CALM-IT-19

A ssessment  high-leverage practices for students with Autism   <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Direct instruction ELA classes we are to give the students the Unit Standards Assessment (USA) after each unit is taught.  We have collaborated with the reading teachers and provided the standards tested, text and grammar that will be taught and activities we have planned throughout the unit.   Include the reading teachers in our plans, they are able to reinforce the standards being assessed and can practice executing the same strategies and analytical thinking as we do in ELA classes. The problem is reviewing these assessments since they are done on the computers.  We are trying to meet as a team to troubleshoot ways in which students can go back to correct the questions they got incorrect.  The problem is they are not able to retrieve thei

  Research on High Leverage Practices in Special Education. . <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>       Two high leverage strategies that I would use in my classroom would be keeping data and assessment so that I can analyze my teaching .This is needed for my own reflection and in order to make adjustments in my teaching and improve the student’s outcomes. I need to do this so that I am accountable and clear to what my choice of instruction is.        The second high leverage strategies I would use would be a strong behavior Plan. Dr Lesh has really mad the importance of this clear .I would establish an organized environment in the classroom with rules and be consistent with the students. I would have a system set up for positive constructive feedback. I would conduct the functional behavior assessments and teach social behavior to the stu

  ·           Assistive Technology: <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>  one of the core strategies used in schools to help with attention and learning difficulties. Different types of Assistive Technology ·          Audio Players and Recorders ¨       Helps the child be able to listen to words as the child reads them on the page ¨       Text-to-speech software that can read aloud anything on the screen ¨       An audio recorder can capture what is being said, and the child can listen to it again later on   ·          Timers ¨       Wristwatches to hourglass timers, help kids who have trouble with pacing ¨       Can be used as visual aids to show how much time is left during an activity ¨       Difficulty transitioning from task to task, can help mentally prepare to make a switch   ·          Reading Guides ¨     

     <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> The types of assistive technology ranges from low-tech to very high-tech.  There are tools to help people with almost, if not all exceptionalities.  There are eight types of assistive technology : audio players and recorders, timers, reading guides, seat cushions, FM listening systems, calculator, writing supports, and graphic organizers.             An example of audio players and recorders would be the text-to-speech function that is found on an iPad. An example of a timer would be a countdown clock on the computer for visual learners.  An example of a reading guide would be self-highlighting bar that travels through the sentences as the child reads.    An example for a seat cushion would be an exercise ball for children with ADD/ADHD.  An example of an FM listening system can be a teacher wearing

   Reading Comprehension issues <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> The team should be meeting and looking at the diagnostic test scores The assessment exam only gives the base date the team needs to meet to decide on strategies for what problem solving activities. ·          ·       ·       sc    Scaffolding opportunities for her to learn and a motivation system that will avoid upsetting her even more out of frustrating and make reading fun.  ·          Teacher can do some group discussion and activities that give meaning to the stories .if Jane likes art read art books a first teacher needs to do inventory of students likes dislikes ·          Motivate students  to find the plots in stories and give here library time to go check out books she may be interested in to give her time to practice   Class room center I wo