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Have AI write a rubric for an assignment you are creating for your class in a table format.

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History-Social Science Framework - History-Social Science Framework (CA Dept of Education)

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The State Board of Education adopted the History-Social Science Framework on July 14, 2016. This is the final digital version of the Framework.

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I Can Statements are family-friendly guides that can be used to help your family and ensure your students are on track for their grade level. All learning objectives for English Language Arts, Math, Science, and Social Studies are provided, written in family-friendly language. I Can Statements help make grade-level learning targets clear for families and they address the standards students of the same grade level learn in all public schools.

Multi-Grade Level Lists

The skills noted in the multi-grade level lists for science and social studies can be learned and applied to the content areas for their respective grade level groupings. These lists should be used in conjunction with the content standards. These skills can be assigned to the lessons in your personalized curriculum to demonstrate the following intellectual, reasoning, reflection, and research skills.

K-8th Grade: Science & Engineering Practices-Crosscutting Concepts

K-8th Grade: Historical & Social Studies Analysis Skills

I Can Checklists

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I Can Statements - Cabrillo Point Academy

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English Language Development Standards - Resources (CA Dept of Education)

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Web page for those interested in following the alignment of English language development (ELD) standards with current English language arts standards.

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Rubric Maker - Create custom assessments

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Create rubrics for your classroom projects.

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Mini Lesson Writing Lesson Format 23 (1) (1)

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Effective Expression Lesson Format (1)(1)

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Teaching and Learning / English Language Development (ELD)

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Constructing Meaning provides teachers with the process and tools for weaving explicit language instruction into content-area teaching. Lesson planning is driven by the content and academic language demands of discipline-specific learning. Based on backward design and a gradual release of responsibility model, the Constructing Meaning process prompts teachers to:

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A bilingual site for educators and families of English language learners

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Some students struggle with academics. Others struggle with behavioral challenges. Still others struggle with both. How do schools respond to students with challenges or struggles that interfere with their ability to learn?

Many schools use a framework of interventions and supports designed to address these behavioral and academic challenges. This framework, known as MTSS, helps schools to identify struggling students early so that they may receive assistance quickly. But what is MTSS?

Defining MTSS

Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioral strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RtI) and PBIS.

As part of the Individuals with Disabilities Education Act (IDEA) updated by Congress in 2004, the Response to Intervention model of assessment originally sought to identify students who would benefit from more intensive supports. From these beginnings as a tool to help improve educational outcomes for students in special education, MTSS has grown to encompass all students at every level.

Key Components of MTSS

Instead of the "waiting for failure" assessment model of pre-IDEA days, MTSS takes a proactive approach to identifying students with academic or behavioral needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:

Universal screening of all students early in the school year

Tiers of interventions that can be amplified in response to levels of need

Ongoing data collection and continual assessment

Schoolwide approach to expectations and supports

Parent involvement

The integrated instruction model of MTSS uses collected data to assess student needs and provide them with interventions in appropriate tiers.

Three Tiers of Support

MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels. These three tiers include:

Tier 1 - Universal or primary - Majority of students (75-90%)

As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.

Tier 2 - Secondary - Small groups of students (10-25%)

Some students need a little extra assistance in meeting academic and behavioral goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. Check-In/Check-Out (CICO) interventions are often a part of Tier 2, as well. This targeted support allows students to work toward catching up with their peers.

Tier 3 - Tertiary - Individual students (< 10%)

A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualized supports and can include assistance from outside agencies such as behavioral counselors or family therapists.

MTSS tiers help schools to organize levels of supports based on intensity so that students receive necessary instruction, support, and interventions based on need. As such, student identities are not based on tier levels. Instead, individuals are identified as students in need of supports. This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom.

Employing the MTSS Framework

Schools using MTSS seek successful educational and behavioral outcomes for all students, regardless of challenges. This may involve significant interventions for a segment of the student population, with the goal of moving these individuals into reduced interventions as they progress. The flexibility of this framework allows students to move from tier to tier as needed, without prescribed timelines. The elements of MTSS include:

Multiple tiers of instruction, intervention, and support

Includes learning standards and behavioral expectations

Increasing levels of intensity

Problem-solving process
Collaborative and team-based decision making to determine which students need interventions

Data evaluation
Interpretation of data to determine student progress and action steps

Communication and collaboration
Teamwork focused on building relationships and using data to improve those relationships

Capacity building infrastructure
Professional development and coaching along with written plans

Leadership
Active involvement and administration of practices

School Climate and MTSS

MTSS creates a positive environment for all students which in turn impacts school climate. Positive school climate is the leading indicator for such outcomes as increased academic achievement, increased teacher retention, and reduced discipline referrals.

The interventions and supports found in MTSS help in relationship building, which is a key factor in student success. Additionally, a supportive school environment allows each student to work through their challenges and catch up with their peers. Defined tiers of intervention for both academic and behavioral challenges enables educators to address student needs, both as a group and individually.

It's important to note that MTSS tiers may look quite different from school to school. MTSS focuses on the overall needs of individual students, and what may be a Tier 2 intervention in one school might be a Tier 1 in another. It is up to each school to develop an MTSS framework that addresses challenges specific to that school community.

PBIS as a Part of MTSS

As part of an MTSS framework, PBIS can help educators build an awesome school culture and address behavioral challenges in a positive way. These interventions, when paired with the academic assistance found in RtI, can help students to improve in all areas. The tiered structure of a PBIS initiative helps educators to provide students with the help they need to develop the behavioral skills necessary for success. This social-emotional learning coincides with academics, and each can help strengthen the other.

Schoolwide expectations, tiered systems of supports, and consistent data analysis are all hallmarks of PBIS. These factors are critical to the success of MTSS, as well. Employing the MTSS framework helps to focus educators and students alike on positive interactions, creating a school climate focused on student success.

Do you want to learn more about PBIS Rewards?

PBIS Rewards is an affordable schoolwide PBIS management system that assists schools in their quest for a positive school environment. We'd love to show you how easy it is to simplify your PBIS program management. You can request more information or experience a PBIS Rewards demo.
Request a Demo
Here are some related articles you may find interesting:

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Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioral strategies for students with various needs.

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A bilingual site for educators and families of English language learners

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When it comes to learning, variability is the rule not the exception. Universal Design for Learning (UDL) is an educational framework that guides the design of learning goals, materials, methods, and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.

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When it comes to learning, variability is the rule not the exception. Universal Design for Learning (UDL) is an educational framework that guides the design of learning goals, materials, methods, and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.

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RTINetwork.org guides educators and families in the effective implementation of Response to Intervention (RTI) as a means to improve educational outcomes for all students.

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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Teaching Tools | Resources for Teachers from Scholastic

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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I Can Statements are family-friendly guides that can be used to help your family and ensure your students are on track for their grade level. All learning objectives for English Language Arts, Math, Science, and Social Studies are provided, written in family-friendly language. I Can Statements help make grade-level learning targets clear for families and they address the standards students of the same grade level learn in all public schools.

Multi-Grade Level Lists

The skills noted in the multi-grade level lists for science and social studies can be learned and applied to the content areas for their respective grade level groupings. These lists should be used in conjunction with the content standards. These skills can be assigned to the lessons in your personalized curriculum to demonstrate the following intellectual, reasoning, reflection, and research skills.

K-8th Grade: Science & Engineering Practices-Crosscutting Concepts

K-8th Grade: Historical & Social Studies Analysis Skills

I Can Checklists

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I Can Statements - Cabrillo Point Academy

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Writing is an important component of English language arts. This suite of writing resources is intended to help teachers empower students to revise and edit their work through reflection and conversation.

Student-Friendly Revision Checklists

Editing Checklists

Teacher Feedback Examples

Peer Feedback Lesson

Students can use these writing checklists to ensure they have addressed all of the components outlined in each of these modes. Teachers can personalize some of the requirements to help students revise.

Students can use these checklists to determine if they have followed all of the expectations for grammar and mechanics in their writing. The beginning of year checklist is based on rules from previous grades. The middle of the year checklist can be used once students have learned the required expectations for their current grade.

Teachers showcase how to provide various kinds of helpful feedback on student writing in these examples from modes from each grade band. Each student essay is paired with a specific kind of teacher feedback.

Teachers can use the following resources to introduce students on how to provide feedback to one another about their writing. The lesson plan outlines the steps, the slideshow supplements the lesson, and the handout is intended for students to use in groups once they have completed the lesson.

Beginning of Year Checklist

Middle of Year Checklist

Margin Comments

Conference Video

Lesson Plan

Slideshow

Handout

Grade-Level Writing Resources

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Writing is an important component of English language arts. This suite of writing resources is intended to help teachers empower students to revise and edit their work through reflection and conversation. Student-Friendly Revision Checklists Editing Checklists Teacher Feedback Examples Peer Feedback Lesson Students can use these writing checklists to ensure they have addressed all of the components outlined in each of these modes.

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Browse writing checklist for desk resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Welcome to Grammar Monster. We have hundreds of free English grammar lessons and tests. There’s a glossary of grammatical terms and a full list of common grammar errors. And, there’s more. A lot more.

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Easily create and share online forms and surveys, and analyze responses in real-time.

Create an online form as easily as creating a document

Select from multiple question types, drag-and-drop to reorder questions, and customize values as easily as pasting a list.

Send polished surveys and forms

Customize colors, images, and fonts to adjust the look and feel or reflect your organization's branding. And add custom logic that shows questions based on answers, for a more seamless experience.

Analyze responses with automatic summaries

See charts with response data update in real-time. Or open the raw data with Google Sheets for deeper analysis or automation.

Create and respond to surveys from anywhere

Access, create, and edit forms on-the-go, from screens big and small. Others can respond to your survey from wherever they are-from any mobile device, tablet, or computer.

Build forms and analyze results together

Add collaborators-just like with Google Docs, Sheets, and Slides-to build questions together in real-time. Then analyze results together without having to share multiple versions of the file.

Work with clean response data

Use built-in intelligence to set response validation rules. For example, ensure that email addresses are properly formatted or that numbers fall within a specified range.

Share forms via email, link, or website

It's easy to share forms with specific people or with a broad audience by embedding forms on your website or sharing the links on social media.

Security, compliance, and privacy

Secure by default

We use industry-leading security measures to keep your data safe, including advanced malware protections. Forms is also cloud-native, eliminating the need for local files and minimizing risk to your devices.

Encryption in transit and at rest

All files uploaded to Google Drive or created in Forms are encrypted in transit and at rest.

Compliance to support regulatory requirements

Our products, including Forms, regularly undergo independent verification of their security, privacy, and compliance controls.

Private by design

Forms adheres to the same robust privacy commitments and data protections as the rest of Google Cloud's enterprise services.

You control your data.

We never use your Forms content for ad purposes.

We never sell your personal information to third parties.

Find the plan that's right for you

Google Forms is a part of Google Workspace

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Choose from a variety of surveys, questionnaires, and other professionally-designed templates to kick things off quickly.

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Assessment

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Google Forms: Online Form Creator | Google Workspace

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Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

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Bloom's Taxonomy was developed by Benjamin Bloom in 1956 and revised by Anderson and Krathwohl in 2001 as a framework for classifying learning based on different levels of cognitive rigor and complexity.

The Depth of Knowledge (DOK) was developed in 1997 by Norman Webb, a research scientist from the Wisconsin Center for Education Research, to analyze how deep students think to answer questions and complete activities.
Do we use Bloom's Taxonomy or DOK with our students or can both work together?
Bloom's Taxonomy

Bloom's Taxonomy is about classifying learning at different levels. Teachers can use these levels to write learning objectives and tasks to meet those objectives. The revised Bloom's by Anderson and Krathwohl's Taxonomy in 2001 focuses on the verbs to classify the levels of thinking and various levels of the taxonomy. Both versions classify the levels focusing on the verbs.

Taxonomies of the Cognitive Domain

Bloom's Taxonomy 1956 Anderson & Krathwohl's Taxonomy 2001

1. Knowledge: Remembering or retrieving previously learned material with example verbs.
know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire

1. Remember
Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.

2. Comprehension: The ability to grasp or construct meaning from the material with example verbs.
restate, locate, report, recognize, explain, express, discuss, describe, review, infer, illustrate, interpret, draw, represent, differentiate, conclude

2. Understand
Construct meaning from different types of functions either as written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.

3. Application: The ability to use learned material, or to implement the material in new and concrete situations with example verbs.
apply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, practice, calculate, show, exhibit, dramatize

Carry out or use a procedure through executing, or implementing. Apply relates to or refers to situations where learned material is used through products like models, presentations, interviews, or simulations.

4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood with example verbs.
analyze, compare, probe, inquire, examine, contrast, categorize, contrast, investigate, detect, survey, classify, deduce, experiment, scrutinize, discover, inspect, dissect, discriminate, separate

4. Analyze
Break materials or concepts into parts to determine how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. When learners analyze, they can illustrate a mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole with example verbs.
compose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, propose

5. Evaluate
Evaluate is about making judgments based on criteria and standards through checking and critiquing to demonstrate the processes of evaluation. The revised taxonomy puts evaluate before create to be a necessary action before one creates anything.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose with example verbs.
judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, infer

6. Create
Create is about reorganizing elements into a new pattern or structure through generating, planning, or producing. Create requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product.

Bloom vs. Anderson/Krathwohl [source: The Second Principle]

Webb's Depth of Knowledge (DOK)

DOK is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the standards of the expectations are set for students. DOK refers to the complexity of thinking skills that a task requires.
DOK is about...

what FOLLOWS the verb. What comes after the verb is more important than the verb itself.

the complexity of mental processing that must occur to complete a task.

DOK is NOT about...

verbs. The verbs are a valuable guide, but they can sometimes be used at more than one level.

the difficulty of what they are learning. All levels of DOK have a place in a rigorous curriculum.

Completely aligned standards and assessments require an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items.

Image source: Francis, Erik. ASCD book Now That's a Good Question!
http://www.tinyurl.com/nowthatsagq

DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content. [ Chart source]

DOK levels are not related to the score points. DOK levels are a ceiling, not a target. Why is this distinction between "ceiling" and "target" important?

If assessed only at the "target," all learners with a Level 3 as their highest demand would only be assessed at Level 3. This would potentially have two negative impacts on the assessment:

1. The assessment as a whole could be too difficult; and

2. important information about student learning along the achievement continuum would be lost.

How do you determine the DOK ceiling?

The level of a DOK item is determined by the task (defined by complex thinking and reasoning skills), not grade level or the ability of the student.

Therefore, the DOK of the task does not change with the grade or ability of the student.

Verbs alone do not determine the DOK's level of an assessment task. DOK's focus is on how deeply students need to know content for a given response.

Multiple-choice questions can be written at a DOK 3 or 4 level; however, to design a question in this format is difficult. An Item at DOK level 3 or 4 requires complex reasoning, strategic and extended thinking about the concepts of the content and a real-world context, and especially at a level 4 that requires research, investigation, and application often over an extended period of time.

A comparison of Webb's DOK vs Bloom's Taxonomy:

Consider reviewing both Bloom's and DOK when designing activities especially project-based or passion-based learning activities. You can use Bloom's in designing and guiding activities that scaffold learning about the content. Ask yourself these questions:

what prior knowledge do they have about the content?

do you have to review the information or can you offer multiple ways to provide the content?

how do you know they understand the concepts? Will you have to repeat the information for some students while others move on?

how will you measure their understanding before moving on to the next content area?

After learning about who your students are and how they learn best, you can use DOK to go deeper into how they think about their learning. Ask yourself some of these questions:

do your students have the skills and dispositions to work independently and collaboratively?

can they find and use the appropriate tools and resources to do research without your support?

how will you know that your students have developed a plan for learning the concepts and can demonstrate the process?

You can use Bloom's as a guide for teaching and designing instruction and Depth of Knowledge as a guide for developing skills and encouraging deeper thinking and learning.

How do you see both either working together or separately to support your
teaching practice and the different needs of your learners?

Resources

Webb DOK Guide: This pamphlet begins with an overview of the different levels in Webb's taxonomy, then devotes several pages to each level. There are many suggested activities for each level of DOK which can help you develop activities in your class.

Francis, Erik. (2016) Now That's a Good Question! ASCD/
http://www.tinyurl.com/nowthatsagq

Miller, K. Bloom's Taxonomy and Webb's Dep of Knowledge. Retrieved. Nov. 2018. https://www.synergiseducation.com/blooms-taxonomy-and-webbs-depth-of-knowledge/

YouTube Video - DOK - Rose Marsh, NYC DOE Promising Practice Plus http://www.youtube.com/watch?v=WMqKN7edRcU

Karen Hess' Cognitive Rigor Matrix comparing Bloom's and DOK (PDF chart)

About the author

Barbara Bray is a Creative Learning Strategist and owner/founder of Computer Strategies, LLC with its divisions My eCoach (my-ecoach.com) and Rethinking Learning where she shares her resources, stories, and more about learning and life. Barbara is the host of the Rethinking Learning Podcast where she has conversations on learning and reflections with inspirational educators, thought leaders, and influencers! She is the co-author of Make Learning Personal and How to Personalize Learning. Barbara recently launched her new book, Define Your WHY, that is all about owning your story so you live and learn on purpose.

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Bloom's Taxonomy and Depth of Knowledge (DOK)

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Bloom's Taxonomy was developed by Benjamin Bloom in 1956 and revised by Anderson and Krathwohl in 2001 as a framework for classifying learning based on different levels of cognitive rigor and complexity. The Depth of Knowledge (DOK) was developed in 1997 by Norman Webb, a research scientist from the Wisconsin Center for Education Research, to analyze how deep students think to answer questions and complete activities.

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Register or Language Style, Formal or Casual, Center Activity and Anchor Chart | Anchor charts, Language register, Activity centers

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Register, or Language Style, Students review Anchor Chart then read a few cards to determine what register they fall under. They complete the recording sheet with a casual and a formal writing assignment. This is one of the common core that many of us were missing. Add it to your centers to give the...

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Teaching Strategies for Students With Special Needs

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In the United States, special education is free in the public education system, thanks to the Individuals with Disabilities Education Act (IDEA).

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Visuals in Special Education

In teaching a special education class, the teacher needs to look at the specific needs of his/her students and consider how to create the right learning environment. It is recommended to use a multi-modal approach that includes auditory, visual, kinesthetic, and tactile strategies. Many special education classrooms have smaller class sizes, require less stimulation, and use clearly defined spaces. Students may need a break system and a break area. Study carrels can be used to reduce distractions, individual schedules may be posted, and tasks should be broken into simpler steps.

Visuals are a strategy to help students with special needs understand what is expected of them. Often students with special needs respond more quickly and comprehend when an expectation is delivered with both visual and auditory prompts. For example, a child may have difficulty processing and retaining a multistep direction such as write your name, glue on the pieces, and color the picture. However, the student will likely show more success when these directions are combined with visual picture cards. Then the student can process the expectation easier and if needed, refer to the visuals for what to do next.

Here are some ways I use visual picture cards in my special education classroom:

Lanyard Visuals - Includes Stop and Looking Eyes

Break Cards - Some students are taught how to use a limited number of break cards to break up their work into smaller more managable segments.
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Bathroom Cards - can be used to request a bathroom break without disrupting the class.

Visual Schedule - The visual schedule can be used with the class or individuals to help organize the plan and work through each step towards the end of the activity or day.

Task Boxes - Visuals can be used to demonstrate sequence of steps to complete an academic task with minimal adult support.

Steps for Classroom Procedures / Tasks - I display pictures related to specific routines in the classroom such as "How to Wash Hands" - Turn water on, Rinse, Soap, Scrub, Rinse, Turn Water Off, Paper Towel, Garbage Can. Other Tasks may be "How to Sign In", "Using the Restroom", and Dismissal Procedures.

Rules - Visuals may be used in combination with rules to show examples and non-examples.

Choices - Visuals may be used to offer choices such as which learn center to go to, which book to read, or which song to sing.

I use a black 3 ring binder with a strip of fuzzy velcro across the front (I turn it sideways to use the longest length of the binder.) Then inside the 3 ring binder, I keep pencil pouches with themed pictures that can be easily retrieved and placed on front of the binder. For example, when it is time for an art project, I first model step by step what the child is expected to do with the materials and picture card visuals. (First cut out the fish, Next write your name on the back, and Third decorate your fish with glue.) The binder with the step by step directions stays at the art table so the students can remember what to do. This same binder is great to show steps in our circle time (Pledge, Attendance, Calendar, Check Weather, and Write Daily News). As we perform each task, the picture is removed.

Visuals are an evidence based practice, effective to communicate expectations and reinforce learning visually.

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Visual Picture Cards are a great way to communicate expectations and reinforce learning visually.

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Differentiated Instruction and How to Implement It | Learning A-Z

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Our K-6 products help teachers differentiate literacy instruction and practice to meet each student’s individual learning needs.

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My Favorite Classroom Sensory Tools - The Autism Helper

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Every special education class needs a sensory tool box. See what Michelle’s favorite classroom sensory tools are for her classroom!

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Resources on IEPs for Students with Disabilities - Services & Resources (CA Dept of Education)

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Resources on individualized education programs (IEPs) to improve instruction, assessment, and accountability for students with disabilities.