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chlohawk

12 Team Building Activities for Students - Classful - 0 views

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    Working as a team is a must for some assignments in the classroom and it ultimately is setting students up for team work in their professional futures. Tug of war, worst-case scenario, zoom, and other activities are awesome to use with young and older students.
nikkilh

What Is Included in an IEP | Understood - For learning and thinking differences - 0 views

  • IEPs are developed by a group of professionals at school. One member of this IEP team typically acts as a case manager and oversees the IEP. You’re part of your child’s IEP team, too. That means you’ll be involved in the process as the IEP is made. The IEP team will use the results of your child’s evaluation testing to design the plan. The scores show the specific areas your child struggles with. Having that information allows the IEP team to provide the individualized instruction and supports your child needs.
    • nikkilh
       
      How IEPs are developed and whom they help
  • Here are some of the things the IEP will include: Your child’s present level of performance in school (PLOP) Individualized instruction and related services , such as occupational therapySupports like accommodations and
    • nikkilh
       
      What an IEP is likely to include
  • Your role in creating your child’s IEP doesn’t stop once the plan is done. In fact, it’s very important that you go over the IEP carefully and make sure it has everything it should have, and that you agree with what the school has proposed.
    • nikkilh
       
      Parents role in creating an IEP.
chlohawk

Designing Team-Building Activities to Help Students Reconnect in the Classroom | Edutopia - 0 views

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    Team-building activities are a great way to ease students into the new year and to build relationships among your students.
nikkilh

Special Education - 0 views

  • Students in special education have a disability and are in need of specialized instruction.
  • comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
  • Individualized Education Program (IEP)
  • ...9 more annotations...
  • Students and others with disabilities have the same rights and responsibilities as other people.
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
  • Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
  • IEP
  • outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
  • Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
  • Students in special education have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP).
    • nikkilh
       
      who the office of special education helps
  • Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
    • nikkilh
       
      how interagency person-center IEP helps students
  • The Individual Education Program (IEP)
    • nikkilh
       
      what an IEP is and how it helps the student
chlohawk

10 Team-Building Activities Your Whole School Staff Will Love - We Are Teachers - 0 views

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    Name games, get to know you activities, and trust and teamwork activities are great ways to break the ice and to build rapport with fellow teachers in your building.
chlohawk

Great Group Games: Team Building for Kids | Scholastic - 1 views

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    Here are some great on your feet games that build communication, trust, and academic skills with your students in grades 3-5 and 6-8
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

  • small group, ask students to brainstorm
    • ashleydoucette91
       
      This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
       
      This is an example of 4E. - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" Students knowledge of what a biography is will be influenced by their previous knowledge.
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  • brainstorm a list of questions
    • ashleydoucette91
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
Bill Olson

Teamwork Skills: Being an Effective Group Member | Centre for Teaching Excellence | Uni... - 0 views

  • To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: can explain their own ideas express their feelings in an open but non-threatening way listen carefully to others ask questions to clarify others’ ideas and emotions can sense how others feel based on their nonverbal communication will initiate conversations about group climate or process if they sense tensions brewing reflect on the activities and interactions of their group and encourage other group members to do so as well
  • To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
Katelyn Karsnia

Individuals with Disabilities Education Act​ - Brain Injury Association of Am... - 1 views

  • (1) the present level of academic functioning, (2) annual goals and accompanying instructional objectives, (3) educational services to be provided, (4) the degree to which the pupil will be able to participate in general education programs, (5) plans for initiating services and the length of service delivery, and (6) an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met.
    • Katelyn Karsnia
       
      Requirements of an IEP
  • The 1997 Amendments (Pub. L. 105-17) made these changes: Students with disabilities who exhibit less serious infractions of school conduct may be disciplined in ways similar to children without disabilities (including a change in placement) provided that the misbehavior was not a manifestation of the student’s disability. IEPs are now required to state how the student with disabilities will be involved with and progress in the general education curriculum. Transition planning now begins at age 14. Regular educators became part of the IEP team. Benchmarks and measurable annual goals are emphasized. Assistive technology needs of the student are considered by the IEP team. Orientation and mobility services for children with visual impairments are added to the definition of related services. States are required to offer mediation services to help resolve disputes. A variety of assessment tools and strategies are to be used in an effort to gather relevant functional and developmental information. Students with disabilities are included in statewide and districtwide assessment programs or given alternative assessments that meet their unique needs.
    • Katelyn Karsnia
       
      Changes made in 1997 for PL 105-17 for students on IEP
nikkilh

Parent Educator Resource Centers (PERC) - 0 views

  • The purpose of the project is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible.
    • nikkilh
       
      Purpose of the West Virginia PERC project
  • A team consisting of a parent of a special needs child and an educator staffs each PERC
    • nikkilh
       
      Who is on the team
  • All PERCs have certain common functions and responsibilities including: Providing information, resources, and training for parents on important issues such as parenting skills, problem solving, educational planning for their child, behavior management, home learning activities, and other topics to strengthen home-to-school partnerships; Assisting families on an individual basis to better understand their children's educational needs and to discover opportunities and options for meeting these needs; Connecting families with appropriate community services; and Offering information, resources, and training to educators to increase the skills, knowledge and attitudes needed to encourage and strengthen family involvement and positive school-to-home partnerships.
    • nikkilh
       
      What the PERCs have in common as to their functions and responsibilities
nikkilh

PLAAFP, PLOP and PLP | Important IEP Terms | Understood - For learning and thinking dif... - 0 views

  • If your child has an Individualized Education Program (IEP), the IEP team will meet every year to bring it up to date. One of the first steps is to update your child’s present levels of academic achievement and functional performance. Some states/school districts refer to this as PLAAFP, some as PLOP and others as PLP.
    • nikkilh
       
      Present Levels of Academic Achievement and Functional Performance (PLAAFP) definition
  • What does PLOP include?
  • To write the PLOP, the IEP team draws information from several sources. They should include teacher observations and objective data, such as test results and scores.
Siri Anderson

Diigo 101 - Student Learning with Diigo - 2 views

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    How to Diigo!
Siri Anderson

FRBB: Peanuts & Crackerjacks - The Economics of Pro Team Sports - 0 views

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    Great way to teach economics through sports.
Siri Anderson

Using Diigo in the Classroom - Student Learning with Diigo - 0 views

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    A how-to on Diigo...
crispinfletcher

Trauma-Informed Schools | NEA - 7 views

    • crispinfletcher
       
      1 in 5 means any given class there are going to be more then a handful of students with 2 or more ACEs
    • crispinfletcher
       
      What are some key skills and methods to build your teacher toolboxs to help reach all your students?
    • crispinfletcher
       
      video on slide 7 we recommend
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  • adverse childhood experiences (ACEs)
  • One in five U.S. children had two or more ACEs
  • most educators encounter trauma-affected students throughout their careers
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    Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
Kelly Nuthak

Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views

  • Top 10 questions
  • If I walked into your classroom during an outstanding lesson, what would I see and hear?
  • animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behaviour that supports learning."
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  • Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?
  • expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.
  • Why do we teach x in schools?
  • If you overheard some colleagues talking about you, what would they say?
  • Why do you want to work in special education?
  • Why do you want to work in this school?
  • We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.
  • A question that is specific to the candidate's letter of application
  • What are the key qualities and skills that students look for in teachers?
  • "Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."
  • Evaluate your lesson
  • If we decided not to appoint you, what would we be missing out on?
Katelyn Karsnia

What is AT? - Assistive Technology Industry Association - 1 views

  • Assistive technology
  • helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things
  • decision you make with a team of professionals and consultants trained to match particular assistive technologies to specific needs.
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  • amily doctors, regular and special education teachers, speech-language pathologists, rehabilitation engineers, occupational therapists, and other specialists including consulting representatives from companies that manufacture assistive technology.
Katelyn Karsnia

Behavior Intervention Plans (BIP) for Your Students - 1 views

  • BIP may include
    • Katelyn Karsnia
       
      Different ways that BIP helps with behaviors
  • data is used to create the BIP document. It should include: Target behaviorsSpecific goals that are measurableIntervention description of how it will be doneWhen the intervention starts and how often it will be doneMethod of evaluationPersons responsible for each part of the intervention and evaluationData from evaluation 
  • document is approved by the student's Individual Education Program (IEP) team,
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  • Behavior plans fall under the Individuals with Disabilities Act (IDEA)
  • Behavior Intervention Plan (BIP)
  • takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior.
nikkilh

What Is Functional Behavioral Assessment (FBA)? | Understood - For learning and thinkin... - 1 views

  • Functional behavioral assessment (FBA) is a process schools use to figure out what’s causing challenging behavior.
    • nikkilh
       
      what functional behavior assessment is
  • To help students, schools use a process to identify and understand challenging behaviors, and come up with possible solutions.
  • During an FBA, the school team gathers information and uses it to create a plan to improve behavior.
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