Recent Changes

Friday, June 8

  1. 6:10 am

Tuesday, March 27

  1. user_add jdp8540 jdp8540 joined ecbyhs
    10:56 am

Thursday, January 19

  1. page A-Z Index of Topics edited A-Z Topics (From NICHCY) {http://nichcy.org/wp-content/uploads/2011/01/rsz_atoz.jpg} An elemen…

    A-Z Topics
    (From NICHCY)
    {http://nichcy.org/wp-content/uploads/2011/01/rsz_atoz.jpg} An elementary school girl stands in front of a display of the alphabet.NICHCY is pleased to provide an A-Z Topics page to connect you quickly with the wealth of information on our website.
    For your convenience, the index below also includes links to resource pages appearing only our website as well as the topics that our printed Publications discuss. This allows you to identify our online topics and resources without having to travel to every corner of our site.
    If you don’t see information on the topic you’re looking for, try entering a term in the SEARCH box (on every page, at the top right), giving us a call (1.800.695.0285), or emailing us (nichcy@aed.org). We have lots of additional info we can share with you.

    Topics, Alphabetically
    A · B · C · D · E · F · G · H · I · J · K · L · M · N · O · P · Q · R · S · T · U · V · W · X · Y · Z
    (view changes)
    7:34 am
  2. page Implementing the COmmon Core Standards for Students with Exceptionalities edited ... How will important access and transition skills be integrated into the teaching schedule? The…
    ...
    How will important access and transition skills be integrated into the teaching schedule?
    The CCS and its learning progressions should provide clarity in charting the course of instruction from where a student is performing to the expectations for the grade level.
    ...
    and curriculum.
    Implications for assessment processes and results
    From an SEA perspective, there is a need to review a state’s current alternate standards with an eye toward whether they need to be revised to link to the new Common Core Standards as a first step. If the alternate standards do need to be revised, then a new alternate assessment needs to be created. That is a long, expensive process that doesn’t end until all the professional development related to the new assessment is complete.
    (view changes)
    7:33 am

Tuesday, November 1

  1. page Response to Intervention edited {http://www.rti4success.org/sites/all/themes/rti/images/title.gif} National Center on Response to…
    {http://www.rti4success.org/sites/all/themes/rti/images/title.gif} National Center on Response to Intervention
    {http://www.rti4success.org/images/widget.gif} Widget
    CENTER ON INSTRUCTION
    The Center on Instruction supports a national network of Regional Comprehensive Centers as they serve state education leaders in helping schools and districts meet the goals of No Child Left Behind (NCLB)—to close the achievement gap and improve teaching and learning for all students. To that end, the Center on Instruction offers information on NCLB; best practices in reading, math, science, special education, and English language learning instruction; syntheses of recent scientific research on instruction; and opportunities for professional development.

    Web site: www.centeroninstruction.org
    NATIONAL CENTER ON RESPONSE TO INTERVENTION
    The National Center on Response to Intervention’s mission is to provide technical assistance and dissemination about proven and promising models for Response to Intervention (RTI) and Early Intervening Services (EIS) to state and local educators, families, and other stakeholders. The Center works in four areas: (a) knowledge production, which involves a technical review committee of experts who independently evaluate the scientific rigor, conditions for successful implementation, and cultural and linguistic competence of all identified models (and components); (b) implementation supports, which involve training and follow-up activities to scale up RTI and EIS on a broad scale; (c) information dissemination, which involves forming communities of practice to improve the likelihood that consumers will adopt RTI models; and (d) formative evaluation, which involves an assessment of the quality, implementation, impact, and cost effectiveness of the services offered.

    Web site: www.rti4success.org
    NATIONAL HIGH SCHOOL CENTER
    The National High School Center serves as the central source of information and expertise on high school improvement for a national network of Regional Comprehensive Centers. Millions of high school students—particularly those with disabilities, with limited proficiency in English, or from low-income backgrounds—need additional support to succeed. To address this challenge, the National High School Center promotes the use of research-supported approaches that help all students learn and become adequately prepared for college, work, and life. The National High School Center identifies research-supported improvement programs and tools, offers user-friendly products, and provides technical assistance services to improve secondary education.

    Web site: http://www.betterhighschools.org
    IDEA PARTNERSHIP
    The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning.

    Web site: www.ideapartnership.org
    IRIS CENTER FOR TRAINING ENHANCEMENTS
    The IRIS (IDEA and Research for Inclusive Settings) Center for Training Enhancements—a national effort, serving college faculty members working in preservice preparation programs—aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families. IRIS is the nation’s only faculty enhancement center established for this purpose.

    Web site: http://iris.peabody.vanderbilt.edu
    NATIONAL CENTER ON STUDENT PROGRESS MONITORING
    The mission of the National Center on Student Progress Monitoring is to provide technical assistance to states and districts and to disseminate information about progress-monitoring practices proven to work in different academic content areas for kindergarten through fifth grade. Educators and families receive information about the effectiveness of progress monitoring that encourages them to adopt the practice. Teachers and other practitioners receive support in translating progress-monitoring research into easily implemented classroom strategies. Technical assistance on progress monitoring transfers knowledge in ways that accommodate differences in teachers’ background, training, and beliefs, as well as differences in the nature and philosophy of the instructional programs and practices already in place.

    Web site: www.studentprogress.org
    OSEP TECHNICAL ASSISTANCE CENTER ON POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS
    The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), funded by the Office of Special Education Programs (OSEP), was established to address the behavioral and discipline systems needed for the successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

    Web site: www.pbis.org
    RTI ACTION NETWORK
    The RTI Action Network is dedicated to the effective implementation of RTI in school districts nationwide. Its goal is to guide educators and families in the large-scale implementation of RTI, so that each child has access to quality instruction and that struggling students—including those with learning disabilities—are identified early and receive the necessary supports to be successful. The RTI Action Network is a program of
    the National Center for Learning Disabilities, funded by the Cisco Foundation, and in partnership with the nation’s leading education associations and top RTI experts.

    Web site: www.rtinetwork.org
    STATE IMPLEMENTATION & SCALING-UP OF EVIDENCE-BASED PRACTICES
    The OSEP-funded State Implementation and Scaling-up of Evidence-based Practices (SISEP) focuses on smart and strategic implementation strategies. It works to improve state capacity to carry out implementation, organizational change, and systems transformation strategies to maximize achievement outcomes for all students.

    Web site: www.fpg.unc.edu/~sisep
    TECHNICAL ASSISTANCE COORDINATION CENTER
    The Technical Assistance Coordination Center (TACC) supports the efforts of OSEP to maintain and increase ongoing communication, collaboration, and coordination among the 40-plus centers in OSEP’s Technical Assistance and Dissemination (TA&D) Network, and to expand activities between OSEP’s centers and other relevant federally funded TA&D centers, national professional organizations, and a broad spectrum of stakeholders. The goal of this work is to ensure that states have high-quality, coordinated technical assistance focused on improving educational results and functional outcomes for infants, toddlers, children, and youth with disabili

    (view changes)
    1:10 pm
  2. page Co-Teaching edited Co-teaching Approaches 1. One Teach, One Observe. One of the advantages in co-teaching is that …
    Co-teaching Approaches
    1. One Teach, One Observe.
    One of the advantages in co-teaching is
    that more detailed observation of students engaged in the learning
    process can occur. With this approach, for example, co-teachers
    can decide in advance what types of specific observational
    information to gather during instruction and can agree on a system
    for gathering the data. Afterward, the teachers should analyze the
    information together.
    2. One Teach, One Drift.
    In a second approach to co-teaching, one
    person would keep primary responsibility for teaching while the
    other professional circulated through the room providing
    unobtrusive assistance to students as needed.
    3. Parallel Teaching.
    On occasion, student learning would be greatly
    facilitated if they just had more supervision by the teacher or more
    opportunity to respond. In parallel teaching, the teachers are both
    teaching the same information, but they divide the class group and
    do so simultaneously.
    4. Station Teaching.
    In this co-teaching approach, teachers divide
    content and students. Each teacher then teachers the content to
    one group and subsequently repeats the instruction for the other
    group. If appropriate, a third "station" could require that students
    work independently.
    5. Alternative Teaching:
    In most class groups, occasions arise in which
    several students need specialized attention. In alternative
    teaching, one teacher takes responsibility for the large group while
    the other works with a smaller group.
    6. Team Teaching:
    In team teaching, both teachers are delivering the
    same instruction at the same time. Some teachers refer to this as
    having “one brain in two bodies.” Others call it “tag team
    teaching.” Most co-teachers consider this approach the most
    complex but satisfying way to co-teach, but the approach that is
    most dependent on teachers’ styles.

    (view changes)
    12:40 pm
  3. page A-Z Index of Topics edited A-Z Topics (From NICHCY) {http://nichcy.org/wp-content/uploads/2011/01/rsz_atoz.jpg} An elemen…

    A-Z Topics
    (From NICHCY)
    {http://nichcy.org/wp-content/uploads/2011/01/rsz_atoz.jpg} An elementary school girl stands in front of a display of the alphabet.NICHCY is pleased to provide an A-Z Topics page to connect you quickly with the wealth of information on our website.
    For your convenience, the index below also includes links to resource pages appearing only our website as well as the topics that our printed Publications discuss. This allows you to identify our online topics and resources without having to travel to every corner of our site.
    If you don’t see information on the topic you’re looking for, try entering a term in the SEARCH box (on every page, at the top right), giving us a call (1.800.695.0285), or emailing us (nichcy@aed.org). We have lots of additional info we can share with you.
    Topics, Alphabetically
    A · B · C · D · E · F · G · H · I · J · K · L · M · N · O · P · Q · R · S · T · U · V · W · X · Y · Z

    (view changes)
    12:15 pm

Sunday, October 30

  1. page Web 2.0 edited WEB 2.0 for Teachers 21 Classes 280 Slides

    WEB 2.0 for Teachers

    21 Classes
    280 Slides
    (view changes)
    6:52 pm

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