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Specialized Teaching and Learning V O L U M E 1 , I S S U
Specialized Teaching and Learning
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S P E C I A L
P O I N T S
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Data Collection Resources
I N T ER E S T :
Data
Collection
The purpose of the Specialized Teaching and Learning newsletter is to serve as a communication link between
the district office of specialized teaching and learning and special education teachers responsible for the
Resources
Learning
Engagement
Strategies
education of students with disabilities. The newsletter will be sent out monthly. Inside each issue you will find
information related to the field of specialized instruction, training opportunities and updates on learning re-
sources being used across the district. The first issue is about data collection resources. We are excited to offer
a variety of data collection resources on Blackboard Learn. You are just a few clicks away from a set of tools
that will support your effort in collecting data to monitor progress, help make instructional changes, and provide
data for IEPs.
I N S I D E
T H I S
Go to:
I S S U E :
Learning
2
Engagement
>Blackboard Learn
>Specialized Teaching and Learning folder
.>Data Resources Collection folder
Inside the Data Resource Collection folder you will find the following tools:
Progress
3
Monitoring
Data Tools for IEP Decision Making
Data Collection Forms
Math
4
Resources
SMART GOALS
Data Collection Notebook Ideas
Student Learning Profile Forms and Resource
These data forms are commonly used throughout the district. We will continue to add to our repository for
data collection forms throughout the year. If you have a set of data collection forms you would like to share,
email any of the Instructional Support Specialists.
Meet our Instructional Support Specialists
The 2015-2016 school year is off to a great start. We are so excited to have the opportunity to work with
you this year. We are no longer providing support in specific areas of the district. Instead we are responding
to schools by level.
Kathy Arnold oversees the specialized teaching and learning team. On our instructional support team there
are four Instructional Support Specialists that respond to the district instructional needs. In collaboration with
other programs, the team works with Support and Services Administrators (SSAs) with ways to specialize
instruction for our students with disabilities.
Melissa Lummis serves as our high school contact for SSAs.
Amanda Hazelip works with the middle school SSAs.
Kathy Arnold, Marcia McComas, and Jenni Mould are contacts for the elementary SSAs.
Visit us on Blackboard Learn special education shell. Under the Specialized Teaching and Learning folder. We
are still building resources, and great resource are on the way.
P A G E 2 Learning Engagement Strategy-Pacing Instructional planning that couples learning engagement strategies with
P A G E
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Learning Engagement Strategy-Pacing
Instructional planning that couples learning engagement strategies with the use of
cognitive strategies is when real and sustained student learning takes place.
Consider the questions below regarding the learning engagement strategy of
“Pacing”.
Pacing:
•Do I have appropriate routines in place for the administrative tasks I will be us-
ing today?
Learning
Engagement
•Am I aware of the transitions between activities?
•Do I have activities planned for students who finish their work?
•What will I do to remain aware of moving too slowly or too quickly? .
Daily
Many times a few adjustments in planning may improve instructional learning op-
portunities for our students.
Strategies:
*Intensity and
Positive Relationships
Enthusiasm
*Pacing
Dr. Russel Quaglia shared with us at Teacher Kickoff
that 72 % of students surveyed agreed that “I feel
*Positive
Relationships
accepted for who I am at school.”
These students are… ..
8
times more likely to believe they can be successful
*Verbal
4
times more likely to say they enjoy being at school
Feedback
4
times more likely to report asking questions in class.
Parent Corner
The “Parent Corner” each month will offer tips and strategies to share with parents. We hope you find
the information helpful.
Visual Processing Deficits– a visual processing or perceptual disorder refers to a hindered ability to make
sense of information taken in through the eyes. This does not include difficulties seeing or the functioning
of the eye. It refers to problems in processing visual information by the brain.
What you may see at home
Does you child lose her place on a page?
Does your child reverse numbers?
Does your child have difficulty reading multi-digit numbers or longer words?
Ways to help at home
Use a placemarker when reading or working with text
Use color coding and highlighters to identify important parts of information
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What is Progress Monitoring

According to the Center of Response to Intervention, progress monitoring is used to assess students’ academ- ic performance to quantify a student rate of improvement or responsiveness to instruction and to evaluate the effectiveness of instruction.

Progress Monitoring begins with…

*The student’s current levels of performance are determined and goals are identified for learning that will take place over time.

*The student’s academic performance is measured on a regular basis (weekly or monthly).

*Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learn- ing.

*Student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual student’s learning needs.

Progress Monitoring Learn more about Progress Monitoring…  Academic progress measured weekly, bi- weekly, or monthly
Progress Monitoring
Learn more about
Progress Monitoring…
Academic progress measured weekly, bi-
weekly, or monthly
What does
progress
monitoring
look like in
your
school?
Use probes; brief easily administered
measures
National Center for Intensive Intervention
www.intensiveintervention.org
Samples range of skills to be mastered
Focuses on rate of improvement and
adjusting instruction to meet goals

District-Wide, Reading and Math Universal Screener

We are excited to announce that the district has secured the Scholastic Reading Inventory (SRI) and Scholastic Math Inventory (SMI) Reading and Math diagnostic tool from Houghton Mifflin Harcourt Company (formerly Scholastic) for our district-wide, universal screener for every student (grades K-9) in every school!

The universal screener will provide teachers with diagnostic reading and math proficiency data to better monitor and advance each student’s individual performance and progress. Additionally, the district has secured class materials and licenses for one class of System 44/Read 180 at every elementary, middle, and high school as an intervention to accelerate the growth of underperforming readers.

During the 2015-16 school year the new universal screener, the SRI and SMI, will be administered to students in grades K-9 a minimum of two times during this baseline year. This may replace or supplement the diagnostic and in- tervention tools that have already been secured with local funds at your school.

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Upcoming Professional Learning Opportunities: Specialized Teaching and Learning September 15th (digital) Topic 3:30-4:00 Elem & High
Upcoming
Professional Learning Opportunities:
Specialized Teaching
and Learning
September 15th (digital)
Topic
3:30-4:00 Elem & High School
Blackboard Learn-Webinar:
Supervisor, Kathy.Arnold@cobbk12.org
Data Collection Collaboration
Blackboard Learn-Webinar:
Instructional Support Specialists
4:30-5:00 Middle School
Data Collection Collaboration
High School: Melissa.Lummis@cobbk12.or
Middle School: Amanda.Hazelip@cobbk12.org
Elementary: Jenni.Mould@cobbk12.org
October 13th (face-to-face)
Topic
3:00-5:15 Elementary
*Administering Informal
Elementary:Marcia.McComas@cobbk12.org
Assessments
*Multisensory
Instruction
Student Learning Profile
Component Videos
Coming Soon!
Math and Literacy Corner

Literacy Strategy: Think Aloud

The purpose of the think-aloud strategy is for the teacher to model how skilled readers construct meaning from a text. Teachers can model their thinking before, during, and after reading a selection of text. Teachers will strategically select parts in the text that may be confusing for students (new vocabulary, unusual sentence construction) Teachers can demonstrate their thinking by asking questions that show how readers monitor their own understanding.

For example:

What do I know about this topic?

Do I have a clear picture in my head about this information?

Do I have a clear picture in my head about this information?

Give students opportunities to practice the technique, and offer structured feedback to students.).

Math Resources:

When using “Think Alouds” specialize this strategy by provid-

ingstudents with sentence stems:

  • I got confused when…

  • I think this is mainly about…

The most important idea is…

Flipbooks created by Kansas Teachers of Mathematics is a wonderful resource to help in planning math instruction through clear explanations of grade specific standards.

Access flipbooks on CCSD Blackboard Learn:

Go to Special Education Shell >Specialized Teaching and Learning Literacy and Math folder >Math Folder

>Middle School or High School >Flipbooks

Folder

S P E C I A L I Z E D T E A C H I N G A N D L E A R N I N G

Upcoming Professional Learning Opportunities: Specialized Teaching and Learning September 15th (digital) Topic 3:30-4:00 Elem & High