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Dear Teacher: Heartfelt Advice for Teachers from Students

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Work together as a table group to develop a definition for inclusion.
Reminder!
Inclusion is a philosophy (not a person/place/thing). According to the Guidelines for Co-Teaching in Texas, “Inclusion is a belief system that values diversity and fosters a shared responsibility to help all students to reach their potential.”

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Co-teaching is a “service delivery option, a way to provide students with disabilities or other special needs the special instruction to which they are entitled while ensuring that they can access the general curriculum in the least restrictive environment…[It] is one way that students in inclusive schools may receive their services.” (Friend, 2008).

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Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all.

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Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all.

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Who is CAST?
CAST is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. Learn more about CAST at cast.org.
Watch a short video explanation about UDL.

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Use the Google doc to respond to complete the activity as an alternate to writing it down.

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Click Here! To Join the ACentral Community

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If you and your partner have time built in to the day or week for planning congratulations, you are planning WITH two! However, many times, finding time too plan requires a plan! When this happens, you are planning FOR two!
How do you overcome planning obstacles? (add your solutions to the Google doc below)

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What problems do you face, and what do you do that works or doesn't work to address those issues?
Click the link below to answer on your own.

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How would you respond to someone (student or adult) saying, “It isn’t fair!” Take a few moments to think about your go-to statement and write it in the box.

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Paraprofessional documents and other roles and responsibilities handout

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Paraprofessional documents and other roles and responsibilities handout

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Do you understand the difference between accommodations and modifications? Here's a short video to help explain the difference.

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The Universal Design for Learning Guidlines

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The Universal Design for Learning Guidlines

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From Cast

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Are you using the UDL Guidelines to create lessons and activities?

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Are you using the UDL Guidelines to create lessons and activities?

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Use the Google doc below to respond to the question from above:
How would you respond to someone saying "It isn't fair!" when accommodations or modifications are involved

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Here is a great resource that helps to further explain Differentiated Instruction, Specially Designed Instruction (SDI), and Universal Design for Learning (UDL)

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Differentiated Instruction

Differentiated instruction (also referred to as differentiation) is a general education instructional strategy available to all students. It gives teachers guidance about how to address differences in student readiness, interest, and learning style. Differentiated instruction is used to scaffold the content, products and processes of instruction to meet the needs of a variety of learners across ability levels. The goal of differentiated instruction is to provide an ideal learning environment that maximizes the capacity of each student. Watch this video for more information about differentiated instruction.

Universal Design for Learning

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all students based on scientific research into how people learn. UDL is proactive and provides a blueprint for creating instructional goals, methods, materials, and assessments that take into account the natural variability of learners. The goal of UDL is to eliminate unnecessary barriers to learning in order to increase student achievement. Check out this video to learn more about UDL.

UDL Blog Series

The What's So Special blog highlights various UDL topics about how the UDL framework can help close the gap in student achievement. The blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!Subscribe to the What's So Special blog here.

Specially Designed Instruction

Specially designed instruction (SDI) is specific to students who qualify for special education services in order to help them master their individualized education program (IEP) goals/objectives and ensure access to and progress in the general curriculum. SDI goes beyond differentiated instruction and Universal Design for Learning to address the unique needs that exist because of a student's disability. SDI is an IEP requirement. The IEP needs to specify what SDI the student will receive and can include accommodations, modifications, assistive technology, related services, and behavior intervention plans. Read more about SDI here.

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Specially Designed Instruction, Differentiated Instruction, & Universal Design for Learning

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Differentiated instruction (also referred to as differentiation) is a general education instructional strategy available to all students. It gives teachers guidance about how to address differences in student readiness, interest, and learning style. Differentiated instruction is used to scaffold the content, products and processes of instruction to meet the needs of a variety of learners across ability levels.

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This graphic encapsulates UDL. We often see this graphic with just the first two frames; the focus is on accommodating. The addition of the third frame shows how UDL can remove barriers.

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1. Presentation Accommodations:

Change how an assignment or assessment is given to a student. These include alternate modes of access which may be auditory, multisensory, tactile, or visual.

2. Response Accommodations

Allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer.

3. Setting Accommodations

Change the location in which an assignment or assessment is given or the conditions of the setting.

4. Timing/Scheduling Accommodations

Increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment.

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Watch this short video to see how Katie Novak, author of UDL Now!, explains the difference between UDL and DI.

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Read the following excerpt from the book, Elevating Co-Teaching through UDL by Elizabeth Stein, and then think about and answer the reflection questions at the end.

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From_ Elevating Co-Teaching through UDL, by Elizabeth Stein.pdf

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Remember that SDI is the legal layer.

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In this blog series we've shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS?

This short video uses a side by side illustration that shows where UDL and T-TESS connect to help create a more student-centered environment. Showing the UDL guidelines matched with T-TESS in this manner helps demonstrate that the implementation of UDL can result in improved practice and performance.

Reflect: How can applying a UDL lens to the T-TESS rubric support you in your efforts to move from teacher-centered actions to student-centered actions?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

Beat the Heat 2018 is coming soon! This summer conference is dedicated to providing professional development to educators, parents, and others who work with children ages 3-21 with significant intellectual and low incidence disabilities. We are seeking teachers, para-educators, and support staff (SLP, OT, PT, AT, VI, COMS, APE, RN, etc) who are interested in teaching others about the terrific strategies, tools, and plans they use in their classroom!

Submit your proposal to become a Beat the Heat local presenter and, if selected, earn free registration to the conference! This is a terrific opportunity to share your hard-earned professional expertise with your colleagues while developing new professional skills. Presenters of accepted proposals will have the option to complete a self-paced, online course specifically designed to support local Region 13 presenters in developing and delivering professional trainings. Those who complete this course will receive a certificate of endorsement as a presenter to ESC 13. Develop yourself by developing others and build out your résumé with this great opportunity!

We are seeking engaging sessions in the following areas of special education:

Your work matters! Please consider providing a breakout presentation for this year's Beat the Heat conference. Even better, grab a co-worker and both of you submit a proposal!

Nichole Kertis Barton - nichole.kertis@esc13.txed.net

If you are a new test administrator for the STAAR Alternate 2, or a returning test administrator who wants a "refresher," click on the image below for information about this FREE online training offered through Region 3. Register at www.esc3.net, workshop #157348, and earn 2 hours of CEU credit!

For more information, contact jennifer.russell@esc13.txed.net
www.txtbi.net
Check out this new website developed by the Texas Low Incidence Statewide Network regarding Traumatic Brain Injury (TBI). Educators can find important, valuable information including the educational implications for a student who has suffered a TBI. The Statewide TBI Webinar is 1 hour and 19 minutes; the list of resources is extensive... and there is more! Please share this resource with your circles and help spread the word!

For more information contact Darcy Schiller (darcy.schiller@esc13.txed.net) or Jennifer Russell (jennifer.russell@esc13.txed.net).

Information has been posted to the TEA website for Secondary Transition Guidance:

Effective September 1, 2017, a Memorandum of Understanding (MOU) was signed between the Texas Workforce Commission (TWC) and the Texas Education Agency (TEA). The MOU is to promote collaboration in the delivery of transition services, including pre-employment transition services, for students with disabilities transitioning from secondary education to employment and independent living mandated by the Individuals with Disabilities Act (IDEA), as amended, and the Workforce Innovation and Opportunity Act (WIOA). The implementing regulations for both WIOA and IDEA require the formalization of interagency agreements concerning the transition services for students with disabilities who have an Individualized Education Program (IEP). The MOU will help improve the dissemination of information about TWC's Vocational Rehabilitation (VR) services and specify the process TEA and TWC will use to develop and update the mechanism used to target students.

The Pre-ETS include:

Job exploration counseling

Work-based learning experiences, which may include in-school or after-school opportunities, experience outside the traditional school setting, including internships, that are provided in an integrated environment

Counseling on opportunities in comprehensive transition or enrollment in post-secondary educational programs

Workplace readiness training to develop social skills and independent living

Instruction in self-advocacy/peer mentoring

Discussion about activities related to this MOU is ongoing at the state level. Resources for addressing WIOA at the local level are available on the National Technical Assistance Center for Transition (NTACT) website, including this helpful guide to prompt discussion between local education agencies (LEA) and vocational rehabilitation agency.

For more information, please contact the Secondary Transition statewide network member for your region. The contact for Region 13 is Elizabeth.Danner@esc13.txed.net
STAAR Alternate 2 Overview
This optional, free workshop will cover STAAR Alternate 2 participation requirements, allowable accommodations, testing timelines, practice administering the test with sample test questions, and instructional connections to the STAAR Alternate 2. To register, visit Ecampusand enter the workshop ID.

Date: December 13, 2017 Cost: Free Workshop ID: FA1737203

Date: January 22, 2018 Cost: Free Workshop ID: SP1837204

For more information contact Jennifer Russell, jennifer.russell@esc13.txed.net.
STAAR, Designated Supports, & Tech Tools
This optional workshop will familiarize you with the updated STAAR accessibility resources, including expanded student eligibility criteria and allowable technology tools. Learn how to integrate technology into your classroom that compliments the accessibility resources, enhances your teaching, and addresses access to the general curriculum. To register, visit Ecampusand enter the workshop ID.

Date: January 17, 2018 Cost: $45 Workshop ID: SP1837382

Date: January 23, 2018 Cost: $45 Workshop ID: SP1838572

Date: January 30, 2018 Cost: $45 Workshop ID: SP1838573

For more information contact Nichole Kertis Barton, nichole.kertis@esc13.txed.net.

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In this blog series we've shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS ?

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Engaging techniques for effective teaching

For every tool you'll find:

An explanation of how and when to use it

A template students can use to implement the tool

A place to take notes about how you use each tool

We're also adding videos that will show you the strategies in action.
View Our Tools

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Engaging techniques for effective teaching For every tool you'll find: An explanation of how and when to use it A template students can use to implement the tool A place to take notes about how you use each tool We're also adding videos that will show you the strategies in action.

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"In its most basic definition, UDL is thoroughly knowing the concept you're going to teach and presenting that concept in different ways while engaging the students and encouraging them to express their knowledge in different ways." - Katie Novak, UDL Now!

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LIVEBINDER: Power of Inclusion Co-Teaching Training

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LIVEBINDER: Power of Inclusion Co-Teaching Training

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Region 13 Power of Inclusion Co-Teaching Training

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handouts and resources for Power of 2 Training from ESC Region 13

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Create your own UDL wheel!
From: UDL Center

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PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. [24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities.

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Disability Representation in TX pie chart

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Disability Representation in TX pie chart

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Disability Representation in TX pie chart.pdf

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Is your child receiving special education services?

Do you go into the general education classroom to support students who have an IEP?

The PGC network's goal is to provide support for people who are involved in the education of students with disabilities to ensure they make progress in the general education.

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Progress in the General Curriculum | PGC Network

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Is your child receiving special education services? Do you go into the general education classroom to support students who have an IEP? The PGC network's goal is to provide support for people who are involved in the education of students with disabilities to ensure they make progress in the general education.

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I= Illustrate. What does co-teaching look like? What images come to mind?

S= State in one simple sentence what it is.

E= Elaborate on what you have just stated.

E= Examples. Add examples from your own practice.

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Two teachers use the Team Teaching and One Teach, One Assist Models in the classroom.

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This video is about Co-Teaching Model - Skill Group