Perspectives & Resources
Auto Draft
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)
Página 16: Créditos
Student A’s Probe and Graph
Página 6: Identificar a los estudiantes que no muestran el progreso adecuado en Nivel 1
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
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
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
Page 4: Be an Effective Leader
Página 7: Componentes de Nivel 2
Page 7: Progress Monitoring: Administration, Scoring, and Graphing
Página 7: Tomar decisiones instructivas (Paso 5)
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
Actividad: Luke
Página 8: Base legal
Página 4: Desarrollar conocimiento previo
Page 4: High-Quality Instruction
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
Page 6: Locating Books and Materials
Página 7: ¿Qué se está enseñando?
Criterion 1
Page 4: Conduct a Functional Behavioral Assessment
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
Página 6: Fijar metas (Paso 4)
Page 6: Collaboration
Page 7: Collect Data: Direct Observations
Página 5: Discutirlo
Actividad: Ian
Página 5: Graficar (Paso 3)
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
Page 7: Downloading and Reading Books and Materials
Página 11: Acomodaciones
Page 5: Increasingly Intense Levels of Instructional Intervention
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
Page 17: Data Management
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities
Oregon Elementary School
Page 12: Other Examples of Implementation
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
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
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
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
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
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
Page 10: Fidelity Measures
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
Activity – Student 3
Comparing Multiple Solutions
Page 7: Stage 4: Discussion of Possible Strategies
Page 9: Data-Based Decisions
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
Page 2: Responsibilities of the General Education Teacher
Page 5: Phase 3–Agitation
Page 11: Implementation at Lyle Elementary
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
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
Página 7: Respetar a las familias
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
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
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)
Respetar a las familias de culturas diferentes
Page 3: PALS Activities
RTI: Mathematics
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)
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
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
Activity: Word Identification Fluency
Page 3: Why Should School Environments Become Inclusive?
Page 2: The Benefits of PALS
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)
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
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
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
Transcript: Differences between prereferral and RTI
PALS: A Reading Strategy for Grades K–1
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
El manejo del salón de clase (primera parte): Aprendiendo los componentes de un plan comprehensivo para el manejo de la conducta
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
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
Page 4: Qualifying for Bookshare Membership
Page 2: Healthcare Services
Página 4: Componentes de Nivel 1
Página 4: Administrar y calificar (Paso 2)
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)
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
Accediendo al currículo de educación general: Consideraciones para la inclusión de estudiantes con discapacidad
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
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Page 8: Legal Standards
RTI (parte 2): Evaluación
Page 8: Prepare Materials
Page 1: Understanding Accommodations
Page 8: Communicating with Students, Parents, and Other Professionals (Step 6)
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)
Page 7: What Is Being Taught?
Page 5: Response
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
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
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
Bookshare: Providing Accessible Materials for Students with Print Disabilities (Archived)
Page 12: Modifications
Assess Bob
Pagina 12: Implementar CSR
Page 7: Timing and Scheduling
Evaluación en el salón de clases (segunda parte): Evaluar el progreso en la lectura
Página 11: Materiales para CSR
Page 6: Setting
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
Page 8: Improved Performance
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
Page 7: Access to the General Education Curriculum
Page 6: Explicit Instruction
Page 5: Speech-Language Pathology Services
Page 3: Requirements of a Standards-Based Mathematics Curriculum
Page 5: Preview Strategy
Página 2: Tipos de Seguimiento del Progreso
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions ARCHIVED
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
Página 3: Medición Basada en el Currículo
Page 8: Initiating and Discontinuing Intervention
Page 1: Self-Directed Versus Teacher-Directed Strategies
Page 6: Facts and Figures
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
Page 4: Self-Monitoring
Page 8: Wrap Up Strategy
Activity - Puzzle
Page 8: Cooperative Learning
Page 7: What is the STAR Legacy Cycle?
Página 4: Beneficios de la Medición Basada en el Currículo en el Progreso del Estudiante
Page 7: Peer Tutoring
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
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
Transcript: Ursa Minor
Página 3: Actividades de PALS
Page 4: Ursa Minor
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
Page 4: Goals
Teaching English Language Learners: Effective Instructional Practices
CSR: A Reading Comprehension Strategy
Evaluación en el salón de clases (primera parte): Una introducción al seguimiento del rendimiento académico en el salón de clases
Page 6: Evaluating and Decision Making
Benjamin
Related Services: Common Supports for Students with Disabilities
Tony Melendez
Página 1: Una visión general de PALS
Page 1: Universal Design for Learning (UDL)
The Smith Family
Page 7: Communicating Progress
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
Page 6: Balanced Learning Environments
¿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
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
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
Page 1: The Benefits of Using Curriculum-Based Measurement (CBM) in Reading
Page 1: What Is Instructional Scaffolding?
Page 5: The Tier 1 Decision-Making Process
Tratar las conductas perjudiciales y no conformistas (Parte 2): Intervenciones de la conducta
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
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
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
¿Qué es lo que ve usted? Percepciones de discapacidades
Página 3: Introducción a CSR
Page 3: Determining the Appropriate Type and Level of CBM Probes (Step 1)—Students Not Reading at Grade Level
Differentiated Instruction: Maximizing the Learning of All Students
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
RTI (Part 5): A Closer Look at Tier 3
Página 3: Los papeles adicionales de las familias
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
Página 4: Tomar decisiones
SRSD: Using Learning Strategies To Enhance Student Learning
Los estados emocionales
Page 10: Other Related Services in Schools
Página 2: Las reacciones emocionales a las discapacidades
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
PALS: A Reading Strategy for High School
Descripción: La composición de la familia
Colaborar con las familias
Providing Instructional Supports: Facilitating Mastery of New Skills
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
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
Page 7: Reducing Behaviors Using Differential Reinforcement of Low Rates of Behavior (DRL)
Página 6: Comenzando
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
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
Creating or Finding Probes for Progress Monitoring
Transcript: Donna Reels
Página 5: Adquisición de idioma
Page 4: Support Collaboration Between School Staff and Parents
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
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
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
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
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: 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
Página 8: Referencias, Recursos e información adicional
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom_archived
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
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
Las diferencias culturales y lingüísticas: Lo que deben saber los maestros
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)
Page 6: Post-Secondary Preparation: Education/ Training
Page 1: Struggling Readers
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
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
Page 4: Linguistic Diversity
Página 10: Maximizar el éxito de la intervención
Presentation Accommodations: Tactile Example
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
Página 4: La conciencia fonémica
Transcripción: Margaret J. McLaughlin, Ph.D.
Step 5: 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
Page 4: Provide Individual or Group Counseling
Page 12: Answering Questions
Step 6: 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
Page 11: Negative Consequences
Page 3: Once School Starts
Página 4: Apoyar la colaboración entre el personal de la escuela y los padres
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
What Do You See? Perceptions of Disability-archived
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
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
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
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
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
Page 8: Procedures
Page 16: Lesson Plan Design
RTI (parte 3): Instrucción de lectura
Página 12: Un plan de acción
Page 12: Curriculum Mapping
RTI (parte 1): Una visión general
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
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
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
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
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
Page 1: Preliminary and Ongoing Professional Development
Page 18: Credits
Page 3: Curriculum-Based Measurement
Assistive Technology: An Overview_archived
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
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
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
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
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
Página 6: Recursos: Grado K-12 (Incluyendo la transición)
Pensamientos Iniciales
Proporcionar apoyos instruccionales: Facilitar el dominio de nuevas destrezas
MTSS/RTI: Mathematics
Las prácticas basadas en evidencia (Parte 1): Identificar y seleccionar una práctica o programa
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)
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
Page 6: Educational Materials
Transcript: Anne Corn, EdD
Page 7: Instructional Methods Inside the Classroom
Page 8: Events Outside of the Classroom
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
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
Transcript: Challenge
Activity
Page 7: Placing Materials in Devices
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)
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
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
Page 8: Effective Classroom Practices
Collaborating with Families_archived
STUFF _duplicate
Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan_archived
Page 2: Student-Centered Transition Planning
Page 2: Acting-Out Cycle
Perspectivas y 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
El trastorno del espectro autista (Parte 2): Las prácticas basadas en evidencia
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
Manejo de la conducta en el salón de clases (Parte 1): Conceptos clave y prácticas fundamentales
Página 7: Referencias & recursos adicionales
Página 7: Estrategias meta-cognitivas
Student A: Elementary Student
La tecnología de asistencia: Un resumen (archived)
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
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
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
Página 6: Crear un aula estructurada
Page 3: Universal Screening
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
Página 4: Auto-supervisión
Perspectivas & recursos
Página 3: Pautas de uso: ¿Quién, qué, cuándo, dónde y por qué?
Página 2: Auto-regulación
Progress Monitoring: Reading
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
Perspectivas & 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
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
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
Página 7: Desarrollar vocabulario y conocimiento conceptual usando el modelo Frayer
What Do You See? Perceptions of Disability
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
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
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
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
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
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
Serving Students with Visual Impairments: The Importance of Collaboration (REVISION)
Page 6: Evaluating the Effectiveness of AT
Example of Negative Consequence Hierarchy for Elementary Students _duplicate
Perspectives & Resources _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
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
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
You Have Completed This Module _duplicate
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
Page 3: Consultation and Collaboration _duplicate
Definition _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
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
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
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings
Teacher Induction: Providing Comprehensive Training for New Special Educators
Reto
Teacher Retention: Reducing the Attrition of Special Educators
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
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
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
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
Página 1: Aprender Más Sobre las Personas del Reto
Página 6: Hechos y cifras
Página 2: Mito o Hecho
Página 4: “Ursa Menor”
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
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
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
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
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
Página 10: Proveer oportunidades para que los estudiantes puedan practicar
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
Transcripción: Michael Hingson
La familia Smith
Transcript: Leona Smith
Transcript: Michael Hingson
Transcripción: Lance Smith
Page 3: People-First Language
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
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
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
Page 8: Faces of Autism Spectrum Disorder
La diversidad en el salón de clase: Una introducción a las diferencias estudiantiles
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
Page 6: Foundations of Effective Instruction
Enseñar a estudiantes de inglés como segunda lengua: Prácticas de enseñanza efectiva
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
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
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
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
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
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
La instrucción diferenciada: Maximizando el aprendizaje de todos los estudiantes
¿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
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
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
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
Early Childhood Environments: Designing Effective Classrooms
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?
¿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?
What are some reasons to teach reading comprehension strategies in content-area classes?
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?
How can teachers systematically identify when to adjust instruction for struggling students?
What advice would you give Mr. Carter?
What influence does culture have on a student’s school success?
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?
What should educators understand about challenging behaviors?
¿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?
What aspects of these students' behaviors do you think Ms. Rollison should focus on?
What characteristics might Mrs. Garcia look for in a reading approach?
¿En cuáles aspectos de la conducta de estos estudiantes piensa usted que la Srta. Rollison se debe enfocar?
¿Qué consejos le daría usted al Sr. Carter?
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?
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?
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?
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?
¿Cuáles son algunas de las razones para enseñar estrategias de la comprensión lectora en clases de áreas de contenido?
What is the pre-referral process?
What is high-quality mathematics instruction and why is it important?
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?
If you were Ms. Price, what could you do to help your students when they struggle with a task?
Is it important to acknowledge students’ diversity in classroom settings? Why or why not?
¿Qué es 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?
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?
¿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?
What is an IEP?
What are the responsibilities of middle- and high school teachers for teaching vocabulary and comprehension skills within their content areas?
La señorita Rollison tiene implementado un plan global para el manejo de la conducta. ¿Por qué no está funcionando para todos sus estudiantes?
¿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?
¿Qué es la instrucción diferenciada?
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?
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?
What factors do you think influence special education teacher turnover?
What are some typical challenges faced by 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?
What is an evidence-based practice or program (EBP)?
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?
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?
What is the process for evaluating the effectiveness of an EBP with your children or students?
What is 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?
¿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?
¿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?
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?
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?
¿Qué deberían saber los maestros acerca de las adaptaciones para estudiantes con discapacidades?
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?
What information does Mr. Irwin need to consider before proceeding?
¿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?
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?
As a new teacher, what do you need to know about managing student 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?
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?
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?
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?
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?
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?
Why is it important for Ms. Begay to be aware of her students’ 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?
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?
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?
How does linguistic diversity influence classroom performance?
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?
¿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?
¿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?
¿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?
¿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?
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?
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?
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?
¿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?
How can faculty deliver and refine their online courses?
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?
What are some emerging findings regarding successful transition?
What should Ms. Begay find out about her students before planning her curriculum units and lessons?
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?
¿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?
Why should school personnel be held accountable for the performance of students with disabilities on those assessments?
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?
¿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?
What considerations should schools and districts be aware of when they deliver Tier 3 intervention?
¿Qué pueden hacer los maestros para ayudar a sus estudiantes a tener éxito absoluto usando la tecnología de asistencia?
What impact do culture and language have on a family’s involvement in school and on their child’s education?
How can school counselors keep up with all of their responsibilities and also remain current?
What are the teacher’s responsibilities for students with disabilities who use accommodations?
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
How can school leaders implement changes that result in inclusive school environments?
¿Cómo sabe si una PBE está siendo efectiva con sus niños o estudiantes?
¿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?
¿Cómo debe la Srta. Begay comunicar el progreso de la lectura de José?
What classroom considerations should Mr. Keurig take into account in order to meet the needs of his students who use alternate text formats?
How do you know whether an EBP is effective with your children or students?
How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?
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?
¿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?
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
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?
How can teachers effectively provide high-quality mathematics instruction?
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?
Resources _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?
Recursos _duplicate
¿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?
How can teachers effectively implement RTI for mathematics?
What should teachers consider when testing students who are learning to speak English?
How can school leaders sustain the positive efforts toward creating inclusive school environments?
Resources
How will Ms. Rollison know whether the intervention is successful?
¿Cómo es la instrucción diferenciada en práctica?
What does differentiated instruction look like in the classroom?
Fuentes
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?
How can schools assess whether or not the RTI approach is effective?
Resources
Step 3 & 4: Graphing Step & Setting Goals
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).
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.