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Direct Instruction training 2022 part 1 handout

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Informationon state requirements for curriculum materials

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Instructional Materials FAQ - Curriculum Frameworks & Instructional Materials (CA Dept of Education)

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Instructional Materials Funding and Williams Case Frequently Asked Questions and Answers.

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National Institute for Direc Instruction

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National Institute for Direc Instruction

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The National Institute for Direct Instruction (NIFDI) is the world's foremost Direct Instruction (DI) support provider. This website provides information and resources for administrators, teachers and parents to help them maximize student achievement through DI. The website also contains information on DI's extensive and broad research base, including a searchable database of more than two hundred article summaries.

Consider becoming a member of NIFDI. Members not only help NIFDI fulfill its mission, but they also enjoy member pricing on our materials and events. Learn more about member benefits by clicking on the button to the right.

New to Direct Instruction? Check out our Introduction to Direct Instruction Video Series to learn more!

In Memory of Siegfried "Zig" Engelmann

Memorial to Siegfried Engelmann's Professional Life and Contributions

Tributes and additional information about Siegfried Engelmann

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NIFDI - National Institute for Direct Instruction

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The National Institute for Direct Instruction (NIFDI) is the world's foremost Direct Instruction (DI) support provider. This website provides information and resources for administrators, teachers and parents to help them maximize student achievement through DI. The website also contains information on DI's extensive and broad research base, including a searchable database of more than two hundred article summaries.

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Find evidence/research based curriculum and interventions

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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I don't know about you, but we have seen an inordinate amount of rain around here! And while it has been great for the trees and the flowers, it has not been quite as great for these stir crazy kids! Not to worry, though, because I came up with a math game that kept them busy AND wore them out, all while practicing important math facts!
*Please Note: Some of the links in this post are affiliate links and help support the work of this site. Read our full disclosure policy here.*
I simply turned the classic game of Twister into a get-up-and-move math game to help my little ones (who are starting Kindergarten and First grade this year) practice basic addition facts and work on their mental math skills! It took no time at all to set up, and they seriously had SO.MUCH.FUN!

Set up:

First, I used post it notes to write an answer value on each of the colors. I wanted to start with some easier addition facts since my son is just starting, so I used the numbers 4, 5, 6 and 7 to represent addition answers.

Each color was the same number, so for example, since red represented the answer 4, I stuck a #4 post it on each red circle. (Side note: they had a ton of fun just sticking all the post its on the mat! Ha! It's the little things, right?)

Then, just to help me remember which color stood for each answer, I stuck a little post it on the spinner as well to label each of the colors (and in my very old version, the colors don't go in the same order on the spinner that they do on the mat, so this proved to be very useful for me as I called out problems!)
Then we were ready to play!
To play:

Each of them stood at a corner of the mat, and I would spin the spinner and use whichever hand or foot it designated, i.e. right hand, left foot, etc. Then, instead of calling out the color, I would say an addition problem that corresponded to the appropriate answer.

For example, if I spun "Right hand yellow," I would say something like, "Right hand, 4 + 2," because yellow represents an answer of 6. Easy, right!?

Play continues until they are sufficiently exhausted, or someone falls over!

A word of caution: be sure you are sitting away from the mat or holding the spinner out of sight, because once or twice my son saw the color I spun and didn't have to actually figure out the addition problem. 😉

Our " Math Twister Game " was hugely successful, even though they needed a little help at times remembering their right from their left, and my son needed some help with the addition. But that's what practice is for, right?

And while we used it to practice addition, this could easily be adapted to practice any number of math facts, including subtraction, multiplication, division or operations with integers!

Want another fun way to help your kids practice mental math? Check out this post!

And most of all, have FUN!

~Math Geek Mama

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I don't know about you, but we have seen an inordinate amount of rain around here! And while it has been great for the trees and the flowers, it has not been quite as great for these stir crazy kids!

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Direct Instruction resource packet - Zomouse 2019

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Curriculum aligned to the standards for student with the most significant needs

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The guide replaces the original SEACO Core Content Access Guide. Focused on students with the most significant disabilities, this new version is intended to help educators more easily navigate and align goals and strategies to the current State Standards.

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Anita Archer and Charles Hughes

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Effective and Efficient Teaching

By Anita L. Archer and Charles A. Hughes

Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Explicit Instructions | Effective and Efficient Teaching

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By Anita L. Archer and Charles A. Hughes Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

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Has great resources for DI planning

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Leveled reading that focuses on news/current events

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Progress Monitoring Trial Data Tracking Sheet SAMPLE

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Progress Monitoring Trial Data Tracking Sheet

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Teaching strategies such as: Time delay, task analysis, and prompting

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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How Teachers Can Plan & Use Virtual “Stations” Online

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References

Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control. It is also important to acknowledge the understandably high levels of stress and anxiety these circumstances have created across the system in adults and children alike. During this time it is vitally important that we all give attention to and provide space for the emotional well-being of those within their organizations and communities. The guidance provided here is meant to offer suggestions for best practice in a distance learning setting through a lens of continuous improvement. As we all embark on a new learning journey successful outcomes will rely heavily on our collective ability to monitor the effectiveness of current practices, respond to feedback and changes in public health conditions, iterate or redesign, and repeat the improvement cycle. Each LEA is encouraged to work together with stakeholders at the local level to identify needs and determine the appropriate supports to address the local context.

It is important to develop structures that continue to place students at the center of learning, understanding the varied contexts of at home supports. While nothing will replace the invaluable connection developed through in-person teaching, there are best practices LEAs may consider in order to maximize instructional time. It is important to consider utilizing the time educators spend directly interacting with students to be focused, planned, and designed to further student learning goals. Learners will need opportunities for guided learning with an educator, as well as opportunities to work with peers, families, and community members to apply their learning and practice their skills. On June 29, 2020, the Governor signed Senate Bill (SB) 98 which reinforced these concepts providing required instructional minutes for grade-levels while emphasizing the necessity of teacher-student engagement. This document offers suggestions in four key areas 1) clear definitions of instructional models and language outlined in statute, 2) an overview of required daily minutes for the 2020-21 school year and considerations for synchronous and asynchronous instruction (California Education Code (EC) Sections 43501(a)(b)(c)(d)(e), 3) researched based principles for considerations for LEAs as they prepare to open school and 4) sample student learning blocks that provide a few ideas for how educators may structure learning. This guidance is not all-encompassing as instructional time can be a nuanced area. These suggestions are recommended best practices and do not constitute legal advice or a legal service. Any unique or specific instructional time questions should be referred to the California Department of Education (CDE) School Fiscal Services Division at attendanceaccounting@cde.ca.gov. Any specific unique distance learning program questions should be referred to distancelearning@cde.ca.gov.

Common Definitions

The definitions below are designed to provide a common understanding of the various models of learning and their unique distinctions and to avoid the common misconception of applying terms interchangeably. It is important to note that not all distance learning requirements outlined in statute are included in this document. Readers should consider CDE Frequently Asked Questions (FAQs) and additional guidance documents as they plan for and engage in distance learning during the 2020-21 school year to ensure all requirements are met.

Distance Learning. Instruction in which the pupil and instructor are in different locations and pupils are under the general supervision of a certificated employee of the local educational agency. Distance learning may include but is not limited to all of the following:

Interaction, instruction, and check-in between teachers and pupils through the use of a computer or communications technology

Video or audio instruction in which the primary mode of communication between the pupil and certificated employee is online interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology

The use of print materials incorporating assignments that are the subject or written or oral feedback (EC 43500(a))

Blended Learning. Combination of in-person and distance instruction.

Independent Study. Independent Study is provided as an alternative instructional strategy, not an alternative curriculum. Independent study students work independently, according to a written agreement, and under the general supervision of a credentialed teacher or teachers. Students enrolled in an independent study program for the 2020-21 school year must meet the additional requirements of distance learning. For more information regarding independent study requirements see: https://www.cde.ca.gov/sp/eo/is/isprogramsummary.asp

Home School. In California, there are several ways that parents educate their children at home: through an existing private school, through a public charter or independent study program, and in many instances by opening their own private home-based school and submitting a Private School Affidavit to the CDE. However, it is important to note that (1) the CDE does not provide guidance on how to home school, and (2) California statutes do not explicitly authorize homeschooling or differentiate between private schools and home schools. Students enrolled in a home school program for the 2020-21 school year must meet the additional requirements of distance learning. For more information on schooling at home see: https://www.cde.ca.gov/sp/ps/homeschool.asp

The below terms are used throughout the document as we continue to discuss ways in which LEAs offer high-quality distance learning in accordance with EC Section 43503.

In-Person Instruction. Instruction under the immediate physical supervision and control of a certificated employee of the local educational agency while engaged in educational activities required of the pupil

Synchronous Learning. Synchronous learning takes place in real-time," with delivery of instruction and/or interaction with participants such as a live whole-class, small group, or individual meeting via an online platform or in-person when possible.

Asynchronous Learning. Asynchronous learning occurs without direct, simultaneous interaction of participants such as videos featuring direct instruction of new content students watch on their own time.

Time Value. Instructional time for distance learning is calculated based on the time value of synchronous and/or asynchronous assignments made by and certified by a certificated employee of the LEA. Time value for distance learning is different than time value used previously in independent study programs which include an evaluation of the time value of work product.

Instructional Time by Grade Level

For the 2020-21 school year, instructional time offered through distance learning may include synchronous and/or asynchronous instruction and is calculated based on the time value of assignments made by a certificated employee of the LEA.

Grade Level

Total Minimum Required Minutes per Education Code Section 45301*

* Total minimum required minutes per EC Section 45301 include in-person, distance-learning, or blended learning models. Distance learning can be delivered through synchronous and/or asynchronous instruction.

** 180 Instructional minutes for pupils in grades 11 and 12 that are also enrolled part-time in classes of the California State University or the University of California for which academic credit will be provided upon satisfactory completion of enrolled courses. 180 instructional minutes for any pupil who is also a special part-time student enrolled in a community college and who will receive academic credit upon satisfactory completion of enrolled courses. 180 instructional minutes for pupils enrolled in a continuation high school. (EC Section 43501 (a-f)).

In distance learning, instructional time is calculated based on the time value of assignments made and certified by a certificated employee of the LEA in which the student is enrolled. Those assignments can include assigned instruction or activities delivered through synchronous or asynchronous means. Synchronous opportunities may include full group instruction, peer interaction, and collaboration, two-way communication, small group breakouts, or individual office hours. The delivery method should match the purpose of the current learning outcome, corresponding task, and program placement (i.e. Language Acquisition Program). At times it may be appropriate for new content to be delivered asynchronously utilizing synchronous time for peer interaction, small group breakouts, or individual office hours. Inversely, at times content may require synchronous opportunities to include direct instruction on new content. All modes should provide students a means of checking for understanding and progressing based on that understanding. For English learners, this means of checking for understanding should include opportunities to have oral conversations to elaborate on the language necessary to articulate what is understood and ask questions for clarifying what is not fully comprehended. For students with disabilities, instructional time may be determined by the Individualized Education Program (IEP) team, as instructional delivery should be appropriately adapted to the unique needs of the student. Additionally, instruction and activities should be aligned to learning objectives and goals specified in the IEP.

There is an opportunity for staff to develop integrated lessons to maximize instructional time. An example might include integrating science and math standards in a performance task. Educators will need to support the development of independent learning skills through modeling, scaffolding, student conferences, feedback, and reflection. Although family support is important, applied learning experiences should take into account that many families will not be able to provide extensive support. During time allotted for applied learning, it is important for an adult to be available for questions. Educators will need to be especially in tune with language needs and provide sufficient language scaffolds to ensure the student can participate fully in the development of content and the development of the necessary linguistic structures to meet the language demands of the lesson. Integrated ELD is critical for English learners' access to the material and should be an integral part of the lesson planning and delivery process in all subjects. Structures may need to be in place to provide support for students that may not have an English speaking adult or family member to support applied learning. Consider using expanded learning staff or other staff from community-based organizations to support individual students or learning pods of students. Collaboration with families can be especially important when developing learning opportunities for students with disabilities, particularly students with extensive support needs. Gauging the needs of the family in supporting the student will be key to ensuring successful student outcomes. LEAs are encouraged to engage service providers and paraprofessionals in collaboratively supporting the students and family to ensure meaningful access to learning opportunities.

The ratio of synchronous and asynchronous and the sequence of these chunks of instructional time will depend on the course structure, instructional methods, access to technology tools, student needs, and whether learning is taking place entirely online or if the class is using a blended model. As such, it is important to emphasize that these two types of instructional time do not need to be chunked or sequenced in any particular way. For example, a teacher may choose to have students spend an estimated 30 minutes independently reading a text to prepare for a 20-minute, teacher-facilitated, synchronous discussion, followed by a 30-minute group research task, and then another 10-minute check-in discussion. Some English learners may need materials in the primary language to support their independent learning. Parents may need guidance as to how to support their child to enhance and support the student using these materials.

In the context of a multilingual program, instructional minutes in each language should be aligned to the percentage of minutes dedicated to that language based on the program design. For example, if 80 percent of the instructional minutes in a dual-language immersion program are dedicated to Spanish, then 80 percent of the 230 instructional minutes in a third-grade classroom should be dedicated to Spanish instruction and interaction.

Research-Based Distance Learning Principles

Research on effective distance and blended instruction can provide helpful principles for educators. It is useful to know that well-designed online or blended instruction can be as or more effective than in-classroom learning alone. While many worry that distance learning is necessarily less effective than in-person learning, many studies show that well-designed distance learning that has the features described below is often more effective than traditional in-classroom learning alone (US Department of Education, 2010; see also Policy Analysis for California Education, 2020). Key elements include:

1. A strategic combination of synchronous and asynchronous instruction: Combining synchronous activities where students meet regularly online (or in-person) with their classmates and teachers, with "asynchronous" activities where students think deeply and engage with the subject matter and other students independently are more effective than fully synchronous on-line courses.
Synchronous time should be set for reasonable amounts of time, punctuated with other activities to avoid attention fatigue. It can be used for short mini-lectures and for many kinds of student to student and student to teacher interaction as described below. Many students also benefit from synchronous individual or small-group support in addition to whole-group distance instruction.

Asynchronous time can provide an opportunity for students to gain exposure to concepts prior to engaging in synchronous time or as a follow up to dive more deeply into concepts that have been introduced through independent activities such as reading articles, watching videos or PowerPoint presentations with voiceover, or completing modules online. Teachers can also use these asynchronous modules to provide targeted scaffolding or essential background information for those students in need of extra support in a particular area.

2. Student control over how they engage with asynchronous instruction: Research shows that students do better when they can go at their own pace, on their own time, when they have some choice over the learning materials to use and the learning strategies that work best for them, and when materials are set-up to enable them to engage deeply and critically with course content by managing how they use videos or print materials. As one successful on-line teacher explains:

Rather than assigning only worksheets or reading questions that can often lead to frustration and disengagement, offer students approaches that are universally designed so they can build and apply knowledge based on their interests and readiness levels. For example, provide a recorded lecture, two or three videos, and two readings about the topic. The students can listen or watch the lecture and then choose to complete a combination of the remaining content options. Provide links to reading assignments at different reading levels so that all students find a path to comprehension, with tools like Newsela, Rewordify, News in Levels, and more. Give two or three choices for completing a task, such as writing, recording a video, building a slide deck, using Minecraft Education to demonstrate math concepts, or historical and literary events, through building. Allow students to upload their work onto the classroom learning platform to share with peers.

3. Frequent, direct, and meaningful interaction. The more interaction students have with other students, with their teachers, and with interactive content, the stronger the learning gains. In online learning environments where there is little student-student, student-instructor, and student-content interaction, students often become disengaged. Activities such as experiments, debates, data analysis, and groups solving challenging applications together can serve to synthesize and extend student knowledge. Students can interact with peers and the teacher in multiple formats - whole group and small group discussion in synchronous instruction (for example in zoom breakout rooms), chat rooms and discussion boards that may be synchronous or asynchronous, quick polls and votes followed by debate and discussion are all means to improve engagement, and create positive effects on learning gains, as do interactive materials.

4. Collaborative learning opportunities. Opportunities for students to engage in interdependent cooperative learning are important and improve achievement. Teachers can structure learning opportunities that encourage collaboration by accommodating flexible grouping options for completing work and by setting class norms for collaborative activities. This includes group engagement in shared projects and presentations as well as smaller daily activities. Small groups can work on tasks together during synchronous time in breakout rooms and then return to share their ideas. Asynchronous tasks can also be structured to offer opportunities for students to collaborate and build learning together, for example through discussion boards and by providing peer feedback. Students can pursue projects in asynchronous time by being taught to set up their own collaboration in on-line platforms.

5. Interactive materials. High-quality distance learning incorporates the use of interactive multimedia materials, typically during asynchronous learning. For example, researchers found that 8th-grade students whose teachers integrated the use of the Pathways to Freedom Electronic Field Trips-an online collection of interactive activities designed by Maryland Public Television-in their teaching about slavery and the Underground Railroad, outperformed those who had the same unit without these materials. Fifth-grade science students who used a virtual Web-based science lab, which allowed them to conduct virtual experiments while teachers observed student work and corrected errors online, outperformed those who did an in-person manual science lab. Elementary special education students across 5 urban schools who used a Web-based program supporting writing in action by prompting attention to the topical organization and structure of ideas during the planning and composing phases of writing outperformed those who had the same materials in hardcopy in the classroom (US Department of Education, 2010).

6. Assessment through formative feedback, reflection, and revision. Formative assessment is very important in online and blended learning, and it promotes stronger learning when it provides feedback that allows students to reflect on and revise their work. For example, researchers found that students performed better when they used a formative online self-assessment strategy that gave them resources to explore when they answered an item incorrectly. Similarly, students who received quizzes that allowed them the opportunity for additional practice on item types that had been answered incorrectly did better over time than those who received quizzes identifying only right and wrong answers. Studies have found positive effects of a variety of reflection tools during on-line learning, ranging from questions asking students to reflect on their problem-solving activities to prompts for students to provide explanations regarding their work, student reflection exercises during and after online learning activities, and learning guidance systems which ask questions as students design studies or conduct other activities that support students' thinking processes without offering direct answers (US Department of Education, 2010).

7. Explicit teaching of self-management strategies. Students who receive instruction in self-regulation learning strategies perform better in online learning. Teachers can help students with tools that help them schedule their time, set goals, and evaluate their own work. They can also provide checklists that are readily available to students and parents that break out the steps for task completion to help them understand the scope of the work and the milestones they'll accomplish along the way.

Initial Support for Distance Learning

As districts start the school year it is important they consider ways to: engage and support families and staff, the utilization of common tools, and the identification of success criteria. For students with disabilities, LEAs should plan for how IEPs can be executed in a distance learning environment. It is also important to establish the ELD program expectations, schedules, and guidance as to how to make sure both designated and integrated ELD is provided consistently throughout all subjects.

Preparing Families and Staff for Distance Learning

In order to ensure parents and staff (including community partners where applicable) feel comfortable and prepared to engage in distance learning, it is important to solicit feedback, understanding their experience over the spring as well as offering multiple opportunities to discuss expectations and engage with technology in a low stakes setting. It is important to engage with parents in the language which is spoken in the home.

Understanding context

Students Perspectives on DL [Survey (in multiple languages) or focus groups]

What did you like best about distance learning?

What part of distance learning was the most challenging?

If you could do one thing to improve DL what would it be?

Teacher Perspectives (Survey or focus groups)

What worked well in distance learning over the spring?

What were some of the biggest challenges?

What do you need to be successful in distance learning in the fall?

Were you able to support various types of student needs including English learners, students with disabilities, foster youth, socioeconomically disadvantaged youth, etc.?

What strategies did you use to provide integrated and designated English language development (ELD)? Where do you need additional assistance?

Parents (Survey or focus group with appropriate translations)

What worked well with distance learning?

What was the most difficult?

How would you improve distance learning to better support your child?

What support would you like/need as DL continues?

Was the information provided in a language and manner accessible to you and your family?

During the initial reopening

Considerations for Staff

Offer professional development on a common digital platform by site (See Common Tools Below).

Support a common use of platforms. Example: If using google classroom, are all teachers logging homework in the same place?

Ensure all staff are informed of SWDs current IEP and 504 accommodations and if concerned who to contact to discuss supports needed in DL

Provide professional learning on integrated and designated ELD in the distance learning context and ensure that all staff are aware of the requirement that both integrated and designated ELD are provided to English learners.

Provide professional learning on dual language instruction in the distance learning context and ensure that all staff are aware of the instructional minute requirements and plan for language use schedules to ensure language models continue as designed.

Plan for a schedule of agreed-upon times of IEP meetings to ensure all team members are available to be present.

Collaborate with the IEP team to schedule services for students within the agreed-upon instructional minutes schedule.

Considerations for Parents/Students

Over the course of a week consider offering opportunities for 1:1 meetings or meetings in groups with parents and students. It may be helpful to offer evening options for parents that work full-time. Ensure that interpreters are available for parents who speak languages other than English to the extent possible.

Review the digital platform with the student and parent.

Discuss the rhythm of learning that will be established: Where and/when is work posted? How do they submit assignments?

Ask parents about the best form of communication and feedback loop.

Considerations for Staff

Offer tiered (ranging from beginning to mastering) professional development opportunities for staff to continue to build their capacity in areas to support distance learning such as learning platforms, engaging strategies, or tools and resources.

Utilize staff meeting time to review success criteria (see below), address emerging needs, celebrate successes and identify areas for ongoing professional development.

Establish a regular time for grade-level teams to collaborate in developing shared resources, review student work, and co-create lessons.

Provide ongoing professional learning on integrated and designated ELD in the distance learning context and time for teachers to collaborate on addressing the needs of English learners (successes and next steps).

Provide regular time for grade-level teams to collaborate with special education teams (SAI;SLP;OT;APE..) to discuss supports/challenges in DL model and GE curriculum

Considerations for Parents/Students

Establish a regular time for parents to receive support with technology. Explore platforms that are available in languages other than English to ensure that parents and students have access and that the home language is seen as an asset.

Establish regular office hours for students to connect with their teachers and peers.

Ensure that communications with parents are translated to the extent possible and that translators are available for teachers to contact parents who speak languages other than English.

Tips for Success

Consider other means of communication other than email. Survey data that shows 1 in 3 families of English Learners do not have an email address.

Google and several text messaging apps provide alternative phone numbers that link to your personal phone number so that it is kept private. Calling the alternative phone number will connect to you directly. These services are typically free of charge. Several text messaging apps provide translation services for two-way translation (from English to the parent's preferred language and also translating their response back to English).

Consider creating videos regarding how to access the digital platform for future viewing.

Consider providing guidance in multiple languages including video, written material, digital material, and technology platforms, apps, etc.

Use of Common Tools

Consistency across grade-levels will support the success of students and families as they prepare to engage in distance learning. Consistency also provides opportunities for teachers to marshal resources. As an example, if teachers are all using the same high-quality curriculum, they might develop or curate videos for asynchronous learning and share with colleagues. Consistent use of platforms allows parents with multiple children to learn and offer support in a focused area. Similarly, students with multiple teachers will have space to focus on content as opposed to navigating multiple digital platforms for learning.

Select one common digital platform for appropriate grade-spans, i.e. Kindergarten and first-grade may utilize a different platform than second-grade and above.

Ensure support is provided to teachers on how to use the platform in a consistent manner.

Ensure support is provided to parents on how to use the system and that this support is available in multiple languages.

Identify the district adopted materials for each subject area.

Ensure every teacher has access to the required curriculum, including ELD and Special Education.

As a staff, use the mathematical frameworks to identify the major clusters, supporting clusters and additional clusters for focus and planning.

As a staff uses the ELA CCSS to identify the new content introduced in each grade-level for focus and planning.

As a staff, use the ELA/ELD Framework and the ELD standards to ensure that instructional materials include both integrated and designated ELD for English learners. Integrated ELD should be provided in all subject areas.

As a staff, discuss multilingual program needs.

Identify necessary supports to build staff, parent, and student capacity around the curriculum that will be used. (see Preparing Families and Staff for Distance Learning above)

Administer a common grade-appropriate diagnostic assessment at the beginning of the year to establish a baseline for student learning

Plan for the administration of common assessments to use for grade-level collaboration, including assessments in other languages for multilingual programs and the English language proficiency for ELD progress.

Provide timely, personalized feedback to students on formative and summative assessments including acknowledgment of the receipt of their work and a way for students to track their grades.

Communicate to parents and students progress in learning regularly ensuring translations when appropriate.

Success Criteria

It is important for districts to review the past and current local data in order to identify metrics for success in the distance learning setting. As an example, if an LEA previously saw high rates of chronic absenteeism with their students with disabilities, a clear improvement outcome should be established with a plan to monitor participation rates for that student group. Success criteria will clearly communicate the vision of the LEA regarding student performance and allow staff to monitor progress, to celebrate success, and identify needs early.

Identify anticipated student needs based on previous data and on formative assessments within the first month of school.

Develop clear, consistent ways to solicit feedback from students, parents, and staff

Identify and develop common assessments at each grade level.

Identify local data to review regularly, including specific data for students subgroups traditionally underserved.

Data Commitments

Develop clear data commitments: when will assessments be given? Who will collect the information? Who will create data visuals that are easy to read?

Data Analysis

Review data on a regular basis with the Every Ed Team (comprised of representative staff to support general education including students with exceptional needs and English learners)

Communicate data at staff meetings including time to brainstorm the next steps.

Establish a relationship between data outcomes and practices or strategies that were implemented.

References

Policy Analysis for California Education (2020). Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction. https://edpolicyinca.org/sites/default/files/2020-07/r_myung_jul20.pdf

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010.) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Last Reviewed: Tuesday, August 18, 2020

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Distance Learning Instruction Planning Guidance

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control.

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Resources and free lesson plan ideas for AAC users

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See what's free.

The AAC Language Lab offers many free resources, providing an opportunity to explore this great resource prior to subscribing. Resources include Parent Guides, sample lesson plans, manual communication boards and much, much more.

Join us for a Quick Tour of the Lab

Use Realize Language to help determine communication goals.

Explore the Language Lab's free content:
Why Subscribe to The AAC Language Lab?

As a subscriber, you will have 24/7 unlimited access to all content including innovative and interactive tools and materials for those supporting students who use an AAC device. All materials are available where and when you want them, on a variety of platforms, making teaching and learning language convenient and fun.

For an annual fee of US$19.95, this valuable resource will enhance your ability to help your client, student or child learn language with easy-to-understand lesson plans and fun-filled activities.
Subscriptions may not be transferred and fees are not refundable. Subscribe Now
A Smart Chart is a list of the icon sequence/s you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you'll need.

Build smart charts for a variety of language systems and levels within lesson plans and activities.

Create your own custom smart charts in My Lab (Subscription Required) Visit your account dashboard to easily subscribe.
Up to 25 smart charts can be saved with up to 25 target words each. Your Smart charts can be colored according to parts of speech to enhance familiarity and aid learning.

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Check out what's new on AAC Language Lab

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Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
Watch Now

Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
Access Now

FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
Download Now

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Demonstrate key math concepts in your classroom using our new virtual manipulatives!

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We were successfully implementing the ARIS curriculum in our classroom, until we were told that students would not be coming back to class for at least 4 weeks. I was concerned about my preschoolers with ASD losing important skills as online instruction is not really an option for them. I immediately thought of sending the ARIS lessons home, as they target the skills that are most important to my students and I feel that parents can successfully implement at home even without extensive training. Having this comprehensive option for families during this difficult time means my kids will be able to continue their progress while at home.

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Download ARIS Emergency Home Education Program

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We were successfully implementing the ARIS curriculum in our classroom, until we were told that students would not be coming back to class for at least 4 weeks. I was concerned about my preschoolers with ASD losing important skills as online instruction is not really an option for them.

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Educating Students with Disabilities During COVID-19

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Educating Students with Disabilities During COVID-19

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As a recent article published by USA Today phrased it, educators and students are in the midst of a "huge educational experiment." To date, all 50 states have closed for at least a short period of time ; some have even taken the step to close for the rest of the academic year. In many cases, public-school instruction has now shifted into the online learning format.

In making this transition, schools are working through what online learning looks like and how to include all students. Students with disabilities have services that are guaranteed to be delivered by law included in their IEP. How can schools effectively provide special education via online learning? During the time of COVID-19, there's an expansion of free online resources available to educate students with disabilities. #TeacherTipsCovid19 #ParentsAreTheNewTeachers Click To Tweet

As a former special education teacher, I know firsthand how much work it takes to keep all the balls in the air on a day-to-day basis. Shifting that entire process online is a monumental task! Here at National School Choice Week, we have gathered resources into one spot to help with this transition. Of course, we are not legal experts, and the guidance listed herein may not be exhaustive as the situation is evolving on a daily basis. Our goal is to provide a helpful jumping off point for educators as they tackle this new challenge.

If you have homeschool friends wondering what special education services are available to them, you can share the state-by-state rules we've put together at " How to Continue Your IEP, Even If You Start Homeschooling."

Jump to a section:

Federal Guidance

Like teachers across the country, administrators are also trying to figure out how to navigate online learning and special education The U. S. Department of Education has created a central website where they are housing all of the information that is being pushed out to schools.

On March 21, 2020 the Department of Education released a Supplemental Fact Sheet about serving children with disabilities. Here are a few key points that answered questions I had when thinking about transitioning service delivery to a virtual model:

How do we deliver instruction? - This document reiterates that all school districts must provide a free and appropriate public education (FAPE), however, delivery of FAPE in the current environment may include special education and related services being conducted through distance instruction provided virtually, online, or telephonically.

What do virtual modifications look like? - Modifications (such as extended time, videos with captioning, and accessible reading materials) and many speech or language services can be given through video conferencing.

What happens if we can't provide instruction? - If schools are unable to provide services due to the global pandemic, the individual IEP teams will need to make the determination if, and to what extent, students are owed compensatory (make-up) services once school resumes.

We have IEP/Evaluation due dates coming up - what do we do? - Additionally, this document provides guidance regarding IDEA Timelines and possible extensions to timelines during school closure to COVID-19.

Click on the circles in the graphic below to see the different guidance documents that have been published regarding serving children with disabilities.

Understood has also published a post discussing the legal FAQs related to school closing and special education in collaboration with Lindsay Jones of the National Center for Learning Disabilities.

State Guidance

Just like the U.S. Department of Education, each state's education department has their own guidelines for the schools in their state for special education during COVID-19. While all states have to follow the federal guidelines that have been released, they also are providing specifics to their educators.

For example, the informing their schools to keep a log of services that are not provided (with dates) and conduct IEP Team meetings through alternate means of communication. Regarding instruction, if the students continue to be given North Carolina Department of Public Instruction has released an Exceptional Children Division Update direct instruction by an EC teacher through online mediums it is unlikely compensatory education will be required. If the school determines that they will continue learning through packets of work without direct instruction from trained staff then compensatory instruction will be needed (even if the packets are based on IEP goals). This guidance expands on the information being provided by the federal government and provides specifics for NC educators.

Many states have housed information regarding serving students with disabilities on their websites. We have gone through and found where that information is located for each of the 50 states.

Click on your state in the map below to see what your state guidelines are!

Instruction, Accommodations, & Modifications

For over 20 years, online education for students with disabilities has been occurring . Currently, over 30 states have online instruction! These online schools provide special education and related services by using small group or individualized online instruction, delivery of specialized content virtually, and other related services as indicated by the students needs.

For instance, Virginia Virtual Academy is one school who is already providing public education online. VAVA is a tuition-free, online public school that provides a personalized course program, taught by certified teachers, and a vibrant school community. They provide their online learning students with disabilities instruction from special education teachers according to their IEP. Related services, if required, are provided in a virtual therapy room.

This offers many examples of what specially designed instruction (SDI) could look like in the virtual setting. They make suggestions such as: using virtual meetings to provide instruction, the use of verbal/picture/visual prompts & cues, teaching relaxation & breathing techniques, and counseling. presentation from the Alabama State Department of Education Virtual Schools Webinar Do you have a student with social skills needs? They suggest using social stories to show examples and generate responses.

Importantly, one consideration to keep in mind is confidentiality. Whatever route you and your school choose to continue to provide instruction to students with disabilities, make sure that it maintains student data privacy .

You can also have technology provide accommodations for you as you navigate online learning and special education!

Many devices, including , provide program (with a free account) that Mac/iPad, Windows, Android, and Chromebook digital modifications that can help your students access the text that is on the screen. Capti is a Text to Speech Anywhere accommodates those with special needs and provides reading accommodations to all. As a bonus, Capti integrates with many of the LMS systems you are already using (Google Classroom, Schoology, Canvas, and more)!

There are over . The extensions help with 30 Chrome web extensions that can assist students with accessing their instruction text to speech (read aloud of text), readability (remove distractions, change fonts, color overlays), reading comprehension (dictionary, summarizing, auto highlighting), focus (remove distractions, provide pre-determined breaks), and navigation (click-free browsing, keyboard shortcuts).

Tips and Tricks

One thing that continues to inspire me is the way that educators band together to help each other out. The education community has pulled together to make sure that all classrooms making the transition have what they need by sharing resources, advice, and providing encouragement. Here are some articles and resources that have been shared about effective online learning and special education services:
CEC and eLuma: Best Practices for Educating Online Suggestions to Help Autistic People Get Through This Pandemic Online Instruction Can (and Does) Work for Students with Disabilities When Children with ADHD attend School from Home: An Expert's Tips Occupational Therapy and E-learning: Resources, Activities, and Next Steps

Are you already providing special education services virtually? Have you run across a helpful resource while transitioning online? Email us your tips on online learning and special education: [email protected]
More Resources

(If you are looking for content area resources, check out this page with 100+ Free Online Resources for Schools .)

The AAC Language Lab offer real-life solutions in support of language development for students who use augmentative and alternative communication. Interactive materials have been designed for Speech Language Pathologists (SLPs), Educators and Parents. With over 50 years of experience in augmentative and alternative communication (AAC) PRC-Saltillo is pleased to offer this unique online resource.

Free Services Offered: Free 2-month subscription

How to Use: Create an account, under the My Account tab go to Purchase for Myself and select Free 2 Month Trial under the Language Lab purchase options.

This is an ongoing compilation of free resources available online, and this document will be continually updated with new links. New resources will be added to the TOP of the appropriate category for easy visibility. Here are the categories of resources: Temporary Free Resources, ASL Storybook Readings by age, ASL Storytelling, Basic ASL & Vocabulary, Deaf Culture, Preschool - Grade 8 Breakdowns, ASL Songs, Science, Social Studies, ELA, and For Parents.

Free Services Offered: Ongoing free list of resources.

How to use: Visit the Google Doc today!

AssistiveWare Core Word Classroom offers a range of resources designed for AAC implementation. The materials provided can be used to teach and model core words throughout the day. You will find materials such as printable core word displays, planners for teaching core words during common activities, Core Word of the Week planners and displays, and resources & references for AAC implementation. There is also a section of the website dedicated to using core words at home.

Free Services Offered: Always free

How to Use: Visit the website to create your free account today.

Attainment is offering free web-based subscriptions for their research-based literacy programs: ELSB (Early Literacy Skills Builder), ELSB for Older Students, ERSB (Early Reading Skills Builder), Access Language Arts, and Access Language Arts: WRITE. Digital content retrieval is available through the new Attainment Hub website.

Free Services Offered: Free, 90-day web-based subscriptions for the literacy programs.

How to Use: For more information, email

The website has a simple social story to help children understand the changes in their routines and the anxiety in the adults around them. This social story is available in English and Spanish.

Free Services Offered: Free Social Story

How to Use: Visit the website to download today.

To help educators, parents, and learners during this time of need, the Tobii Dynavox team has gathered their resources and created Coronavirus materials within them. There are resources for Communicating about Coronavirus: topic pages for Snap Core First, activities and resources, videos to get started, and Hospital Intensive Care Unit Communication Resources. You can also access these resources: Pathways (free Snap Core First companion App), 30-day free trial to Boardmaker Online and Boardmaker Activities-to-Go (free, ready-made activities).

Free Resources Offered: Communication Materials, Activities to go, and a free trial to Boardmaker.

How to Use: Visit the website.

Capti is a text to speech anywhere platform. You can sign up for a free account that has the following features: text to speech for reading; speech tracking word by word; fonts, colors, masking, etc.; cross-device sync; screen-reader accessibility; advanced text navigation; and offline use. A Chrome Browser Extension applies these features to any webpage and allows the import of articles/text/images/documents to Capti. You can save to Capti from links, phone, computer, Drive, Dropbox, Bookshare, Project Gutenberg as rich text format.

Free Services Offered: Free Account

How to Use: Visit the website and sign up for a personal use account today.

The challenge of the Center on Online Learning and Students with Disabilities is to address learner variability by conducting research to make online learning more accessible, engaging, and effective for students with disabilities, for whom traditional forms of education have been only moderately successful and the precipitous growth in online instruction threatens to exclude. To address these issues, the Center will assume a leadership role in conducting research and building a network of research collaborators representing a wide array of disciplines whose expertise impacts learner outcomes.

Free Resources Offered: Publications and Resources (UDL Scan Tool, VPAT List, State Policy Guide, and Resource Documents)

How to Use: Visit the website.

This website offers a list of Chrome extensions for students with special needs. The blog lists over 30 Chrome web extensions that can assist students in five main categories. These are: text to speech, readability, reading comprehension, focus, and navigation.

Free Services Offered: Free list of Chrome Extensions

How to Use: Visit the website to find installation links.

Double Time Docs is an online software that helps you write your Pediatric Speech and Language Therapy, Occupational Therapy and Physical Therapy evaluation reports very quickly. You simply answer multiple choice, fill-in and short answer questions and your fully-written report is generated automatically. Double Time Docs recently started offering access to their software completely free for the 2020-21 school year for school district and private clinics.

Free Services Offered: Free use of the platform; unlimited credits for schools; 3 free credits for individuals (more available upon request).

How to Use: Visit the website to register today!

Didax has a whole host of virtual manipulatives available online to enhance at-home learning. Additionally, if you want to use the tools within your online learning platform, they can be embedded using the iframe command. You can download the iframe texts for each of the tools by following the link on their website.

Free Services Offered: Always Free!

How to Use: Visit the website today to start using these tools!

List of resources to help special education students and families during home learning. Resources are available in the following categories: visuals & social stories, parent guides, language arts & reading, math, additional academic resources, and social skills/social emotional skills.

Free Resources Offered: Free read!

The Teachers Pay Teachers account Curriculum for Autism, run by Kristen who is a single mom to a young adult with autism, has a free guide to starting home learning for parents of kids & teens with autism. This guide provides support and reassurance as parents start having to educate their child/children at home.

Free Services Offered: Free Guide

How to Use: Download today from Teachers Pay Teachers (you will need to sign up for a free account).

Helperbird is a browser extension that gives you features to help make websites accessible. The extension includes features such as dyslexic fonts, an immersive reader layout, changing of font sizes, screenshots, reader mode, Google Translate (over 23 languages), color blindness underline, and color blindness text stroke. Works on Chrome, Firefox, and Edge.

Free Services Offered: Free download of the extension.

How to Use: Visit the website to download today.

PresenceLearning is a teletherapy platform that has been designed by clinicians for clinicians to serve K-12 students with special needs. There is a full therapy command center, dynamic camera and video modes to focus on multiple types of intervention, synchronized collaborative work-space, and an evidence-based/user-generated content library. PresenceLearning has made their teletherapy platform available for onsite school clinicians to continue serving students at home during school closures.

How to Use: Fill out the form to schedule a conversation about how they can help during COVID-19 related school closures.

Readtopia is a special education instructional program designed for teachers who work with middle and high school students with autism and other complex needs. It serves as an integrated comprehensive reading curriculum across several domains of study including ELA, Math, Social Studies, Life Skills, and Science. Readtopia uses Integrated Thematic Units to bring together all subject areas and skill development and provides graphic novels that are written at seven levels (but the cover is the same!) to help you differentiate.

Free Resources Offered: Free Mini Thematic Unit (one month of content)

How to Use: Visit the website and sign up for a free trial.

Pat Noonan is a special education teacher from Methuen, MA, who has launched a YouTube channel dedicated to putting out weekly videos for students with autism and intellectual disabilities. The videos incorporate Boardmaker pictures into a familiar TV show format that students enjoy (think Blue's Clues, Dora the Explorer, Mister Rogers' Neighborhood, etc). Each video comes with 3 companion worksheets that are linked in the video description.

Free Services Offered: Free videos and downloadable worksheets.

How to Use: Visit Pat's YouTube Channel to watch the videos, the links to the worksheets are in the video description!

This site is the home for a remote learning experience for students with moderate and severe disabilities. Until this current crisis ends, the site will provide quality lessons and activities for teachers and parents to utilize. There are currently 3 modules available, each lasting for 2 instructional weeks. Should there still be a need the next series of modules will be uploaded March 30, 2020.

Free Services Offered: Three free two-week modules teaching Maps and Globes, Levels of Organization: an Introduction to Biology, and Because of Winn Dixie

How to Use: Visit the website and sign up!

Stages Learning is giving free lessons, materials, activity sheets, data tracking sheets, behavior management tools, and a basic overview of how to use the system to those who are working with children with autism or other special needs at home. These materials are a sampling of lessons and are 100% free to families.

Free Services Offered: ARIS Emergency Home Education Program Overview, Language Builder ARIS Manual - Abbreviated for Home Use, 34 Downloadable Lesson Plans for Early Autism Education, and 56 Language Builder Picture Cards for Download.

How to Use: Visit the website to download today.

Tar Heel Reader is a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces. These include touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches (instructions are available online). You can also write your own books using pictures from the huge collection in the platform or that you upload. The website is available in multiple languages.

Free Services Offered: Free, accessible books.

How to Use: Visit the website to start reading today!

From the Council for Exceptional Children: "You never stop advocating for them, and neither do we. As you work to be there for your students while out of the classroom, find tips and resources for delivering special education online in TEACHING Exceptional Children. Topics include making online learning accessible, considerations, comprehension, support, special educators' roles, designing online learning, and more."

Free Services Offered: This journal issue is open access and available for free through April 18.

How to use: Visit the website.

The Social Express is a company focused on Social-Emotional Learning and Career Path Exploration. The platform contains interactive lessons that allow users to safely practice skills needed to manage real-life social situations. The fun and easy to use program helps drive learning and success in and out of the classroom.

Free Services Offered: Social Express and Cool School are free through April 15th, 2020.

How to Use: Fill out the form on the website and watch your email for instructions.

Think Inclusive has put together a list of news articles, blog posts, videos, webinars, and other information that they think are useful during this time of great uncertainty. Helpfully, the resources are broken into the following categories: latest news, remote learning, webinars/videos, coronavirus explainers, online resources offering free trials/access, opinion, blog posts, and authors reading books.

Free Services Offered: Free resource list that is updated daily.

How to use: Visit the website!

TouchMath is a multisensory math program that makes critical math concepts accessible for students who struggle to understand grade-level content. The program is committed to maximizing student potential through its delivery of hands-on math programs, cultivating success with individuals of all abilities and learning styles. To help keep students on track, TouchMath is providing free resources. These include: Workbooks (organized by grade level and topic, 56 activity sheets in each), Free Stuff page has downloadable samples, Desktop TouchLines free to download, and all TouchMath Apps are free in the App Store for iPad and Google Play.

Free Services Offered: Workbooks, downloads, TouchLines, and Apps

How to Use: Visit the website and follow the instructions.

Vizzle is digital and engaging standards-aligned content for all learners. As the teacher you can quickly assign standards-aligned content from a variety of subjects. Vizzle automatically collects data to help you determine student proficiency of individual learning targets. Plus, there are teacher-driven student profiles with gamified progress pages and animated reinforcers to motivate and engage students. Vizzle was created based on research demonstrating the efficacy of an interactive visual language approach to educating students with special needs.

Free Services Offered: 2-week free trial

How to use: Visit the website to learn more and sign up.

About Me

Rebecca Collopy is the school celebrations assistant for National School Choice Week, helping to raise awareness about the amazing things our participants do throughout the year and during National School Choice Week. She previously worked in both a traditional public school and public charter school setting as a special education teacher and special education program coordinator. During her teaching experience she got to witness firsthand the impact school choice can have on a student's education.

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Educating Students with Disabilities During the Time of COVID-19 | National School Choice Week

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As a recent article published by USA Today phrased it, educators and students are in the midst of a "huge educational experiment." To date, all 50 states have closed for at least a short period of time ; some have even taken the step to close for the rest of the academic year.

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National Institute on Direct Instruction

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National Institute on Direct Instruction

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Outlines best practices for teaching virtually using direct instruction

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Delivering Direct Instruction in the Virtual Classroom

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A Practical Guide to Effective Direct instruction

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A Practical Guide to Effective Direct instruction

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Direct instruction - A practical guide to effective teaching

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According to
research,
direct instruction is one of the most effective teaching strategies. Although
often misunderstood, students who are taught using the direct instruction
method perform better in reading, maths, and spelling than those who weren’t.

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How to do Direct Instruction - TeachLikeThis

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Independent living skills (ILS) are the tasks students need to manage their daily life, such as housework, hygiene, and time management.

Checklists

These documents help you track what students should be able to do at each grade level.

ILS Checklist

Use the ILS Checklist to document when a student is able to accomplish each skill.

ILS Guides

These guides outline what skills are appropriate by the end of each grade. The skills are included on the ILS Checklist.

ILS Modules

The ILS Modules were designed to help regional and local districts easily set up an ILS program to help children who are Blind/Visually Impaired (BVI) to learn the skills necessary for managing daily life. ILS is one component of the nine categories of the expanded core curriculum (ECC) and includes cooking, cleaning, dressing, hygiene, home maintenance, laundry, organization, and more. These skills are essential for students' immediate use as well as use in the future as they go on to seek and maintain employment.

These easy-to-follow, downloadable ILS modules contain sample lessons, templates, checklists, and embedded trainings.

ILS Calendars

These calendars provide suggestions for practicing one ILS task each weekday. The tasks are to be completed at home, and the sheet may be returned to the student's teacher at the end of each month.

Tips and Lessons

These resources explain how to teach different ILS.

General

Five-Minute ILS [PDF]
This MDE-LIO document lists ILS activities students can complete in five minutes or less.

Video Clips on Blindness Tips
The Washington State School for the Blind hosts videos that show how to teach various skills.

Kitchen and Food

Leisure

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Independent living skills (ILS) are the tasks students need to manage their daily life, such as housework, hygiene, and time management. These documents help you track what students should be able to do at each grade level. Use the ILS Checklist to document when a student is able to accomplish each skill.

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Article from The Art of Education

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The Best Weekly Routines for Remote Learning - The Art of Education University

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Return to Learn with The Art of Education University Remote learning is a new experience for many of us. We have been forced to identify new teaching strategies, projects, and activities to keep students engaged in a meaningful learning experience. Not only is all of this new, but many teachers are faced with balancing [...]

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Timers, calendar, clock, whiteboard

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Comprehensive Integrated Three-Tiered Model of Prevention discussion of application during COVID

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Comprehensive Integrated Three-Tiered Model of Prevention discussion of application during COVID

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For guidance on systematic screening in the COVID-19 era, please visit our new resources on the Systematic Screening tab.

At this time of uncertainty, with many schools closed due to the COVID-19 outbreak, the Ci3T Strategic Leadership Team and Ci3T Research Team are developing materials to support educators and families as we transition to a world of online and continuous learning. Our goal is to provide resources to assist you in using your Ci3T structures to facilitate positive, productive environments for students, families, educators, and administrators during the COVID-19 crisis. In the accordions below we will be uploading a series of brief practice guides that we hope you will find useful. Feel free to share these materials with fellow educators and families. We are sending positive thoughts to all our partners, colleagues, and the students you so tirelessly support.

With respect,
The Ci3T Strategic Leadership Team & Ci3T Research Team

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For guidance on systematic screening in the COVID-19 era, please visit our new resources on the Systematic Screening tab. At this time of uncertainty, with many schools closed due to the COVID-19 outbreak, the Ci3T Strategic Leadership Team and Ci3T Research Team are developing materials to support educators and families as we transition to a Read More ...

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Hear it directly from Anita Archer

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Is it DI? Effective Instruction Walkthrough

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Is it DI? Effective Instruction Walkthrough

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Includes example & blank chart

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Includes example & blank chart

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EF Skill Development by Age

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Direct Instruction training 2022 part 2 handout