciones al identificar o seleccionar una PBE
- Página 4: Recursos: Del nacimiento a los tres años
- Página 5: Recursos: De tres a cinco
- Página 6: Recursos: Grado K-12 (Incluyendo la transición)
- Página 7: No hay PBE apropiado disponible: ¿Ahora qué?
¿De qué forma podría la Sra. Price proporcionar apoyo que responda a las necesidades individuales de todos sus estudiantes, incluyendo aquellos con discapacidades?
- Página 3: Andamiajes para el contenido
- Página 4: Andamiajes para la tarea
- Página 5: Andamiajes para los materiales
- Página 6: Consejos para el uso de andamiajes
What are some ways to involve students in student-centered transition planning?
- Page 3: Developing Goals
- Page 4: Taking a Leadership Role in IEP Meetings
- Page 5: Evaluating Progress Towards Goals
How might transition planning evolve during incarceration?
- Page 3: Transition Planning at System Entry
- Page 4: Transition Planning During Residency
- Page 5: Transition Planning for System Exit and Aftercare
¿Qué deben entender los maestros para poder responder a la diversidad estudiantil en sus salones de clase? ¿Por qué sí o por qué no?
- Página 3: Diversidad cultural
- Página 4: Diversidad lingüística
- Página 5: Excepcionalidades
- Página 6: Factores socioeconómicos
What are some unique issues related to working with families of these children?
- Page 3: Importance of Home Language Maintenance
- Page 4: Family Engagement: Collaborating with Families of Students with Disabilities
How can school personnel intensify and individualize instruction?
- Page 3: Intensifying and Individualizing Interventions
- Page 4: Change Intervention Dosage and Time
- Page 5: Change the Learning Environment
- Page 6: Teach Cognitive Processing Strategies
- Page 7: Modify Delivery of Instruction
- Page 8: Implementation Considerations
- Page 9: Making Instructional Decisions for Reading
- Page 10: Making Instructional Decisions for Mathematics
¿Cómo se diferencia la instrucción?
- Página 3: Conocer a sus estudiantes
- Página 4: Diferenciar los elementos instructivos
- Página 5: Diferenciar el contenido
- Página 6: Diferenciar el proceso
- Página 7: Diferenciar el producto
- Página 8: Evaluación y calificación
How can education professionals identify and select evidence-based practices or programs?
- Page 3: Considerations When Identifying or Selecting an EBP
- Page 4: Resources: Birth to Three
- Page 5: Resources: Three to Five
- Page 6: Resources: K-12th Grade (Including Transition)
- Page 7: No Suitable EBP: Now What?
What can teachers do to help students develop stronger vocabulary knowledge?
- Page 3: Vocabulary Knowledge
- Page 4: Introduction to Possible Sentences
- Page 5: Select Words
- Page 6: Pronounce and Define Words
- Page 7: Compose Possible Sentences
- Page 8: Read Text and Revise Sentences
Para alcanzar las necesidades del rango más grande posible de estudiantes, ¿qué deben de considerar los maestros al programar su instrucción?
- Página 3: Los componentes curriculares
- Página 4: Las metas
- Página 5: Los materiales instructivos
- Página 6: Los métodos instructivos
- Página 7: La evaluación
- Página 8: El DUA llevado a la práctica
- Página 9: Posibles dificultades con la implementación
What can school personnel do to help students in the transition planning process?
- Page 3: Components of Secondary Transition
- Page 4: Program Structure
- Page 5: Student-Focused Planning
- Page 6: Student Development
- Page 7: Family Engagement
- Page 8: Interagency Collaboration Resources
¿Cómo se desarrolla un plan eficaz para el manejo de la conducta?
- Página 3: Una declaración de propósitos
- Página 4: Reglas
- Página 5: Procedimientos
- Página 6: Consecuencias positivas
- Página 7: Consecuencias negativas
- Página 8: Un plan de crisis
- Página 9: Un plan de acción
¿Importan las percepciones?
- Página 3: Lenguaje que pone a las personas primero
- Página 4: “Ursa Menor”
- Página 5: Representaciones en películas y literatura
- Página 6: Hechos y cifras
What can Ms. Rollison do to encourage initial compliance to her requests?
¿Qué puede hacer la Srta. Rollison para fomentar la conformidad inicial a sus pedidos?
What accommodations are commonly used for students with disabilities?
- Page 3: Commonly Used Accommodations
- Page 4: Presentation
- Page 5: Response
- Page 6: Setting
- Page 7: Timing and Scheduling
What should teachers understand in order to address student diversity in their classrooms?
- Page 3: Cultural Diversity
- Page 4: Linguistic Diversity
- Page 5: Exceptionalities
- Page 6: Socioeconomic Factors
Mrs. Shell mentioned an organization called Bookshare that provides text in alternate formats. What do you think alternate formats are? What further information would you want about this service?
- Page 3: What Is Bookshare?
- Page 4: Qualifying for Bookshare Membership
- Page 5: Managing Student Records
- Page 6: Locating Books and Materials
- Page 7: Downloading and Reading Books and Materials
How can teachers determine whether they are using an effective mathematics curriculum?
- Page 3: Requirements of a Standards-Based Mathematics Curriculum
- Page 4: Assessment of Curricular Materials
What can teachers do to improve their students’ reading comprehension?
- Page 3: Introduction to CSR
- Page 4: Overview of the CSR Reading Strategies
- Page 5: Preview Strategy
- Page 6: Click and Clunk Strategy
- Page 7: Get the Gist Strategy
- Page 8: Wrap Up Strategy
¿Qué pueden hacer los maestros para mejorar la comprensión lectora de sus estudiantes?
- Página 3: Introducción a CSR
- Página 4: Visión general de las estrategias lectoras CSR
- Página 5: Estrategia Vista preliminar
- Página 6: Estrategia Clic y golpe
- Página 7: Estrategia Captar lo esencial
- Página 8: Jerarquía de preguntas
How might Ms. Price provide help to meet the individual needs of all her students, including those with disabilities?
- Page 3: Content Scaffolding
- Page 4: Task Scaffolding
- Page 5: Material Scaffolding
- Page 6: Scaffolding Tips
What could Ms. Lin do to help her students learn to write persuasive essays?
- Page 3: Elements of the Writing Process
- Page 4: POW+TREE Writing Strategy
- Page 5: POW+TREE Applications
What types of activities can the teachers at Washington Elementary use to increase their students’ reading skills?
- Page 3: PALS Activities for Kindergarten Students
- Page 4: PALS Activities for First-Grade Students
- Page 5: Pair Students
What types of activities can Mrs. Nash use to increase her students’ reading skills?
- Page 3: PALS Activities
- Page 4: Partner Reading with Retell
- Page 5: Paragraph Shrinking
- Page 6: Prediction Relay
What types of activities can Mrs. Garcia use to increase her students’ reading skills?
- Page 3: PALS Activities
- Page 4: Partner Reading with Retell
- Page 5: Paragraph Shrinking
- Page 6: Prediction Relay
How do teachers differentiate instruction?
- Page 3: Know Your Students
- Page 4: Differentiate Instructional Elements
- Page 5: Differentiate Content
- Page 6: Differentiate Process
- Page 7: Differentiate Product
- Page 8: Evaluate and Grade Student Performance
¿Qué tipos de actividades puede usar la Sra. Nash para aumentar las habilidades de lectura de sus estudiantes?
- Página 3: Actividades de PALS
- Página 4: La lectura en parejas con recontar
- Página 5: La reducción de párrafos
- Página 6: Relevo de predicción
What procedures might Ms. Lin suggest?
- Page 3: Self-regulated Strategy Development
- Page 4: Develop Background Knowledge
- Page 5: Discuss It
- Page 6: Model It
- Page 7: Memorize It
- Page 8: Support It
- Page 9: Establish Independent Practice
¿Qué procedimientos podría sugerirle la Srta. Lin al Sr. Carter?
- Página 3: El desarrollo de estrategias autorreguladas
- Página 4: Desarrollar conocimiento previo
- Página 5: Discutirlo
- Página 6: Modelarlo
- Página 7: Memorizarlo
- Página 8: Apoyarlo
- Página 9: Establecer la práctica independiente
What are the stages of the pre-referral process and what do they involve?
- Page 3: Six Stages in the Pre-Referral Process
- Page 4: Stage 1: Initial Concern
- Page 5: Stage 2: Information Gathering
- Page 6: Stage 3: Information Sharing and Team Discussion
- Page 7: Stage 4: Discussion of Possible Strategies
- Page 8: Stage 5: Implementation and Monitoring of Strategies
- Page 9: Stage 6: Evaluation and Decision Making
To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
- Page 3: Curricular Components
- Page 4: Goals
- Page 5: Instructional Materials
- Page 6: Instructional Methods
- Page 7: Assessment
- Page 8: UDL in Practice
- Page 9: Implementation Issues
How can educators identify and address potential barriers when designing instruction?
¿Cómo pueden los maestros planificar y enseñar mejor a los alumnos con discapacidad cognitiva importante en aulas inclusivas?
- Página 4: Objetivos, servicios y ayudas
- Página 5: Prácticas de colaboración
- Página 6: Atender las necesidades de instrucción
- Página 7: Atender las necesidades de comunicación
How can teachers best plan for and teach students with significant cognitive disabilities in inclusive classrooms?
- Page 4: Goals, Services, and Supports
- Page 5: Collaborative Practices
- Page 6: Addressing Instructional Needs
- Page 7: Addressing Communication Needs
¿Cuáles son las responsabilidades de la escuela con relación a la tecnología de asistencia?
- Página 4: Considerar la TA
- Página 5: Implementar TA
- Página 6: Evaluar la eficacia de TA
- Página 7: Seguimiento regular de la TA
What are the school’s responsibilities regarding assistive technology?
- Page 4: Considering Assistive Technology
- Page 5: Implementing Assistive Technology
- Page 6: Evaluating and Decision Making
¿Qué técnicas ayudarán a Alexandra y Zach a convertirse en aprendices independientes y cómo pueden adquirir esas habilidades?
- Página 4: Auto-supervisión
- Página 5: Auto-instrucción
- Página 6: Establecimiento de metas
- Página 7: Auto-refuerzo
- Página 8: Multiplicando el éxito
With whom can Ms. Milton communicate, consult, and collaborate to meet the needs of students with visual impairments?
- Page 4: Teachers of Students with Visual Impairments (TVI)
- Page 5: Orientation and Mobility Specialists (O&M)
- Page 6: Paraprofessionals
- Page 7: Families
- Page 8: Related Service Providers and Other Professionals
¿Qué prácticas basadas en evidencia de instrucción de matemáticas pueden emplear los maestros?
- Página 4: Instrucción explícita, sistemática
- Página 5: Representaciones visuales
- Página 6: Instrucción esquemática
- Página 7: Estrategias meta-cognitivas
- Página 8: Prácticas efectivas para el salón de clases
¿Cuáles son las responsabilidades de la escuela con respecto a la tecnología de asistencia?
- Página 4: Considerar la tecnología de asistencia
- Página 5: Implementar la tecnología de asistencia
- Página 6: La evaluación y la toma de decisiones
What evidence-based mathematics practices can teachers employ?
- Page 4: Explicit, Systematic Instruction
- Page 5: Visual Representations
- Page 6: Schema Instruction
- Page 7: Metacognitive Strategies
- Page 8: Effective Classroom Practices
¿Qué estrategias específicas pueden aumentar el rendimiento de niños con el trastorno del espectro autista?
- Página 4: Infancia temprana: Intervenciones enfocadas
- Página 5: Infancia temprana: Intervenciones completas
- Página 6: Escuela primaria y escuela secundaria
- Página 7: Escuela secundaria y más allá
- Página 8: Las caras del trastorno del espectro autista
What specific strategies can improve outcomes for these children?
- Page 4: Early Childhood: Focused Interventions
- Page 5: Early Childhood: Comprehensive Interventions
- Page 6: Elementary and Middle School
- Page 7: High School and Beyond
- Page 8: Faces of Autism Spectrum Disorder
How do teachers address the behavior issues of youth in these settings?
How can school and agency personnel work together to support smooth transitions for these students?
- Page 4: Interagency Collaboration
- Page 5: Establishing Interagency Collaboration
- Page 6: Agencies Involved in Collaboration
- Page 7: Seamless Transitions
¿Qué deben de considerar los maestros al trabajar con los niños que tienen TEA?
- Página 4: El equipo multidisciplinario
- Página 5: Trabajar con familias de niños con el trastorno del espectro autista
- Página 6: Consideraciones de enseñanza
- Página 7: Las caras del trastorno del espectro autista
What should teachers consider when working with students with autism spectrum disorder?
- Page 4: The Multidisciplinary Team
- Page 5: Working with Families of Children with Autism Spectrum Disorder
- Page 6: Instructional Considerations
- Page 7: Faces of Autism Spectrum Disorder
How can school personnel effectively implement evidence-based practices or programs?
- Page 4: Understand Fidelity of Implementation and Its Importance
- Page 5: Establish an Implementation Team
- Page 6: Provide Training
- Page 7: Provide Ongoing Supports
- Page 8: Use Implementation Guidelines and Supports
- Page 9: Develop a System for Monitoring Fidelity
What can Ms. Rollison do to increase the chances that her students will behave appropriately in class?
- Page 4: Introduction to Comprehensive Behavior Management Plans
- Page 5: Components of a Comprehensive Behavior Management Plan
- Page 6: Statement of Purpose
- Page 7: Rules
- Page 8: Procedures
- Page 9: Consequences: An Introduction
- Page 10: Positive Consequences
- Page 11: Negative Consequences
- Page 12: Action Plan
- Page 13: Practice with the Components
¿Qué puede hacer la Srta. Rollison para mejorar la posibilidad de que sus alumnos se comporten apropiadamente dentro del salón de clase?
- Página 4: Una introducción a los planes comprehensivos para el manejo de la conducta
- Página 5: Los componentes de un plan comprehensivo para el manejo de la conducta
- Página 6: Una declaración de propósitos
- Página 7: Las reglas
- Página 8: Los procedimientos
- Página 9: Las consecuencias: Una introducción
- Página 10: Las consecuencias positivas
- Página 11: Las consecuencias negativas
- Página 12: Un plan de acción
- Página 13: Practicar con los componentes
Why is it important for Ms. Begay to be aware of her students’ progress?
¿Por qué es importante que la Srta. Begay esté atenta al progreso de sus estudiantes?
How does linguistic diversity influence classroom performance?
¿Cómo influye la diversidad lingüística en el rendimiento en el salón de clases?
How can Ms. Rollison determine why Joseph behaves the way he does?
- Page 4: Conduct a Functional Behavioral Assessment
- Page 5: Identify and Define Problem and Replacement Behaviors
- Page 6: Collect Data: Interviews and Rating Scales
- Page 7: Collect Data: Direct Observations
- Page 8: Identify the Function of the Behavior
What model can school leaders use to guide the change necessary for creating inclusive school environments?
How can Mr. Irwin build support for adopting the RTI approach at Mayflower Elementary?
How can the Rosa Parks teachers effectively implement the RTI components in each tier?
What components comprise high-quality reading instruction?
- Page 4: Phonemic Awareness
- Page 5: Phonics and Word Study
- Page 6: Fluency
- Page 7: Vocabulary
- Page 8: Reading Comprehension
- Page 9: Considerations for English Language Learners
How can Tier 3 intervention be implemented?
- Page 4: Determining Which Students Will Receive Tier 3 Intervention
- Page 5: Implementing Tier 3 Reading Interventions
- Page 6: Assessing Tier 3 Response
What other information might a school find helpful when choosing which approach to adopt?
- Page 4: The Rationale for RTI: Early Intervening and Identification of Learning Disabilities
- Page 5: Approaches to RTI
What additional information would be important for Mr. Logan to know as a school nurse?
¿Cómo puede la Srta. Rollison determinar por qué Joseph se porta de esta forma?
- Página 4: Llevar a cabo una evaluación funcional de conducta
- Página 5: Identificar y definir las conductas problemáticas y las de reemplazo
- Página 6: Recoger datos: Entrevistas y escalas de clasificación
- Página 7: Recoger datos: Observaciones directas
- Página 8: Identificar la función de la conducta
With whom should Ms. Valens collaborate?
¿Qué otra información podría ser útil para una escuela al escoger cuál método adoptar?
- Página 4: La base lógica para RTI: Intervenir temprano y la identificación de discapacidades de aprendizaje
- Página 5: Modelos de RTI
What techniques will help Alexandra and Zach become independent learners, and how can they gain those skills?
- Page 4: Self-Monitoring
- Page 5: Self-Instruction
- Page 6: Goal-Setting
- Page 7: Self-Reinforcement
- Page 8: Multiplying Success
What is the school counselor’s responsibility in the transition planning process?
- Page 4: Overview of a School Counselor’s Roles for Transition
- Page 5: Transition Assessments
- Page 6: Post-Secondary Preparation: Education/ Training
- Page 7: Post-Secondary Preparation: Employment
- Page 8: Post-Secondary Preparation: Independent Living
- Page 9: Referrals to Other Agencies
¿Cuáles componentes constituyen la instrucción de lectura de alta calidad?
- Página 4: La conciencia fonémica
- Página 5: La fonética y el estudio de palabras
- Página 6: La fluidez
- Página 7: El vocabulario
- Página 8: La comprensión de lectura
- Página 9: Consideraciones para los estudiantes de inglés como segunda lengua
¿Cómo pueden los maestros colaborar con estas familias?
¿Cómo pueden los profesores aumentar las probabilidades de que sus estudiantes se comporten adecuadamente?
- Página 5: Crear un clima positivo
- Página 6: Crear un aula estructurada
- Página 7: Usar estrategias de manejo de superficies
- Página 8: Desarrollar un Plan Integral de Manejo de la Conducta en el Salón de clases
How can teachers increase the chances that their students will behave appropriately?
- Page 5: Create a Positive Climate
- Page 6: Create a Structured Classroom
- Page 7: Use Surface Management Strategies
- Page 8: Develop a Comprehensive Classroom Behavior Management Plan
How can educators engage these families?
¿Cómo sabe si está implementando una PBE correctamente?
- Página 5: Identificando una medida de fidelidad
- Página 6: Monitorizando la fidelidad de implementación
- Página 7: Evaluando la fidelidad de implementación
What is included in the IEP document?
- Page 5: The IEP Content
- Page 6: High-Quality PLAAFP Statements
- Page 7: Challenging, Ambitious, Measurable Annual Goals
- Page 8: Individualized Services & Supports
- Page 9: Monitoring & Reporting Student Progress
- Page 10: Substantive Requirements: Common Errors
What should Ms. Milton consider when planning her room?
What strategies can teachers use to support these children?
- Page 5: Environment and Instructional Grouping
- Page 6: Use Visual Supports
- Page 7: Incorporate Familiar and Non-Stereotypical Materials
- Page 8: Use the Children’s Home Language
- Page 9: Promote Peer Support and Interaction
How do you know whether you are correctly implementing an EBP?
- Page 5: Identifying a Fidelity Measure
- Page 6: Monitoring Fidelity of Implementation
- Page 7: Evaluating Fidelity of Implementation
How can teachers encourage and reinforce expected behaviors?
- Page 5: Providing Rule Reminders
- Page 6: Providing Positive Feedback
- Page 7: Using Classroom Reinforcement Systems
- Page 8: Sharing Rules with Families
How will Ms. Begay know if her current reading intervention is working or if her students need a different kind of instruction?
- Page 5: Graphing (Step 3)
- Page 6: Setting Goals (Step 4)
- Page 7: Making Instructional Decisions (Step 5)
What techniques can Ms. Rollison use to manage the disruptive and non-compliant behaviors of students like Patrick and Tameka?
- Page 5: Differential Reinforcement: Introduction
- Page 6: Eliminating Behaviors Using Differential Reinforcement of Other Behaviors (DRO)
- Page 7: Reducing Behaviors Using Differential Reinforcement of Low Rates of Behavior (DRL)
- Page 8: Substituting Behaviors Using Differential Reinforcement of Incompatible Behavior (DRI)
¿Cuáles técnicas puede usar la Srta. Rollison para manejar las conductas perjudiciales y no conformistas de los estudiantes como Patrick y Tameka?
- Página 5: Reforzamiento diferencial: Introducción
- Página 6: Eliminar conductas usando Reforzamiento diferencial de otras conductas (“Differential Reinforcement of Other Behaviors” o “DRO”)
- Página 7: Reducir conductas usando Reforzamiento diferencial de tasas bajas de conducta (“Differential Reinforcement of Low Rates of Behavior” o “DRL”)
- Página 8: Sustituir conductas usando Reforzamiento diferencial de conducta incompatible (“Differential Reinforcement of Incompatible Behavior” o “DRI”)
Why do you think students with disabilities are being required to participate in high-stakes testing?
¿Cómo sabrá la Srta. Begay si su intervención actual en la lectura está funcionando o si sus estudiantes necesitan otro tipo de instrucción?
- Página 5: Graficar (Paso 3)
- Página 6: Fijar metas (Paso 4)
- Página 7: Tomar decisiones instructivas (Paso 5)
What steps can Ms. Begay take to monitor her students’ progress throughout the year?
¿Qué pasos puede realizar la Srta. Begay para seguir el progreso de sus estudiantes a lo largo del año?
What evidence-based mathematics instructional strategies can teachers employ?
- Page 5: Effective Strategies for Teaching Mathematics
- Page 6: Explicit Instruction
- Page 7: Peer Tutoring
- Page 8: Cooperative Learning
What are some ways to go about building positive relationships with families?
- Page 5: Building Positive Relationships
- Page 6: Encouraging Involvement
- Page 7: Respecting Families
- Page 8: Acknowledging Strengths
¿Cuáles son algunas maneras de crear relaciones positivas con las familias?
- Página 5: Crear relaciones positivas
- Página 6: Promover la participación
- Página 7: Respetar a las familias
- Página 8: Reconocer los puntos fuertes
How can school leaders prepare for the changes required to create inclusive school environments?
What are some of the most common related services used in schools?
- Page 5: Speech-Language Pathology Services
- Page 6: Occupational Therapy Services
- Page 7: Physical Therapy Services
- Page 8: Psychological Services
- Page 9: Social Work Services
- Page 10: Other Related Services in Schools
What should Ms. Milton consider when creating lesson plans to ensure the inclusion of Evan and Emily?
- Page 5: Educational Materials
- Page 6: Instructional Methods Inside the Classroom
- Page 7: Events Outside of the Classroom
How can educators implement Bookshare materials in the classroom?
How can faculty deliver and refine their online courses?
How can teachers successfully implement student-centered transition planning?
What are some emerging findings regarding successful transition?
How do teachers meet the academic needs of youth in juvenile corrections settings?
- Page 6: Foundations of Effective Instruction
- Page 7: Use Evidence-Based Practices
- Page 8: Incorporate Additional Instructional Practices
- Page 9: Provide Accommodations
¿Cuáles son algunas prácticas generales de enseñanza que pueden ser de beneficio para estudiantes que están aprendiendo inglés?
- Página 6: Activar conocimientos previos
- Página 7: Enseñar vocabulario
- Página 8: Enseñar estrategias de comprensión
- Página 9: Instrucción diferenciada
- Página 10: Proveer oportunidades para que los estudiantes puedan practicar
What should Ms. Begay find out about her students before planning her curriculum units and lessons?
How can the teachers at Washington Elementary implement these activities?
- Page 6: Prepare Materials
- Page 7: Train Students
- Page 8: Implement with Class
- Page 9: Motivate Students and Maintain Interest
What steps might the S-Team propose to help its struggling readers?
- Page 6: Steps to This RTI Approach
- Page 7: The Rosa Parks RTI Framework
- Page 8: Practice with the Tiers
What are some general instructional practices that can be beneficial to students who are learning to speak English?
- Page 6: Activate Background Knowledge
- Page 7: Teach Vocabulary
- Page 8: Teach Comprehension Strategies
- Page 9: Differentiate Instruction
- Page 10: Provide Opportunities for Students To Practice
¿Cuáles pasos podría proponer el Equipo A para ayudarles a sus lectores con dificultades?
- Página 6: Los pasos de este modelo de RTI
- Página 7: El esquema RTI de la escuela primaria Rosa Parks
- Página 8: Practicar con los niveles
¿Qué pueden hacer los maestros para ayudar a sus estudiantes a tener éxito absoluto usando la tecnología de asistencia?
What is all this equipment? Where should Ms. Milton put it?
- Page 7: Materials and Devices Used by Students With Visual Impairments
- Page 8: Tips for Helping Students With Visual Impairments Use Assistive Technology
Why should school personnel be held accountable for the performance of students with disabilities on those assessments?
What questions should Ms. Flores and Mr. Ericson ask the general and special education teachers?
- Page 7: What Is Being Taught?
- Page 8: Legal Standards
- Page 9: Using the Curriculum
- Page 10: Legal Requirements
- Page 11: Accommodations
- Page 12: Modifications
- Page 13: Alternate Assessments
- Page 14: Summary
What can classroom teachers do to help their students fully succeed in their use of assistive technology?
¿Qué preguntas deben hacerles la señora Flores y el señor Ericson a los maestros de educación general y a los de educación especial?
- Página 7: ¿Qué se está enseñando?
- Página 8: Base legal
- Página 9: Utilizando el currículo
- Página 10: Requisitos legales
- Página 11: Acomodaciones
- Página 12: Modificaciones
- Página 13: Evaluaciones alternativas
- Página 14: Resumen
What impact do culture and language have on a family’s involvement in school and on their child’s education?
How can school counselors keep up with all of their responsibilities and also remain current?
¿Qué impacto tienen la cultura y el idioma en la participación de la familia en la escuela y en la educación de su hijo?
What should schools consider when deciding whether or not to adopt the RTI approach?
¿Cómo determinarán los maestros cuáles de los estudiantes necesitan instrucción más intensiva?
- Página 7: Componentes de Nivel 2
- Página 8: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 2
- Página 9: Componentes de Nivel 3
- Página 10: Evaluación en Nivel 3
What considerations should schools and districts be aware of when they deliver Tier 3 intervention?
How can Mrs. Nash implement these activities?
- Page 7: Pair Students
- Page 8: Prepare Materials
- Page 9: Train Students
- Page 10: Implement with Class
- Page 11: Assign Pairs to Teams
How can Mrs. Garcia implement these activities?
- Page 7: Pair Students
- Page 8: Prepare Materials
- Page 9: Train Students
- Page 10: Implement with Class
- Page 11: Encourage and Maintain Student Interest
¿Cómo puede la Sra. Nash implementar estas actividades?
- Página 7: Emparejar a los estudiantes
- Página 8: Preparar los materiales
- Página 9: Capacitar a los estudiantes
- Página 10: Implementarla con la clase
- Página 11: Asignar a las parejas a equipos
Is there a tool or format that helps faculty organize effective instruction?
How will teachers determine which students need more intensive instruction?
- Page 7: Tier 2 Components
- Page 8: Identifying Students Who Do Not Show Adequate Progress in Tier 2
- Page 9: Tier 3 Components
- Page 10: Assessment in Tier 3
Resource
¿Qué deben saber los maestros del área de contenido sobre la instrucción de comprensión?
- Página 8: Componentes de la enseñanza efectiva de comprensión
- Página 9: Activar el conocimiento previo
- Página 10: Monitorizar la comprensión
- Página 11: Uso de organizadores gráficos
- Página 12: Responder preguntas
- Página 13: Generar preguntas
¿Cómo sabe si una PBE está siendo efectiva con sus niños o estudiantes?
How do you know whether an EBP is effective with your children or students?
How should Ms. Begay communicate José’s reading progress?
What are the teacher’s responsibilities for students with disabilities who use accommodations?
What classroom considerations should Mr. Keurig take into account in order to meet the needs of his students who use alternate text formats?
¿Cómo debe la Srta. Begay comunicar el progreso de la lectura de José?
What strategies can the School Improvement Team implement to help obtain their goal for improving test scores for students with disabilities by 10%?
- Page 8: Monitor the Data
- Page 9: Use the Data to Guide Decisions
- Page 10: Evaluate the Plan Regularly
¿Cuáles estrategias puede implementar el Equipo de Mejoramiento Escolar para ayudarles a cumplir con su meta de mejorar los puntajes de las pruebas 10% para los estudiantes con discapacidades?
- Página 8: Monitorizar los datos
- Página 9: Usar los datos para guiar las decisiones
- Página 10: Evaluar el plan de forma regular
How can school leaders implement changes that result in inclusive school environments?
What other considerations should Mr. Brewster and the other school professionals be aware of when implementing RTI?
- Page 8: Initiating and Discontinuing Intervention
- Page 9: Addressing Diversity
- Page 10: Communicating with Students, School Personnel, and Parents
- Page 11: Troubleshooting
What should content-area teachers know about comprehension instruction?
- Page 8: Components of Effective Comprehension Instruction
- Page 9: Activating Prior Knowledge
- Page 10: Monitoring Comprehension
- Page 11: Using Graphic Organizers
- Page 12: Answering Questions
- Page 13: Generating Questions
How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?
¿Cuáles son las responsabilidades del profesor para con los estudiantes con discapacidades que usan las adaptaciones?
What are the teacher’s responsibilities for students with disabilities who use accommodations?
¿Cómo preparan los maestros a sus estudiantes y sus salones de clase para la instrucción diferenciada?
- Página 9: Comunicar con estudiantes y sus padres
- Página 10: Organizar el salón de clase
- Página 11: Manejar bien la conducta
What can teachers do to improve students’ comprehension of content-area text?
- Page 9: Comprehending Content-Area Text
- Page 10: Introduction to Anticipation-Reaction Guide
- Page 11: Identify Personal Perspectives
- Page 12: Document Evidence and Consider Perspectives
- Page 13: Modify or Qualify Perspectives
How will Ms. Begay know if her lesson plans are effective and her students are learning?
- Page 9: Assessing Students Using Performance Measures
- Page 10: Monitoring Student Progress
- Page 11: Implementing the Instructional Cycle
How can teachers effectively provide high-quality mathematics instruction?
How can reading comprehension strategies be implemented in content-area classes?
- Page 9: Cooperative Learning
- Page 10: Preparing the Class
- Page 11: Materials for CSR
- Page 12: Implementing CSR
What can Ms. Rollison do to modify Joseph’s behavior?
- Page 9: Design a Function-Based Intervention
- Page 10: Maximize Intervention Success
- Page 11: Implement the Intervention
¿Cómo se pueden implementar estrategias de la comprensión lectora en clases de áreas de contenido?
- Página 9: Aprendizaje cooperativo
- Página 10: Preparar la clase
- Página 11: Materiales para CSR
- Pagina 12: Implementar CSR
How do teachers prepare their students and their classrooms for differentiated instruction?
- Page 9: Communicate with Students and Parents
- Page 10: Organize the Classroom
- Page 11: Employ Effective Behavior Management
Are there modules available for faculty use that are based on learning science research and, therefore, really do increase student learning? If so, how can faculty use them?
¿Qué puede hacer la Srta. Rollison para modificar la conducta de Joseph?
- Página 9: Diseñar una intervención basada en la función
- Página 10: Maximizar el éxito de la intervención
- Página 11: Implementar la intervención
Resources
Recursos _duplicate
How can school personnel determine that they have effectively implemented evidence-based practices or programs?
What are some factors that should be addressed when implementing the RTI approach?
- Page 10: Implement the Action Plan
- Page 11: Potential School Resources
- Page 12: Implementation Guidelines
- Page 13: Professional Development
- Page 14: Scheduling Considerations
- Page 15: Classroom Support for Teachers
- Page 16: Parent-School Partnerships
- Page 17: Data Management
How is high-quality instruction integrated into the RTI approach?
- Page 10: Effective Instruction at Tier 1
- Page 11: Effective Instruction at Tier 2
- Page 12: Effective Instruction at Tier 3
How can school counselors further support successful transition planning?
- Page 10: Communication and Collaboration
- Page 11: Collaborative Activities for Families
- Page 12: Communication with Community Organizations and Other Agencies
¿Cómo se incorpora la instrucción de alta calidad en el método de RTI?
- Página 10: La instrucción eficaz del Nivel 1
- Página 11: Instrucción efectiva del Nivel 2
- Página 12: Instrucción efectiva del Nivel 3
How can teachers effectively implement RTI for mathematics?
¿Qué deben tener en cuenta los maestros al evaluar estudiantes que están aprendiendo inglés?
How can school leaders sustain the positive efforts toward creating inclusive school environments?
What should teachers consider when testing students who are learning to speak English?
¿Cómo es la instrucción diferenciada en práctica?
What should Ms. Begay know about creating effective lesson plans?
- Page 12: Curriculum Mapping
- Page 13: Year-long Planning
- Page 14: Curriculum Planning Guidelines
- Page 15: Unit Plan Design
- Page 16: Lesson Plan Design
How will Ms. Rollison know whether the intervention is successful?
What does differentiated instruction look like in the classroom?
Fuentes
¿Cómo sabrá la Srta. Rollison si la intervención fue exitosa?
Recursos
How can schools assess whether or not the RTI approach is effective?
Step 3 & 4: Graphing Step & Setting Goals
Page 5: The Tier 1 Decision-Making Process
Page 6: Identifying Students Who Do Not Show Adequate Progress in Tier 1
Page 8: Identifying Students Who Do Not Show Adequate Progress in Tier 2
Page 2: Cultural Considerations and Behavior
Although it’s important that teachers recognize the necessity of a strong behavior management plan, they must also be aware of how culture influences personal interactions. This is especially important given that teachers often come from cultural backgrounds different from those of their students. Without adequate knowledge and understanding of how culture affects student behavior, a teacher might misinterpret a student’s actions.
Example
The teacher comes from a culture in which it is considered respectful to make eye contact when being spoken to by an adult. Jordan, on the other hand, has been taught that making eye contact is disrespectful to adults, and so he looks at the ground when his teacher speaks to him. The teacher’s understanding of culturally based responses is critical to deciphering Jordan’s intent. If the teacher does not understand Jordan’s culture, a seemingly insignificant action like looking at the ground could be misinterpreted as defiance, apathy, or lack of respect and could result in the teacher administering a negative consequence.
In general, teachers tend to assume that others had an upbringing similar to their own. When they do so, they create a “personal lens” through which they view the world and a “script” for how to act in certain situations. Anyone who does not fit inside that viewpoint, or who does not follow the script, is assumed to be different or perhaps even inappropriate or disrespectful. Therefore, it is important for teachers to understand how culture influences a student’s interactions with others as well as his or her responses to authority figures. Culture can influence a student’s behavior in regard to:
The appropriate way to approach an issue or topic during a conversation can vary by culture.
- In some cultures, it is preferable to get right to the point or to say what you have to say in the most unequivocal manner possible, without considering how the listener might feel.
- In other cultures, where such a manner might be considered rude, preference is given to less-direct communication styles that include more elaborate introductory or intervening discourse and greater deference to how the message is received.
Cultural variations exist in the extent to which outward signs of emotion are displayed in interactions with others.
- Some cultures demonstrate dramatic emotions through speaking volume, tone of voice, gestures, and facial expressions.
- Other cultures might place more emphasis on emotional restraint, depending more on the speaker’s words to convey the intended meaning.
There are cultural differences in the amount of physical movement that is considered appropriate when communicating with others.
- In some cultures, it is acceptable to use body movement and gestures as a means of enhancing a story or emphasizing a point.
- In other cultures, excessive body movement might be considered boastful or inappropriate.
The extent to which an individual is comfortable taking turns during conversation, instead of talking while another person is speaking, might be culturally based.
- In some cultures, it is common for speakers to engage in conversations in which more than one person speaks at a time or for the listener to interject commentary (e.g., “That’s right,” “Tell it”) as a means of signaling approval to a speaker.
- In other cultures, this practice is viewed as an interruption and considered rude.
Students might show consideration for others by refraining from behaviors that might offend. Likewise, students might show consideration for others by being tolerant of behaviors that they find unpleasant or offensive.
- In some cultures, one might show consideration by not playing loud music because others may be disturbed by it.
- In other cultures, there might be a greater tendency to show consideration by learning to tolerate loud music if someone else is enjoying it.
The level of tolerance for others entering one’s personal space might vary across cultures.
- In some cultures, it is customary for speakers to remain at least two feet apart. Failure to recognize this is often interpreted as a desire to seek intimacy or as a prelude to aggression.
- Other cultures accept closer interactions as commonplace. Too much physical distance might be interpreted as aloofness.
Ideas about personal ownership vary by culture and, consequently, influence attitudes and values related to sharing or borrowing objects.
- Some cultures might emphasize communal property rights and reinforce the notion that “what’s mine is yours, and what’s yours is mine.”
- Other cultures might be less inclined to embrace a communal property philosophy and place greater value on individual ownership.
Perceptions of what constitutes an authority figure are culturally influenced.
- In some cultures, age might be a determining factor. For example, students might view all adults as authority figures.
- In other cultures, position is the primary determiner, so students view teachers or police officers as authority figures by virtue of their position or occupation.
- In still other cultures, designation as an authority figure must be earned by behavior and is not accorded based solely on age or position.
The means by which an individual demonstrates deference to authority figures is also culturally influenced.
- In some cultures, students show respect for authority figures by not making eye contact.
- In others, students show respect by looking downward during interactions with an authority figure.
- Some cultures consider it disrespectful to question an authority figure, whereas others value this practice as an indicator of critical thinking.
The manner in which students respond to or comply with a behavior management style can be culturally based.
- In some cultures, permissive management styles are viewed as a way to encourage the child’s individuality and self-expression.
- Children from other cultures may view a permissive management style as an indication of weakness or lack of concern.
The relationship that a teacher builds with students is based on effective communication. This requires creativity and a continual process of getting to know one’s students and what each one brings to the classroom: their experiences, world views, cultures, and other factors that make them unique. Teachers can foster effective communication by establishing a classroom environment that promotes empathy, equity, positive self-esteem, and mutual caring and respect. When they create such an environment, teachers will find that they have to address classroom discipline less often and will be able to devote more time to instruction and student learning.
Activity
Now that you have learned how culture can influence a student’s behavior, it’s time to practice. Read the scenario and determine how the student’s attitudes about communication might be influenced by cultural norms. When you are finished, you will have the opportunity to hear Deborah Voltz, Dean of the School of Education at the University of Alabama-Birmingham, as she suggests some possible teacher responses. Click here to begin.
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Amy, a seventh grader, spends a lot of time off-task during her social studies class. She whispers to her friends, writes notes, or fixes her hair and makeup. Her teacher, Mrs. Anaya, tells a colleague, “Whenever I remind her of one our rules, to work quietly, she just gives me this blank stare and then continues with her whispering as soon as I turn my back. The fact that I’m her teacher doesn’t even seem to register with her.” |
![]() Degree of directness
![]() Perceptions of authority figures
![]() Attitudes toward personal space
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Jamal and his friends often enter Mr. Jackson’s fifth-period science class in a boisterous manner. In particular, Jamal’s booming voice and exaggerated gestures make Mr. Jackson worry that Jamal is ready to start a fight. All of his attempts to get Jamal to settle down have been unsuccessful, and he’s now concluded that a referral to the principal’s office is an appropriate step. |
![]() Expressions of consideration
![]() Level of emotionality
![]() Attitudes toward personal space
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Keone’s teacher notices that he frequently takes items from other students’ desks: pencils, crayons, or paper. The teacher has also discovered various items from her own desk among Keone’s possessions. Today, Keone grabbed another student’s hat and gloves, explaining that he’d left his at home. The other students complain about his behavior, and the teacher wonders whether Keone’s stealing is indicative of a much larger problem. |
![]() Degree of directness
![]() Level of emotionality
![]() Attitudes toward sharing
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Deborah Voltz, EdD
Dean, School of Education
Director of the Center for Urban Education
University of Alabama, Birmingham
Transcript: Deborah Voltz, EdD
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