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Courtney Rock and Keelin Dungan

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Green and White Simple and Basic Science Course Syllabus Education Presentation

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By Macala Lafrentz
Top 5 Suggestions

Limit background classroom noise

Consider the language demands and modify to make it accessible to your specific learner

Know the origin and the depth of the learner's individual hearing impairments

Help learners hear better through the use of technology and proper acoustics

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Emotional Disturbance Conduct Disorder (EDCD) By Emily and Joe 

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Emotional Disturbance Conduct Disorder (EDCD) By Emily and Joe 

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-Teach lagging skills and use strengths for assessments.
-Set up an area where student can go to self regulate that is free of dangerous objects and is quiet
-Be a positive role model and demonstrate good emotional regulation.
-Understand that relationship and social emotional wellbeing is more important than content
-Build or encourage a trusting and supportive relationship between the exceptional learner and one person

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by Sabrina Etienne and Deborah Winkler

Five proven methods to support a student with epilepsy in your classroom.

1. Communicate~Talk to the student, parent, and school nurse to create an action plan.

2. Offer support~Be aware that the student may need added emotional and academic needs. An IEP or 504 may be required for accomodations.

3. Educate yourself~Learn how to recognize a seizure and what to do. Document and Report as determined by the action plan.

4. Educate others~Teach your students about epilepsy and dispel misconceptions.
Contact the epilepsy foundation for classroom materials and support.

5. Be inclusive~Don't put limits on the student's abilities. Help students reach their full potential.

Quick link to Epilepsy Foundation.

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Epilepsy - Presentation by Sabrina Etienne

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https://sites.google.com/view/adhd-overview/home
(Click on this link if it does not work to click on the picture above)
Abigail Rister & Maria Hillukka
1. There are two main types of ADHD- Inattentive and Hyperactive-Impulsive. Learning which one your student struggles with more (or if it's a mix) will help you to understand their needs better and accommodate their needs.
2. Be flexible- provide flexible seating and be willing to be flexible with their assignments. Adjusting their work to fit their needs doesn't have to mean the easy way out. Find alternative ways to reach the objectives.
3. Break down large assignments into chunks. Checklists can help too.
4. Routine matters- have a daily schedule.
5. Remember, anyone with ADHD can succeed with the right support. Get to know your student and accommodate for their needs.

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By Lexi Kudis

Top 5 Suggestions

1. Keep things simple

2. Make directions very clear

3. Brain breaks are a must

4. Reward positive behavior

5. Be patient

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Check out our top 10 strategies!

1. Gaining respect and trust with your student is one of the best strategies to use. By gaining tthe respect and trust of your stduent, this will help them become more comfortbsle to come to you with anything they may be struggling with. This will lead to you knowing about their disorder ooner and getting them the help they need.

2. Making accommodations for student with emotional disturbance disorder in any grade level is extremely important in making sure your student will succeed in your classroom. In elementary, great accommodations would include giving choice opportunities, adjusting a task's difficulty to suits the student's needs, providing oral feedback, and student emotional check-ins. In middle school, appropriate accommodations would include allowing students to move at their own pace, providing extra help such as tutors, assessing students knowledge before teaching, and student emotional check-ins. In high school, appropriate accommodations would include providing immediate positive feedback, breaking down the content into smaller sections for easier understanding, and student emotional check-ins.

3. Brain breaks are a great way to get your students to have a mental break in the day so that they are able to come back and concentrate harder. There are great activities that you can do with your students during brain breaks to help loosen them up and take their minds off of school work for a bit.

4. A locked emotional journal that the student/s can write in and feel 100% comfortable being honest in. This locked journal provides a safe space for students to write about their thoughts and feelings that may be bothering them or even making them happy, it is a way for their emotions to be "heard". This is also a great way for you to promote writing with your students, sometimes when you give students a journal, you are giving them the potential to be a wonderful writer.

5. Building their confidence is a great way for your students to flourish in your classroom even with their known disorder. It is important for student to know that their disorders are not a limitation on their ability to learn, all students can become successful learners.

6. Acknowledging the way your speak to your students, making sure that you are talking in a way that is kind, respectful, and consistent. we impact our studnts lives on a daily basis and our student who are emotionally disturbed are more vulnerable than any in this situation.

7. Being consistent has a huge impact because students who are emotionally disturbed need consistency when it comes to rules and instructions. consistency provides a sense of security for this student throughout the school day.

8. Personal Check-Ins are a great way to assess your student and see where they are at emotionally and academically. assessing your students many times throughtout the year may sound like another difficult task amongst the many we are responsible of but it is a very important one. This is something that can either excel your student further or be part of the problem holding them back, we want to know how we can be helping them, these check-ins are a great way of doing that.

9. Learning centers are a great way to keep your student who are emotionally disturbed busy with hands on problem solving. There are many different centers that you can set up in your classroom, there are some great ideas on pinterest if you are interested in setting up some centers.

10. Calming strategies are something you might want to keep on hand for when your student is feeling anxious or having an agressive episode. one of my favorites are 5-4-3-2-1, five things you can see, four things you can hear, three things you cam feel, two things you can touch, and one thing you can taste. There are many things available online that you can try with your students for a calm down method.

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Check out our top 10 strategies! Gaining respect and trust with your student is one of the best strategies to use. By gaining tthe respect and trust of your stduent, this will help them become more comfortbsle to come to you with anything they may be struggling with.

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by Jenelle Remick

Academic Objectives for Gifted and Talented Curriculum

1. Promote critical thinking and reasoning abilities.

2. Develop and expand thinking skills.

3. Utilize differentiated strategies for learning.

4. Build or extend cognitive language skills.

5. Facilitate opportunities for learning.

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PVSchools gifted education curriculum complies with District curriculum guides and with state standards mandated by the Arizona State Board of Education. Gifted Education Services staff use the following guidelines for instruction of gifted students.

Academic Objectives Targeted in the Gifted Programs

Promote critical thinking and reasoning abilities.

Develop and expand thinking skills.

Utilize differentiated strategies for learning.

Build or extend cognitive language skills.

Facilitate opportunities for learning.

Mathematics

Gifted students require a mathematics curriculum that not only challenges their current abilities but also pushes them into new realms of understanding. This type of differentiation is best provided through an acceleration model that allows students to demonstrate mastery of grade-level standards and move through the curriculum receiving instruction at their challenge levels.

Through the Content Replacement/enrichment model provided at each elementary school, gifted students in Grades 4-6 are provided the opportunity to engage with a challenging curriculum that is one or more years beyond their current grade, as needed.

Students in Grades K-4 are provided this challenge through the Schoolwide Cluster Grouping Model. This setting allows the gifted cluster teachers to pretest mastery of grade-level mathematics standards and instruct students at the level appropriate to their learning needs.

Language Arts

Language is not just the expression; it is the essence of understanding. The Gifted Literature curriculum consists of four key components:

1. Literary comprehension and analysis studied through the lens of literary elements and devices

2. Strong, advanced vocabulary development through the study of Latin and Greek stems

3. Grammar study to enhance the understanding of language in written context

4. Study of Poetics

These four components allow gifted students to extend their understanding of language beyond the literal and inferential into the realm of evaluative analysis. Students in grades 4-6 are given the opportunity to expand and enhance their understanding through either a content replacement or content enrichment. Students in grades K-4 are presented with challenging vocabulary and text through the Schoolwide Cluster Grouping Model.

Gifted Education Curriculum Objectives

Gifted students receive instruction that is differentiated in content, process, product, learning environment and assessment.

Creative and Productive Thinking. Students will study techniques that help in the search for innovative solutions. They will develop unique and refined conceptualized ideas.

Problem Solving. Students will learn strategies for rational decision making and apply them to problems and issues in today's world.

Thinking Skills. Students will make connections between present knowledge and new information derived from varied materials, media, and environments. They will identify premises, analyze relationships, and validate conclusions.

Communication. Students will use communication to construct knowledge through a variety

Research. Students will make effective decisions about the identification, implementation, and presentation of ideas.

Personal Development. Students will recognize their strengths, needs, and individuality, and develop skills to achieve their potential while making meaningful contributions to society.

Areas of Differentiated Instruction

Content. Complex, abstract ideas presented in a variety of disciplines, including interdisciplinary curriculum.
Process. Higher-level thinking through Bloom's Taxonomy and the Multiple Intelligences
Products. Alternative methods of demonstrating mastery with a range of complexity
Learning Environment. Student-centered, flexible grouping based on readiness, interests and abilities
Assessments. Pre-assessment and testing out-of-grade level curriculum

Common Core and the Gifted Learner

The adoption of the Arizona Career and Readiness Standards significantly impacts the education of all students, including gifted and high-potential learners. For decades, best practices in education have evolved from gifted education.

This has occurred because in gifted education, we are continually seeking methods for challenging students to go beyond the basic understandings and move into deeper levels of understanding. The move toward Common Core standards reflects this practice on a large scale as they derive from instructional practices and strategies educators have been using in gifted education for decades.

Gifted education in Paradise Valley Schools focuses on interdisciplinary concepts, critical thinking skills, and problem-solving across domains. With implementation of the Common Core, we will continue to differentiate for gifted learners within a set of standards that are reasonably rigorous in each subject.

We recognize the importance of continuing to accommodate the needs of gifted learners and provide the additional rigor and challenge these students require for making continual progress. The standards also encourage us to move beyond acceleration methods to provide enrichment and critical thinking throughout all of the content areas. We address this by ensuring that there are open-ended opportunities to meet the standards through multiple pathways, more complex thinking applications, and real-world problem-solving contexts. New assessments will drive the instructional process. Gifted learners will be assessed through performance-based and portfolio techniques that are based on higher-level learning outcomes.

Rigorous curriculum demands that the students:

Go more deeply into content

Explore the complex nature of the content

Consciously include thinking skills in daily activities

Explore project-based activities

Connect to both the world of the student and the teacher

Learn strategies more than answers

Understand how to ask the right kinds of questions

Think creatively with agility

Bring adaptable skills to the market

Communicate efficiently and effectively through various modalities

Access, analyze, and evaluate information

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Gifted Program Curriculum, Goals and Objectives

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PVSchools gifted education curriculum complies with District curriculum guides and with state standards mandated by the Arizona State Board of Education. Gifted Education Services staff use the following guidelines for instruction of gifted students. Promote critical thinking and reasoning abilities. Develop and expand thinking skills. Utilize differentiated strategies for learning.

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"You can't stop the waves, but you can learn how to surf." - Jon Kabat-Zinn

to understand the needs of a learner with a anxiety.

Helping All Learners

Elementary students:

Make a safe space where it ok to talk about feeling anxious and overwhelmed. Bring in books that talk about anxiety and emotions to read to the whole class. Sometimes it might be best to get out of the classroom; take a break and get outside, go for a walk.

Search YouTube to find calming music, this can be played during independent work time time, during transitions, or when students are entering the classroom in the morning. Take wiggle breaks. Use deep breathing techniques and teach these to your students so they can do them when they feel anxious outside of the classroom.

Middle and Secondary:

Identify your emotions. Express that it is OK to have negative emotions, it is a part of life. Focus on how to handle those emotions when you are facing them. Find a person you feel comfortable to talk to. This could be a teacher, peer, counciler, pastor, parents, or other trusted adult.

Know what is the best way to express that negative emotion. It could be r elaxation and deep breathing, exercise, a hobby, playing or listening to music, and journaling are just some ideas that can help. It is also important for students to be getting enough sleep and good nutrition.

it is a disorder that effects how students learn and study. It can leave a person feeling uneasy and make going to school difficult. There are several types of anxiety disorders. These include generalized anxiety, social anxiety, specific phobias, and separation anxiety.

Some common characteristics of students with anxiety may be that they feel self-conscious and have trouble concentrating. They can become easily irritated and distracted. A student who struggles with anxiety may also shut down socially with their teacher and peers.

How Can We Help Our Students?

Keep an open line of communication with parents to find what works best for their child/student

Giving students enough time to work on assignments or find ways or spaces where they work best.

Have a daily schedule or routine that you follow. If something is going to change give student(s) enough notice to prepare for the change.

1. Deep breathing techniques

2. Staying active

3. Safe environment open for discussion on anxiety.

4. Writing or drawing - Write down your feeling or express through images how you are feeling.

5. Individual accommodations - offer options for testing and working on homework to help students overcome testing anxiety.

6. Take a break and get outside.

7. Break down assignments into smaller pieces.

8. Give students the option on how they would like to present projects. Would it work better for them to present one on one with the teacher.

9. Give written and oral instructions to the student(s)

10. Have a signal for the student to use with the teacher when they are feeling anxious or overwhelmed. This way the whole class does not need to be aware.

Anxiety is something that runs in my mom's side of the family. She has struggled with it as well as her mom. My grandmother takes medication for anxiety and depression. She was not a good candidate to talk with her because that alone would get her worked up and anxious.

For years my mom has had a hard time falling asleep and staying asleep. She can become unsettled at things that make her feel uneasy. She worries constantly. A lot of her worries as an adult come down to the well being of her kids and grandkids. She overthinks a lot and plans out worst case scenarios.

As a child and young adult she would become anxious about fitting in. She kept a small circle of friends. As an adult she has found activities that she enjoys doing with her family and friends. She goes camping with my dad, kids, and grandkids. These last few years she has really gotten into quilting, this is a past time does with her friends and goes on weekend quilting retreats. It is activities like these that can relax her anxious feeling and emotions.

Kids health offers a great, easy to follow break down of anxiety in children. It explains common behaviors, different types of anxiety, and strategies to use with students to help ease their anxiety.

We are teachers give great suggestion on how to help students manage their anxiety with breathing exercises, classroom safe space, and accommodations to help students with test anxiety.

The National Education Association breaks down some reasons as to why students may be struggling more than ever with anxiety. High stakes test and social media seem to play a big part in this rise of anxiety among our youth.

The Mayo Clinic gives an overview of anxiety and breaks it down into sections. These sections cover symptoms, complications, treatment, complications, and risk factors.

Citations

Flannery, M. E. ( 2018, March 28) . . NEA. Retrieved December 3, 2021, from The Epidemic of Anxiety Among Today's Students https://www.nea.org/advocating-for-change/new-from-nea/epidemic-anxiety-among-todays-students

Hasan, S. (Ed.). (2019, May). Anxiety disorders factsheet (for Schools) (for parents). KidsHealth. Retrieved December 3, 2021, from https://kidshealth.org/en/parents/anxiety-factsheet.html

International OCD Foundation. (2018, November 19). [Video]. Youtube. Forms of anxiety and OCD in children. Retrieved December 3, 2021, from https://www.youtube.com/watch?v=nrFuLW0zdSg

Morin, A. (2021, November 2). Classroom accommodations for anxiety . Understood. Retrieved December 3, 2021, from https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-anxiety?utm_source=google-search-nongrant&utm_medium=paid&utm_campaign=evrgrn-mar21-edu&gclid=CjwKCAiA7dKMBhBCEiwAO_crFBBz8RTDDc39J4zqRZD12JFgtfS1cbyt-U__egHVqVHVyKmxbOAJJRoC1joQAvD_BwE

Top 10 signs of student anxiety in the classroom. IBCCES. (2020, April 17). Retrieved December 3, 2021, from https://ibcces.org/blog/2019/05/08/signs-student-anxiety-classroom/

WeAreTeachers Staff (2021, October 11). 10 Ways to Help Students Who Struggle with Anxiety . WeAreTeachers. Retrieved December 3, 2021, from https://www.weareteachers.com/help-students-with-anxiety/

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"You can't stop the waves, but you can learn how to surf." - Jon Kabat-Zinn to understand the needs of a learner with a anxiety. Helping All Learners Elementary students: Make a safe space where it ok to talk about feeling anxious and overwhelmed.

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By Jacob Wandersee
Five things to keep in mind as a teacher working with a student with TBI:
1. Learn as much as you can about the needs of that specific student and how their TBI affects their learning.
2. Be flexible with expectations, assignments and assessments.
3. Break down complex assignments into easier to accomplish steps like a checklist.
4. Allow time for mental and physical breaks.
5. Maintain an open vein of communication with the parents, the student and be willing to adjust your plan in order to help the student be more successful.

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Emily Aisner shares her experience on the biausa website:

I thought it all started in January of 2018 when I was in a major car accident. I sustained both head, neck and shoulder injuries which have caused a variety of symptoms.

My doctors and I realized shortly after the accident that my 20-year hockey career as an ice hockey goalie contributed to my head trauma, and that my recovery would be a lot slower. As a goalie, I took many pucks to the head and intentionally saved the puck with my face. That was my instinct, which unfortunately helped lead me here today.

I went through physical therapy, speech therapy, different types of nerve blocks and injections for both my physical and cognitive deficits. Without my medical team's support, I wouldn't be here today.

After working hard in PT and speech therapy, my progress has improved. However, the physical symptoms, cognitive fatigue and pain are still debilitating. With the help of my incredible medical team, we have found a regimen to keep me stable most days and implemented lifestyle changes to promote brain hygiene.

I've learned to be patient with myself, take breaks and find new outlets (such as new tv shows, nature walks, writing and coloring).

Brain injury is something you think will never happen to you, but nobody is immune to it. Life is different now. Most days are exhausting, but I have to keep fighting. We have to keep fighting no matter what. Why? Because we as humans are built to be strong.

I recently went back to school for my Natural Science degree and will be pursuing a career in radiology technology. With every MRI I've had, hospital staff has always been there to keep me calm. I hope to give back in that regard.

I have learned many things since my brain injuries. Hope is one of them. And hope is real. There is always hope for better days ahead. Our brain injuries don't make us less of a human being. We still matter and we will fight this battle together.

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Emily Aisner shares her experience on the biausa website: I thought it all started in January of 2018 when I was in a major car accident. I sustained both head, neck and shoulder injuries which have caused a variety of symptoms. My doctors and I realized shortly after the accident that my 20-year hockey career as an ice hockey goalie contributed to my head trauma, and that my recovery would be a lot slower.

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By Sadie Jordan & Courtney Wisniewski
Top 5 Teacher Tricks:
1. Described as any kind of vision loss. Can be mild to no visual impairment, moderate, severe, or blindness.
2. Verbalize all information as it's written on the board.
3. Use large print books and materials, and a high contrast color.
4. Abbreviated homework (includes all concepts, just fewer items), and oral testing.
5. The use of technology can be more efficient for low vision students, and can help them with reading and writing assignments over paper books and handwriting.

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Visual impairment is a term used to describe any kind of vision loss, whether it's someone who cannot see at all or someone who has partial vision loss. Some people are completely blind, but many others have what's called legal blindness. Visual impairments are very prevalent amongst the entire world. Globally, at least 2.2 billion people have a near or distance vision impairment.

WHO uses 4 levels of visual function; mild or no visual impairment, moderate visual impairment, sever visual impairment, and blindness. Global Blindness Course goes more in depth about how each of these categories are determined and how visual impairments are diagnosed.

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Visual impairment is a term used to describe any kind of vision loss, whether it's someone who cannot see at all or someone who has partial vision loss. Some people are completely blind, but many others have what's called legal blindness. Visual impairments are very prevalent amongst the entire

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1. Work with parents and families who feel their child needs more challenge.
2. Provide opportunities for them to apply and integrate their ideas.
3. Allow for a variety of ways for students to conduct and demonstrate their learning.
4. Focus on the levels of Analysis, Synthesis, and Evaluation when planning extensions and differentiation based on the content and standards being taught.
5. Focus should also be on the Multiple Intelligences that provide student-centered, flexible grouping in relation to readiness, interests, and abilities.

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Use visual cues to review rules (words, charts, cards)

Have student repeat back directions

Designate a safe/quiet place in the classroom with clear set rules

Teach to their fascinations and interests

Provide choices, such as working alone or with a partner, or how to take notes, etc.

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Autism Spectrum Disorder embodies a variety of conditions affected by challenges with social skills, repeated behaviors, speech and nonverbal communication, and hypersensitivity to sensory stimuli (Autism Speaks, n.d.). The Centers for Disease Control (CDC) reports that ASD affects 1 in 54 children in the United States today (Centers for Disease and Control, 2020, n.p.). Signs of the disorder appear around ages 2-3, but it can be observed and diagnosed earlier or later in life (Autism Speaks, n.d.).

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Autism Spectrum Disorder embodies a variety of conditions affected by challenges with social skills, repeated behaviors, speech and nonverbal communication, and hypersensitivity to sensory stimuli (Autism Speaks, n.d.). The Centers for Disease Control (CDC) reports that ASD affects 1 in 54

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Accommodations

1. Place the student near the teacher and away from the hallway/door and away from windows. Extraneous noises and bright light will challenge the student’s attention. Limit excessive bright colors and wall decorations that may distract your student.  Allow for a quiet place if the student becomes overstimulated. Include sensory items that the student can focus on to calm themselves.

2. Ensure that your student has good seating that encourages good posture.  Your student will struggle with fatigue, and the more they are able to sit correctly the less fatigued they will become.

3. Break up activities into manageable chunks for the student.  The student may become overwhelmed with too much to do all at once. Also break your lessons into smaller pieces with physical breaks in between.  This will allow your student to switch focus as well as adding needed physical activity into their day.

4. Include visual aids with all learning activities.  Auditory memory can be a challenge for your student.  Students have a better chance of success learning visually.

5. Encourage an inclusive classroom. Your student needs to feel included in the same way that all of your other students do.  Give them the same opportunities as everyone else.

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By Jessi Wattenhofer
Top 5 Suggestions for Accommodations
1.  Allow students to use Speech-to-text options instead of writing.
2.  Allow students to use Text-to-Speech options instead of reading.
3.  Use a Dyslexia Font to make it easier for students to read type print.
4.  Have students keep notes while reading to help comprehension.
5. Do not make students read out loud in front of their peers. Encourage volunteer reading.

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A general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence.

Secondary Dyslexia is a condition caused by problems with brain development during the early stages of fetal development. It is most common in boys. Children with dyslexia have difficulties learning to read and write, despite traditional instruction, having average intelligence, are motivated and are given the opportunity to learn. Dyslexia is thought to be an impairment in the brain's ability to process phonemes.

More than 3 million US cases per year are discovered. Although treatment can help, there is no cure for dyslexia. Most students in school can be successful with tutoring and specialized education programs. Dyslexia is a hereditary trait, although severity can differ.

Children may become withdrawn and appear to be depressed. They may act out. They will try to draw attention away from their learning difficulty. Problems with self-esteem. Interactions between peers and siblings can be strained. Interest in school-related activities decrease. Students may appear unmotivated or lazy.

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A general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence. Secondary Dyslexia is a condition caused by problems with brain development during the early stages of fetal development. It is most common in boys.

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What Teachers Can Do

Students with fetal alcohol syndrome do best in a structured environment with a consistent daily routine. You can help your students by:

presenting information in clear, brief, and simple segments

reducing distractions in the classroom

using visual materials

announcing schedule changes and transitions well in advance

using small-group settings when possible

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By Rebecca Schreurs and Ariel Mormul
1. Temperament
2. Responses
3. Environment w/break-out spaces
4. Ask for support
5. Create a plan

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ODD Oppositional Defiant Disorder Adaptations and Management Final ED 3780 Fall 21 By Rebecca Schreurs and Ariel Mormul

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Here is my presentation for Mosaic Down Syndrome!

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By Bill Olson

5 Accommodations for Classroom Teachers

1. One accommodation mentioned previously on the What are Speech and Language Disorders page is augmentative communication devices. These devices can range from low-tech to high-tech. An example of a high-tech communication would be synthesized speech where people with speech disorders use an iPad or other form of high-level technology to communicate with a device instead of their voice. The classroom teacher should make sure that any students using AAC have chargers available for their learners with speech and language disabilities.

2. For class presentations, the classroom teacher should offer the option for the student to give the presentation to the classroom teacher in a one on one setting.

3. The classroom teacher can also offer classroom presentations to be given over a text to voice software in the classroom. An example of this software is WellSaid.

4. "When practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills" (Broc, et al).

5. The classroom teacher should never try to "fill in the blanks" by speaking for the student if not asked to do so. The classroom teacher should also encourage students not to do this.