2010-2011 Staff EC Training

1. 2010-2011 Staff EC Training WELCOME!!!

2. Objectives: • Better understanding of academic disabilities • Better understanding of how to read an IEP • Implementation of a new IEP distribution method

3. What’s it like to have an academic disability?

4. What a text may look like to a student with a reading disability… -Recording for the Blind and Dyslexic

5. Or… However, bytheendofthedayhehaddecidedthat thisschoolwas better than the lastoneeventhough he didn’t likeit. Nobodyhadofferedtothrowhisshoesontopof theroof, butontheotherhand, noonehadspoken to him either.

6. What dysgraphia looks like… International Dyslexia Association, SW Branch

7. What is Dyscalculia? • Since disabilities involving math can be so different, the effects they have on a person's development can be just as different. • If basic math facts are not mastered, many teenagers may have difficulty moving on to more advanced math applications. • Success in more advanced math procedures requires that a person be able to follow multi-step procedures.

8. Dyscalculia: Proactive Strategies • Use graph paper for students who have difficulty organizing ideas on paper. • Work on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32. • Practice estimating as a way to begin solving math problems. • Introduce new skills beginning with concrete examples and later moving to more abstract applications. • For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work. • Provide a place to work with few distractions and have pencils, erasers and other tools on hand as needed.

9. What types of disabilities will you see in your classrooms? • IDMI-Intellectually Disabled, Mild • Formerly EMD • Learning difficulties include • Difficulty processing information, may work slowly • Reading comprehension, math problem solving • Application of knowledge, abstract thinking • SED-Serious Emotionally Disabled • Formerly BED • May have no cognitive challenges • May be academically deficient due to removal from classroom • or excessive absences for discipline or mental health issues • Does not mean the student is “bad” or constantly acts out • May not understand social cues

10. Mostly seen: • OHI-Other Health Impaired • Usually a result of ADHD • Difficulties including • Lack of focus or attention to detail • Lack of organization • May talk a lot or blurt out • Copying notes/information from the board • LD- Learning Disabled • Math Calculation and/or Reasoning, Basic Reading, Reading Comprehension, Written Expression

11. Difficulties may include • Words running or swirling together • Letter, number or word part reversal • Recall of information • Application of formulas or steps in equations • Copying notes • Remembering information delivered orally • Working slowly/too quickly • Interpreting the abstract • Can also be non-verbal, have difficulties with social cues

12. Strategies • Make sure expectations are clearly communicated. Hold high expectations. • REVIEW, REVIEW, REVIEW • Provide students plenty of room for writing • Use differentiation • Teach the same concept in multiple ways • Break concepts down into steps when possible • Use cloze notes • Only four or five lines per slide

13. Some famous people said to have had learning disabilities…

14. Reading the IEP • Present level of performance • Goals • Modifications • Classroom mods • Test mods

15. New IEP Distribution Method • Folders will be preloaded • IEPS, spreadsheet, list of strategies • Signing Day, February 4th, planning periods • Bring spreadsheet that you have verified • Sign document for each student that you have read the IEP and verified the information on spreadsheet is correct

16. THANKS FOR ALL YOU DO!!!!!