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NEED ESE In-service Points??

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COMPLETE PRIOR & BRING THE DAY OF THE DISTRICT BPIE MTG

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Shelley Moore: Transforming Inclusive Education

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The 1-2-3 Care Toolkit is intended to support caregivers on their journey towards trauma sensitivity. It is organized by topic, each offering a brief overview, specific tools that can be used with children, and where to find more information. Also included are handouts that can be used as teaching aids.
Public health nurses at Spokane Regional Health District (SRHD) developed this toolkit for caregivers of children. Caregivers are defined broadly to include parents, grandparents, child care providers, teachers, and others who care for children daily. Recent advances in the understanding of how early childhood experiences shape the way the brain works over the lifetime reveal just how critically important the job of caring for children is. It turns out that the brain grows and develops differently in response to nurturing versus traumatic environments.

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The 1-2-3 Care Toolkit is intended to support caregivers on their journey towards trauma sensitivity. It is organized by topic, each offering a brief overview, specific tools that can be used with children, and where to find more information. Also included are handouts that can be used as teaching aids.

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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Social Emotional Learning (SEL) Program, Activities & Curriculum - Harmony

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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Listen in to our Podcast!

Listen in to this new bi-monthly podcast from Conscious Discipline creator, Dr. Becky Bailey. Together with Conscious Discipline Master and Certified Instructors and special guests, Becky explores trends in social-emotional learning and classroom management.

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Like what you're hearing?

If you liked what you heard on Dr. Bailey's new podcast, Real Talk for Real Teachers, we hope you'll take 30 seconds to share your feedback by leaving a review and rating on iTunes and encouraging others to listen.

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Listen in to this new bi-monthly podcast from Conscious Discipline creator, Dr. Becky Bailey. Together with Conscious Discipline Master and Certified Instructors and special guests, Becky explores trends in social-emotional learning and classroom management.

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Excellent video

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What is Peers as Partners in Learning?

The Peers as Partners in Learning (PPL) program begins with students being approved to enroll in the Peers as Partners in Learning courses (High School course found on CPALMS #1400340 and Middle School course CPALMS #1400025.) This elective course is designed to provide peer supports for students with disabilities. Students with and without disabilities who are partners in the PPL course comprise the PPL program at their specific school.

The Peers as Partners in Learning program provides reciprocal

benefits to students with and without disabilities, in an inclusive setting. Inclusion means that students with disabilities receive services and supports in general education classrooms and settings with their same age peers without disabilities.

FIN has developed the Peers as Partners in Learning Curriculum and Planning Guide to help schools, administrators and teacher teams launch a PPL program at their schools.

In order to bring these benefits to your school, view the "Getting Started with PPL" video below . For more information please contact your local FIN Facilitator.

Congratulations to Hernando County School District on their Peers as Partners in Learning (PPL) program at Hernando High School. The school's PPL program is locally known as the Peer Inclusion Team (P.I.T. Crew) and was recently featured in this video produced by the HCSD Communications and Government Relations Department. Great job to the team at Hernando High School and the local FIN Facilitator, Ann Jensen.

More information on PPL can be found in the Peers as Partners in Learning Program Planning and Curricula Guide below. Contact your local FIN facilitator for assistance with creating a program in your school.

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The Peers as Partners in Learning (PPL) program begins with students being approved to enroll in the Peers as Partners in Learning courses (High School course found on CPALMS #1400340 and Middle School course CPALMS #1400025 .) This elective course is designed to provide peer supports for students with disabilities.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Instructional and Teacher Leaders F.A.C.T. Folios

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Including Students with a Significant Cognitive Disability: Module One

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Including Students with a Significant Cognitive Disability: Module Two

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EOC Content Focus Analysis

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Full Version

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Graduation options for SWD

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LRE

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Disability Etiquette

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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The Including Samuel Project is part of the Institute on Disability/UCED, a non-profit 501(c)3 organization at the University of New Hampshire. The project's mission is to build more inclusive schools and communities through curriculum, training, and outreach.

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"DON'T LIMIT ME!"- Powerful message from Megan with Down Syndrome

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PFL

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Ghost Boy

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Think Inclusive | The Official Blog of MCIE

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I don't know which side of the fence you are on regarding inclusive education. And for all intents and purposes...it does not matter. This post could just as easily have been called, No...Really...I'm Not Crazy...Inclusive Education Works! Usually, when I talk to people who are not familiar with the idea of having students with disabilities (including significant disabilities) in the general education setting, they say they are having a hard time "wrapping their head around it" or want to see "what it actually looks like." So...just for those of you who need to see it to believe it, I have picked out five videos that will most definitely change your mind about whether inclusive education is really a good thing or not (or at least they should).

Including Issac

Including Issac is a 13-minute video about a boy with Spinal Muscular Atrophy (SMA) and his story of inclusion in a private Christian school in Michigan. It takes commitment from a school on all levels to make inclusive education work for students with significant disabilities and this a clear example of how coming together for the benefit of one student can benefit all students. Watch this beautifully filmed and powerful video.

Damian's Inclusion Project

This video was made by the Georgia Department of Education (2011) to highlight a pilot inclusive education program for students with the most significant cognitive disabilities in cooperation with Cobb County Schools. Check out the follow-up video to see how Damian progressed through his 4th-grade year (from 2014).

Thaysa

Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication.

Tana Vogele's Story

Every year since Kindergarten, Tana Vogele has been included in general education classrooms despite her significant physical and intellectual disabilities. Watch this compelling video about the friendships that have been nurtured during her 4th grade year and what inclusion does to a classroom and school community.

Axel

AXEL open captioned FINAL HD 1080p from Dan Habib on Vimeo.

This short film (16:39) focuses on Axel Cortes and the staff at Idelhurst Elementary School in Somersworth, NH. Axel is a fifth grader with autism who is non-verbal and exhibited significant behavioral challenges when he arrived at school. Axel came to Idelhurst during his 5th grade year from another school where he was exclusively in self-contained settings and was being taught preschool/kindergarten level. Through effective implementation of supports - including AAC, UDL, RtI, social stories, visual schedules and positive behavioral supports - Axel was able to learn 5th grade general education curriculum in a general education classroom within a few months. His challenging behaviors also decreased, and he thrived through interaction and engagement with 'typical' peers. Once Axel had an effective means of communication, the staff found that Axel was was bilingual and bi-literate (his family speaks Spanish at home).

This film illustrates the potential for students with significant cognitive disabilities to achieve high academic outcomes. The film has received support from the National Center and State Collaborative (NCSC).

The video shows how Axel accesses his environment via Augmentative and Alternative Communication as well as how his classmates accept him into their community. Watch how Axel is learning to type independently and makes strides with communicating his wants and needs in the general education setting.
Sometimes we need to see examples of inclusion to really understand that it is possible and happening all over the world. Perhaps you are the one who can influence your local school to implement inclusive practices.

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5 Videos That Will Change Your Mind About Inclusive Education

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I don't know which side of the fence you are on regarding inclusive education. And for all intents and purposes...it does not matter. This post could just as easily have been called, No...Really...I'm Not Crazy...Inclusive Education Works!

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Clearing the path for those with special needs, clears the path for ALL.

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SWD Testing

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Guidance for IEP team to determine if access points are appropriate

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Checklist

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As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students' needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching.

Now that I coach teachers in their first and second years, I can safely say that differentiation remains a huge challenge. I went out and asked the members of Teaching Channel's Coaching Think Tank to share their top differentiation strategies for new teachers. Check out these six tips for meeting the needs of diverse learners.

Equity Sticks

Autumn Bell, a math coach for Fresno Unified School District, recommends using equity sticks to randomly call on students during direct instruction. Autumn suggests that teachers plan a variety of different questions to ask. When calling on specific students, teachers can then ask them a question at their level. Autumn stresses that it's important to have high expectations for all students, but starting with leveled questions can help to build students' confidence in sharing their thoughts.

Sentence Frames

When supporting students to participate in discussions, Autumn shares how sentence frames can help students in answering questions. Michelle Rooks, an instructional coach for Teton County School District, also emphasizes the value of using sentence frames in both speaking and writing. The frames can give students a way to begin or access the task, and support all students' participation in the discussions and/or writing. Sentence frames also extend language skills and support organized thinking.

Multiple Ways to Express Understanding

All students are different, so why require them to all work on the same tasks? Stacy Davidson, an instructional mentor for Bellevue Public Schools, shares the importance of giving students different ways to respond to a task. Depending on their needs, students can respond verbally, through sketching, or by writing. When you're hoping to assess students' content rather than process knowledge, multiple ways of expressing understanding is key. Watch Learning Menus.

Share Air Time

During small group work, Stacy shares how teachers can use a colored cotton ball system to encourage equitable participation. Each student gets a set of colored cotton balls or cubes (one color per student), and put one of their balls in the center of the table every time they add to the discussion. Teachers can encourage groups to pay attention to the colors in the center, and to support each other in order to have a balance of colors. If a student hasn't contributed or has contributed very little, students can be supported to encourage their peer to join in. For example, they might say something like, "Amanda, do you have something to add?"

Excerpt Texts

According to Shelia Banks, an instructional coach for Jefferson Parish School District, excerpting texts can be a great way to meet the needs of diverse readers. Shelia shares how an excerpt from a complex text can be sufficient to give students access to the text. Struggling learners can work with shorter excerpts as long as the excerpt conveys the ideas and claims of the whole text. Shelia also shares how advanced learners can read longer texts, and suggests pairing those texts with additional texts representing contrary or similar information, expanding the students' access to claims and details.

Differentiate Rubrics

When creating rubrics to evaluate student performance, Shelia suggests differentiating rubric elements to meet the needs of all students. In one classroom, there will be a diverse mix of elements that need to be targeted for improvement. Some students may have mastered focusing on the task, but struggle with organizing their writing. Others may write well-developed papers, but lack focus. After identifying which rubrics elements certain students should focus on, Shelia suggests arranging students into homogeneous groups. These groups can work together to revise their papers using common rubric elements, and teachers can conduct mini writer's workshops based on what the groups need to grow.
What differentiation strategies have been working well for you?

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Meeting the Needs of Diverse Learners: Six Differentiation Strategies

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As a new teacher, I remember feeling overwhelmed by the wide range of abilities in my classroom. How was I supposed to meet all of my students' needs while simultaneously covering grade level content? As I learned more about differentiation, this became easier, but it still remained one of the most challenging aspects of teaching.

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Using the Rubrics below!

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Concrete & Representational,
ELEM /MS/HS

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