Transcript Slide 1

http://ceo.utk.edu/
Services we provide:
Inclusion/Co-Teaching
Scheduling
Classroom Management
Practical tools & lesson planning
Positive Behavior Supports
*We are grant funded to provide training & support services related
to these areas FREE to counties that are in our service area.
Purpose for today’s training:
• To provide an overview of
professional development services
offered by CEO
• TASL Accredited
• Co-Teaching practices
• Positive Behavior Support systems
What is Inclusion/Co-Teaching?
Co-Teaching is an approach for bringing the best of
teacher talents together to benefit all students.
Co-teaching is a service delivery option where two or
more professionals with equivalent licensure or status
work together in one classroom. Most commonly, a
special education teacher and general education teacher
will teach a class together.
Activity 1
• Please get out your “Individual vs.
Co-Teaching” grid.
• Complete your thoughts of the pros
and cons of co-teaching.
What is co-teaching?
Two certified teachers in one
classroom
Both responsible for all students
Both providing instruction and
classroom management
Students with disabilities receiving
specialized instruction
How is co-teaching sometimes
used ineffectively & inefficiently?
– One teacher teaching, the other
serving as a paraprofessional
– Taking care of other duties
– Showing up on an as-needed basis
– Students with disabilities separated
from the class
How Does Co-Teaching Facilitate Progress?
• The general education classroom is where the general
curriculum is most likely to be taught
• Students can receive individualized education in the general
education classroom when the principles of Universal Design
for Learning guide lesson planning and instruction.
• IDEA and NCLB have changed the focus on access to the
general curriculum from “Where” to:
– “What,” a focus on what the student is taught (curriculum
mastery)
AND
– “How,” a focus on methods and pedagogy
How Does Co-Teaching Facilitate Progress?
• Special education students benefit by
having exposure to highly rigorous
content.
• General education students benefit by
having more ways to learn the content.
Why we use collaboration and co-teaching
models to meet the principles of IDEA & NCLB:
• Increases instructional options
• Improves program intensity &
continuity
• Reduces stigma for students
with disabilities & provides
maximum exposure to content
standards
• Increases support for teachers
& related service specialists
• Increases learning
opportunities for at risk and
low achieving students
The Six Approaches to
Co-Teaching
based on the works of
Dr. Marilyn Friend
Approaches to Co-Teaching
Large Group
Small Group
• One Teach/One
Observe
• Station Teaching
• One Teach/One
Assist
• Parallel Teaching
• Team Teaching
• Alternative Teaching
One Teach/One Observe
Description:
• One teacher manages
overall
class/discipline/instruction
• One teacher systematically
observes one student,
small groups, or whole
class to gain important
information on students.
One Teach/One Observe
• Pros: Lowest risk to both teachers. One
teacher leads while other does
assessment.
• Cons: Some Special Education teachers
“float” rather than “observe”. Students
often view the Special Education teacher
as paraprofessional.
• Considered Pre-CoTeaching
One Teach/One Assist
Description:
• One teacher manages
overall class/discipline/
instruction.
• One teacher circulates,
redirects students’
attention, helps
individually with
students.
One Teach/One Assist
• Pros: Can be used in large & small
groups. Embeds IEP goals (strategies &
social skills) into content instruction.
Requires little planning and is easy to
implement.
• Cons: Not co-teaching unless BOTH
teachers take passive and active roles
periodically.
• Considered Pre-Co-Teaching
Team Teaching
• Description: GE &
SE teachers have
joint responsibilities
for teaching &
assessing all content
to ALL students.
Team Teaching
•
Pros: Capitalizes on everyone’s strengths.
Large amounts of complex curriculum can
be covered. Students have advantages of
both teacher’s style. Students with
disabilities are often indistinguishable.
• Cons: Takes time to build trusting
relationships. Both teachers must be
proficient in content.
Station Teaching
Description: Instruction is
presented at “centers or stations”,
with each station containing a
different aspect of the lesson.
Teachers work with small groups
moving from station to station.
Station Teaching
• Pros: Low teacher-pupil ratio. Both
teachers work with all students. Each
teacher has clear responsibility.
• Cons: Increased noise level. All
students must move at same
time. Dependent upon effective
planning.
Parallel Teaching
Description:
GE and SpEd divide the
class into two
heterogeneous groups and
teach the same content at
the same time.
Most appropriate for drill &
practice, reviews, and
project work.
Parallel Teaching
• Pros: Small teacher-pupil ratio.
• Cons: Cannot be used unless both
teachers are proficient in content.
Noise level and activity can be very
distracting.
Alternative Teaching
Description:
• One teacher manages a
larger instructional group.
• One teacher manages a
small group pulled to the
side.
• Students are
heterogeneously grouped.
The same students are not
in the same group every
time.
Alternative Teaching
• Pros: All students have access to
curriculum. Essential information
is front-loaded or re-taught to
whomever needs it. Can also be used to
provide enrichment.
• Cons: Students who are repeatedly
grouped for re-teaching may be
stigmatized.
Power of 2 Video
Progress in the General Education Curriculum
What does progressing in the general
curriculum mean?
Assessing student progress toward
specified outcomes based on
standards in the general education
curriculum
Progress in the General Education Curriculum
Standards-Based Reform
• IDEA requires that students with
disabilities participate AND show progress
in the general curriculum
• The No Child Left Behind Act (NCLB) tries
to overcome low expectations by requiring
states to establish content and
performance standards for ALL students
Introduction to Individuals with
Disabilities Act (IDEA)
• IDEA (originally called Education of All
Handicapped Students Act or PL 94-142)
was first enacted in 1975
• Original intent: Open schools to all
students with disabilities and ensure they
had a chance to benefit from special
education
• Current focus: Meet student goals and
outcomes
Special Education and Students’ Eligibility
IDEA Disability Categories
• Specific learning
disabilities
(approximately 50%)
•
•
•
•
•
•
• Speech and/or
language impairments
(approximately 20%) •
•
•
•
Other health impairments
Orthopedic impairments
Traumatic brain injury
Hearing impairments
Visual impairments
Emotional & Behavioral
disturbance
Mental retardation
Multiple disabilities
Deaf-blindness
Autism
IDEA
Individuals with Disabilities Education Act:
Six Principles
•
•
•
•
•
•
Zero reject
Nondiscriminatory evaluation
Appropriate education
Least restrictive environment
Procedural due process
Parental and student participation
No Child Left Behind
Six Principles of No Child Left Behind
•
•
•
•
•
•
Accountability for results
School safety
Parental choice
Teacher quality
Scientifically-based methods of teaching
Local flexibility
Long-Term Results
•
•
•
•
Equality of opportunity
Full participation
Independent living
Economic self-sufficiency
Measured by:
• High school completion rates
• Post school employment rates
• Overall satisfaction with life
How does the general education curriculum benefit
students with disabilities?
Connecting the Curriculum to the Standards
• Establishes content and achievement standards
• Develops and implements a general curriculum based
on content standards
• Assesses student progress in meeting the general
curriculum’s performance standards
How does the general education curriculum benefit
students with disabilities?
Making Accommodations in Assessments
• IEP teams must consider any accommodations
needed in the assessment process
• Accommodations that do not affect the content of
the assessment include:
– Changes in presenting information
– Changes in responding
– Changes in timing
– Changes in setting
Theory of Universal
Design for Learning
(UDL)
What is Universal Design for Learning and How
Does UDL Facilitate Progress?
• Universal design seeks to make learning
accessible to all students and is attentive to the
learning environment, the learning preferences of
students and the expectations for student
outcomes.
• Promotes flexibility in:
– Representing content (curriculum materials) WHAT?
– Presenting content (instruction) HOW?
– Demonstrating content mastery (evaluation) HOW?
• http://lessonbuilder.cast.org/learn.php
Progressing through the general education
curriculum
• All students have individual learning styles
and preferences.
• By utilizing principles of Universal Design,
educators can deliver instruction to every
student with specified outcomes based on
standards in the general education
curriculum.
Planning for Universal Design for Learning
• Vary the ways in which the teacher
communicates
– Use audio and text formats
– Visual representations with verbal
information
– Graphics, graphic organizers, and
controlled vocabulary
Planning for Universal Design for Learning
• Vary the ways that students demonstrate their
knowledge
– Asking a student to convert a written report
to a PowerPoint® presentation
– Supplementing a demonstration with visual
supports
– Using a taped oral report
– Performing a skit solo or with others
– Talking books
Universal Design for Learning
UDL
Differentiated
Instruction
Learning
Strategies
Using Effective Instructional Strategies
• Differentiated Instruction – Perhaps the most
prevalent strategy to promote participation in
and progress through the general education
curriculum. This strategy modifies traditional
instruction by:
– Providing visual or graphic organizer
– Incorporating models, demonstrations, or role play
– Using teacher presentation cues to emphasize key
points
– Scaffolding key concepts
– Getting students actively involved in the learning
process using every-pupil response techniques or
manipulatives
Using Effective Instructional Strategies
• Learning Strategies “help students to learn
independently and to generalize or transfer,
their skills and behaviors to new
situations.”
– Assess how well a student can perform the skill
– Point out the benefit of using learning strategies
– Explain specifically what students will be able to
accomplish once they know the skill
– Types of Learning Strategies
• Acquiring information
• Storing information and remembering
• Examples
– The Learning ToolBox
Universally Designed Lessons
• Preparing to teach by defining the typical
distribution of student ability levels in your Class
Constellation.
That is, up to two grade levels above/ High
Achievers, up to two grade levels below/ Low
Achievers, and Students with Special Needs
including gifted and ESOL.
Then, instructing teachers how to scaffold
or level one lesson plan to meet the
needs of the entire Class Constellation.
UNIVERSALLY DESIGNED LESSON PLAN TEMPLATE
Educator Name:
Ester Essay
Lesson Title: IN “GRAPHIC” DETAIL…
CLASS CONSTELLATION
Date:
Grade Level:
Fifth
1/2/08
Subject/Topic:
Language Arts
General education or content area classroom with a typical distribution of ability levels (ranging from
two grades below to two grades above the specified grade level) AND two students with specific
learning disabilities in reading and two students who are English language learners.
Content Standard 2:0
The student will develop the structural and creative skills of the writing process
necessary to produce written language that can be read, presented to, and
interpreted by various audiences.
Learning Expectations:
TENNESSEE STANDARDS
TO BE ADDRESSED
AND ASSESSED
5.2.01
Engage in prewriting using a variety of strategies.
a. Arrange ideas by using graphic organizers (e.g., listing, clustering,
story maps, and webs).
5.2.07 Write narrative accounts.
a. Write with developed characters, setting, and plot.
5.2.09 Write expressively using original ideas, reflections, and observations.
a.
Incorporate vivid words and figurative language
Connecting the Curriculum to the Standards
for every level of student ability
WHAT to teach/ Curriculum
• Establishes content and achievement standards
HOW to teach/ Instruction
• Develops and implements a general curriculum
based on content standards
How to grade/ Assessment
• Assesses student progress in meeting the general
curriculum’s performance standards
2-7
Presenting information to students
Advanced
Organizers
Technology
Mnemonic
Strategies
Graphic
Organizers
Visual
Schedules &
Cues
Accommodations that do not affect the
content of the assessment include:
 Changes in presenting information- Altering
the order or organization of assessment content
(which should mirror the way the in which
students learned the information)
 Changes in responding- Utilizing a computer to
take tests, recorder to dictate answers, etc.
 Changes in timing- Extending time allowed,
giving assessment in smaller pieces, different time
of the day
 Changes in setting- Allowing students to use
study carrels or to take tests in different locations
than their peers
Supplementary Aids and Services
Supplementary aids and services are
supports that are provided in general
education classes, special education
classes, or other education-related
settings to enable all children to be
educated to the maximum extent.
• Teacher Driven
• Student Driven
• Technology Driven
Service Learning
Service-Learning: Bringing Together Students, Parents,
and Community to Create a Better World by Robert
Schoenfeld
Robert Schoenfeld illustrates how to create a Service-Learning
program that not only enriches students' lives by engaging
them in meaningful service to address real-life needs in the
community, but also provides valuable knowledge related to
classroom studies. This article presents the key components of
a successful Service-Learning program and explains how the
entire family can be instrumental in the success of a project.
Positive Behavior Supports
One Response To Behavior:
… A broad range of systemic and individualized
strategies for achieving important social and
learning outcomes while preventing problem
behavior with all students.
OSEP Center on PBIS
School-wide Positive Behavior Support:
Changing School Discipline
Prevention and Teaching
vs.
Control Disruption and/or Exclude Troubling
Students
Requires Environments That Are:
Predictable
Positive
Safe
Consistent
Outcomes of PBS
• Reductions in:
– discipline referral rates by 50% to 60% (Horner, Sugai, & Todd,
2001);
– office discipline referrals (Lane & Menzies, 2003);
– fighting (McCurdy, Mannella, & Eldridge, 2003);
– in-school suspension (Scott, 2001);
– classroom disruption (Lohrmann & Talerico, 2004; Newcomer
& Lewis, 2004); and
– negative student-adult interactions (Clarke, Worcester, Dunlap,
Murray, & Bradely-Klug, 2002)
• Increases in:
– academic achievement (Luiselli, Putnam, Handler, &
Feinberg, 2005; Horner et al., 2009) and
– perceived school safety (Horner et al., 2009)
Integrated
Systems
Four Elements
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Grainger County
Referrals/ODR Data Year 1 vs. Year 2
800
700
600
500
400
300
200
100
0
BSS
JS
RES
RMS
RHS
WS
Year 1
774
394
166
316
732
677
Year 2
441
249
98
175
596
372
Retrieved/Gained
3000
2796
2500
Cannon County
High School
(Year 1)
1974
2000
1500
1000
500
0
2005-2006
Recouped administrative time:
822 x 15 min/60 min = 205.5 hours
= 27.4 days (7 ½ hr)
2006-2007
Retrieved academic learning time:
822 x 45 min/60 min = 616.5 hours
= 82.3 days (7 ½ hr)
Retrieved/Gained
East Lake
Elementary
(year 1 – partial
implementation)
500
450
400
350
300
250
200
150
100
50
0
410
180
2007-2008
Recouped administrative time:
230 x 15 min/60 min = 57.5 hours
= 7.7 days (7 ½ hr)
2008-2009
Retrieved academic learning time:
230 x 45 min/60 min = 172.5 hours
= 23 days (7 ½ hr)
SYSTEMS OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
THREE TIERED MODEL
~5%
Tertiary/Tier 3
Interventions
Specialized & Individualized
Systems for Students with
High-Risk Behavior
~15%
Primary/Tier 1
Preventions
Whole School Systems for
All Students, Staff, &
Settings
~80% of Students
Secondary/Tier 2
Interventions
Specialized Systems for
Students with At-Risk
Behavior
SYSTEMS OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
THREE TIERED MODEL
Primary/Tier 1 Preventions
Whole School Systems for
ALL Students,
Staff, & Settings
~ 80% of Students
Tier 1 Preventions
1.
Identify and define School-wide Rules and
Behavioral Expectations
2. Teach Behavioral Expectations associated with
School-Wide Rules
3. Develop a School-wide system for encouraging/
reinforcing “rule following”
4. Develop an array of procedures for addressing
violations to school-wide behavioral expectations
5. Design environments for smooth transitions and
routines
6. Data-based management/decision making
1. Identify and Define School-Wide
Rules and Behavioral
Expectations
Identifying RULES
Select 3-5 rules that:
 Are BROADLY stated and comprehensive in scope
 Apply to ALL staff & students in ALL Settings
 Are positively stated in < 5 words/rule
 Are posted. Postings are easily identified as the school
rules, include icons, and are highly visible
 Are mutually exclusive
 Are contextually and culturally appropriate
 For which you have > 80% approval by faculty, staff, and
students
 Are communicated to stakeholders
Define Behavioral Expectations
• Identify specific areas of your school.
• For each specific area, identify 3-5 specific,
behavioral expectations.
• Post expectations in the specific settings.
• Link behavioral expectations to rules.
• Pet Rock test- if a pet rock can do it, it is
probably not a useful expectation (e.g. “no
running”, “no stealing”, “no talking without
raising your hand”).
2. Teach Behavioral Expectations
associated with the School-wide
Rules
TEACH Behavioral Expectations –
TEACH Social Competence
Teach behavior as you teach curriculum by:
• Developing formal lesson plans
• Teach students in the location
• Show students examples and non-examples
of the desired behavior
• Have students practice the desired behavior
3. Develop a School-wide system
for encouraging/reinforcing
“rule following”
Rewards vs. Bribes
Reward: something provided to a student to show appreciation
for appropriate behavior.
If it is in fact a reinforcer (increases behavior), it will
provide incentive for future appropriate behavior.
The reward follows the appropriate behavior.
The key to rewards is in the delivery of the reinforcer.
The adult is in control if the reward is in fact a reinforcer.
The reward should not be promised to the student prior to a
behavior or used as the antecedent in anticipation of appropriate
behavior…then, it becomes a bribe and the child is then in
control.
from Keys to Effective Discipline, David Kilpatrick, Ph.D.
Rewards:
The goal is that the extrinsic becomes intrinsic…
not that we set up ‘obedience-based discipline’
(only rewards/punishments – do as you’re told)
but that we establish ‘responsibility-based discipline’
(students behave well, not just when the voice of authority
speaks – they act appropriately because it is the proper
thing to do).
acknowledgements =
the messages =
time it takes
The key is in the exchange of the ticket
Adapted from “More What Do I Do
Develop a System for Encouraging/
Reinforcing “Rule Following”
•Give students descriptive feedback when
correct skills are demonstrated and errors are
made.
•Research indicates that effective teachers
maintain a 5:1 ratio of acknowledgements to
negative interactions.
•Failure to follow rules reliably indicates lack of
learning.
4. Develop an array of
procedures for addressing
violations to school-wide
behavioral expectations
Develop an array of procedures for addressing
violations to school-wide behavioral expectations
• Clearly define behavior problems such that
definitions are mutually exclusive and understood
by all staff.
• Determine when violations are managed by office
(major) and when they are managed by staff (minor).
• Clearly define procedures in narrative and/or flow
chart format for implementing the array of
responses to rule violating behavior, including
documentation procedures.
• Identify an array of appropriate responses to minor
(classroom managed) rule violations.
5. Design environments for
smooth transitions and routines
School-wide procedures and
expectations for:
• Hallways
• Cafeteria
• Playground
• Arrival/Dismissal
• Others?
6. Data-based
management/decision making
Interpreting Office Referral Data:
Is there a problem?
Absolute level (depending on size of school)
– High Schools (1/79)
– Middle Schools (1/117)
– Elementary Schools (1/294)
Trends
– Peaks before breaks?
– Gradual increasing trend across year?
Compare levels to last year
– Improvement?
SWIS.org
f ve rs Per
us Month
Re f/Day/M o
Total Total
NumberRe
Referrals
NV High School
70
R efer r als
60
Compare the trends for Total
Number of Referrals Per Month
With….
50
40
30
20
10
0
Aug Sept Oct Nov Dec Jan
Feb Mar
Apr
May Jun
M e a n R e fe r r a l s p e r D a y
School Month
Total
Ref
versus
Ref/Day/Mo
Average
Number
Referral/Day/Month
5
4
Average number of referrals
per day per month
3
2
1
0
Aug
Sept
Oct
Nov Dec
Jan
Feb
School Month
Mar
Apr
May
Jun
N um ber of R efer r als
Re fe rrals pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
N um ber of R efer r als
Re fe rrals pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
N um ber of O ffic e R efer r als
Referrals by Location
50
40
30
20
10
0
B ath R B us A
B us
C af
C lass C omm
Gym
H all
School Locations
Libr
P lay G S pec
Other
N u m b e r o f O ffic e R e fe rr a ls
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
Libr
School Locations
Play G
Spec
Other
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
N um ber of R efer r als per S tude
20
10
0
Students
N um ber of R efer r als per S tudent
Stude nts per Num be r of Re fe rrals
20
10
0
Students
SYSTEMS OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
THREE TIERED MODEL
~15%
Primary/Tier 1 Preventions
Whole School Systems for
All Students, Staff, &
Settings
~80% of Students
Secondary/Tier 2
Interventions
Specialized Systems for
Students with At-Risk
Behavior
Tier 2 Interventions
 Interventions in areas of math, reading, study skills, social
skills and attention.
 Focus on smaller groups of students who are at risk of
school failure.
 On-going monitoring of student progress and data-based
decision-making.
 Time-limited, intensive, and targeted instruction focusing
on challenging behavior/academic failure.
 Easy access and known by all faculty and staff.
N um ber of R efer r als per S tuden
20
10
0
Students
SYSTEMS OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
THREE TIERED MODEL
Tertiary/Tier 3
Interventions
~5%
~15%
Primary/Tier 1/Universal
Preventions
Whole School
Systems for
All Students, Staff, &
Settings
~80% of Students
Specialized & Individualized
Systems for Students with
High-Risk Behavior
Secondary/Tier 2
Interventions
Specialized Systems for
Students with At-Risk
Behavior
Tier 3 Intervention Systems
Individual Student System
•
•
•
•
•
•
Behavioral competence at school & district
levels
Function-based behavior support planning
Data-based decision making by teams
Comprehensive person-centered planning &
wraparound processes
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
Next steps…
Establishing Tier 1: Primary
Preventions of SWPBS Workshop!
June 15-16, 2010
Contact us at ceo.utk.edu to request our services.
Reference List
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Curran, L. (2000). Language Arts: Lessons for Little Ones. San Clemente, CA: Kagan
Cooperative Learning.
Curran, L. (2006). Mathematics: Lessons for Little Ones. San Clemente, CA:Kagan Cooperative
Learning.
DeBolt, V. (1998). Write: Cooperative Learning and the Writing Process. San Clemente, CA:
Kagan Cooperative Learning.
DeBolt, V. (1998). Write! Science; Multiple Intelligences and Cooperative Learning Writing
Activities. San Clemente, CA: Kagan Cooperative Learning.
Forsten, C., Grant. J.,and Hollas, B. (2003). Differentiating Textbooks. Peterborough, NH:
Crystal Springs Books.
Friend, M. (2004). Successful CO-TEACHING Strategies Increasing the Effectiveness of Your
Inclusive Program (Grades 1-12). Bellevue, WA: Bureau of Education and Research.
Friend, M. (2005). The Power of 2. Indiana University: The Forum on Education
Kagan, L. Kagan, M., and Kagan, S. (1997). Teambuilding. San Clemente, CA: Kagan
Cooperative Learning.
Kagan, L. Kagan, M., and Kagan, S. (1995). Classbuilding. San Clemente, CA: Kagan
Cooperative Learning.
Turnbull, A., Turnbull, R., Wehmeyer, M. (2007). Exceptional Lives: Special Education in
Today’s Schools, 5e. Boston, MA: Pearson Education, Inc.
Villa, R., Thousand, J., and Nevin, A. (2004). A Guide to Co-Teaching: Practical Tips for
Facilitating Student Learning. Thousand Oaks, CA: Corwin Press.
Online Reference List
Wiggleworks
http://teacher.scholastic.com/products/
wiggleworks/index.htm
Starfall
www.starfall.com
http://more.starfall.com
The Learning Toolbox
http://coe.jmu.edu/learningToolbox/ind
ex.html
The National Service-Learning
Clearinghouse
http://www.servicelearning.org/
National Service-Learning Exchange
http://www.nslexchange.org
Learn and Serve America’s National ServiceLearning Clearinghouse
www.servicelearning.org
New Horizons for Learning
www.newhorizons.org
National Service Learning Partnership
www.service-learningpartnership.org
Learn and Serve America: A Program of the
Corporation for National and Community
Service
www.learnandserve.gov
National Youth Leadership Council
http://www.nylc.org
Service-Learning: Bringing Together
Students, Parents, and Community to
Create a Better World
http://www.newhorizons.org/strategies/servi
ce_learning/schoenfeld.htm
Online Reference List cont.
The Access Center – Improving Outcomes for All
Students K-8
http://www.k8accesscenter.org/index.php
Goshen Community Schools 613 E. Purl Street
Goshen, IN 46526
http://www.goshenschools.org/
Visual Schedules–
http://www.autismnetwork.org/modules/environ/vi
sualschedule/index.html
http://www.pdictionary.com/
Communicationhttp://trainland.tripod.com/communication.htm
Graphic Organizershttp://www.cast.org/publications/ncac/ncac_go.ht
ml
Mnemonic strategies –
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=instruct
ion&section=main&subsection=cs/mnemoni
cs
Co-Teachinghttp://www.brighthub.com/education/special/articles/4
096.aspx#ixzz0Z6vpkyUv
http://www.cec.sped.org/AM/Template.cfm?Section=H
ome&TEMPLATE=/CM/ContentDisplay.cfm&CONTE
NTID=7504
Social Stories –
http://www.autismnetwork.org/modules/social/hidde
n/index.html
http://www.autismnetwork.org/modules/social/sstory
/index.html
Inspiration
http://www.inspiration.com/themes/inspiration/exam
ple.php?nid=548&page=small&set=539,544,54
5,546,538,549,550,547,551
Cooperative Learning Center
http://www.co-operation.org/
Think, Pair & Share
http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/thi
nkps.htm
Strategies Manual
www.glrs.org
Thank you!
ceo.utk.edu