Resource Spotlight: Restorative Practices

By Nick Kier, M.A.T., Daria Lorio-Barsten, M.Ed., BCBA, LBA, and Kara McCulloch, M.S.

In the January 2019 edition of Link Lines, we addressed the impact of trauma on students and briefly discussed some examples of trauma-informed practices.  We also promised future articles that would provide additional information and resources for implementing these practices. This is one of those articles. [Read more…]

Using Assessment Data to Intensify Instruction

What would happen if educators decided to take a deeper look at their assessment data to drive future instructional lesson plans?  Students are required to take multiple assessments – both formal and informal – throughout the school year to help teachers to gauge their students’ content knowledge and the effectiveness of classroom instruction.  These assessments yield a variety of data to be disaggregated, but many teachers look only at the overall pass rate instead of individual student data to determine how to remediate areas of concern. This is very unfortunate, as disaggregating data can inform lesson planning for intentional intensive instruction for struggling learners and students with disabilities (SWD). [Read more…]

Inclusion Benefits Everyone: Educators’ Perspectives

By Shelley Littleton, M.Ed., and Donni Perry, M.Ed.

Pic1

Have you ever wondered what inclusion looks like in other schools?  Many schools in Superintendent’s Regions 2 and 3 have been recognized by the Virginia Department of Education (VDOE) through the Inclusive Practice Partnership Project for including students with disabilities in general education classes.

When asked to use one word to describe their overall experiences with inclusion, the educators responded with: “student-centered,” “hopeful,” “amazing,” “progress,” “challenging,” and “wow!”. They also agreed that inclusion benefits teachers, parents, staff members, and students with and without disabilities.

Why do so many educators believe in inclusion and how do they know it works? Find out by reading their answers to three critical questions:

[Read more…]

Strategic Instruction Model™ (SIM™) Webcast Highlight

The Strategic Instruction Model™ (SIM™) is an integrated model of research-validated practices that addresses the needs of diverse SIMlogolearners, primarily adolescents. SIM™ has been developed through rigorous, on-going research at the University of Kansas Center for Research on Learning (KU-CRL). SIM™ consists of learning strategies and routines.  The Learning Strategies (student-centered) are used with students to help in the mastery of basic skills, while the Content Enhancement Routines (teacher-centered) are used with whole class instruction to help teachers make content meaningful and memorable for students. More detailed information is provided on the Strategic Instruction Model™ website and on this webcast. [Read more…]