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HLP 1: Collaborate with Professionals to Increase Student Success

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HLP 1: Collaborate with Professionals to Increase Student Success

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Support By Staff, General Education Teachers, Paraprofessionals - measurable outcomes and goals.

Collaboration with individuals and teams. Effective collaboration behaviors - sharing videos, active listening, questioning, planning, problem solving and negotiating.

Developing and adjusting - instructional and behavior plans. Based on student data, coordination of expectations, responsibilities, resources to maximize student learning.

Identify at least 3 examples of articles:

Successful Inclusion Practices in Middle and Secondary Education. Using a differentiated instruction and finding that universal design and school framework that is successful. A varied focus on curriculum along with a use of technology to empower students. (Villa, 2005).

http://www.jstor.org/stable/41064553

Social Presence and Interaction in Learning Environments the effect on Student Success. With social inter and social presence has an affect on academic success. Including a point on motivational orientation and an increase in learning strategies. (Kozuh, etal, 2015)

http://www.jstor.org/stable/jeductechsoci.18.1.223

Components, Models and Operational Mechanisms Teacher Collaboration. We see teacher collaboration playing a primary role in improving student performance with a focus on teacher's professional learning. School leadership and their viewpoints is also positively impacting and inspiring collaboration. (Toth-Pieczka, etal. 2019)

http://www.jstor.org/stable/jeductechsoci.18.1.223

Collaborative Learning Builds Deeper Understanding. Collaboration Problem Solving. Learning building deeper understanding, building a conversation with each other, talking about the problems, proactive/depending on each other. Roundtable discussions that build respect and listening to each other. Reflection moment.

https://youtu.be/rWEwv.qobpU

Three technology tools or apps. Tool: Promethean - Global education technology assisting and specializing in learning solutions on an interaction basis. Support comes in engaging students through an interactive lessons and activities. https://www.promethean.com

Tool: Pear Deck. Interactive presentation to build and increase student engagement. Building in with Google slides and Microsoft Power point. Support - Features quizzes, polls and drawing activities to increase participation. https://www.peardeck.com

Tool: Kahoot!. Interactive learning that changes education through a game based-learning system. Support: Builds collaboration, critical thinking and knowledge retention. https://www.kahoot.com

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JSTOR is a digital library of academic journals, books, and primary sources.

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HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

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HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

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Evidence-based Practices Support - High Leverage Practice. Identifying clear measurable student outcomes. Developing instructional and behavior plans to support outcomes. Developing meeting agenda and allocating time to meet the goals of the agenda. Leading ways to encourage agreement, build through positive verbal and non verbal communication. Encourage and sharing multiple perspectives, demonstrate active listening and giving and getting feedback.

3 Articles:

Parent/Teacher Collaboration: Teacher Perceptions. (Schultz, etal. 2016). Providing an opportunity for parents and educators to meet and collaborate. (Schultz, etal, 2016). Families who participate have seen their roles as a primary time to listen and answer questions. Sharing experiences and going over educational goals and seeing placement increase.

http://www.jstor.org/stable/26173862

Family Perceptions of Student Centered Planning and IEP Meetings. (Childre, Chambers, 2005). IDEA main goal is to develop and include family participation and that includes improving outcomes and goals. Data driven, documented outcomes for both students and families and this includes transition outcomes.

http://www.jstor.org/stable/23879717

Data for School Improvement Factors for Designing Effective Information to Support Decision Making in Schools. (Breiter, etal. 2006). Data and its collection is what is important to build and make decisions regarding goals. Building instructional strategies and effective instructions will assist with meetings with stakeholders on students goals.

http://www.jstor.org/stable/jeductechsoci.9.3.206

What to Expect at an IEP meeting. Expectation of an IEP meeting, agenda writing, data to be collected, running a meeting, participation and including parents professionals and providing check list.

https://youtu.be/T0vhl_bLuQU

Three Technology Tools or Applications.

Tool: Behavior Tracker Pro. Multiple uses of data recording Cloud based team - collaboration facilitation. (Jasper, etal. 2015) https://www.behaviortrackerpro.com

Tool: Class Dojo. Multiple types of data recording. Cloud based data facilitate school/home communication of data collected. (Jasper,, etal. 2015). https://www.classdojo.com

Tool: Reward Chart. Great for educators and parents getting started with simple tracking of accomplished goals (Jasper, 2015) https://ireward.chart.com

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Tia R. Schultz, Harriet Able, Melissa A. Sreckovic and Tamira White

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Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom on JSTOR

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Tia R. Schultz, Harriet Able, Melissa A. Sreckovic, Tamira White, Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom, Education and Training in Autism and Developmental Disabilities, Vol. 51, No. 4 (December 2016), pp. 344-354

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HLP 3: Collaborate with Families Support Student Learning and Secure Needed Services

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HLP 3: Collaborate with Families Support Student Learning and Secure Needed Services

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Evidence-Based Practices to Support HLP.

Teachers Collaborate with families - individual children's needs, goals, programs, progress overtime, ensure families informed about rights.

Teachers should consider background, socio-economic status, language, culture and priorities of the family.

Teachers advocate for resources to help students meet with instructional, behavioral, social, transition goals. Encourage students to self-advocate, building self-determination and support children's learning.

Three Articles.

Title: Implementing Evidence-Based Practices to Promote Self-Determination Lessons Learned from a State Wide Implementation of the Self -Determined Learning Model of Instruction. (Burke, 2019). Evidence based to increase student outcomes. Contribute to positive student outcomes systems and regular use models of instruction and teaching strategies. Research design quality and quantity of teaching. https://www.jstor.org/stable/26663959

Title: Stakeholders Voiced Defining Needs of Students with Emotional and Behavioral Disorders Transitioning Between School Settings. (Buchanan, 2016). Creating transitional plans. Explore student needs that consistent behavior specific feedback positive reinforcement prosocial skills. Benefit from regular opportunities to learn and practice social skills. Transition programming should be coordinated and parents need support at school meetings.

https://www.jstor.org/stable/26780305

Title: The Impact of Enhancing Student's Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. (Durlak, etal. 2011). SEL approach integrates competence promotion and youth development frameworks. Generate, coordinate flexible, adaptive response opportunities to environment. Getting core competency to recognize and manage emotions. Achieve positive goals, make and keep positive relationships, making responsible decisions and handling interpersonal/work relationships.

http://www.jstor.org/stable/29782838.

Title of Video: Families and Educators Together Building Great Relationships that Support Young Children. Home school relationships a foundation of a student's success and well being. Building and cultivating positive, supporting partnerships and working together both parents and educators. Building respect and communication between everyone.

https://youtu.be/PuVjm7Cn_2s

Three Technology Tools or Apps.

Name - AI Driven Tools. Emerging or beginning new tools and translate communications. Overcoming language barriers and connecting with all parents and keeping everyone informed.

https://www.edirectmagazine.com/k12/article/2004/08203

Name - Collaboration Platforms Centralizes Contact Channels. Bringing together multiple modes into one program. Including voicemail, email, instant messaging, texting and video is also available and connecting with parents differently.

https://www.edirectmagazine.com/k12/article/2004/08203

Tool: Learning Management Systems. We see this to be a connection hub and managing course materials. There is a central messaging component along with sending out announcements and notifications and can be used in conjunction with google classroom.

https://www.edirectmagazine.com/k12/article/2004/08203

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Kathryn M. Burke, Karrie A. Shogren, Sheida K. Raley, Michael L. Wehmeyer, Anthony A. Antosh and Terri LaPlante

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Implementing Evidence-Based Practices to Promote Self-Determination on JSTOR

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Kathryn M. Burke, Karrie A. Shogren, Sheida K. Raley, Michael L. Wehmeyer, Anthony A. Antosh, Terri LaPlante, Implementing Evidence-Based Practices to Promote Self-Determination, Education and Training in Autism and Developmental Disabilities, Vol. 54, No. 1 (March 2019), pp. 18-29