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Página 7: Memorizarlo

Sample Scored First-Grade Concepts and Applications Probe

Transcript: Kim Paulsen, EdD

Página 9: Referencias, recursos e información adicionales

Page 8: Tips for Helping Students With Visual Impairments Use Assistive Technology

Página 8: Apoyarlo

Page 3: Benefits of RTI

U.S. Department of Education: exemplary standards-based mathematics programs

Page 12: Classroom Implementation

Page 2: Overview of RTI

Page 4: PALS Activities for First-Grade Students

Actividad: Ryan

Sample Scored First-Grade Computation Probe

Common Core State Standards: Map

Page 9: Design a Function-Based Intervention

Page 1: Stages of Implementing Change

Actividad: LaToya

Common Core State Standards

Página 8: Comunicar con los estudiantes, los padres y los otros profesionales (Paso 6)

  • Transcripción: Lynn Fuchs, Ph.D.

Página 16: Créditos

Student A’s Probe and Graph

Página 6: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 1

  • Actividad: Ryan

National Research Council (NRC)

Página 15: Referencias

Page 1: Overview of the Pre-Referral Process

Page 2: Goals and Benefits of the Pre-Referral Process

National Council of Teachers of Mathematics (NCTM)

Page 12: Evaluate the Intervention

Calculating Rate of Growth

Page 7: Evaluate School Readiness

Actividad: Jack

Page 1: Introduction

Page 5: Stage 2: Information Gathering

Página 10: Referencias & Recursos

Activity – Dual Discrepancy Approach

Page 6: Present a Case

Actividad: DeJuan

Page 5: Pair Students

Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle ARCHIVED

  • Wrap Up

Page 10: Maximize Intervention Success

Activity – Calculate rate of growth

Página 8: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 2

  • Actividad: Ryan

Activity – Performance Level

Page 5: Identify Key Individuals

Page 11: Implement the Intervention

Page 4: Stage 1: Initial Concern

Página 9: Establecer la práctica independiente

Page 3: Six Stages in the Pre-Referral Process

Page 8: Progress Monitoring: Evaluation of Student Performance

  • Short-Term Goal Calculation
  • Activity – Dual Discrepancy Approach

Page 4: Be an Effective Leader

Página 7: Componentes de Nivel 2

Page 7: Progress Monitoring: Administration, Scoring, and Graphing

  • Sample Scored First-Grade Computation Probe
  • Student A’s Probe and Graph

Página 7: Tomar decisiones instructivas (Paso 5)

  • Actividad

Transcript: Angles

Actividad: Louisa

Page 3: PALS Activities for Kindergarten Students

Page 6: Collect Data: Interviews and Rating Scales

Página 9: Utilizando el currículo

RTI: Considerations for School Leaders

  • Wrap Up

Actividad: Luke

Página 8: Base legal

Página 4: Desarrollar conocimiento previo

Page 4: High-Quality Instruction

  • Definition

Transcript: Assessment

Page 5: Identify and Define Problem and Replacement Behaviors

Page 3: Section 504 Plans and Individualized Education Programs

Page 4: Collaborates with Families, School Personnel, and Community Professionals

Página 3: El desarrollo de estrategias autorreguladas

Transcript: What are the differences in RTI for Reading versus Math?

Actividad: José

Página 2: Entender la autorregulación

Criterion 2

Luke

  • Transcripción: Luke

Page 6: Locating Books and Materials

Página 7: ¿Qué se está enseñando?

Criterion 1

Page 4: Conduct a Functional Behavioral Assessment

Louisa

  • Transcripción: Louisa

Page 4: Resources

Página 10: Requisitos legales

Página 14: Resumen

Page 11: Promote Sustainability

Página 6: Modelarlo

Sample First-Grade Computation Probe

Page 8: Identify the Function of the Behavior

Sample First-Grade Concepts and Applications Probe

Page 11: Employ Effective Behavior Management

Página 13: Evaluaciones alternativas

Activity: Perceptions and Beliefs Regarding Math

Página 12: Modificaciones

Page 6: Introduction to Progress Monitoring

  • Sample First-Grade Computation Probe

Página 6: Fijar metas (Paso 4)

  • Transcripción: Srta. Begay implementa CBM
  • Opción #1
  • Opción #2
  • Opción #3

Page 6: Collaboration

Page 7: Collect Data: Direct Observations

Página 5: Discutirlo

Actividad: Ian

Página 5: Graficar (Paso 3)

  • CBM Software

Page 5: Advocacy

Common Characteristics of Students with a Mathematics Learning Disability

Page 10: Organize the Classroom

Página 5: El proceso de tomar decisiones de Nivel 1

  • Actividad: Ian

Page 7: Downloading and Reading Books and Materials

Página 11: Acomodaciones

Page 5: Increasingly Intense Levels of Instructional Intervention

  • Definition

Transcript: Lois Coles

Page 6: Stage 3: Information Sharing and Team Discussion

Page 8: Secure Funds

Página 6: Realizar mejoras

Page 3: Culturally Responsive Instruction

Wisconsin Intermediate School

Page 18: Fidelity of Implementation

Page 2: High-Quality Instruction: Instructional Practices

Page 4: Communication

Page 8: Phase 6–De-escalation

Pennsylvania Elementary School

School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings

  • Wrap Up

Page 17: Data Management

Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities

  • Perspectives & Resources

Oregon Elementary School

Page 12: Other Examples of Implementation

  • Transcript: Karen Twain

Page 3: High-Quality Instruction: Comprehensive Core Reading Program

Page 16: Parent-School Partnerships

Página 2: Aprender los principios clave de conducta

Page 7: Phase 5–Peak

Page 8: Related Service Providers and Other Professionals

Page 15: Classroom Support for Teachers

Page 2: Cultural Responsiveness

Olivia’s secondary instruction data

Page 1: A Quick Overview of RTI

Page 7: Families

Luis’s secondary instruction data

Page 14: Scheduling Considerations

Page 9: Phase 7–Recovery

Transcript: Earl Bright

Jacob’s secondary instruction data

Page 6: Linguistic Supports

PALS: A Reading Strategy for Grades 2–6

  • Wrap Up
  • Perspectives & Resources

Page 4: Overview of a School Counselor's Roles for Transition

Página 5: Identificar y definir las conductas problemáticas y las de reemplazo

Página 4: Llevar a cabo una evaluación funcional de conducta

Page 3: Transition Planning

Page 13: References & Additional Resources

Page 21: Credits

Page 7: Promoting Family Involvement

Page 20: References & Additional Resources

RTI (Part 1): An Overview

  • Wrap Up

Transcript: Karen Twain

Page 4: Phonemic Awareness

Page 2: Person-Centered Planning

Page 19: Evaluation and Revision

Page 6: Fluency

Página 3: Aplicar los principios de la conducta

Page 5: Language Acquisition

Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan_archived

  • Wrap Up

Page 10: Practice with the Acting-Out Phases

Transcript: Lynn Johnson

Page 1: An Overview of Secondary Transition

Page 5: Phonics and Word Study

Classroom Diversity: An Introduction to Student Differences

  • Wrap Up
  • Perspectives & Resources

Page 6: Paraprofessionals

Página 1: Entender la conducta

Short-Term Goal Calculation

Page 7: Train Students

Evaluación funcional de la conducta: Identificar las causas de la conducta problemática y desarrollar un plan de conducta

  • Resumen

Page 3: Phase 1–Calm

Page 1: Overview of Visual Impairments

Page 9: Using Bookshare After High School

Serving Students with Visual Impairments: The Importance of Collaboration

  • Wrap Up

Page 10: Fidelity Measures

  • Standard Checklist Example

Página 10: Evaluación en Nivel 3

Transcript: Patterns

Page 9: Stage 6: Evaluation and Decision Making

Transcript: Diane Bryant, PhD

Page 8: Using Bookshare in the Classroom

Ms. Wilkes

Page 8: Stage 5: Implementation and Monitoring of Strategies

Activity – Student 4

Página 9: Componentes de Nivel 3

Page 6: Prepare Materials

Transcript: Scott Eddins, EdD

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?

Page 2: Overview of the Acting-Out Cycle

  • test - vid

Activity – Student 3

Comparing Multiple Solutions

Page 7: Stage 4: Discussion of Possible Strategies

Page 9: Data-Based Decisions

  • Transcript: David Chard, PhD
  • Activity – Student 4

Página 11: Referencias y recursos

Ms. Kim

Page 1: Culture

Page 11: Potential School Resources

Page 5: Orientation and Mobility Specialists (O&M)

TaShonda’s primary instruction data

Page 6: Phase 4–Acceleration

Olivia’s primary instruction data

Page 13: Professional Development

Page 9: Motivate Students and Maintain Interest

Page 4: Teachers of Students with Visual Impairments (TVI)

Luis’s primary instruction data

Page 12: Implementation Guidelines

Jacob’s primary instruction data

Cultural and Linguistic Differences: What Teachers Should Know

  • Wrap Up
  • Perspectives & Resources

Page 2: Responsibilities of the General Education Teacher

Page 5: Phase 3–Agitation

Page 11: Implementation at Lyle Elementary

  • Transcript: Diane Bryant, PhD
  • Olivia’s secondary instruction data

Page 10: Implement the Action Plan

Standard Checklist Example

Page 3: Consultation and Collaboration

Sample RTI Manual

Mr. Chandler

Page 9: Gain a School-Wide Commitment

RTI (Part 3): Reading Instruction

  • Wrap Up

Page 8: Implement with Class

Page 4: Phase 2–Triggers

Page 5: Managing Student Records

Página 1: Comprender y usar estrategias

Page 5: Transition Assessments

Page 7: Create a Vision

Página 8: Sustituir conductas usando Reforzamiento diferencial de conducta incompatible ("Differential Reinforcement of Incompatible Behavior" o "DRI")

Page 2: Understand the Data

Page 9: Enable Action

Page 2: Characteristics of the RTI Approach

La tecnología de asistencia: Un resumen

  • Reto

Página 7: Respetar a las familias

  • Transcripción: Anne T. Henderson

Page 1: A Quick Review

Page 8: Communicate the Vision

Page 1: RTI Overview

Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities

  • Wrap Up

Page 1: Defining Differentiated Instruction

Página 9: Aprendizaje cooperativo

Transcripción: Anne T. Henderson

Página 8: Jerarquía de preguntas

Page 4: Develop Background Knowledge

Page 6: Form a Guiding Team

Page 2: Prerequisites for Written Expression

Page 4: Partner Reading with Retell

Página 6: Promover la participación

  • Transcripción: Shane Nurnberg

Activity: Maze Fluency

Página 7: Reducir conductas usando Reforzamiento diferencial de tasas bajas de conducta ("Differential Reinforcement of Low Rates of Behavior" o "DRL")

Page 3: Self-regulated Strategy Development

Page 5: Establish a Sense of Urgency

Page 5: Graphing (Step 3)

  • CBM Software

Respetar a las familias de culturas diferentes

Page 3: PALS Activities

RTI: Mathematics

  • Wrap Up
  • Perspectives & Resources

Página 9: Referencias, Recursos e información adicional

Page 6: Make Improvements

Page 4: Determining Which Students Will Receive Tier 3 Intervention

Page 10: Assessment in Tier 3

Concilio para los Niños Excepcionales (CEC)

Page 13: References & Additional Resources

Page 3: Know Your Students

Page 3: Elements of the Writing Process

Página 8: Reconocer los puntos fuertes

  • Transcripción: Luz A. Hernandez
  • Acto para la educación de los individuos con discapacidades (IDEA ’04)

Page 5: Understand Challenges When Comparing Data

Page 12: Anchor the Changes

Page 2: General Principles

Page 6: Prediction Relay

Página 10: Preparar la clase

Page 4: Compare Data

Page 7: Provide Ongoing Supports

Page 5: Discuss It

Page 11: Improve and Expand

Page 3: Qualities of Tier 3 Intervention

Page 9: Tier 3 Components

Page 6: Setting Goals (Step 4)

  • Pre-Packaged Probes

Page 3: A First Glance at the Data

Page 10: Ensure Short-Term Wins

Page 8: Identifying Students Who Do Not Show Adequate Progress in Tier 2

  • Activity: Jack's Performance

Iniciativa alfombra roja de Carolina del Sur

Page 7: Pair Students

Page 1: Characteristics of High and Low Achievers

Transcript: Ms. Begay Implements CBM

Transcript: Lynn Fuchs, PhD

Transcript: Jessica Weisenbach Sellers, MEd

Transcript: Word Identification Fluency

Transcript: Passage Reading Fluency

Credits

Transcript: Victor Nolet, PhD

Transcript: Margaret J. McLaughlin, PhD

test - vid

Page 2: Importance of Teaching Study Skills Strategies

Page 4: Considerations When Teaching Strategies

Transcript: Maze Fluency

Page 3: Models for Teaching Strategies

Page 6: Credits

Page 5: References & Additional 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)

What are your reactions to the suggested strategies that came up in the meeting? (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)

Do you think Ms. Worley's and Ms. Valens's reasons for being upset were valid? (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 teachers should teach vocabulary and reading comprehension skills within their content areas? (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)

Why do you think Mr. Carter's students are having difficulty in remembering what he has taught them? (Opinion Question: No Resources)

Pre-Packaged Probes

Transcripción: Shane Nurnberg

Página 7: Estrategia Captar lo esencial

Page 6: Scaffolding Tips

Activity: Passage Reading Fluency

Page 2: Understanding Self-regulation

Page 4: Kotter’s Model of Change

Página 5: Crear relaciones positivas

  • Iniciativa alfombra roja de Carolina del Sur

Activity: Word Identification Fluency

Page 3: Why Should School Environments Become Inclusive?

Page 2: The Benefits of PALS

Maze Fluency

  • Transcript: Maze Fluency

Page 1: Understanding and Using Strategies

Page 2: How Does Inclusion Differ from Traditional Instruction?

Page 7: Tier 2 Components

Page 4: Administering and Scoring (Step 2)

  • Activity: Maze Fluency

Transcripción: Luz A. Hernandez

Página 5: Estrategia Vista preliminar

Página 6: Eliminar conductas usando Reforzamiento diferencial de otras conductas ("Differential Reinforcement of Other Behaviors" o "DRO")

Page 1: What Is Inclusion?

Page 1: Understanding Difficulties with Written Expression

¿Dónde están los padres?

Página 4: Visión general de las estrategias lectoras CSR

Page 6: Provide Training

Page 5: Material Scaffolding

Page 1: Overview of PALS

Página 4: Los factores estresantes de la vida diaria

  • Definición

Acto para la educación de los individuos con discapacidades (IDEA ’04)

Page 4: POW+TREE Writing Strategy

Page 9: Communicate with Students and Parents

Página 14: Créditos

Page 1: Assists All Students

Page 2: RTI in Practice

  • Definition

Page 4: Introduction to Comprehensive Behavior Management Plans

Transcript: Tiered Instruction

Página 3: Identificación de los estudiantes que tienen dificultades con la lectura

Page 3: Classroom and Teacher Influences on Behavior

SRSD: Usar las estrategias de aprendizaje para mejorar el aprendizaje de los estudiantes

  • Resumen

Transcript: Differences between prereferral and RTI

PALS: A Reading Strategy for Grades K–1

  • Wrap Up
  • Perspectives & Resources

Page 2: Learning Key Behavior Principles

Page 2: Cultural Influences on Behavior

Transcript: David Chard, PhD

Page 10: Collect Data and Evaluate Fidelity of Implementation

Page 1: Roles of the School Nurse

Página 13: Referencias Recursos e información adicionales

Página 2: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento está al nivel del grado

  • Fluidez de los sonidos de las letras

El manejo del salón de clase (primera parte): Aprendiendo los componentes de un plan comprehensivo para el manejo de la conducta

  • Resumen

Page 7: Differentiate Product

Página 2: Componentes de la evaluación general preliminar

Página 1: Beneficios de usar la medición basada en el currículo (“Curriculum-Based Measurement” o “CBM”) en la lectura

  • Transcripción: Lynn Fuchs, Ph.D.

Page 1: Understanding Behavior

Page 13: Credits

Page 16: Credits

Page 5: Components of a Comprehensive Behavior Management Plan

Page 15: References & Additional Resources

Página 1: Una rápida visión general de RTI

Sample Concepts and Applications Probe

Jose

  • Transcripción: José

Page 4: Qualifying for Bookshare Membership

Page 2: Healthcare Services

Página 4: Componentes de Nivel 1

Página 4: Administrar y calificar (Paso 2)

  • Actividad: Luke
  • rpm_02_link02

Page 7: Materials and Devices Used by Students With Visual Impairments

Página 5: Entender los desafíos al comparar los datos

Sample Computation Probe

High-Quality Mathematics Instruction: What Teachers Should Know (old version)

  • Wrap Up
  • Perspectives & Resources

Página 4: Comparar los datos

Página 3: Determinar el tipo y el nivel apropiado de los sondeos CBM (Paso 1) – Estudiantes cuyo rendimiento no está al nivel del grado

  • Definición

Accediendo al currículo de educación general: Consideraciones para la inclusión de estudiantes con discapacidad

  • Resumen

Página 3: Una primera vista de los datos

Page 3: Participates in Section 504 Planning and Individualized Education Programs

Page 3: Applying Behavior Principles

Page 14: References & Additional Resources

Página 2: Entender los datos

Page 8: Evaluate and Grade Student Performance

Page 7: Rules

Página 1: Un breve repaso

Page 2: Provides Health Services for Students with Disabilities

Page 6: Statement of Purpose

Page 3: What Is Bookshare?

Page 8: Cultural Diversity

Page 2: Specialized Formats for Accessing Texts

Page 6: Model It

Página 9: Referencias Recursos e información adicional

Page 11: Accommodations

Page 4: Presentation

  • Presentation Accommodations: Tactile Example
  • Transcript: Quinn’s Description of His Refreshable Braille Device

Page 10: Legal Requirements

Page 7: Memorize It

Page 5: Implementing Tier 3 Reading Interventions

Page 3: Commonly Used Accommodations

Page 9: Using the Curriculum

Page 8: Use Implementation Guidelines and Supports

Page 5: Differentiate Content

Page 9: Train Students

Page 2: Types of Accommodations

  • Definition

Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

  • Wrap Up
  • Perspectives & Resources

Page 8: Legal Standards

RTI (parte 2): Evaluación

  • Resumen

Page 8: Prepare Materials

Page 1: Understanding Accommodations

  • Definition

Page 8: Communicating with Students, Parents, and Other Professionals (Step 6)

  • Transcript: Lynn Fuchs, PhD

Page 4: Differentiate Instructional Elements

Activity: Graphing

Page 5: POW+TREE Applications

Asociación Nacional de la Educación (NEA)

Page 7: Making Instructional Decisions (Step 5)

  • Activity: Graphing

Page 7: What Is Being Taught?

Page 5: Response

  • Definition

Page 10: Implement with Class

Page 11: Encourage and Maintain Student Interest

Page 9: Tips for Teachers

Page 14: Summary

Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs

  • Wrap Up

Assess Student 3

Page 6: Differentiate Process

Page 7: Communication with Parents

Page 10: References & Additional Resources

Page 9: Develop a System for Monitoring Fidelity

School Nurses: Roles and Responsibilities in the School Setting

  • Wrap Up

Page 9: Establish Independent Practice

Assess Student 2

Page 6: Assessing Tier 3 Response

Page 1: Print Disabilities

Page 8: Support It

Page 13: Alternate Assessments

Assess Student 1

Page 8: The Teacher’s Role on the IEP Team

  • Transcript: Martha Thurlow, PhD

Bookshare: Providing Accessible Materials for Students with Print Disabilities (Archived)

  • Wrap Up

Page 12: Modifications

Assess Bob

Pagina 12: Implementar CSR

Page 7: Timing and Scheduling

  • Transcript: Susan

Evaluación en el salón de clases (segunda parte): Evaluar el progreso en la lectura

  • Resumen

Página 11: Materiales para CSR

Page 6: Setting

  • Transcript: Claire Harbison

Página 6: Recoger datos: Entrevistas y escalas de clasificación

Página 7: Recoger datos: Observaciones directas

Page 7: Time Management

Page 4: Assessment of Curricular Materials

  • Definition

Page 8: Improved Performance

  • Transcript: Margaret J. McLaughlin, PhD

Page 6: Instructional Methods

Página 5: La reducción de párrafos

Page 5: Effective Strategies for Teaching Mathematics

Page 6: Click and Clunk Strategy

Page 2: Support for Ms. Rollison

Page 7: Events Outside of the Classroom

Page 3: Guidelines for Use: Who, What, When, Where, and Why?

Page 7: Tier 3

RTI (Part 2): Assessment

  • Wrap Up

Page 7: Access to the General Education Curriculum

  • Transcript: Victor Nolet, PhD

Page 6: Explicit Instruction

  • Definition

Page 5: Speech-Language Pathology Services

Page 3: Requirements of a Standards-Based Mathematics Curriculum

  • Common Core State Standards: Map

Page 5: Preview Strategy

Página 2: Tipos de Seguimiento del Progreso

  • Definición

Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions ARCHIVED

  • Wrap Up

Activity: Test Your Knowledge

Page 2: Self-Regulation

Page 4: Common Roles of Providers

Page 2: Components of High-Quality Instruction

Page 4: Overview of the CSR Reading Strategies

Page 6: Law

  • Transcript: Margaret J. McLaughlin, PhD

Página 3: Medición Basada en el Currículo

  • Transcripción: Dra. Lynn Fuchs Ph.D.

Page 8: Initiating and Discontinuing Intervention

Page 1: Self-Directed Versus Teacher-Directed Strategies

Page 6: Facts and Figures

  • Definition

Página 6: Relevo de predicción

Page 10: Considerations for Application

Page 9: Cooperative Learning

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

Page 9: IRIS Overview

Transcripción: Dra. Lynn Fuchs

Page 8: Common Courtesy and Effective Communication

Page 2: Second Language Acquisition

Page 8: How Is HPL Embedded Into the Cycle?

Page 4: Choice Making

Page 9: Effective Classroom Practices

  • Definition

Page 4: Self-Monitoring

Page 8: Wrap Up Strategy

Activity - Puzzle

Page 8: Cooperative Learning

  • Transcript: Angles

Page 7: What is the STAR Legacy Cycle?

Página 4: Beneficios de la Medición Basada en el Currículo en el Progreso del Estudiante

  • Transcripción: Dra. Lynn Fuchs

Page 7: Peer Tutoring

  • Transcript

Page 7: Get the Gist Strategy

Transcripción: Dra. Lynn Fuchs Ph.D.

Page 3: High Probability Requests

Page 1: Determine School Needs

Page 1: English Language Learners

Page 2: Myths and Facts

  • Activity - Puzzle

Page 3: Providing Related Services in Schools

Page 5: Differential Reinforcement: Introduction

Página 2: Los beneficios de PALS

Página 4: La lectura en parejas con recontar

Accountability: High-Stakes Testing for Students with Disabilities

  • Wrap Up

Transcript: Ursa Minor

Página 3: Actividades de PALS

Page 4: Ursa Minor

  • Transcript

Page 3: Curricular Components

Page 7: Tips for Teachers

Página 6: Los pasos de este modelo de RTI

Page 5: Community-Centered Learning Environments

Page 2: UDL Principles

Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs

  • Wrap Up
  • Perspectives & Resources

Page 4: Goals

Teaching English Language Learners: Effective Instructional Practices

  • Wrap Up

CSR: A Reading Comprehension Strategy

  • Wrap Up
  • Perspectives & Resources

Evaluación en el salón de clases (primera parte): Una introducción al seguimiento del rendimiento académico en el salón de clases

  • Resumen

Page 6: Evaluating and Decision Making

Benjamin

Related Services: Common Supports for Students with Disabilities

  • Wrap Up
  • Perspectives & Resources

Tony Melendez

Página 1: Una visión general de PALS

Page 1: Universal Design for Learning (UDL)

  • Activity: Barsch Inventory

The Smith Family

  • Transcript: Leona Smith

Page 7: Communicating Progress

  • Transcript: Jessica Weisenbach Sellers, MEd

Página 7: El vocabulario

Page 5: Educational Materials

Página 8: Practicar con los niveles

Page 2: Identifying Related Services

Page 1: A Review of Mathematics Education

  • Definition

Page 6: Balanced Learning Environments

  • credits _duplicate

¿Ficción o realidad?

Page 5: Accountability for School Systems

Book List

Page 6: Instructional Methods Inside the Classroom

Página 1: Evaluación del Fin del Año vs. Seguimiento del Progreso

  • Transcripción: Jessica Weisenbach Sellers

Page 4: High-Stakes Testing and Students with Disabilities

Movie List

Page 5: Instructional Materials

Page 3: Introduction to CSR

Page 1: Definition of High-Stakes Testing

Page 3: High-Stakes Testing and Teachers

Page 5: Film and Literature Portrayals

  • Book List

Page 1: Overview of Related Services

Page 6: Tier 2

Página 8: La comprensión de lectura

Página 7: El esquema RTI de la escuela primaria Rosa Parks

Page 2: Improving Reading Comprehension

Transcripción: Resumen

Page 2: High-Stakes Testing and the School System

Page 1: Family Composition

Page 1: The Significance of Reading Comprehension

Página 9: Consideraciones para los estudiantes de inglés como segunda lengua

¿Ficción o realidad? A

Página 11: Referencias y recursos e información adicionales

Page 7: Self-Reinforcement

Page 2: How Do I Scaffold Instruction?

Página 1: La composición de la familia

  • Descripción: La composición de la familia

Page 1: The Benefits of Using Curriculum-Based Measurement (CBM) in Reading

  • Transcript: Lynn Fuchs, PhD

Page 1: What Is Instructional Scaffolding?

Page 5: The Tier 1 Decision-Making Process

  • Activity: Ian's Performance

Tratar las conductas perjudiciales y no conformistas (Parte 2): Intervenciones de la conducta

  • Resumen

Page 9: Social Work Services

Página 12: Referencias & Recursos adicionales e información

Page 8: Multiplying Success

Page 11: Measure Performance

Página 11: Asignar a las parejas a equipos

CSR: Una estrategia de la comprensión lectora

  • Perspectivas y recursos

Assessment

Page 10: Provide Opportunities for Students To Practice

Page 6: Goal-Setting

Página 10: Implementarla con la clase

¿Por qué cree usted que los estudiantes del Sr. Carter están experimentando dificultades con recordar lo que les ha enseñado?

Page 9: Differentiate Instruction

Page 8: Teach Comprehension Strategies

Page 8: Psychological Services

¿Cuáles son sus reacciones a las estrategias sugeridas que se surgieron en la reunión?

Classroom Assessment (Part 2): Evaluating Reading Progress_archived

  • Wrap Up
  • Perspectives & Resources

Página 9: Capacitar a los estudiantes

Página 2: Apoyo para la Srta. Rollison

Page 3: Content Scaffolding

Page 9: References Additional Resources

Page 6: Identifying Students Who Do Not Show Adequate Progress in Tier 1

  • Activity: Ryan's Performance

¿Qué es lo que ve usted? Percepciones de discapacidades

  • Reto

Página 3: Introducción a CSR

Page 3: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Not Reading at Grade Level

  • Definition

Differentiated Instruction: Maximizing the Learning of All Students

  • Wrap Up

Página 2: Mejorar la comprensión lectora

Página 5: Reforzamiento diferencial: Introducción

Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities

  • Wrap Up

RTI (Part 5): A Closer Look at Tier 3

  • Challenge

Página 3: Los papeles adicionales de las familias

  • Transcripción: Luz A. Hernandez

Página 1: La importancia de la comprensión lectora

Page 5: Establish an Implementation Team

Page 2: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Performing at Grade Level

  • Passage Reading Fluency

Página 4: Tomar decisiones

SRSD: Using Learning Strategies To Enhance Student Learning

  • Perspectives & Resources

Los estados emocionales

Page 10: Other Related Services in Schools

Página 2: Las reacciones emocionales a las discapacidades

  • Transcripción: Shane Nurnberg

Página 3: Pedidos de alta probabilidad

Page 4: Understand Fidelity of Implementation and Its Importance

Page 4: Task Scaffolding

Improving Writing Performance: A Strategy for Writing Persuasive Essays

  • Wrap Up
  • Perspectives & Resources

PALS: A Reading Strategy for High School

  • Wrap Up

Descripción: La composición de la familia

Colaborar con las familias

  • Resumen

Providing Instructional Supports: Facilitating Mastery of New Skills

  • Wrap Up
  • Perspectives & Resources

Page 5: Building Positive Relationships

Page 10 References & Additional Resources

Page 11: Troubleshooting

Transcripción: Peso 1: Determinando el tipo y el nivel de materiales de MBC

Page 7: Assessment

Paso 6: Comunicar el progreso

Page 5: Self-Instruction

Page 7: Respecting Families

Paso 5: Tomar decisiones de instrucción

Page 6: Eliminating Behaviors Using Differential Reinforcement of Other Behaviors (DRO)

Page 2: Identify School Resources

Pasos 3 & 4: Hacer gráficos de los resultados & Establecer metas

Página 10: La instrucción eficaz del Nivel 1

Page 2: Universal Screening Components

Página 7: Emparejar a los estudiantes

Paso 2: Administración y evaluación

Page 10: Communicating with Students, School Personnel, and Parents

Page 6: Encouraging Involvement

Paso 1: Crear o seleccionar pruebas apropiadas

Page 9: The Development of Social Skills

Page 6: Occupational Therapy Services

Page 10: Preparing the Class

¿Ficción o realidad? B

Page 3: Programs and Personnel

Page 9: Addressing Diversity

Transcripción: Peso 2: Administración y evaluación

Page 4: Sheltered Instruction

Página 8: Referencias e información adicional

Page 5: Contextual Supports

Page 9: Implementation Issues

Page 7: Teach Vocabulary

Page 6: Activate Background Knowledge

¿Ficción o realidad?

Página 7: Comunicando el Progreso

  • Transcripción: Jessica Weisenbach Sellers

Página 12: Instrucción efectiva del Nivel 3

Página 8: Preparar los materiales

Creando o encontrando sondeos para el seguimiento del progreso

Page 8: Substituting Behaviors Using Differential Reinforcement of Incompatible Behavior (DRI)

Page 8: UDL in Practice

Creating an Inclusive School Environment: A Model for School Leaders

  • Wrap Up
  • Perspectives & Resources

Page 7: Reducing Behaviors Using Differential Reinforcement of Low Rates of Behavior (DRL)

Página 6: Comenzando

  • Creando o encontrando sondeos para el seguimiento del progreso

Página 11: Instrucción efectiva del Nivel 2

Page 3: Identification of Struggling Readers

Page 12: Implementing CSR

Transcripción: Peso 6: Comunicando el progreso

Page 3: Select an Evidence-Based Practice or Program

Page 7: Physical Therapy Services

Page 11: Materials for CSR

Transcripción: Peso 5: Tomando decisiones de instrucción

Page 8: Acknowledging Strengths

Transcripción: Peso 3: Haciendo gráficos & Peso 4: Estableciendo metas

Page 5: Implementing Assistive Technology

Página 5: Modelos de RTI

Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas

  • Wrap Up
  • Perspectives & Resources

List of potential IEP team members and their roles

Página 7: Promover la participación familiar

Página 6: Apoyos lingüísticos

Página 3: Fase 1 - Calma

Page 6: Providing Multiple Exposures to Vocabulary

Page 10: Effective Instruction at Tier 1

Page 5: Ensure Shared High Expectations

  • Transcript: General Education/Special Education

Creating or Finding Probes for Progress Monitoring

Transcript: Donna Reels

Página 5: Adquisición de idioma

Page 4: Support Collaboration Between School Staff and Parents

  • Transcript: Donna Reels

The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns

  • Wrap Up

Page 6: Steps to This RTI Approach

Page 5: Helping Students Actively Process Vocabulary

Page 9: Considerations for English Language Learners

Transcript: Janet Polsteen

Transcript: Susan

Página 2: Visión global del ciclo del mal comportamiento

Transcript: John Calton, PhD

Page 4: Explicitly Defining and Contextualizing Terms

Page 12: Communication with Community Organizations and Other Agencies

Página 12: Evaluar la intervención

Page 3: Encourage Collaboration Among Teachers

  • Transcript: Brenda Flowers

Página 4: Comunicación

Transcript: General Education/Special Education

Página 4: Fase 2 - Causantes

Page 5: Approaches to RTI

Page 7: The Rosa Parks RTI Framework

Page 10: Evaluate the Plan Regularly

El manejo del salón de clase (segunda parte): Desarrollando su propio plan comprehensivo para el manejo de la conducta_ARCHIVED

  • Resumen

Página 7: Las reglas

Page 9: Use the Data to Guide Decisions

Page 9: Assessing Students Using Performance Measures

Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model

RTI (Part 4): Putting It All Together

  • Wrap Up

Page 11: Effective Instruction at Tier 2

Página 6: Una declaración de propósitos

Page 8: Monitor the Data

Página 5: Los componentes de un plan comprehensivo para el manejo de la conducta

Page 6: Make Decisions About Accommodations

  • Transcript: Margaret J. McLaughlin, PhD

Transcript: Virginia Richardson

Página 5: Fase 3 – Agitación

Página 4: Una introducción a los planes comprehensivos para el manejo de la conducta

Página 3: Las influencias del salón de clase y el maestro en la conducta

Page 7: Adequately Prepare Students for Tests

  • Transcript: Virginia Richardson

Página 8: Referencias, Recursos e información adicional

Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom_archived

  • Wrap Up

Consequence Activity Worksheet

Página 2: Las influencias culturales en la conducta

How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built

  • Wrap Up
  • Perspectives & Resources

Página 1: Los efectos de la conducta perturbadora

Transcript: Claire Harbison

Page 2: Promote Collaboration Between Teachers and Principals

Page 8: Practice with the Tiers

Page 9: Referrals to Other Agencies

Page 11: Collaborative Activities for Families

Page 3: The Response-to-Intervention Approach (RTI)

Page 3: Curriculum

Page 10: Communication and Collaboration

Transcript: Martha Thurlow, PhD

Page 2: Standards-based Curriculum

Page 8: Reading Comprehension

Effective School Practices: Promoting Collaboration and Monitoring Students' Academic Achievement

  • Wrap Up

Las diferencias culturales y lingüísticas: Lo que deben saber los maestros

  • Resumen

Transcript: Ryan Kettler, PhD

Transcript: Candace Cortiella

Página 9: Diseñar una intervención basada en la función

Page 1: Standards

Page 7: Vocabulary

Página 8: Identificar la función de la conducta

Page 11: References & Additional Resources

Page 8: Post-Secondary Preparation: Independent Living

Page 7: Post-Secondary Preparation: Employment

Page 2: The IQ-Achievement Discrepancy Model

Accommodations: Instructional and Testing Supports for Students with Disabilities (old version)

  • Wrap Up
  • Perspectives & Resources

Page 6: Post-Secondary Preparation: Education/ Training

Page 1: Struggling Readers

Content Standards: Connecting Standards-Based Curriculum to Instructional Planning

  • Wrap Up
  • Perspectives & Resources

Page 4: Benchmarks

Page 1: Literacy in Content-Area Instruction

Page 6: Socioeconomic Factors

Página 2: Receptividad cultural

Página 11: Implementar la intervención

Page 1: Assume Collective Responsibility for All Students

Página 3: Instrucción culturalmente receptiva

Transcript: Christine

Página 1: Introducción

Page 3: Selecting Essential Words

Page 5: Exceptionalities

Tratar las conductas perjudiciales y no conformistas (Parte 1): Entender el ciclo del mal comportamiento

  • Resumen

Page 4: Linguistic Diversity

Página 10: Maximizar el éxito de la intervención

Presentation Accommodations: Tactile Example

  • Transcript: Quinn

Page 6: Gather Information

Page 8: Adapt Instruction

Page 2: Components of Effective Vocabulary Instruction

Page 3: Cultural Diversity

Presentation Accommodations: Auditory Example

Page 7: Understand the Learning Process

Page 2: Influence of Teacher Perceptions

Transcript: Quinn’s Description of His Refreshable Braille Device

Page 4: The Rationale for RTI: Early Intervening and Identification of Learning Disabilities

Page 1: Introduction to Diversity

Página 1: Cultura

Transcript: Quinn

Página 8: Los procedimientos

Page 12: Effective Instruction at Tier 3

Página 11: Referencias, recursos e información adicionales

Step 2: Administration and Scoring

  • Transcript: Administration and Scoring

Página 4: La conciencia fonémica

Transcripción: Margaret J. McLaughlin, Ph.D.

Step 5: Making Instructional Decisions

  • Transcript: Making Instructional Decisions

Page 4: Considering Assistive Technology

Página 3: La instrucción de alta calidad: Prácticas de instrucción

Página 3: El método Respuesta a la intervención (RTI)

Page 5: Assist with Transition Planning

Page 13: Generating Questions

Página 5: Asegurar las altas expectativas compartidas

  • Transcripción: Margaret J. McLaughlin, Ph.D.

Page 4: Provide Individual or Group Counseling

Page 12: Answering Questions

Step 6: Communicating Progress

  • Transcript: Communicating Progress

Página 2: La instrucción de alta calidad: Prácticas de instrucción

Transcripción: Donna Reels

Page 3: Assist with Behavior Modification

Step 1: Determining the Type and Level of CBM Materials

  • Transcript: Determining the Type and Level of CBM Materials

Page 11: Negative Consequences

  • Example of Negative Consequence Hierarchy for Elementary Students _duplicate

Page 3: Once School Starts

Página 4: Apoyar la colaboración entre el personal de la escuela y los padres

  • Transcripción: Donna Reels

Page 3: Assistive Technology Services

Page 11: Assign Pairs to Teams

Transcripción: Brenda Flowers

Transcripción: Janet Polsteen

Page 12: Action Plan

Página 6: Tomar decisiones sobre las acomodaciones

  • Transcripción: Margaret J. McLaughlin, Ph.D.

What Do You See? Perceptions of Disability-archived

  • Wrap Up

Page 5: Tier 1

The Tallahassee Tornados

Página 10: Evaluar el plan de forma regular

Page 6: Getting Started

SOS: Helping Students Become Independent Learners

  • Wrap Up

Página 9: Usar los datos para guiar las decisiones

Page 8: Professional Development

Transcript: Communicating Progress

Página 8: Monitorizar los datos

Page 7: Advocating for Your Role

Transcript: Making Instructional Decisions

Transcripción: Virginia Richardson

Página 5: La fonética y el estudio de palabras

Transcript: Graphing Step & Setting Goals

Página 7: Preparar a los estudiantes para las pruebas de forma adecuada

  • Transcripción: Virginia Richardson

Page 6: Make Referrals to Outside Agencies

Transcript: Administration and Scoring

Página 6: La fluidez

Página 4: La base lógica para RTI: Intervenir temprano y la identificación de discapacidades de aprendizaje

PALS: Una estrategia de lectura para los grados 2–6

  • Resumen

Page 4: Assessment-Centered Learning Environments

Transcript: Determining the Type and Level of CBM Materials

Page 13: Practice with the Components

Page 4: Universal Screening

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

Page 10: Positive Consequences

Página 6: Fase 4 – Aceleración

Page 13: Year-long Planning

Page 2: Types of Progress Monitoring

  • Definition

Page 15: Unit Plan Design

Transcript: Jessica Weisenbach Sellers

Página 14: Referencias y Recursos adicionales

Page 2: Learner-Centered Learning Environments

Página 7: Fase 5 – Apogeo

Page 14: Curriculum Planning Guidelines

Page 4: Tier 1 Components

Página 13: Practicar con los componentes

Page 1: Year-End Assessment vs. Progress Monitoring

  • Transcript: Jessica Weisenbach Sellers

Page 8: Procedures

Page 16: Lesson Plan Design

RTI (parte 3): Instrucción de lectura

  • Resumen

Página 12: Un plan de acción

Page 12: Curriculum Mapping

RTI (parte 1): Una visión general

  • Resumen

Página 11: Las consecuencias negativas

Page 1: Overview of the HPL Framework

Prácticas escolares eficaces: Promover la colaboración y monitorizar el rendimiento académico de los estudiantes_archived

  • Resumen

Page 11: Implementing the Instructional Cycle

Página 10: Las consecuencias positivas

Page 10: Monitoring Student Progress

Página 9: Las consecuencias: Una introducción

Page 8: Components of Effective Comprehension Instruction

Página 8: Fase 6 – Inversión de la intensificación

Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students

  • Wrap Up

Page 1: Overview of School Counselors’ Roles

Page 11: Using Graphic Organizers

Página 2: El modelo de discrepancia entre rendimiento y CI

Transcripción: John Calton, Ph.D.

Page 2: Participate in the Multidisciplinary Team Process

Página 1: Un breve resumen de RTI

Página 3: Fomentar la colaboración entre los maestros

  • Transcripción: Brenda Flowers

Page 9: Consequences: An Introduction

Page 10: Monitoring Comprehension

Página 1: Los lectores con dificultades

Page 3: Knowledge-Centered Learning Environments

Página 2: Promover la colaboración entre los maestros y los directores

Page 2: Assistive Technology Devices

Guiding the School Counselor: An Overview of Roles and Responsibilities

  • Wrap Up
  • Perspectives & Resources

Página 10: Practicar con las fases del mal comportamiento

Page 2: Before School Starts

Página 1: Asumir la responsabilidad colectiva para todos los estudiantes

Page 4: Benefits of Curriculum-Based Measurement on Student Progress

  • Transcript: Lynn Fuchs, PhD

Page 1: Preliminary and Ongoing Professional Development

Page 18: Credits

Page 3: Curriculum-Based Measurement

  • Transcript: Lynn Fuchs, PhD

Assistive Technology: An Overview_archived

  • Wrap Up
  • Perspectives & Resources

Página 9: Fase 7 – Recuperación

Page 17: References & Additional Resources

Page 9: Activating Prior Knowledge

Page 8: Self-Regulation

Transcript: Brenda Flowers

Page 6: Materials Organization

Página 4: Seguir los procedimientos de implementación

Página 9: ¿Cómo puedo ayudar a preparar a mi hijo(a) para la instrucción presencial?

Página 3: Consideraciones al identificar o seleccionar una PBE

Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan

  • You Have Completed This Module
  • Perspectives & Resources

Página 2: Porqué los educadores deben usar PBE

Encontrar sondeos CBM de lectura disponibles

Página 6: Referencias & Recursos Adicionales

Página 5: Riesgos de adaptar una práctica basada en evidencia

Page 9: How can I help prepare my child for in-person learning?

Página 3: Prepararse para la implementación

Página 5: Recursos: De tres a cinco

Página 2: Entienda los procedimientos de implementación

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

  • Challenge
  • Perspectives & Resources

Page 1: Effects of Disruptive Behavior

Página 1: Fidelidad de implementación

Page 2: Classroom and School-Wide Behavior Management

Page 4: Key Principles of Classroom Behavior Management

Las prácticas basadas en evidencia (Parte 2): Implementando una práctica o programa con fidelidad

  • Reto

credits _duplicate

Page 3: Cultural Influences on Behavior

Página 4: Recursos: Del nacimiento a los tres años

Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan

  • Challenge
  • Perspectives & Resources

Page 5: Create a Positive Climate

Page 3: Statement of Purpose

Page 7: Negative Consequences

Page 6: Positive Consequences

Page 5: Procedures

Página 4: Andamiajes para la tarea

Página 3: Andamiajes para el contenido

Page 4: Rules

Página 2: ¿Cómo puedo proveer enseñanza con andamiajes?

Página 1: ¿Qué es la enseñanza con andamiajes?

Perspectivas & Recursos

  • Recursos

Página 6: Recursos: Grado K-12 (Incluyendo la transición)

Pensamientos Iniciales

Proporcionar apoyos instruccionales: Facilitar el dominio de nuevas destrezas

  • Usted ha completado este Módulo
  • Perspectivas & Recursos

MTSS/RTI: Mathematics

  • Challenge

Las prácticas basadas en evidencia (Parte 1): Identificar y seleccionar una práctica o programa

  • Reto

Page 2: Cultural Considerations and Behavior

Page 1: Creating a Classroom Behavior Management Plan

Página 1: ¿Qué es una práctica basada en evidencia (PBE)?

Página 8: Referencias & Recursos Adicionales

Página 7: No hay PBE apropiado disponible: ¿Ahora qué?

Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities (REVISION)

  • Challenge

Page 6: Create a Structured Classroom

Page 8: Crisis Plan

Transcript: Brenda Naimy

Page 3: How Visual Impairments Impact Learning

Page 4: The Need for an Expanded Core Curriculum

Transcript: Phil Hatlen

Padres: Apoyo del aprendizaje durante la pandemia del COVID-19

  • Reto

Page 6: Educational Materials

  • Transcript: Anne Corn, EdD

Transcript: Anne Corn, EdD

Page 7: Instructional Methods Inside the Classroom

Page 8: Events Outside of the Classroom

  • Transcript: Brenda Naimy

Página 10: Referencias Recursos e información adicionales

Page 1: Basic Needs and Where to Collect Information

Página 8: ¿Qué pasa si mi hijo(a) tiene una discapacidad?

Página 7: ¿Cómo puedo ayudar socialmente y emocionalmente a mi hijo(a)?

Page 9: Common Courtesy and Effective Communication

  • Transcript: Anne Corn, EdD

Transcript: Anne Corn, EdD

Page 10: The Development of Social Skills

Page 11 References & Additional Resources

Transcript: Wrap Up

Página 6: ¿Cómo puedo apoyar a mi hijo(a) con matemáticas?

Transcript: Betty Hurst

Page 2: What It Means to Have a Visual Impairment

Page 9: References & Additional Resources _duplicate

Page 5: Note-taking

Transcript: Betty Hurst

Page 1: Getting Started

Contact Form

Page 2: The Individualized Education Program

Note Taking Form

Page 3: The Student and the Family

Page 4: The Professionals

Page 7: Use Surface Management Strategies

Page 5: Tips for Setting up Your Classroom

Page 6: Helping Students Navigate the Classroom

Page 5: Assistive Technology

  • Activity

Transcript: Challenge

Activity

Page 7: Placing Materials in Devices

  • Transcript: Sharon Sacks, PhD

Transcript: Sharon Sacks, PhD

Poorly Arranged Classroom

Page 8: Develop a Comprehensive Classroom Behavior Management Plan

Improved Classroom Arrangement

Poorly arranged classroom description

Improved classroom arrangement description

Instructional Accommodations: Making Learning Accessible to Students with Visual Impairments (REVISION)

  • Challenge

Página 5: Andamiajes para los materiales

Página 6: Consejos para el uso de andamiajes

Watch

Page 2: A Standards-Based Mathematics Curriculum

Page 3: Developing Goals

Page 4: Taking a Leadership Role in IEP Meetings

Page 5: Evaluating Progress Towards Goals

Page 6: Engaging Team Members

Page 7: Implementing Student-Centered Transition Planning

Secondary Transition: Student-Centered Transition Planning

  • Wrap Up

Page 1: The Importance of High-Quality Mathematics Instruction

Page 1: Challenging Behavior

Page 3: Evidence-Based Mathematics Practices

Page 1: Student Involvement in the IEP Process

Page 4: Explicit, Systematic Instruction

Page 5: Visual Representations

Page 6: Schema Instruction

Page 7: Metacognitive Strategies

Perspectives & Resources

  • Resources

Page 8: Effective Classroom Practices

Collaborating with Families_archived

  • Wrap Up
  • Perspectives & Resources

STUFF _duplicate

Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan_archived

  • Wrap Up
  • Perspectives & Resources

Page 2: Student-Centered Transition Planning

Page 2: Acting-Out Cycle

Perspectivas y Recursos

  • Recursos

Página 5: Infancia temprana: Intervenciones completas

Page 1: Incarcerated Youth

Page 3: Transition Planning at System Entry

Página 1: Un resumen sobre el autismo

Página 12: Responder preguntas

Page 11: Credits

Página 2: Las prácticas basadas en evidencia

Página 3: Estrategias fundacionales

Página 8: Las caras del trastorno del espectro autista

Page 10: References & Additional Resources

Página 4: Infancia temprana: Intervenciones enfocadas

Page 3: Calm

Página 7: Escuela secundaria y más allá

Página 6: Escuela primaria y escuela secundaria

Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community

  • Perspectives & Resources

El trastorno del espectro autista (Parte 2): Las prácticas basadas en evidencia

  • Reto

Transcript: David Test, PhD _duplicate

Page 9: Recovery

Page 8: De-escalation

Page 6: Acceleration

Page 4: Trigger

High-Quality Mathematics Instruction: What Teachers Should Know

  • Perspectives & Resources

Manejo de la conducta en el salón de clases (Parte 1): Conceptos clave y prácticas fundamentales

  • Usted ha completado este Módulo

Página 7: Referencias & recursos adicionales

Página 7: Estrategias meta-cognitivas

Student A: Elementary Student

La tecnología de asistencia: Un resumen (archived)

  • Usted ha completado este Módulo

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

Página 4: Instrucción explícita, sistemática

Página 5: Representaciones visuales

Página 6: Instrucción esquemática

Page 8: References & Additional Resources

Página 4: Principios clave del manejo de la conducta en el salón de clases

Página 8: Prácticas efectivas para el salón de clases

Página 9: Referencias & Recursos Adicionales

Página 1: La importancia de la instrucción de matemáticas de alta calidad

Page 9: Action Plan

Página 2: Un currículo basado en estándares

Página 3: Prácticas Matemáticas Basadas en la Evidencia

Student B: Secondary Student

La instrucción de matemáticas de alta calidad: Lo que los maestros deben saber

  • Reto

Página 8: Créditos

Página 3: Influencias culturales en la conducta

Página 5: Crear un clima positivo

Page 5: Paragraph Shrinking

Página 4: Considerar la tecnología de asistencia

Página 7: Usar estrategias de manejo de superficies

Página 10: Créditos

Página 5: Implementar la tecnología de asistencia

Página 9: Referencias y recursos Adicional

Página 6: La evaluación y la toma de decisiones

Página 7: Consejos para los maestros

Página 8: Desarrollar un Plan Integral de Manejo de la Conducta en el Salón de clases

Página 2: Los dispositivos de la tecnología de asistencia

Página 3: Servicios de tecnología de asistencia

Page 5: Progress Monitoring

  • Student A: Elementary Student

Page 2: The Features of RTI

Page 6: Evaluating Student Performance

Page 7: Data-Based Decisions

Page 8: Fidelity of Implementation

Page 9: Implementation at Lyle Elementary

Page 10: Implementation at East High School

Page 1: Overview of RTI

  • Definition

Página 6: Crear un aula estructurada

Page 3: Universal Screening

  • Definition
  • Criterion 1
  • Criterion 2

Page 4: Instruction

Página 5: ¿Cómo puedo apoyar a mi hijo(a) con la lectura?

Credit

Page 2: Overview of Transition Planning

Página 5: Auto-instrucción

Page 2: How Do I Get My Child Ready To Learn?

Page 1: What Is My Role?

¿Por qué cree que Alexandra y Zach no pueden concentrarse y se distraen tan fácilmente?

Página 9: Referencias y recursos adicionales

Página 8: Multiplicando el éxito

Página 7: Auto-refuerzo

Página 6: Establecimiento de metas

Progress Monitoring: Mathematics

  • You Have Completed This Module

Página 4: Auto-supervisión

Perspectivas & recursos

  • Recursos

Página 3: Pautas de uso: ¿Quién, qué, cuándo, dónde y por qué?

Página 2: Auto-regulación

Progress Monitoring: Reading

  • You Have Completed This Module

Página 1: Estrategias auto-dirigidas y dirigidas por el maestro

_ARCHIVED

  • Colaborar con las familias
  • Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom_archived
  • Classroom Assessment (Part 2): Evaluating Reading Progress_archived

SOS: Ayudando a los estudiantes a convertirse en alumnos independientes

  • Usted ha completado este Módulo
  • Perspectivas & recursos

Perspectivas & recursos

  • Recursos

¿Qué elementos conforman un entorno bien diseñado para la primera infancia?

Activity: Word Identification Fluency – José

Page 4: How Do I Find Out What My Child Should Be Learning?

Page 5: How Can I Support My Child in Reading?

Página 1: Entornos de la primera infancia

Página 12: Créditos

Page 1: The Importance of Family Engagement

Parents: Supporting Learning During the COVID-19 Pandemic

  • Challenge

Page 10: References & Helpful Resources

Página 4: Seleccionar una adaptación

Página 3: Adaptaciones de enseñanza v. adaptaciones de evaluación

Página 10: Evaluación de la efectividad

Page 8: What If My Child Has a Disability?

Página 9: Implementar una adaptación

Página 11: Referencias y Recursos Adicionales

Página 1: Adaptaciones

Page 6: How Can I Support My Child in Math?

Página 2: Prácticas que se confunden con adaptaciones

Página 8: Adaptaciones del horario y cronograma

Página 7: Adaptaciones del entorno

Página 6: Adaptaciones de respuesta

Página 5: Adaptaciones de presentación

Definition

Definición

Page 7: How Can I Support My Child Socially and Emotionally?

Adaptaciones: Apoyos de Enseñanza y Evaluación para Estudiantes con Discapacidades

  • Usted ha completado este Módulo

Activity: Passage Reading Fluency – Sidney

Página 2: Entorno físico

Page 1: The IEP Process

Página 5: Ayudar a los estudiantes a procesar activamente la información

Page 5: Create a Goal Line

Página 1: Alfabetización en la enseñanza del área de contenido

Page 6: Administer, Score, and Graph

Page 7: Make Data-Based Instructional Decisions

Página 2: Componentes de la enseñanza de vocabulario eficaz

Página 3: Seleccionar palabras esenciales

Page 8: Communicate Progress

Página 4: Definir explícitamente y contextualizar

Página 6: Proporcionar exposiciones múltiples al vocabulario

Page 4: Create a Graph

IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs

  • Challenge
  • Perspectives & Resources

Página 7: Desarrollar vocabulario y conocimiento conceptual usando el modelo Frayer

What Do You See? Perceptions of Disability

  • Challenge
  • Perspectives & Resources

Página 15: Créditos

Página 14: Referencias & recursos adicionales

Página 9: Activar el conocimiento previo

Página 8: Componentes de la enseñanza efectiva de comprensión

Página 10: Monitorizar la comprensión

Página 11: Uso de organizadores gráficos

¿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

  • Kisha Denise Cook

Activity: Maze Fluency – Madison

What feelings did you have about the photos? (Opinion Question: No Resources)

Página 3: Entorno social

Sample Elementary Concepts and Applications Probe _duplicate

Página 4: Entorno temporal

Página 5: Juntando todas las piezas

Página 6: Referencias y recursos adicionales

Sample Secondary Computation Probe _duplicate

Página 7: Créditos

Entornos de la primera infancia: Diseño de aulas efectivas

  • Usted ha completado este Módulo

Sample Elementary Computation Probe _duplicate

What did you see? (Opinion Question: No Resources)

Page 2: Common Perceptions

Page 1: Formative Assessment

Page 2: Progress Monitoring

Page 3: Select a Measure

Page 8: Credits

Page 7: References & Additional Resources

Page 5: Facts and Figures

Page 4: Film and Literature Portrayals

Page 3: Cultural-Based Perceptions

Page 6: People-First Language

Las prácticas basadas en evidencia (Parte 3): Evaluando los resultados del estudiante y su fidelidad

  • Reto

Page 2: Legal Implications for Special Education

Transcript: Fish is Fish

Page 10: Substantive Requirements: Common Errors

Page 7: Ongoing Monitoring of AT

Page 9: Credits

Page 9: Monitoring & Reporting Student Progress

Page 8: Individualized Services & Supports

Page 6: High-Quality PLAAFP Statements

Family Engagement: Collaborating with Families of Students with Disabilities

  • Challenge
  • Perspectives & Resources

Page 7: Challenging, Ambitious, Measurable Annual Goals

Page 5: The IEP Content

Page 1: Overview of High-Quality IEPs

Page 10: Evaluating Effectiveness

Online Course Design for College and University Faculty

  • Challenge
  • Perspectives & Resources

Page 2: Endrew F. & IEP Standards

Page 4: Procedural Requirements: Guidelines & Common Errors

Page 3: The IEP Process

Page 12: Credits

Page 11: References & Additional Resources

Page 8: References & Helpful Resources

Accommodations: Instructional and Testing Supports for Students with Disabilities

  • Challenge

Serving Students with Visual Impairments: The Importance of Collaboration (REVISION)

  • Initial Thoughts _duplicate

Page 6: Evaluating the Effectiveness of AT

Example of Negative Consequence Hierarchy for Elementary Students _duplicate

Perspectives & Resources _duplicate

  • What does Ms. Milton need to know about students with visual impairments? _duplicate

Page 4: Selecting an Accommodation

Listen

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)?

Page 1: Accommodations

Página 2: ¿Cómo hago para preparar a mi hijo(a) para el aprendizaje?

Page 2: Practices Confused with Accommodations

Página 1: ¿Cuál es mi papel?

Assistive Technology: An Overview

  • You Have Completed This Module

Page 3: Instructional Versus Testing Accommodations

Page 3: How Do I Set Routines and Behavior Expectations for My Child?

Page 5: Implementing AT

Page 1: Assistive Technology

Page 5: Presentation Accommodations

Page 6: Response Accommodations

Page 7: Setting Accommodations

Page 2: AT Devices

Page 3: AT Services

Page 4: Considering AT

Page 8: Timing and Scheduling Accommodations

Page 9: Implementing an Accommodation

Initial Thoughts _duplicate

Wrap Up _duplicate

Page 2: Emotional Reactions to Disability

Página 2: Identificando una medida de monitorización de progreso

Page 1: Planning an Online Course

Page 7: Involving Families During Distance Learning

Página 8: Evaluando la relación entre los resultados y la fidelidad

Página 7: Evaluando la fidelidad de implementación

Página 6: Monitorizando la fidelidad de implementación

Página 4: Evaluando el progreso

Página 5: Identificando una medida de fidelidad

Página 3: Monitorización del progreso

Página 1: Evaluando la efectividad de una práctica basada en evidencia

IEPs: Developing High-Quality Individualized Education Programs

  • You Have Completed This Module

Page 6: Meaningfully Involve Families

Page 4: Stressors of Daily Living

Page 7: Promoting Student Success

Page 6: Monitoring IEP Fidelity and Student Progress

Page 5: Build Positive Relationships

Page 5: Implementing the IEP

Page 4: During the Meeting

Page 3: Additional Roles of Families

Page 3: Planning for the IEP Meeting

Page 2: Learning Goals

Transcript: Betsy Belknap _duplicate

Assessment _duplicate

Page 2: Responsibilities of the General Education Teacher _duplicate

  • Definition _duplicate

You Have Completed This Module _duplicate

Challenge _duplicate

  • Transcript: Challenge _duplicate

Transcript: Challenge _duplicate

Page 7: Final Adjustments and Ongoing Revisions

Page 6: Building the Course

Page 5: Content

Page 4: Learning Activities

Page 3: Assessments

Page 1: Overview of Visual Impairments _duplicate

  • Transcript: Betsy Belknap _duplicate

Page 3: Consultation and Collaboration _duplicate

  • Definition _duplicate

Definition _duplicate

Page 4: Teachers of Students with Visual Impairments (TVI) _duplicate

  • Definition _duplicate

Page 5: Orientation and Mobility Specialists (O&M) _duplicate

  • Definition _duplicate

Page 6: Paraprofessionals _duplicate

Page 7: Families _duplicate

Page 8: Related Service Providers and Other Professionals _duplicate

Page 9: References & Additional Resources _duplicate

Page 10: Credits _duplicate

Transcript: Susie Dickason _duplicate

Transcript: Brandy Acker _duplicate

Page 7: Peak

Page 5: Agitation

Page 5: Transition Planning for System Exit and Aftercare

Six Types of Involvement

Activity: Ian's Performance

Activity: Ian's Slope

Activity: Latoya's Performance

Activity: Jack's Performance

Activity: Ryan's Performance

Wrap Up

Activity: LaToya's Performance

Activity: DeJuan's Performance

Page 10: Credits

Assessment

Page 8: Differential Reinforcement of Alternative Behavior

Page 7: Choice Making

Page 2: Text Complexity

Page 1: Middle School Literacy

Page 3: Vocabulary Knowledge

Page 8: Read Text and Revise Sentences

Page 7: Compose Possible Sentences

Page 6: Pronounce and Define Words

Page 5: Select Words

Activity: Barsch Inventory

Página 10: Referencias y recursos adicionales

Page 13: Modify or Qualify Perspectives

El Diseño Universal para el Aprendizaje: Creando un ambiente de aprendizaje que reta e involucra a todos los estudiantes

  • Evaluación

Page 2: What Is Induction?

Is it the responsibility of teachers to teach study skills strategies? (Opinion Question: No Resources)

Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills

  • Perspectives & Resources

Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance

  • Initial Thoughts

Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings

  • Assessment

Teacher Induction: Providing Comprehensive Training for New Special Educators

  • Assessment

Reto

Teacher Retention: Reducing the Attrition of Special Educators

  • Assessment

Page 9: References & Additional Resources

Página 3: Los componentes curriculares

You Have Completed This Module

Página 2: Los principios del Diseño Universal para el Aprendizaje

Página 1: El Diseño Universal para el Aprendizaje

Página 9: Posibles dificultades con la implementación

Página 8: El DUA llevado a la práctica

Página 7: La evaluación

Página 6: Los métodos instructivos

Página 5: Los materiales instructivos

Página 4: Las metas

Page 4: Introduction to Possible Sentences

Page 12: Document Evidence and Consider Perspectives

Page 3: Goals of a Comprehensive Induction Program

Page 4: Teaching Classroom Rules

Página 8: Evaluación y calificación

Página 9: Comunicar con estudiantes y sus padres

Página 10: Organizar el salón de clase

Página 11: Manejar bien la conducta

Página 12: La implementación en clase

Página 13: Referencias y recursos adicionales

Page 14: Credits

Page 2: Behavior-Specific Praise

Page 3: Developing and Displaying Rules

Página 6: Diferenciar el proceso

Page 2: Understanding Behavior Expectations and Rules

Page 1: Strategies to Address Challenging Behaviors

Page 1: Preventing Challenging Behavior in Young Children

Page 8: Sharing Rules with Families

Page 7: Using Classroom Reinforcement Systems

Page 6: Providing Positive Feedback

Page 5: Providing Rule Reminders

Initial Thoughts

Challenge

Página 7: Diferenciar el producto

Página 5: Diferenciar el contenido

Page 11: Identify Personal Perspectives

Page 2: Why Educators Should Use EBPs

Page 10: Introduction to Anticipation-Reaction Guide

Page 9: Comprehending Content-Area Text

Page 15: Credits

Page 14: References & Additional Resources

Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies

  • Assessment

Page 6: Opportunities to Respond

Page 5: High-Probability Requests

Page 1: What is an EBP?

Page 7: No Suitable EBP: Now What?

Página 4: Diferenciar los elementos instructivos

Page 6: Resources: K-12th Grade (Including Transition)

Page 5: Resources: Three to Five

Page 4: Resources: Birth to Three

Page 3: Considerations When Identifying or Selecting an EBP

Page 4: Active Supervision

Page 3: Precorrection

Página 1: Definir la instrucción diferenciada

Página 3: Conocer a sus estudiantes

Página 2: Los principios generales

Pensamiento iniciales

Page 4: Components of a Comprehensive Induction Program

Page 5: Risks of Adapting Evidence-Based Practices

Page 9: Créditos

Actividad: Ponga a prueba su conocimiento

Méritos

Letra

Mérito

Página 2: La cultura y la conducta

Evaluación

Página 1: Requisitos para el desarrollo de un plan comprehensivo para el manejo de la conducta

Resumen

  • Transcripción: Luz A. Hernandez

Página 9: Un plan de acción

Lista de películas

Página 8: Referencias y recursos adicionales

Página 8: Un plan de crisis

Página 3: Una declaración de propósitos

Página 6: Estrategia Clic y golpe

Página 7: Seguimiento regular de la TA

Transcripción: Reto

Fluidez de los sonidos de las letras

Fluidez de la identificación de las palabras

Fluidez de la lectura de pasajes

Actividad

Lista del libros

Crear sus Propios Sondeos CBM

Página 5: Representaciones en películas y literatura

  • Lista del libros

Page 4: Mnemonics

Page 1: Learn More About the People in the Challenge _duplicate

Page 3: Comprehension Strategies

Page 2: Graphic Organizers

Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle

  • Challenge
  • Perspectives & Resources

Página 1: Aprender Más Sobre las Personas del Reto

  • Kisha Denise Cook

Página 6: Hechos y cifras

  • Definición

Página 2: Mito o Hecho

  • Actividad

Página 4: “Ursa Menor”

  • Transcripción

Los Tornados de Tallahasee

Página 7: Referencias Recursos e información adicional

Kisha Denise Cook

Tony Meléndez

James Koupus

Calley Robichaud

Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

  • Challenge

Usted ha completado este Módulo

Benjamín

Hope Drummond

Fluidez de laberinto

Page 5: Good Job Match

Page 4: Teacher Induction

Page 4: Program Structure

Page 3: Components of Secondary Transition

Página 1: La tecnología de asistencia

Page 1: Teacher Retention and Turnover

Page 8: Job Design

Page 7: School Climate

Page 6: Principal Support

Page 5: Professional Learning

Page 3: Recruiting and Hiring

Page 6: Student Development

Page 2: A Model for Retaining Effective Special Educators

Página 10: Referencias e información adicional

Perspectivas y recursos

  • Recursos

Page 1: Experiences of New Special Education Teachers

Page 10: Responsive Mentoring

Page 9: Ongoing Professional Development

Page 8: Deliberate Role Design

Page 7: Supportive School Communities

Page 6: Relevant Work Orientation

Page 5: Student-Focused Planning

Page 7: Family Engagement

Transcripción: José

Transcripción: Srta. Begay implementa CBM

Transcripción: Louisa

Transcripción: Luke

rpm_02_link02

Página 6: Evaluar la eficacia de TA

CBM Software

Opción #1

Opción #2

Opción #3

Página 5: Implementar TA

Transcripción: Lynn Fuchs, Ph.D.

Page 8: Interagency Collaboration Resources

Transcripción: Jessica Weisenbach Sellers

Transcripción

Página 4: Considerar la TA

Transcripción: Resumen

Page 1: Introduction to Study Skills

Página 3: Servicios de TA

Página 2: Dispositivos de TA

Page 2: The Importance of Secondary Transition Planning

Page 1: What Is Secondary Transition?

Page 1: Fidelity of Implementation

Perspectives & Resources

  • Resources

Page 4: Follow Implementation Procedures

Página 5: Apoyos contextuales

Transcript: Lance Smith

Enseñanza de lectura secundaria (Parte 1): Enseñanza de vocabulario y comprensión en las áreas de contenido

  • Reto

Página 3: Programas y personal

Página 2: Adquisición de segunda lengua

Página 1: Estudiantes de inglés como segunda lengua

Página 4: Instrucción protegida

Página 6: Activar conocimientos previos

Manejo de la conducta en el salón de clases (Parte 2, Primaria): Elaborar un plan de manejo de la conducta

  • Reto

Página 10: Proveer oportunidades para que los estudiantes puedan practicar

Michael Hingson

  • Transcripción: Michael Hingson

Página 9: Instrucción diferenciada

Página 8: Enseñar estrategias de comprensión

Página 7: Enseñar vocabulario

Página 13: Créditos

Página 12: Referencias y recursos adicionales

Página 11: Medir el rendimiento

Manejo de la conducta en el salón de clases (Parte 2, Secundaria): Elaborar un plan de manejo de la conducta

  • Reto

Transcripción: Michael Hingson

La familia Smith

  • Transcripción: Lance Smith

Transcript: Leona Smith

Transcript: Michael Hingson

Transcripción: Lance Smith

Page 3: People-First Language

  • Transcript

Página 6: Consideraciones de enseñanza

Página 5: Trabajar con familias de niños con el trastorno del espectro autista

Página 4: El equipo multidisciplinario

Página 3: Diagnóstico

Página 9: Creditos

Página 1: ¿Qué es el trastorno del espectro autista?

Page 3: Prepare for Implementation

El trastorno del espectro autista (Parte 1): Un resumen para los educadores

  • Reto

Page 1: Secondary Transition

Transcript

Ha completado este módulo

Page 4: Interagency Collaboration

Pensamientos iniciales

test - vid _duplicate

Page 2: Transition Coordinators

Page 3: Creating a Network of Supports

Page 5: Establishing Interagency Collaboration

Page 6: Agencies Involved in Collaboration

Page 7: Seamless Transitions

Transcripción: Leona Smith

Página 3: Lenguaje que pone a las personas primero

  • Transcripción: Leona Smith

Página 7: Las caras del trastorno del espectro autista

Page 2: Evidence-Based Practices

Página 6: Factores socioeconómicos

Página 6: Consecuencias positivas

Page 7: High School and Beyond

Página 8: Plan para casos de crisis

Page 6: Elementary and Middle School

Page 4: Early Childhood: Focused Interventions

Page 5: Early Childhood: Comprehensive Interventions

Página 9: Plan de acción

Page 3: Foundational Strategies

Página 5: Excepcionalidades

Page 1: An Overview of Autism

Página 10: Referencias y recursos Adicional

Autism Spectrum Disorder (Part 2): Evidence-Based Practices

  • You Have Completed This Module

Page 8: Faces of Autism Spectrum Disorder

La diversidad en el salón de clase: Una introducción a las diferencias estudiantiles

  • Perspectivas y Recursos

Página 11: Créditos

Ideas iniciales

Page 6: Emerging Findings

Page 4: Transition Planning During Residency

Página 7: Referencias y recursos adicionales

Página 5: Procedimientos

Secondary Transition: Interagency Collaboration

  • You Have Completed This Module

Page 6: Foundations of Effective Instruction

Enseñar a estudiantes de inglés como segunda lengua: Prácticas de enseñanza efectiva

  • Perspectivas y recursos

Page 1: Education in Juvenile Justice Settings

Página 7: Consecuencias negativas

Page 2: Intake and Treatment Plan Procedures

Page 3: Instructional and Behavioral Challenges

Page 5: Create a Behavior Management Plan

Page 4: Use Positive Behavioral Approaches

Page 7: Use Evidence-Based Practices

Page 8: Incorporate Additional Instructional Practices

Página 4: Reglas

Page 9: Provide Accommodations

Página 2: Consideraciones culturales y la conducta

Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction

  • Wrap Up

Página 2: La influencia de las percepciones de los maestros

Página 1: Una introducción a la diversidad

Página 1: Crear un Plan de Manejo de la Conducta en el Salón de clases

Página 4: Diversidad lingüística

Página 3: Declaración de propósito

Página 3: Diversidad cultural

Página 1: La importancia de implicar a las familias

Página 2: Características del trastorno del espectro autista

Passage Reading Fluency

Fscan

  • STUFF

Página 7: Involucrar a las familias durante el aprendizaje a distancia

Page 2: Autism Spectrum Disorder Characteristics

Page 3: Diagnosis

Page 5: Working with Families of Children with Autism Spectrum Disorder

Page 6: Instructional Considerations

Page 7: Faces of Autism Spectrum Disorder

STUFF

Autism Spectrum Disorder (Part 1): An Overview for Educators

  • Initial Thoughts

Page 1: What Is Autism Spectrum Disorder?

Page 3: Intensifying and Individualizing Interventions

Word Identification Fluency

Page 2: Data-Based Individualization

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 9: Making Instructional Decisions for Reading

Page 4: The Multidisciplinary Team

Page 1: Overview of Intensive Intervention

Página 5: Formar relaciones positivas

Page 7: Evaluating Fidelity of Implementation

Page 2: Understand Implementation Procedures

Implicar a las familias: Colaborar con las familias de estudiantes con discapacidades

  • Reto

Página 2: Reacciones emocionales a la discapacidad

Página 9: Créditos

Page 1: Evaluating the Effectiveness of an Evidence-Based Practice

Page 4: Evaluating Progress

Page 3: Monitoring Progress

Page 2: Identifying a Progress Monitoring Measure

Page 6: Monitoring Fidelity of Implementation

Page 1: Overview of Data-Based Individualization

Page 5: Identifying a Fidelity Measure

Page 8: Evaluating the Relation Between Outcomes and Fidelity

Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program

  • Assessment

Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity

  • Challenge
  • Perspectives & Resources

Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity

  • Challenge
  • Perspectives & Resources

La instrucción diferenciada: Maximizando el aprendizaje de todos los estudiantes

  • Evaluación

¿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?

Early Childhood Behavior Management: Developing and Teaching Rules

  • Initial Thoughts
  • Perspectives & Resources

Page 1: Young Dual Language Learners with Disabilities

Página 6: Involucrar a las familias de forma significativa

Page 1: Early Childhood Environments

Page 9: Making Data-Based Instructional Decisions for Mathematics

Page 2: Distinguishing Between Disability and Language Difference

Page 4: Family Engagement: Collaborating with Families of Students with Disabilities

Page 6: Use Visual Supports

Page 9: Promote Peer Support and Interaction

Page 7: Incorporate Familiar and Non-Stereotypical Materials

Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

  • Perspectives & Resources

Imagine you are Mrs. Raymond. What thoughts come to mind about the new school year? (Opinion Question: No Resources)

Page 10: Making Instructional Decisions for Mathematics

What elements make up a well-designed early childhood environment?

Page 5: Environment and Instructional Grouping

Page 2: Physical Environment

Page 3: Social Environment

Page 4: Temporal Environment

Page 5: Putting It All Together

Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction

  • Initial Thoughts
  • Perspectives & Resources

Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization

  • Wrap Up
  • Perspectives & Resources

Early Childhood Environments: Designing Effective Classrooms

  • Perspectives & Resources

Descripción

Página 3: Roles adicionales en la familia

Page 8: Use the Children's Home Language

Página 13: Generar preguntas

Page 3: Importance of Home Language Maintenance

Page 3: Progress Monitoring

Página 4: Causas de estrés de la vida cotidiana

Page 5: Diagnostic Assessment

Page 6: Error Analysis for Reading

Page 7: Error Analysis for Mathematics

Page 2: Collecting and Evaluating Data

Page 8: Making Data-Based Instructional Decisions for Reading

Page 4: Analyzing Progress Monitoring Data

Page 8: Implementation Considerations

Page 7: Credits

Page 6: References & Additional Resources

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

¿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

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?

What characteristics might the teachers at Washington Elementary look for in a reading approach?

  • Page 1: Overview of PALS
  • Page 2: The Benefits of PALS

¿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

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 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

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

How can Mr. Hunter effectively manage his responsibilities?

  • Page 1: Overview of School Counselors’ Roles

What are some reasons to teach reading comprehension strategies in content-area classes?

  • Page 1: The Significance of Reading Comprehension
  • Page 2: Improving Reading Comprehension

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

How can teachers use assessment to guide instruction?

  • Page 1: Formative Assessment
  • Page 2: Progress Monitoring

How can teachers systematically identify when to adjust instruction for struggling students?

  • Page 1: Formative Assessment
  • Page 2: Progress Monitoring

What advice would you give Mr. Carter?

  • Page 1: Understanding and Using Strategies
  • Page 2: Understanding Self-regulation

What influence does culture have on a student’s school success?

  • Page 1: Culture
  • Page 2: Cultural Responsiveness
  • Page 3: Culturally Responsive Instruction

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)

Ms. Rollison has a comprehensive behavior management plan in place. Why isn’t it working for all of her students?

  • Page 1: Introduction

What should educators understand about challenging behaviors?

  • Page 1: Challenging Behavior

¿Qué deben entender los profesores acerca del manejo eficaz de la conducta en el salón de clases? _duplicate

  • Página 1: Crear un Plan de Manejo de la Conducta en el Salón de clases
  • Página 2: Consideraciones culturales y la conducta

What characteristics might Mrs. Nash look for in a reading approach?

  • Page 1: Overview of PALS
  • Page 2: The Benefits of PALS

What aspects of these students' behaviors do you think Ms. Rollison should focus on?

  • Page 1: Introduction

What characteristics might Mrs. Garcia look for in a reading approach?

  • Page 1: Overview of PALS
  • Page 2: The Benefits of PALS

¿En cuáles aspectos de la conducta de estos estudiantes piensa usted que la Srta. Rollison se debe enfocar?

  • Página 1: Introducción

¿Qué consejos le daría usted al Sr. Carter?

  • Página 1: Comprender y usar estrategias
  • Página 2: Entender la autorregulación

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?

¿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 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

¿Qué características podría buscar la Sra. Nash en una aproximación de lectura?

  • Página 1: Una visión general de PALS
  • Página 2: Los beneficios de PALS

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

¿Qué debe saber la Srta. Adelaide sobre la tecnología de asistencia y cómo la usan los estudiantes con discapacidades?

  • Página 1: La tecnología de asistencia
  • Página 2: Dispositivos de TA
  • Página 3: Servicios de TA

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

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

¿Qué influencia tiene la cultura en el éxito escolar de un estudiante?

  • Página 1: Cultura
  • Página 2: Receptividad cultural
  • Página 3: Instrucción culturalmente receptiva

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

¿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

¿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

¿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 student-centered transition planning?

  • Page 1: Student Involvement in the IEP Process
  • Page 2: Student-Centered Transition Planning

¿Cuáles son algunas de las razones para enseñar estrategias de la comprensión lectora en clases de áreas de contenido?

  • Página 1: La importancia de la comprensión lectora
  • Página 2: Mejorar la comprensión lectora

What is the pre-referral process?

  • Page 1: Overview of the Pre-Referral Process
  • Page 2: Goals and Benefits of the Pre-Referral Process

What is high-quality mathematics instruction and why is it important?

  • Page 1: A Review of Mathematics Education
  • Page 2: Components of High-Quality Instruction

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

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 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

¿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?

¿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

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?

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 transition planning and why is it important?

  • Page 1: Incarcerated Youth
  • Page 2: Overview of Transition Planning

If you were Ms. Price, what could you do to help your students when they struggle with a task?

  • Page 1: What Is Instructional Scaffolding?
  • Page 2: How Do I Scaffold Instruction?

Is it important to acknowledge students’ diversity in classroom settings? Why or why not?

  • Page 1: Introduction to Diversity
  • Page 2: Influence of Teacher Perceptions

¿Qué es fidelidad de implementación?

  • Página 1: Fidelidad de implementación

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 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 does Ms. Milton need to know about students with visual impairments?

  • Page 1: Overview of Visual Impairments
  • Page 2: Responsibilities of the General Education Teacher
  • Page 3: Consultation and Collaboration

¿Qué es RTI?

  • Página 1: Una rápida visión general de RTI

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?

What should teachers know about accommodations for students with disabilities?

  • Page 1: Understanding Accommodations
  • Page 2: Types of Accommodations

¿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

What is RTI?

  • Page 1: A Quick Overview of RTI

What is an IEP?

  • Page 1: Overview of High-Quality IEPs
  • Page 2: Endrew F. & IEP Standards

What are the responsibilities of middle- and high school teachers for teaching vocabulary and comprehension skills within their content areas?

  • Page 1: Literacy in Content-Area Instruction

La señorita Rollison tiene implementado un plan global para el manejo de la conducta. ¿Por qué no está funcionando para todos sus estudiantes?

  • Página 1: Introducción

¿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

How can teachers at Sycamore Middle School meet the educational needs of all of their students?

  • Page 1: Universal Design for Learning (UDL)
  • Page 2: UDL Principles

¿Qué es la instrucción diferenciada?

  • Página 1: Definir la instrucción diferenciada
  • Página 2: Los principios generales

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

Ahora, ¿qué ve usted?

  • Página 1: Aprender Más Sobre las Personas del Reto
  • Página 2: Mito o Hecho

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

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

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

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

What is secondary transition and why is it important for students with disabilities?

  • Page 1: What Is Secondary Transition?
  • Page 2: The Importance of Secondary Transition Planning

What factors do you think influence special education teacher turnover?

  • Page 1: Teacher Retention and Turnover

What are some typical challenges faced by new special education teachers?

  • Page 1: Experiences of New Special Education Teachers

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

¿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

Why do so many adolescents struggle with content-area reading?

  • Page 1: Middle School Literacy
  • Page 2: Text Complexity

What is an evidence-based practice or program (EBP)?

  • Page 1: What is an EBP?
  • Page 2: Why Educators Should Use EBPs

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

What do educators need to know about EBPs for children with autism?

  • Page 1: An Overview of Autism
  • Page 2: Evidence-Based Practices
  • Page 3: Foundational Strategies

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

What is fidelity of implementation?

  • Page 1: Fidelity of Implementation

What is the process for evaluating the effectiveness of an EBP with your children or students?

  • Page 1: Evaluating the Effectiveness of an Evidence-Based Practice

What is data-based individualization?

  • Page 1: Overview of Data-Based Individualization

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 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 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

¿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

Who is responsible for helping students with disabilities connect to the supports they need after high school?

  • Page 1: Secondary Transition
  • Page 2: Transition Coordinators
  • Page 3: Creating a Network of Supports

¿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

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

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

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

¿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

What does Ms. Milton need to know about students with visual impairments? _duplicate

  • Page 1: Overview of Visual Impairments _duplicate
  • Page 2: Responsibilities of the General Education Teacher _duplicate
  • Page 3: Consultation and Collaboration _duplicate

What is differentiated instruction?

  • Page 1: Defining Differentiated Instruction
  • Page 2: General Principles

¿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

¿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?

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

What is the school administrator’s role in overseeing the IEP process?

  • Page 1: The IEP Process
  • Page 2: Legal Implications for Special Education

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

¿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

If you were Mr. Keurig, what would you want to know about students who have difficulty accessing print?

  • Page 1: Print Disabilities
  • Page 2: Specialized Formats for Accessing Texts

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

Now, what do you see?

  • Page 1: Learn More About the People in the Challenge
  • Page 2: Myths and Facts

¿Qué deberían saber los maestros acerca de las adaptaciones para estudiantes con discapacidades?

  • Página 1: Adaptaciones
  • Página 2: Prácticas que se confunden con adaptaciones

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

¿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?

  • Página 1: Alfabetización en la enseñanza del área de contenido

What information does Mr. Irwin need to consider before proceeding?

  • Page 1: Stages of Implementing Change
  • Page 2: Overview of RTI
  • Page 3: Benefits of RTI

¿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

¿Cuál es el proceso para evaluar la efectividad de una PBE con sus niños o estudiantes?

  • Página 1: Evaluando la efectividad de una práctica basada en evidencia

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

¿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)

¿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

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

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

Who can Ms. Rollison go to for help?

  • Page 2: Support for Ms. Rollison

As a new teacher, what do you need to know about managing student behavior?

  • Page 2: Cultural Considerations and Behavior

How do you measure infant, child, or student performance?

  • Page 2: Identifying a Progress Monitoring Measure
  • Page 3: Monitoring Progress
  • Page 4: Evaluating Progress

¿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 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

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

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

¿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 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

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 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

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 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 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

¿A quién puede recurrir la Srta. Rollison por ayuda?

  • Página 2: Apoyo para la Srta. Rollison

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

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

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 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

¿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 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 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

¿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 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

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

¿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

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

¿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

¿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

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

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

Do perceptions matter?

  • Page 3: People-First Language
  • Page 4: Ursa Minor
  • Page 5: Film and Literature Portrayals
  • Page 6: Facts and Figures

¿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

¿Qué puede hacer la Srta. Rollison para fomentar la conformidad inicial a sus pedidos?

  • Página 3: Pedidos de alta probabilidad
  • Página 4: Tomar decisiones

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

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

¿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

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

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

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 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 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

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 is the IEP process?

  • Page 3: The IEP Process
  • Page 4: Procedural Requirements: Guidelines & Common Errors

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

How can teachers effectively teach study skills strategies?

  • Page 3: Models for Teaching Strategies
  • Page 4: Considerations When Teaching Strategies

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

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

What can Ms. Rollison do to encourage initial compliance to her requests?

  • Page 3: High Probability Requests
  • Page 4: Choice Making

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?

¿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 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

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

¿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

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 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

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 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

¿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

¿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

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

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

¿Por qué es importante que la Srta. Begay esté atenta al progreso de sus estudiantes?

  • Página 4: Beneficios de la Medición Basada en el Currículo en el Progreso del Estudiante

Why is it important for Ms. Begay to be aware of her students’ progress?

  • Page 4: Benefits of Curriculum-Based Measurement on Student Progress

¿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

¿Cómo influye la diversidad lingüística en el rendimiento en el salón de clases?

  • Página 4: Comunicación
  • Página 5: Adquisición de idioma
  • Página 6: Apoyos lingüísticos

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 do teachers address the behavior issues of youth in these settings?

  • Page 4: Use Positive Behavioral Approaches
  • Page 5: Create a Behavior Management Plan

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

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

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

¿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 the Rosa Parks teachers effectively implement the RTI components in each tier?

  • Page 4: Universal Screening
  • Page 5: Tier 1
  • Page 6: Tier 2
  • Page 7: Tier 3

How does linguistic diversity influence classroom performance?

  • Page 4: Communication
  • Page 5: Language Acquisition
  • Page 6: Linguistic Supports

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

With whom can Ms. Milton communicate, consult, and collaborate to meet the needs of students with visual impairments? _duplicate

  • Page 4: Teachers of Students with Visual Impairments (TVI) _duplicate
  • Page 5: Orientation and Mobility Specialists (O&M) _duplicate
  • Page 6: Paraprofessionals _duplicate
  • Page 7: Families _duplicate
  • Page 8: Related Service Providers and Other Professionals _duplicate

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

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

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 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

What model can school leaders use to guide the change necessary for creating inclusive school environments?

  • Page 4: Kotter’s Model of Change

¿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

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

What additional information would be important for Mr. Logan to know as a school nurse?

  • Page 4: Resources
  • Page 5: Advocacy
  • Page 6: Collaboration

¿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

¿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

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

With whom should Ms. Valens collaborate?

  • Page 4: Collaborates with Families, School Personnel, and Community Professionals

¿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

¿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 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

How can Mr. Irwin build support for adopting the RTI approach at Mayflower Elementary?

  • Page 4: Be an Effective Leader
  • Page 5: Identify Key Individuals
  • Page 6: Present a Case

¿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

How can educators engage these families?

  • Page 5: Build Positive Relationships
  • Page 6: Meaningfully Involve Families
  • Page 7: Involving Families During Distance Learning

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

What steps can Ms. Begay take to monitor her students’ progress throughout the year?

  • Page 5: Steps in the CBM Process
  • Page 6: Getting Started
  • Page 7: Communicating Progress

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

¿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

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 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

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 should Ms. Milton consider when planning her room?

  • Page 5: Tips for Setting up Your Classroom
  • Page 6: Helping Students Navigate the Classroom

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

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)

¿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

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

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

Why do you think students with disabilities are being required to participate in high-stakes testing?

  • Page 5: Accountability for School Systems
  • Page 6: Law

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

¿Cómo pueden los maestros colaborar con estas familias?

  • Página 5: Formar relaciones positivas
  • Página 6: Involucrar a las familias de forma significativa
  • Página 7: Involucrar a las familias durante el aprendizaje a distancia

¿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")

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

¿Qué pasos puede realizar la Srta. Begay para seguir el progreso de sus estudiantes a lo largo del año?

  • Página 5: Pasos en el Proceso MBC
  • Página 6: Comenzando
  • Página 7: Comunicando el Progreso

¿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)

¿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?

  • Page 5: Establish a Sense of Urgency
  • Page 6: Form a Guiding Team
  • Page 7: Create a Vision

How can faculty deliver and refine their online courses?

  • Page 6: Building the Course
  • Page 7: Final Adjustments and Ongoing Revisions

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

¿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

¿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

How can teachers successfully implement student-centered transition planning?

  • Page 6: Engaging Team Members
  • Page 7: Implementing Student-Centered Transition Planning

What are some emerging findings regarding successful transition?

  • Page 6: Emerging Findings

What should Ms. Begay find out about her students before planning her curriculum units and lessons?

  • Page 6: Gather Information
  • Page 7: Understand the Learning Process
  • Page 8: Adapt Instruction

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

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

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

¿Qué impacto tienen la cultura y el idioma en la participación de la familia en la escuela y en la educación de su hijo?

  • Página 7: Promover la participación familiar

¿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 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 should schools consider when deciding whether or not to adopt the RTI approach?

  • Page 7: Evaluate School Readiness
  • Page 8: Secure Funds
  • Page 9: Gain a School-Wide Commitment

Why should school personnel be held accountable for the performance of students with disabilities on those assessments?

  • Page 7: Access to the General Education Curriculum
  • Page 8: Improved Performance

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

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

¿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

Is there a tool or format that helps faculty organize effective instruction?

  • Page 7: What is the STAR Legacy Cycle?
  • Page 8: How Is HPL Embedded Into the Cycle?

¿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

What can classroom teachers do to help their students fully succeed in their use of assistive technology?

  • Page 7: Tips for Teachers

What considerations should schools and districts be aware of when they deliver Tier 3 intervention?

  • Page 7: Communication with Parents
  • Page 8: Cultural Diversity

¿Qué pueden hacer los maestros para ayudar a sus estudiantes a tener éxito absoluto usando la tecnología de asistencia?

  • Página 7: Consejos para los maestros

What impact do culture and language have on a family’s involvement in school and on their child’s education?

  • Page 7: Promoting Family Involvement

How can school counselors keep up with all of their responsibilities and also remain current?

  • Page 7: Advocating for Your Role
  • Page 8: Professional Development

What are the teacher’s responsibilities for students with disabilities who use accommodations?

  • Page 8: The Teacher’s Role on the IEP Team
  • Page 9: Tips for Teachers

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

Resource

  • Page 8: References & Additional Resources
  • Page 9: Credits

How can school leaders implement changes that result in inclusive school environments?

  • Page 8: Communicate the Vision
  • Page 9: Enable Action
  • Page 10: Ensure Short-Term Wins

¿Cómo sabe si una PBE está siendo efectiva con sus niños o estudiantes?

  • Página 8: Evaluando la relación entre los resultados y la fidelidad

¿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

¿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

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

How should Ms. Begay communicate José’s reading progress?

  • Page 8: Communicating with Students, Parents, and Other Professionals (Step 6)

¿Cómo debe la Srta. Begay comunicar el progreso de la lectura de José?

  • Página 8: Comunicar con los estudiantes, los padres y los otros profesionales (Paso 6)

What classroom considerations should Mr. Keurig take into account in order to meet the needs of his students who use alternate text formats?

  • Page 8: Using Bookshare in the Classroom
  • Page 9: Using Bookshare After High School

How do you know whether an EBP is effective with your children or students?

  • Page 8: Evaluating the Relation Between Outcomes and Fidelity

How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?

  • Page 8: Common Courtesy and Effective Communication
  • Page 9: The Development of Social Skills

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

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

¿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

¿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 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

¿Cuáles son las responsabilidades del profesor para con los estudiantes con discapacidades que usan las adaptaciones?

  • Página 9: Implementar una adaptación
  • Página 10: Evaluación de la efectividad

¿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

What are the teacher’s responsibilities for students with disabilities who use accommodations?

  • Page 9: Implementing an Accommodation
  • Page 10: Evaluating Effectiveness

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

Recursos

  • Página 9: Referencias, Recursos e información adicional
  • Página 10: Créditos

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?

  • Page 9: IRIS Overview
  • Page 10: Considerations for Application

How can teachers effectively provide high-quality mathematics instruction?

  • Page 9: Effective Classroom Practices

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 can Ms. Milton facilitate Evan’s and Emily’s social adjustment?

  • Page 9: Common Courtesy and Effective Communication
  • Page 10: The Development of Social Skills

Resources _duplicate

  • Page 9: References & Additional Resources _duplicate
  • Page 10: Credits _duplicate

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

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 personnel determine that they have effectively implemented evidence-based practices or programs?

  • Page 10: Collect Data and Evaluate Fidelity of Implementation
  • Page 11: Promote Sustainability

Recursos _duplicate

  • Página 10: Referencias y recursos Adicional
  • Página 11: Créditos

¿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

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 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

¿Qué deben tener en cuenta los maestros al evaluar estudiantes que están aprendiendo inglés?

  • Página 11: Medir el rendimiento

How can teachers effectively implement RTI for mathematics?

  • Page 11: Implementation at Lyle Elementary
  • Page 12: Other Examples of Implementation

What should teachers consider when testing students who are learning to speak English?

  • Page 11: Measure Performance

How can school leaders sustain the positive efforts toward creating inclusive school environments?

  • Page 11: Improve and Expand
  • Page 12: Anchor the Changes

Resources

  • Page 12: References & Additional Resources
  • Page 13: Credits

How will Ms. Rollison know whether the intervention is successful?

  • Page 12: Evaluate the Intervention

¿Cómo es la instrucción diferenciada en práctica?

  • Página 12: La implementación en clase

What does differentiated instruction look like in the classroom?

  • Page 12: Classroom Implementation

Fuentes

  • Página 12: Referencias & Recursos adicionales e información
  • Página 13: Créditos

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

¿Cómo sabrá la Srta. Rollison si la intervención fue exitosa?

  • Página 12: Evaluar la intervención

How can schools assess whether or not the RTI approach is effective?

  • Page 18: Fidelity of Implementation
  • Page 19: Evaluation and Revision

Resources

  • Page 20: References & Additional Resources
  • Page 21: Credits

Step 3 & 4: Graphing Step & Setting Goals

  • Transcript: Graphing Step & Setting Goals
Wrap Up
Assessment
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Transcript: John Calton, PhD

Listen now as John Calton describes some of the ways he helps teachers to work collaboratively in his elementary school (time: 1:30).  

/wp-content/uploads/module_media/esp_media/audio/esp_03a_audio.mp3

One particular way is that when we look at our data, if we all look at the data together—I look at it first but we share data—if I notice that a teacher’s assessment scores maybe are lower in a particular area, maybe it’s in reading or the language mechanics or math computations or vocabulary, whatever it is, if it’s relatively low then the first thing I’ll do is facilitate that teacher being able to spend more time planning with a teacher who’s done well. I’ll call them “model teachers” or “exceptional” in that area. We don’t have to use that term with them. They know that their kids did better than my kids. And they have that pride of wanting their own students to do better. One thing I’ll do, and the assistant principal will do, we’ll go into a classroom and teach a group of second or third graders or kindergarten, I’ve taught kindergarten for half a day so that that teacher could go and visit another kindergarten teacher’s classroom. And those teachers actually went to another school. But we have excellent teachers within our own school. So sometimes the assistant principal and I will go and teach a classroom for an hour, two hours, half a day, whatever, so that a teacher can visit another classroom. We also have common planning times. That’s one thing I put in our schedule that our teachers plan together. Pretty much they, four out of the five days for the most part, sometimes depending on schedule it may only be three times, but they have to meet together at least once a week. But they have lots of opportunities throughout the week that they can get together and plan. We have focus days about six times a year next year, those are half days. Again, there’s six times a year which teachers can plan together with teachers from our own school, they can also get together with other teachers within the school district.

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