donna m. sobel, ph.d. university of colorado denver · research intensive urban university graduate...

Donna M. Sobel, Ph.D.

University of Colorado Denver

Urban, Community Teacher EducationSpecial Education

Program

[email protected]

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Research Intensive Urban UniversityGraduate (85%) & Undergraduate (15%) teacher

education Elementary (K-6) Secondary (7-12) SPED (K-12) 350-400 teacher candidates

Integrated/Merged approach to preparing general & special educators

Professional Development School model with co-teaching as a foundational approach

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This initiative builds on successfully accomplished goals of the Achieving Special Education Equity through Diversity(ASEED) 325T project as a foundation to bring professional development efforts to scale with online resources by:

1. Supporting faculty in integrating evidence-based educational resources into core course curriculum: Data-based decision-making for learners with diverse needs.

2. Providing sustainable state-of-the-art professional development, mentoring, and coaching for university faculty and partner school personnel through the edWeb platform

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Accommodation Frameworks:1. Presentation*2. Response3. Setting/environmental; and4. Timing/scheduling

*Culturally responsive graphic organizers (mind maps, webs, or visual organizers) should be used at the onset of a unit or lesson as a way to determine and/or activate prior knowledge; during the course of instruction to achieve both content objectives and language objectives; and/or at the conclusion of a lesson as a “check for understanding” which genuinely informs student assessment, evaluation and future planning.

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Course instructor recommendations of supplemental materials;

Fourteen supplemental DWW resources;

Complexity of online sites calls for easy access;

Highlighted description of resource; and

Code denoting 19 online resources (Doing What Works DWW = 14; IRIS = 3; Youtube = 1; Schooltube = 1)*

* Attachment: Advance organizers DWW-IRIS-Schooltube [Sobel, Nov 2011]

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“Before and after”: Dropout prevention: Multimedia overview-improving classroom behavior and social skills *GO 2a

“Focus your viewing”: Guiding questions for data-team meeting video –grade 5 math review *GO 6a

“Connect with an expert”: Guiding questions for expert interview with Monica Martinez *GO 7a

“View and reflect”: Managing progress monitoring *GO 9a

* Attachments: Representative Graphic Organizers

Format: clear, succinct directions

Design: maximize organization, color, graphics, fonts, shapes and sizes

Process: attention to multiple levels of cognitive thinking with an emphasis on application to work in the schools

Evaluation: student feedback*7

Building Capacity for Facilitation

Building Capacity for Facilitation

Flexible Communities based on Participant NeedsFlexible Communities based on Participant Needs

“Gateway” Community for all UCTE Participants

(Students, Faculty, PDSs, Alums)

“Gateway” Community for all UCTE Participants

(Students, Faculty, PDSs, Alums)

UCTE EdWebCommunity

Students

PDS Cohorts

Early UG

Pipeline

Faculty & PDS Site Teams

Collaborative Council

Core Faculty

Course Renewal Teams

Affiliate Faculty

Clinical Teachers

CTs as Teacher Leaders

PL Related to Courses

DWW

Future Alumni

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Collaborate with all teacher education faculty for enhanced course alignment.

Create, support and revise professional resources for inclusion in teacher preparation website.

Plan for the complexities of institutional leverage at multiple levels Programs, Unit/Division, School of Education, Professional Development Schools, Directors of Special Education, and Departments of Education.

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Graphic Organizer 1a

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Dropout prevention: Multimedia overview Web Resource: http://dww.ed.gov/Dropout-‐Prevention/topic/?T_ID=24

Activity Guidelines: This activity includes five separate parts each building upon each other. Beginning with part 1, work your way through each section. Part 1-‐ Overview: Look at the Multimedia Overview and the Visual Diagram Part 2-‐ Data Systems: Go to the Weblink: [http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dp_pg_090308.pdf ] and read the suggestions (in green) on pages 13-‐15 in the IES Practice Guide: Dropout Prevention (2008) published by the What Works Clearinghouse. After reviewing the resource, list the data recommendations, noting the most significant points.

Data Recommendations Significant Points

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Part 3 – Adult Advocates: Watch the DWW video in Learn What Works and read “How to carry out this recommendation & Potential roadblocks and suggested approaches” in the IES Practice Guide (pp. 18-‐21). Write a brief summary of what you learned.

Part 4 – Academic Supports: Watch the DWW video in Learn What Works and think about how Dr. Martinez’ recommendations and correlate with what you are learning about Differentiated Instruction.

Dr. Martinez Recommendations Correlation with Differentiated Instruction

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Part 5 – Social/Behavioral Programs: Watch the DWW videos on the Site Profiles of Sleepy Hollow High School in NY and Foxfire Center for Student Success in OH for ideas. Then, read the IES Practice Guide, beginning with “Brief summary of evidence to support the recommendation (p. 26-‐27).

Questions:

Can you think of any other types of targeted interventions to support students’ academic success?

Can you think of any other ways teachers or the school can make all students feel important and cared about?

Do you have any other ideas for things teachers and schools can do to guide all students’ (especially those vulnerable to dropping out) focus toward postsecondary possibilities and plans?

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Student Feedback

1) Rate the level to which this organizer supported your engagement in the activity.

0 = distracted from or did not add anything to my engagement with this learning

activity

1 = minimally supported my engagement in the activity

2 = deepened my interest and understanding in the activity

3 = served to push me to

engage in and critically analyze

the activity content

2) How might you use the format of this organizer in your teaching?

3) What suggestions do you have to enhance this organizer?


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Dropout prevent: Multimedia overview – improving classroom behavior and social skills Web Resource: http://dww.ed.gov/Dropout-‐Prevention/Social-‐Behavior-‐Programs/practice/?T_ID=24&P_ID=56

Activity Guidelines:

Prior to watching the “Multimedia Overview: Improving Classroom Behavior Skills” complete the left portion of the following table. In the column on the left, describe three events from the classroom that challenged your ability to respond well. Then, in the center column, describe the way that you responded. An example has been provided.

Behavior Teacher/Administrator Response Before Video

After Video

Questions to Ask Before Responding

Alternate Response

Ex. A male student continues to talk to peers during teacher’s presentation, causing distractions to teacher and peers. This was unusual, and it was very frustrating to me.

Ex. After a couple of warnings, I sent the student to the principal’s office with a referral.

Ex. Why might this student be creating distractions during the class?

Ex. Mentoring/Counseling – this may provide useful support that I may not be able to provide during class time.

1.

2.

3.


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Dropout prevention: Small group academic support through humanities teams: Sleepy Hollow High Web Resource: http://dww.ed.gov/Dropout-‐Prevention/Rigorous-‐Relevant-‐

Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1028#cluster-‐1

Activity Guidelines: First, listen to the interview “Behavior Interventions to Help Students Establish Attainable Goals.” Next, watch the slideshow entitled “Small Group Academic Support through Humanities Teams.” In the interview, Principal Conklin describes the discipline system of Sleepy Hollow as “typical to what one might expect in any high school around America.” She also describes positive reinforcement as an atypical route to addressing discipline problems at the school. Within this same school, the Humanities Team provides small group instruction and work with other members of the school to provide multiple layers of support for students. The following image captures the converging routes for support provided by teachers, counselors, and administrators at Sleepy Hollow.

Supported Students

Collabora=on

Atypical Discipline System

Instruc=on

Rela=onship

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Think about your current school site and the complexities associated with the four focus areas of support. Next identify specific examples that signal a need for growth in each of the four focus areas. Finally, be ready to articulate ways that an individual or school could engage in professional development to enhance proficiency in the area of focus.

Student Feedback

Area for Growth? (Explain) Professional Growth Plan Collaboration

Student-‐centered Discipline Practices

Strong Pedagogy

Relationship-‐Driven Classroom and School



activity







3) What suggestions do you have to enhance this

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organizer?


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Dropout Prevention Topic Overview Video Web Resource: http://dww.ed.gov/Dropout-‐Prevention/topic/?T_ID=24

Activity Guidelines: Prior to viewing this multimedia presentation, explore the types of dropout prevention services in your district. Next complete the viewing guide providing highlights of each of the coordinated dropout-‐prevention recommendations. Begin by capturing representative exemplars of each recommendation, then assimilate the information into a statement that you would use in what might essentially be an “elevator speech” (one minute or less) statement about why that recommendation is important.

Utilize data systems to identify the scope of the

problem

Address social and emotional needs with programming and

adult advocates

Provide academic interventions

Establish an engaging and personalized environment

Highlights

Statement


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Student Feedback



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Dropout prevention: Utilizing data systems for dropout prevention Web Resource: http://dww.ed.gov/Dropout-‐Prevention/Data-‐Systems/see/?T_ID=24&P_ID=53

Activity Guidelines: The “Utilizing Data Systems for Dropout Prevention” overview focuses on school-‐level and district-‐level dropout prevention systems. As you listen to the presentation, think about the questions in the table below. Then, complete the table by describing the response to school dropout at the school and classroom levels.

Ques;ons to Consider

School Level

Classroom Level

How are aVendance, grades, and transfer status

(including mobility) monitored?

What at-‐risk indicators are used to help inform

supports for students who may be at risk for dropping out?

What dropout informaYon is collected?

What supports are used/available for students who may be at risk of dropping

out?

If a student no longer aVends school or class, but

this student has not transferred to another

school or classroom, what happens in response to this?

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Student Feedback



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Guiding questions for data-‐team meeting video – grade 5 math review Web Resource: http://dww.ed.gov/Response-‐to-‐Intervention-‐Math/Intentional-‐

Teaching/see/index.cfm?T_ID=28&P_ID=69&c1=1508#cluster-‐1 Activity Guidelines: Part 1 -‐ Watch the Data Team Meeting video. Use the following questions to help focus your attention.

Who

is par@cipa@

ng in th

e mee@n

g?

Wha

t types of d

ata are they con

side

ring?

Nam

e some of th

e recommen

da@o

ns

they su

ggest for stud

ent g

rowth.

Nam

e some of th

e form

a@ve

assessmen

ts th

ey con

side

r to

mon

itor u

nderstan

ding.

How are so

me of th

e specialists in

the scho

ol involved

in su

ppor@n

g the stud

ents th

at th

e team

is

discussing?

Part 2 -‐ Use the grid below to make a bulleted list of conclusions in each area that you could draw about this school and these faculty members related to the big areas of the “Using Student Achievement Data to Support Instructional Decision Making” chart. Then list examples that you have observed at your partner school.

Supports for Data Driven Culture

Vision for Data

Use

Cycle of

Instructional Improvement

Student Use of

Data

District-‐wide Data System

Examples from the Video

Examples from your partner school


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Guiding questions for expert interview with Monica Martinez Web Resource: http://dww.ed.gov/Dropout-‐Prevention/Academic-‐

Supports/learn/?T_ID=24&P_ID=55

Activity Guidelines: Watch the Expert Interview Video and use the following questions to help focus your attention.

1) Connect her statement -‐ “…everyone in the school taking collective responsibility for students” – to ideas you learned in your course on Co-‐Creating the Classroom Environment. Articulate take-‐away message that is meaningful to you.

2) What are the “Structural Issues” that she says you can do as a

teacher to address student success? • •

3a) Ms. Martinez discusses “Differentiated Instruction” and poses three questions teachers can ask of themselves. Rephrase those questions.

a. Question 1:

b. Questions 2:

c. Question 3:

3b) What additional questions do you have for yourself?

4) Name some of the school-wide supports she suggests.

5) What are some of the school-‐wide supports in place at your partner school?


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Intentional teaching: Pacing instruction tier 3 video Web Resource: http://dww.ed.gov/Response-‐to-‐Intervention-‐Math/RtI-‐Implementation/see/index.cfm?T_ID=28&P_ID=71&c1=1509#cluster-‐1

Activity Guidelines: As you listen to and watch Ms. Smee, identify and discuss the four key features of teaming structures essential to the delivery of tiered instruction in her teaching episode. Extend this learning by identifying an example of tiered 3 interventions at your site.

1. Collabora<on between special educa<on and teaching staff

• Example:

2. Explicit teaching strategies

• Example:

3. Con<uous progress monitoring

• Example:

4. Focus teaching to mastery

• Example:

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Apply this learning to your current school by providing an example of tiered 3 intervention:

•

•

•

_____________________________________________________________________________________

Student Feedback



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Managing progress monitoring in the classroom video presentation Web Resource: http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/Progress-‐Monitoring-‐

and-‐Differentiation/see/?T_ID=27&P_ID=73

Activity Guidelines: While watching Kristy Shoaff work with students in her first grade classroom, analyze key aspects of her ability to manage progressing monitoring in the classroom, then look for how your clinical teacher is applying those and other strategies in your classroom. Finally, reflect on specifics skills needed to effectively implement varied aspects of management and identify a specific focus for your enhanced proficiency in that area. What do you need to know? What aspects of managing progress monitoring do you need practice with? Answers to those questions will help guide you on securing needed assistance from your school team.

Management Plans for Monitoring Progress

1st Grade at Tri-‐Community Elementary

School

Current internship site Personal growth plan

Clearly identify progress monitoring measures used in the classroom. Name the tool and articulate when it is administered what it measures, how it is analyzed, and how it is used to inform instruction.

Example 1:

Example 2:

What are other members of the class doing when the teacher is working with an individual or a small group?

Example 1:

Example 2:

How are students held accountable when not directly working with the teacher?

Example 1:

Example 2:

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Example 3:

How are students involved in self-‐monitoring their progress?

Example 1:

Example 2:

Provide an example of data-‐driven instruction.

Example 1:

Example 2:


Meeting the social and behavioral needs of students identified as “at-‐risk”: Western Hills University High School

Web Resource: http://dww.ed.gov/Dropout-‐Prevention/Rigorous-‐Relevant-‐Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1062#cluster-‐1

Activity Guidelines:

The slideshow “Meeting the Social and Behavioral Needs of At-‐Risk Students” describes programs available to students at Western Hills University High School who may be having social or emotional difficulty at school. Activities used at Western Hills to support these students include: Opening lesson; Extracurricular programming (Controlling myself yoga relaxation group); and extending the curriculum (Women writing for change). Use the table below to begin thinking about ways that you could support your students in responding to their social and emotional needs. Identify explicit examples of what you might do in each of the four areas.

How WH meets student needs Ideas to meet your students needs

Western Hills Program

Socially Just Pedagogy

Controlling Myself Yoga Relaxation Group

Classroom Practice

Classroom Opening Exercise

Extracurricular Programs

Women Writing for Change

Curricular Enhancement

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Student Feedback



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Progress monitoring and differentiation – helping teachers use progress monitoring Expert interview with Nadine Hoover, reading coach

Web Resource: http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/Progress-‐Monitoring-‐and-‐Differentiation/learn/?T_ID=27&P_ID=73

Viewing Guide:

Questions My Answer

How does Tri-‐Community Elementary School define a “benchmark reader,” “a strategic reader,” and an “intensive reader”?

How does she and the reading team monitor students’ progress?

Watch the video (in See How It Works):”Managing Progress Monitoring in the Classroom” and explain how it demonstrates what Nadine Hoover discussed. (Note: the other demonstration videos are also excellent.) Nadine’s Points How it Demonstrates

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Student Feedback



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Response to intervention in primary grade reading: Expert interview with Dr. Tilly: RtI and special education

Web Resource: http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/RtI-‐Implementation/learn/?T_ID=27&P_ID=90&intID=1804&t=1#learn

Viewing Guide:

1. What does Dr. Tilly mean by changing from “a normaDve comparison” to a “benchmark comparison”?

2. What was the reason for moving away from specific disability labels?

3. What does he mean by “a non-‐categorical service delivery model”?

4. What 3 things does Dr. Tilly claim create “schools that are effecDve”?

5. How does his statement that “When we make adjustments to our instrucDon based on the data we collect on student performance, student performance improves” relate to those 3 things?

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Student Feedback



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Teaching literacy to K-‐5 English language learners Web Resource: http://dww.ed.gov/Literacy-‐in-‐English-‐K-‐5/topic/?T_ID=13

Activity Guidelines: Complete this three part activity to further your learning regarding students with second language needs. Part 1:

Key findings from the research related to English Language Learners

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Screen and Monitor Progress

Provide Reading

Intervention

Teach Vocabulary

Develop Academic English

Schedule Peer

Learning

Part 2: Analyze key aspects of the 5 recommended practices and indicate how those and others are used in your school.

Evaluation

Synthesis

Analysis

Application & Comprehension

Knowledge

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Part 3: Apply this information to your setting by responding to each of the 5 prompts below.

How many students receive second language services in your school and in your district?

What languages are spoken in your school and across your district?

How are second language services delivered in your school and across your school district? Who provides those services?

How do services vary across elementary, middle and high school sePngs?

What addiQonal quesQons about service delivery for second language learners do you have?

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Student Feedback



activity









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Using student achievement data to support instructional decision making Web Resource: http://dww.ed.gov/Data-‐Driven-‐Instructional-‐Decision-‐Making/topic/?T_ID=30

Activity Guidelines: Download the Visual Diagram “Using Student Achievement Data to Support Instructional Decision Making” to use as a guide throughout this section of the website. Next, click on each of the five sections outlined in the chart and view the overview for each section. Next, choose a minimum of two additional information sources within each section to read or view. Use the chart below to capture what you learn from each section. Conclude your research by writing a two-‐paragraph summary of your learning.

Link to two information sources you chose

Key Ideas You Learned

Cycle of Improvement

Student Use of Data

Vision For Data Use

Data-‐Driven Culture

District-‐Wide Data System

Write two paragraphs synthesizing what you learned from the “Using Student Achievement Data to Support Instructional Decision Making” section of the Doing What Works website.

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Student Feedback



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An IEP map: Navigating your way through the maze Web Resource: http://www.schooltube.com/video/6d476df2ef7d4abfa02f/An-‐IEP-‐Map-‐Navigating-‐

Your-‐Way-‐through-‐the-‐Maze

Activity Guidelines: If designed and implemented effectively, the Individualized Education Plan (IEP) meeting is an invaluable opportunity for collaborative planning. To aid general and special education teachers in maximizing those opportunities, view the video and generate a list of common issues and accompanying recommendations or suggestions you have for proactively planning to ensure a respectful and productive meeting.

• How will you commit to managing this issue ? Issue

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Student Feedback



activity









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Define the 5 Step Process:

How the Special Education Process Works!!! Web Resource: www.youtube.com/watch?v=MCdR2vA1g20

Activity Guidelines: Watch the “Introduction to Special Education” video which provides guidance to parents. Complete the viewing guide to aid you in explaining the special education process to a parent of a student in your classroom.

Referral

Evaluation

IEP Placement

Annual Review

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Student Feedback



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Special education terminology: Iris online dictionary Web Resource: http://iris.peabody.vanderbilt.edu/resource_TOOL_dict/onlinedictionary.html

Activity Guidelines: Using the IRIS online dictionary, select six terms you are unfamiliar with and describe how this term applies and/or will

be useful to your professional development.

Term Application to Professional Development

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Student Feedback



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Understanding the pre-‐referral process Web Resource: http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm

Activity Guidelines: Use the following four part activity to deepen your understanding regarding recommended pre-‐referral processes and how those align with practices at your school.

Part 1 Challenge – Initial Thoughts: 1a) What is the pre-‐referral process? 1b) What are the stages of the pre-‐referral process and what do they involve?

Part 2 Perspectives and Resources: 2a) Provide the 6 stages and a brief description of what happens at each stage:

Stages Brief Description

Part 3 Assessment:

3a) Why is it important to begin the initial team meeting with a discussion of the student's strengths?

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3b) In Walker's case, what role might the general education teacher play at each stage of the pre-‐referral process?

Stage Role

3c) List the other individuals that you would include on Walker's pre-‐referral team and describe the roles they would fill. Individual Role

3d) Imagine you are a fourth-‐grade teacher, and you have a student named Kevon in your class. Kevon has a good attitude, is cooperative in class, and is helpful to his classmates. He is always eager to start his assignments and wants to please. You note that he has strong critical thinking skills and gets along well with others. However, you are concerned because he reads slowly, so slowly in fact that he has difficulty comprehending the material in his textbooks. He often guesses at words he does not recognize, and he seems to become easily frustrated with his reading assignments. Reviewing his cumulative file, you see that his grades have steadily

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declined since first grade. Based on all of this information, do you think Kevon is an appropriate candidate for the pre-‐referral process? Justify your answer.

Part 4 Process your learning: 4a) After completing this activity, circle back to your Initial Thoughts (refer to part 1). What will you add to your definition of the pre-‐referral process?

Student Feedback



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What do you see? Perceptions of disability Web Resource: http://iris.peabody.vanderbilt.edu/da/cinit.htm

Activity Guidelines: Use these guiding questions to help you view the module. Part 1 Challenge and Initial Thoughts: What did you see?

What feelings did you have about the photos?

What thoughts did you have about the individuals in this challenge? Do perceptions matter? Why or Why not? Part 2 Perspective and Resources: How do societal views shape beliefs about people with disabilities? Positively and negatively?

•

•

2

What are some myths and misconceptions about disabilities? Part 3 Assessment:

Some of these children have disabilities. Do you think people's perceptions of others play a role in the success of children with disabilities? Why or why not?

Based on your own perceptions, how would you feel about having these children in your classroom?

If you were put in charge of a movie production about a person with blindness, what type of perceptions would you want to make sure are portrayed in your movie? What myths could you debunk? What stereotypes would you want to make sure to avoid?

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Part 4 Wrap Up:

How have your perceptions changed after viewing the resources in this module?

Student Feedback



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Resource Guide: DWW, IRIS, Schooltube, Youtube Compiled by Donna Sobel, University of Colorado Denver

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Resource Graphic Organizer

Website Description SPED 5030

UCTE/PDS edWeb

1 Dropout prevention: Multimedia overview

1a http://dww.ed.gov/Dropout-‐Prevention/topic/?T_ID=24

A guide geared towards supporting students in ways that prevent dropout.

x

2 Dropout prevent: Improving classroom behaviors

2a http://dww.ed.gov/Dropout-‐Prevention/Social-‐Behavior-‐Programs/practice/?T_ID=24&P_ID=56

A resource designed to help the user develop strategies for improving students’ classroom behavior and social skills.

x x

3 Dropout prevention: Small group academic support through humanities teams: Sleepy Hollow High

3a http://dww.ed.gov/Dropout-‐Prevention/Rigorous-‐Relevant-‐Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1028#cluster-‐1

Guide designed to examine academic and social supports in current school and/or district.

x x

4 Dropout prevention overview video

4a http://dww.ed.gov/Dropout-‐Prevention/topic/?T_ID=24

Guides user through video to synthesize recommendations and put them into action.

x

5 Dropout prevention: Utilizing data systems

5a http://dww.ed.gov/Dropout-‐Prevention/Data-‐Systems/see/?T_ID=24&P_ID=53

This activity guides the viewer to investigate how data can reveal dropout tendencies and supports that can be created and provided

x

6 Guiding questions for data-‐team meeting video – grade 5 math review

6a http://dww.ed.gov/Response-‐to-‐Intervention-‐Math/Intentional-‐Teaching/see/index.cfm?T_ID=28&P_ID=69&c1=1508#cluster-‐1

This activity illustrates how resources are used in a grade 5 math setting and prompts the viewer to examine current district/school data-‐driven instructional methods.

x x

7 Guiding 7a http://dww.ed.gov/Dropout-‐ Guiding questions used to x x


2

questions for interview – Collective responsibility

Prevention/Academic-‐Supports/learn/?T_ID=24&P_ID=55

synthesize information provided in interview with expert Monica Martinez regarding dropout prevention.

8 Intentional teaching

8a http://dww.ed.gov/Response-‐to-‐Intervention-‐Math/RtI-‐Implementation/see/index.cfm?T_ID=28&P_ID=71&c1=1509#cluster-‐1

A guide to accompany the video demonstration of paced instruction in tier 3 instruction.

x

9 Managing progress monitoring in the classroom

9a http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/Progress-‐Monitoring-‐and-‐Differentiation/see/?T_ID=27&P_ID=73

This activity prompts the viewer to links those progress monitoring practices illustrated in the video to recommended professional development supports.

x

10 Meeting the social and behavioral needs of students identified as “at-‐risk”

10a http://dww.ed.gov/Dropout-‐Prevention/Rigorous-‐Relevant-‐Instruction/see/index.cfm?T_ID=24&P_ID=56&c1=1062#cluster-‐1

Used to view module of Western Hills High School and create ideas for application in professional development.

x

11 Progress monitoring and differentiation

11a http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/Progress-‐Monitoring-‐and-‐Differentiation/learn/?T_ID=27&P_ID=73

Used to view an interview with expert reading coach, Nadine Hoover in which she highlights examples of ways her discussion points are implemented.

x

12 Response to intervention: Expert interview with Dr. Tilly

12a http://dww.ed.gov/Response-‐to-‐Intervention-‐Reading/RtI-‐Implementation/learn/?T_ID=27&P_ID=90&intID=1804&t=1#learn

Guiding questions to reflect on Dr. Tilly’s explanation of the interface of special education with response to intervention.

x

13 Teaching literacy to K-‐5 English language learners

13a http://dww.ed.gov/Literacy-‐in-‐English-‐K-‐5/topic/?T_ID=13

A guide to review recommended practices for teaching students with second language needs ELL.

x x


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14 Using student achievement data to support instructional decision making

14a http://dww.ed.gov/Data-‐Driven-‐Instructional-‐Decision-‐Making/topic/?T_ID=30

A guide for understanding how data is used to support instructional decision making.

x

15 An IEP map: Navigating your way through the maze

15a http://www.schooltube.com/video/6d476df2ef7d4abfa02f/An-‐IEP-‐Map-‐Navigating-‐Your-‐Way-‐through-‐the-‐Maze

A guide for conducting a productive and respectful individualized education plan.

x x

16 How the Special Education process works!!!

16a www.youtube.com/watch?v=MCdR2vA1g20

A resource designed to explain the referral process for special education service delivery.

x x

17 Special education terminology

17a http://iris.peabody.vanderbilt.edu/resource_TOOL_dict/onlinedictionary.html

A guide for raising awareness about special education related terms through the IRIS online dictionary.

x x

18 Understanding the pre-‐referral process

18a http://iris.peabody.vanderbilt.edu/preref/chalcycle.htm

A guide to understanding the pre-‐referral process for supporting students with academic and behavioral challenges.

x x

19 Perceptions of disability

19a http://iris.peabody.vanderbilt.edu/da/cinit.htm

A guide for supporting the viewer in deepening their awareness as to how they view individuals with a disability.

x x

donna m. sobel, ph.d. university of colorado denver · research intensive urban university graduate...

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