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      <title>Final Padlet Wall Nikki Hartman by Nikki Hartman</title>
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      <description>IEP &amp; RTI</description>
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      <pubDate>2021-02-16 17:56:32 UTC</pubDate>
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         <author>nikkih9564</author>
         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099233089</link>
         <description><![CDATA[<div><strong><mark>Create Learning Opportunities</mark></strong>  </div>]]></description>
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         <pubDate>2021-01-18 23:17:01 UTC</pubDate>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099233814</link>
         <description><![CDATA[<div><strong><mark>Meaningful experience:</mark></strong> connect learning to experiences</div>]]></description>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099235497</link>
         <description><![CDATA[<div><strong><mark>Engaging Experiences:</mark></strong> Create hands-on and mind-on activities</div>]]></description>
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         <pubDate>2021-01-18 23:19:31 UTC</pubDate>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099236970</link>
         <description><![CDATA[<div><strong>Interactive Experiences </strong>: Allow students to experiment and retry for learning</div>]]></description>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099238358</link>
         <description><![CDATA[<div><strong><mark>Socially Interactive:</mark></strong> let students learn through communication, teach them good communication skills.</div>]]></description>
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         <pubDate>2021-01-18 23:23:00 UTC</pubDate>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099239482</link>
         <description><![CDATA[<div><strong><mark>Joyful Experience:</mark></strong>  Create a positive, interesting motivational learning experience for each student.</div>]]></description>
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         <pubDate>2021-01-18 23:24:28 UTC</pubDate>
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         <title>Learning Through Play at School</title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099242669</link>
         <description><![CDATA[<div>Many important ways students learn are: Active learning, experimental learning, guided discovery learning, inquiry-based learning, problem based learning, project-based learning</div>]]></description>
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         <pubDate>2021-01-18 23:28:32 UTC</pubDate>
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         <title>Link</title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1099244678</link>
         <description><![CDATA[<div><a href="wholelearnereducation.org">wholelearnereducation.org</a></div>]]></description>
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         <pubDate>2021-01-18 23:30:47 UTC</pubDate>
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         <title>Students with disabilities were prohibited to go to school</title>
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         <pubDate>2021-02-16 18:01:06 UTC</pubDate>
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         <title>Their were public institutions to have the disabled for life</title>
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         <title>1975 Congress enacted the education for all handicapped children act, public law 94-142. Provided a free, appropriate, public education for all children with disabilities in the least restrictive environment</title>
         <author>nikkih9564</author>
         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1208064880</link>
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         <title>In the 1990s the law was reauthorize as individuals with disabilities education act (IDEAS)</title>
         <author>nikkih9564</author>
         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1208067081</link>
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         <title>IDEA now mandates the students with disabilities to be included in all state accountability programs</title>
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         <title>As of 2008, 95% of students with disabilities were being educated</title>
         <author>nikkih9564</author>
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         <title>https://bemidjistate.learn.minnstate.edu/d2l/le/content/5219493/viewContent/46396817/View</title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1208077763</link>
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         <pubDate>2021-02-16 18:05:07 UTC</pubDate>
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         <title>Gifted</title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1271142095</link>
         <description><![CDATA[<div> Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities</div>]]></description>
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         <title>six percent of public-school students are enrolled in gifted and talented programs. </title>
         <author>nikkih9564</author>
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         <title>Children on the autism spectrum tend to thrive on repetition and routine.</title>
         <author>nikkih9564</author>
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         <title>As is the case with any child in a classroom, those on the autism spectrum have their own strengths and weaknesses. </title>
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         <title>Before welcoming an autistic child into the classroom, teachers should become aware of exactly what sensory issues are, and what kinds of sensory issues they are likely to encounter in the classroom.</title>
         <author>nikkih9564</author>
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         <title>Children on the autism spectrum frequently display behaviors known as stimming.</title>
         <author>nikkih9564</author>
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         <title>Children on the autism spectrum usually have trouble understanding verbal instructions. </title>
         <author>nikkih9564</author>
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         <title>Children on the autism spectrum have trouble reading social cues, which could cause confusion and awkwardness among the child and their peers.</title>
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         <title>Instead of taking the comments personally, teachers should find the strength to lead by example with words of praise and positivity.</title>
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         <title>All children, including those on the autism spectrum, benefit from clear choices.</title>
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         <title>Be aware that your classroom decor may be overstimulating to a child with autism.</title>
         <author>nikkih9564</author>
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         <title>https://www.nagc.org/resources-publications/resources/frequently-asked-questions-about-gifted-education</title>
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         <title>https://www.appliedbehavioranalysisprograms.com/what-all-teachers-should-know-about-autism-in-the-classroom/</title>
         <author>nikkih9564</author>
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         <title>We Try to Get Consistent with Consequences Before We&#39;re Consistent in Beliefs</title>
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         <title>We Want Consequences to &quot;Work,&quot; but Haven&#39;t Defined What That Means</title>
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         <title>Our students need us to be strong enough to react with reason, not emotion</title>
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         <title>Is there a consequence that might be part of how we help this student?</title>
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         <title>we must engage in robust conversations with colleagues, developing more consistent beliefs and understandings of the role of consequences and practicing appropriate responses. </title>
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         <title>http://www.ascd.org/publications/educational-leadership/sept18/vol76/num01/Getting-Consistent-with-Consequences.aspx</title>
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         <title>Dialogue circles, have been shown to reduce student misbehavior and promote safer school environments.</title>
         <author>nikkih9564</author>
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         <title>https://www.edutopia.org/video/using-dialogue-circles-support-classroom-management</title>
         <author>nikkih9564</author>
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         <title>Look for patterns in the behavior that may reveal the underlying reason</title>
         <author>nikkih9564</author>
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         <title>Highlight positive conduct when you can</title>
         <author>nikkih9564</author>
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         <title>Approach students privately, then encourage them to reflect on the wrong doing.</title>
         <author>nikkih9564</author>
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         <title>https://www.edutopia.org/video/research-backed-strategies-better-classroom-management</title>
         <author>nikkih9564</author>
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         <title>Help students understand emotions in real time</title>
         <author>nikkih9564</author>
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         <title>Designate a calm-down spot.</title>
         <author>nikkih9564</author>
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         <title>https://www.weareteachers.com/emotional-regulation/</title>
         <author>nikkih9564</author>
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         <title>https://www.youtube.com/watch?v=fn_9f5x0f1Q</title>
         <author>nikkih9564</author>
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         <title>Autism, most children do not have this initiate ability</title>
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         <title>Autism: people on the spectrum actually think with the primary visual cortex</title>
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         <title>Autism: types of thinking: Photo realistic visual thinkers, pattern thinkers, verbal mind.</title>
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         <title>Autism: use fixation to motivate students</title>
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         <title>Autism: we need to help students who have unique minds to be successful</title>
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      <item>
         <title>Be prepared to give instruction in multiple ways</title>
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         <title>Provide instruction in as few words as possible</title>
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         <title>Spend time teaching very specific social rules and skills</title>
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         <title>Allow an autistic child time and space to self-regulate.</title>
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         <title>Remain calm during even the “worst” behavior.</title>
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         <title>IEP meeting</title>
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         <pubDate>2021-04-27 17:16:49 UTC</pubDate>
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      <item>
         <title>Keys to collaboration </title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1465481622</link>
         <description><![CDATA[<div><a href="https://www.youtube.com/watch?v=2DmFFS0dqQc">https://www.youtube.com/watch?v=2DmFFS0dqQc</a></div>]]></description>
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         <pubDate>2021-04-27 17:17:05 UTC</pubDate>
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      <item>
         <title>IEP meeting ideas</title>
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         <pubDate>2021-04-27 17:17:28 UTC</pubDate>
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      <item>
         <title>Successful Team</title>
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         <pubDate>2021-04-27 17:17:43 UTC</pubDate>
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      <item>
         <title>Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions.</title>
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      <item>
         <title>RTI</title>
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         <pubDate>2021-04-27 17:19:25 UTC</pubDate>
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         <description><![CDATA[<div>Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.</div>]]></description>
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         <pubDate>2021-04-27 17:19:47 UTC</pubDate>
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      <item>
         <title>RTI</title>
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         <title>RTI</title>
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         <description><![CDATA[<div>An RTI process cannot be used to deny or delay a formal evaluation for special education.</div>]]></description>
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         <pubDate>2021-04-27 17:20:35 UTC</pubDate>
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      <item>
         <title></title>
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         <description><![CDATA[<div>Communication is always key!</div>]]></description>
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         <pubDate>2021-04-27 17:21:03 UTC</pubDate>
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         <title></title>
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         <link>https://padlet.com/nikkih9564/kruaq1hefcqod99g/wish/1465505929</link>
         <description><![CDATA[<div>Always be prepared for meetings, remind other staff before hand and always be professional!!!</div>]]></description>
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         <pubDate>2021-04-27 17:21:31 UTC</pubDate>
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