Link Lines-September 2019 Issue

Link Lines – Profile of a Graduate (September, 2019 Issue)

 

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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.

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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…]

Excellence in Co-Teaching Initiative

You Are Cordially Invited to Meet Real Co-Teachers of Virginia

[Read more…]

The Impact of Trauma in the Classroom

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

You begin your third period class like any other. The students come in, get out their materials, and start the warm-up activity. You notice that when Chelsea walks in, she does not interact with anyone else in the class. She gets out her materials but promptly puts her hood up and lays her head down across her arms. [Read more…]

National Center on Intensive Intervention Resources: Intensive Intervention

Do you want to know how to “close skill gaps” or how to “intensify instruction” for students with disabilities?  If you do, the National Center on Intensive Intervention (NCII) is a wonderful resource to use!  NCII features the data-based individualization (DBI) research-based process to intensify Tier 2 and Tier 3 interventions using the following model:

[Read more…]

Cohesive Collaboration for Co-Planning

Give me six hours to chop down a tree and I will spend the first four sharpening the axe.

Abraham Lincoln

Importance of Co-Planning

The importance of planning cannot be overstated. When identifying 22 high-leverage practices for K-12 special education teachers, McLeskey et al. (2017) pointed to collaboration with professionals to increase student success as the very first. Collaboration calls for “use of effective collaboration behaviors (e.g., sharing ideas, active listening, questioning, planning, problem solving, negotiating) to develop and adjust instructional or behavioral plans based on student data, and the coordination of expectations, responsibilities, and resources to maximize student learning” (McLeskey et al., 2017, p. 17). [Read more…]

Sustaining a Quality Co-Teaching Program — Recommendations by Marilyn Friend

Ever wonder what makes co-teaching easier and more effective to implement?  We asked Marilyn Friend, Ph.D., and her answers may surprise you! Listen to this short, three-minute podcast to discover the top three recommendations that support implementing and sustaining a quality co-teaching program. Marilyn Friend is the author of many books, articles, and resources on co-teaching and inclusive practices, including the video series, The Power of 2.  Many of these resources are available at no charge through the T/TAC W&M leading library. [Read more…]