1 / 16

SPED 586 Planning and Teaching for Understanding

SPED 586 Planning and Teaching for Understanding. Chapter 1. Overview. Common Issues and Cues RtI basics IEPs Self-determinism Evaluation measures ELL success Scaffolding Tiered instruction. Common Issues. Academics! If it doesn’t affect performance, then why are we addressing it.

hija
Download Presentation

SPED 586 Planning and Teaching for Understanding

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SPED 586Planning and Teaching for Understanding Chapter 1

  2. Overview • Common Issues and Cues • RtI basics • IEPs • Self-determinism • Evaluation measures • ELL success • Scaffolding • Tiered instruction

  3. Common Issues • Academics! If it doesn’t affect performance, then why are we addressing it. • Attention Problems and hyperactivity • Memory – the affect of short term memory on school performance • Language • Aberrant behavior, such as aggression or depression or “unusual patterns”

  4. Determine these factors Is it a concern or a disability? Question: • How persistent is the problem? • How severe is the problem? • Is the child making stead progress? • Is the child interested in improvement? • How active is the family? • Do other people see this as a problem? • Is this a problem between a teacher and a student? • What accommodations and modifications have been attempted? • Has the instruction thus far been adequate for the student’s needs? • How well does the child fit in with peers? • What else could explain this academic or social behavior?

  5. IEPs • Name the parts of an IEP. • Name the multidisciplinary members (do not forget you know who) • Goals: academic, social-emotional, functional • Focus on what is working more so than what isn’t. • Set goals on what the student should maintain as well as build. • Samples and help • Sample 1 • Sample 2 • IEP best practices (USDOE)

  6. Self-determinism • Teach students to become self-determined – in that their own well being and range of success is a result of their efforts and achievement. • When students work hard, they tend to improve their success. • Engagement and achievement are correlated • Prepare students to participate and lead their own IEPs UNCC’s review of self-determinism curricula One sample curricula (NICHCY) Name three reasons we need to emphasize self-determinism?

  7. Evaluation Measures • Progress Monitoring • National Center on Progress Monitoring • Basics to CBM (National Center on RtI) • Multiple types of progress charts • How would you quantify calling out? • How would you quantify multiplication knowledge? • Informed instruction through data collection and evaluation

  8. ELL • For students with LD who are ELL, instruction must be: • Explicit • Monitored • Include plenty of practice • Include language acquisition strategies • How is this different from others who struggle?

  9. Scaffolding • Two types of scaffolding • Within lessons – I might scaffold addition of fractions with like denominators by showing why and how the numerators will be added but the denominator remains constant. I will not only show why but I will also show how. To help this process, I can prepare strategies to help the student recognize the type of problem and the appropriate steps to take to solve that problem. • Between lessons - You might see guided practice and scaffolding when completing simple equations. Teach to divide or compute by the inverse of the coefficient early to prepare for the lessons to come. • http://dww.ed.gov

  10. Multi-tiered system of support (MTSS) • MTSS and Response to Instruction and Intervention (RtI&I) involve tiered instruction. • Each successive tier increases intensity of instruction through more explicitness in teaching, smaller class sizes, more time of instruction, and more homogenous to individualized help.

  11. How does a tiered system work for Reading? • Effective Instruction is a necessity at all levels, not just for those with reading trouble • Assessment must be consistent and accurate across all levels • Interventions must be effective (research and evidence-supported)

  12. How does a tiered system work for Writing? • Effective Instruction is a necessity at all levels, not just for those who struggle with writing or written expression • Assessment must be consistent and accurate • Interventions must be effective (research and evidence supported)

  13. How does a tiered system work for Mathematics Ed? • Effective Instruction is a necessity at all levels, not just for those with poor calculations skills • Assessment must be consistent and accurate • Interventions must be effective (research and evidence supported)

  14. How does a tiered system work for Behavior? • Effective Instruction is a necessity at all levels, not just for those with inappropriate behavior • Assessment must be consistent and accurate • Interventions must be effective (research and evidence supported)

  15. Summation • What does this mean to your planning? • In your current placement? • In your future class? • How can you implement tiered and differentiated help in your classroom?

More Related