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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.

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SPED 586 Planning and Teaching for Understanding

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  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?

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