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To address Brad's challenges with attention, organization, and study skills, he would benefit from teachers chunking their lessons. Chunking involves breaking down information into smaller, manageable units or "chunks" that are easier to remember and process.

Chunking makes it easier for students to focus and maintain attention. It also helps preventing students from becoming overwhelmed and allows them to process information more effectively.

Chunking will also help Brad with organization skills because he has to categorize and group related information together, which will make it easier for him to organize his thoughts and notes.

As Brad learns to break down large amounts of information into smaller, digestible parts, he can more efficiently study and retain the material.

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Myisha is reading at the eighth grade level, but written expression is challenging for her. Using a speech recognition software can be a game changer for her. This software would allow Myisha to dictate her ideas verbally instead of writing them down or typing them. This can also alleviate some of her anxiety because it will assist her with spelling, grammar, or organizing her thoughts; she will feel more independent and confident to express herself more freely.

This strategy can also be used when Myisha is required to take notes.

Learning to use speech recognition software can also empower Myisha to advocate for her needs and develop independence.

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Edmonton Regional Learning Consortium - ERLC

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The Read and Write Google extension can help Brad in many ways. The assistive technology can help with reading aloud, copying text, defining terms, research, and many more aspects that can help Brad be successful in the classroom. Read and Write works well with several school websites, so it is user friendly and can be used on multiple platforms.

Brad is a visual learner, and the features through Read and Write will complement his learning style. With Read and Write, he can define unknown vocabulary with pictures and words. He can also interact with the text to make it visually appealing to him, so he can focus on the topic he is learning about.

Brad can also use the highlight and copy feature for his research by copying it to a Google Document. This highlight feature would help Brad with his organization in his writing. He could color code facts to help determine what facts should go in each paragraph. It would also help him stay organized since he is a visual learner.

Read and Write is also installed on his computer, so it is easily accessible. Brad can learn to use this tool independently, so he can work on his classwork at the same time as his peers.

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Myisha struggles with oral reading comprehension. One tool that she can use in class to help retain what she is reading or listening to would be a graphic organizer. The teacher could create a graphic organizer to go along with the reading of the day, chapter, or book. This video explains several different types of graphic organizers that could be used in the classroom. The classroom teacher could offer this graphic organizer to a select few students, or the entire class to help with comprehension.

Since Myisha also struggles with writing, it would benefit her to have the graphic organizer available digitally. She could type of use speech-to-text when completing the graphic organizer this way.

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Explicit instruction is an evidence-based practice (EBP) that improves student outcomes in academics and behavior. When planning instruction of new skills, teachers first unpack grade-level standards to identify critical content, essential knowledge standards and vocabulary words. To logically sequence lessons, teachers identify essential prerequisite skills and task analyze complex skills. Lessons are planned from easiest to most complex, using students’ knowledge of essential prerequisite skills related to the learning goal, and pre-assessment data as a guide. Special education teachers would plan specially designed instruction (SDI) for Brad using information from his IEP to provide access to the general education curriculum and achieve IEP goals. In this video the teacher plans a review of prerequisite skills and asks the student to demonstrate those skills. She also allows for numerous opportunities to respond and continues to provide positive and constructive feedback throughout. Teachers use their knowledge of Brad’s learning characteristics and learning goals to select evidence-based practices. Differentiation with scaffolds, using guided notes and worked solutions. This approach would support Brad’s struggles with reading comprehension and mathematics and writing skills. For Brad, identifying and sharing his learning goals in student friendly language would activate his prior knowledge related to the learning target.  If Brad lacks the required essential prerequisites skills, flexible grouping approaches for remediation, inquiry, and SDI would be beneficial. When teaching new skills, Brad would benefit from teachers demonstrating and modeling with teacher think aloud, using simplified and concise academic language with examples and non-examples at a brisk instructional pace. During guided practice, Brad would benefit from teachers use blocked practice for new skills, fading scaffolds and supports when students are independent and confident.

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60 seconds · Clipped by Tricia Morgan · Original video "HLP #16 Use Explicit Instruction" by Council for Exceptional Children

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Setting Short and Long Term Goals (Tricia Morgan)

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Setting Short and Long Term Goals (Tricia Morgan)

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HLP 6, data driven planning involves collecting and analyzing student data to set goals, plan instruction, teach, and monitor student progress. Teachers gather data from a variety of assessments and informally through daily instructional tasks (e.g., tallies on accuracy, notes on error analysis). Teachers analyze data to identify a student’s baseline skills and set instructional goals. Teachers select evidence-based practices to meet student needs and collaborate with education professionals to determine the duration and frequency of instruction. Throughout instruction, teachers use data to monitor progress. If a student is not making progress toward goals, then teachers collect and analyze data to form a hypothesis about reasons. Teachers then adapt instruction to better meet student needs. Teachers continue to monitor student progress, communicating with families and other educators throughout the process.

Setting short- and long-term goals are essential for Myisha’s future. She identified her long-term goal as completing her senior project, which began an exploration of the field of nursing after a visit to the career center. Myisha developed short term achievable goals along the way. This included learning more about the field of nursing. She obtained an internship at a pediatric hospital with the support of her teacher and school counselor. She was able to hone in on a specific area of nursing which led to interning at the children’s clinic her senior year. Each milestone, or short-term goal, allowed Myisha to achieve her long-term goal of completing her senior project and successfully identifying a career path and the requirements for obtaining a job in the field.