RSED 3000 Unit 3

Cont. ^

--4) Negative consequences. ---1) Presentation Punishment. ---2) Overcorrection- a student is directed to restore a situation to its original condition or a better condition. ---3) Physical Punishment. 3) Using behavior contracts- an agreement between the teacher and student pertaining to their behavior.

Adjustments during the test? (3) Adjustments after the test? (3)

-Alternative forms of questions, alternative test sites, and alternative response modes. 1) Changing Letter or Number Grades- clarifying grades by supplementing them with other ways of evaluating and reporting learner progress, such as written/verbal comments, logs of student activities, and portfolios. 2) Grading Criteria- the standard on which a student's academic performance is evaluated. --Grading RUBRIC strategy. 3) Alternatives to Letter and # Grades- pass/fail or checklists of student skills. --Competency Checklist- key concepts.

How can you help students manage their own behavior? How do you teach CBM Strategies? (3)

-Cognitive Behavior Management (CBM) Strategies- students learn to monitor and change their own behavior through self-monitoring and self-reinforcement. 1) Discuss the strategy with the student and present a rationale for its use. 2) Model for the student what you expect. 3) Provide practice and feedback.

What are learning strategies, and what are the 5 domains of independent learning that require these well-designed strategies? How can you effectively teach independent learning strategies in class? (7)

-Techniques, principles, or rules that enable a student to solve problems and complete tasks independently. -Reading, math problem solving, written expression, listening/note taking, time and resource management. 1) Decide b/t individual, small, or large-group approaches. 2) Assess current strategy use. 3) Clarify expectations. 4) Demonstrate strategy use. 5) Encourage students to memorize strategy steps. 6) Provide guided and independent practice. 7) Administer posttests.

What is a Functional Behavior Assessment (FBA)? What are the 7 steps of this procedure?

-The process of gathering detailed data on a student's behavior and the context in which it occurs for the purpose of determining the reasons for it and creating a Behavior Intervention Plan (BIP). This is required by federal law. 1) Verifying the seriousness of the problem. 2) Defining the problem behavior. 3) Collecting data to better understand the behavior. --Anecdotal Recording- written notes of a student's actions or words, gathered while they happen or shortly after. --Antecedents-Behaviors-Consequences Analysis (ABC)- recording specific incidents, including what happened immediately before and after. --Event Recording- counting the # of times behavior occurs. --Permanent Product Recording- keeping samples of work as a means of measuring behavior that relates to academics. --Duration Recording- the length of time the behavior lasts. --Time Sampling- periodic observation of a student.

How can you make instructional modifications for students with moderate-severe intellectual disabilities? What questions can you ask yourself to identify the tasks that require modifications? (5)

-Through environmental inventory, which is an assessment procedure that is designed to find out what adaptations or supports are needed to increase student participation in classroom community environments. 1) What is the standard involved in the task? 2) What are students required to do? 3) Can the student with a disability do it? 4) If not, what supports does the student need to increase participation? 5) What IEP goals (functional outcomes) can the student achieve?

How can you make instructional adjustments for students with special needs when teaching subject-area content? (3)

1) Activate background knowledge using the PReP (PreReading Plan) strategy, which determines how much background knowledge (info) students have about a topic. There are 3 major steps: --1) Preview the text/lesson and choose 2-3 important concepts. --2) Conduct a brainstorming session with students. --3) Evaluate student responses to determine the depth of their prior knowledge of the topic. 2) Prepare anticipation guides, which are a series of statements, some of which may not be true, related to material that is about to be presented during instruction, given to students as a way of activating their knowledge by making predictions about the topic. 3) Provide planning think sheets, which are a set of questions to which students respond as a strategy for assisting them to help writers focus on background knowledge, as well as on the audience and purpose of a paper, in preparation for writing.

How can you use PBS to prevent discipline problems? (2)

1) Begin with Primary Prevention strategies (Tier 1). --Instructional environments conducive to learning. --Communicate respect, trust; establish class rules, routines. --Develop positive teacher-student relationships. --Use effective teaching methods; relevant, engaging, on level. --Foster positive student interactions. --Opportunities for students with/without disabilities to work together. 2) Schoolwide strategies of prevention. --Systematic implementation of rules, procedures, and expectations. --Commitment from every teacher, specialist, and staff member.

Discuss #6, Provide guided and independent practice.

1) Controlled materials- instructional materials at the student's reading level, of high interest, and free of complex vocabulary and concepts. 2) Guided practice- verbal cues, give feedback that is specific and encourages students to evaluate themselves, praise praiseworthy work, and encourage students to reinforce themselves and to take responsibility for both their successes and failures.

What are 3 key concepts about behavior problems and teacher responses?

1) Discipline is about learning and fostering appropriate behavior. 2) Teacher beliefs about discipline have cultural bias. 3) Positive Behavior Supports (PBS)- research-based interventions. --1) Primary Prevention- create environments that address needs. --2) Secondary Prevention- quickly, efficiently address behavior problems. --3) Tertiary Prevention- individual level; intensive interventions for 5% of students with behavior problems. *PBS + RtI Blended= Multi-Tiered Systems of Support (MTSS).

What questions can you ask yourself when adapting to a student's independent ability for their homework? (4)

1) Do task skills align with student's skill level? 2) Do students have the background knowledge required? 3) Is the purpose of the task clear? Does the task include a lot of practice? 4) Are written directions clear? Is enough time allotted?

Discuss #3, Clarify expectations.

1) First step- provide a strong rationale for why learning the strategy is important. This rationale should be directly tied to current student performance as well as to the demands of your class. 2) Next step- explain specifically what students should be able to accomplish when they have learned the skill. Also, give students an idea of how long it will take them to learn the strategy.

What 5 areas do students need to perform independently in?

1) Gaining information- skills in listening to directions and reading/interpreting textbooks, source books, and the internet. 2) Storing and retrieving information- strategies for taking notes and preparing for tests or other evaluations. 3) Expressing information- taking tests, writing papers, and employment tasks. 4) Self-advocating- builds student self-determination, helps students set realistic school or life goals and develop and carry out a plan to meet those goals. 5) Managing time- skills to organize their time and efforts toward meeting their goals.

How can adjustments in report-card grading be made for students with special needs? (2)

1) Grading practices that benefit all students. --1) Provide additional info for parents that clarifies the meaning of students' grades. --2) Avoid giving zeroes; minimum quarter grading. --3) Report student progress more frequently. --4) Remember the purpose of grades, which is to accurately communicate the student's mastery of agreed upon learning standards. 2) Using individualized grading with students with disabilities. --1) Using a standards-based grading model, in which students are graded based on standards modified according to the dictates of their IEP's. --2) Basing all or part of the grade on progress on IEP objectives, in which a student's grade is based on the measurable goals, objectives, and progress-monitoring components of the IEP.

How can you promote positive group behavior? (3)

1) Implement Peer-Mediated Instruction- structured and interactive systems in which students teach each other. It improves students' social relationships, decreases student behavior problems, and improves students' academic outcomes. --1) Peer Tutoring- pairs of students are given formal roles for promoting each other's achievement; PALS. --2) Classwide Peer Tutoring (CWPT)- all students in a class are partnered. Both students serve as the tutor and tutee following a clear procedure, and they are rewarded for demonstrating appropriate social behaviors. 2) Cooperative learning- students work in small, mixed-ability groups with a shared learning goal. It has been employed as a strategy for achieving racial and cultural integration, assisting socially isolated learners, fostering inclusive education for students with disabilities and other special needs, and accommodating culture-based learning styles. ---You assign heterogeneous groups of 3-6; teach cooperative skills. ---Assign roles: leader, recorder, encourager, timekeeper, and others. ---Use a specific strategy to guide interactions, such as jigsaw learning. ---Teacher role: monitor groups and individuals. 3) Group Contingencies- the goal is to promote positive behavior by allowing students to earn a group reward based on the performance of particular students.

How do BIP's address serious individual behaviors? (3)

1) Increasing desirable behaviors. --1) Positive Reinforcement- a consequence to a behavior that causes it to increase; a reward. --2) Negative Reinforcement- an increase in behavior to avoid a consequence. 2) Decreasing undesirable behaviors. --1) Differential Reinforcement of Incompatible and Other Behaviors- reinforcing an appropriate behavior that is incompatible with another undesirable behavior in order to increase the positive behavior. --2) Extinction- no longer reinforcing; ignoring. --3) Removing reinforcers. ---Removal punishment- taking away something that is desired. ---Response Cost- the loss of privileges/rewards. ---Time-out.

Give 2 examples of cooperative learning in action.

1) Numbered Heads Together- in assigned groups, students count off by number. Students put their heads together to answer teachers' questions. The entire class reconvenes, and the teacher calls out a number. The students with that number respond, and they score points for their group. 2) Jigsaw Classroom- Students are assigned to work groups and to expert groups. Team members read material assigned to their expert area. Expert groups meet, review, return to work group, and teach the material. All team members teach their material, answer questions, and clarify. The students take a quiz over all the material, and they receive individual grades.

How can performance-based assessments benefit students with special needs? (3)

1) Performance-based assessments measure what students can do with knowledge rather than measuring specific bits of knowledge the student possesses. --Authentic Learning Tasks- based on real-world contexts and lead to real-world outcomes. 2) Modify problem-solving demands (teach preskills). 3) Balance use of performance-based assessments with traditional tests.

Discuss #4, Demonstrate strategy use.

1) Point 1- Remember that the process one goes through in performing a task or solving a problem should be carefully explained. 2) Point 2- Present both positive and negative examples of appropriate strategy use. You should use positive examples 3x more often. 3) Point 3- Ask frequent questions to monitor student understanding and determine whether more demonstration is needed.

What are the 4 essential aspects of basic skills instruction?

1) Preskills. 2) Selection and sequencing of examples. 3) The rate of introduction of new skills. 4) Providing direct instruction and opportunities for practice and review.

How can students learn to use strategies independently? (3)

1) Self-instruction- strategy in which students are taught to talk themselves through tasks. 2) Self-monitoring- strategy in which students are taught to check whether they have performed targeted behaviors. 3) Self-questioning- strategy in which students are taught to guide their performance by asking themselves relevant questions.

What are the 4 essential characteristics of cooperative learning?

1) Students in the group have positive interdependence, meaning that they either reach their goal together or no one can achieve it. 2) Requires face-to-face interactions. 3) Members have individual accountability--each one is required to make a contribution. 4) Stresses student interpersonal skills, such as asking questions, praising classmates, and helping other students learn.

What adjustments can be made before the tests for students with special needs? (5)

1) Study guides. 2) Practice tests. 3) Test-taking skills. --1) Chunking- memorization strategy in which students are taught to remember 5-7 key ideas at one time. --2) Mnemonics- a device or code used to assist memory by imposing an order on the info to be remembered (FIRST/ANSWER). --3) The Key Word Method- mnemonic for remembering definitions and factual info in which visual imagery is used to enhance recall. --4) Rehearsal Strategy- involves saying info out loud, repeating it, checking it for accuracy, and repeating it again as part of studying. 4) Individual tutoring. 5) Modified test construction.

How can you encourage student self-awareness, self-advocacy, and self-determination?

1) Through self-advocacy training, which involves students learning their strengths and weaknesses, recognizing the support they need to succeed, and the skills required to communicate their needs effectively. -This method teaches skills that are related to expectations of the adult world. -Teaches assertiveness in communicating needs such as knowing when to ask for help. -Students are encouraged to express learning preferences or difficulties. -The responsibility to support self-advocacy can fall on both special educators and general educators. -Ways to support self-advocacy: welcoming students to ask for help, recognizing when students are too afraid to ask for accommodations, practicing communication skills, providing opportunities to ask questions, setting clear goals and expectations, and practicing independent learning skills.

Discuss the 3 tiers of RtI, MTSS, and PBS.

1) Tier 1: Universal interventions; effective for 80-85% of students. --Schoolwide rules, procedures, and expectations. --Character-building programs; social skills instruction. --Procedures for deescalating disruptive behavior. 2) Tier 2: Selected interventions; effective for additional 10-15%. --Structured social skills training; group counseling; mentoring. --Daily behavior report cards; frequent progress monitoring. 3) Tier 3: Targeted interventions; effective for remaining 1-5% of students. --FBA; involvement of outside agencies; individual counseling. --Individual behavior intervention; daily/weekly progress monitoring.

What are positive behavior strategies for responding to minor individual behaviors? (2)

1) Use minimum interventions. --1) "Catch 'Em Being Good"- acknowledge and reward positive behavior. --2) Make high-probability requests first. 2) Manage students' surface behaviors, which refers to initial student behaviors that teachers could interpret as misbehavior. Responding appropriately to surface behaviors can prevent them from escalating into more serious discipline problems. --1) Ignore it; use nonverbal cues to signal the student to comply. --2) Move closer to misbehaving student. --3) Refocus the student's attention by asking a question. --4) Reduce tension through humor. --5) Help students begin difficult tasks by assisting with first example. --6) Create structure through routines, procedures. --7) Create meaningful context for assignments; remove distractions. --8) Allow the student to move to a quiet space in the room as needed.

#4 of that list^, Organizing Content? (10)

1) Using advance organizers, which is info presented verbally or visually that makes content more understandable by putting it in a more general framework. 2) Employing cue words for organizational patterns, which refers to ways in which content area texts are written to reflect main ideas, such as the sequence of events in time, compare-contrast, cause-effect, and problem solution. 3) Constructing study guides, which refers to outlines, abstracts, or questions that emphasize important info in texts. 4) Creating graphic organizers, which is a visual format that helps students to organize their understanding of info being presented or read and the relationships between various parts of the info. Concept maps reflect the structure of the content. 5) Teaching terms and concepts.

What adjustments can you make to seatwork assignments? (5)

1) Verbally present the tasks. 2) Add practice examples that you can do with them. 3) Write alternative sets of directions. 4) Highlight the important words. 5) Have students help each other.

What are the factors to consider when asking parents to tutor their children? (4)

1) Will health, family problems, or lack of skill interfere? 2) Will sessions at home be interrupted or create tensions? 3) Will the child become overwhelmed with academic work? 4) Do the parents become frustrated about helping? Resent tutoring?

What are some examples of successful learning strategies? (#1-2)

1) Word ID and reading fluency strategies. --1) Identifying words in textbook reading. Look for word parts at the beginning/end of a word and vowel sounds in the rest. Then, say the parts, say them faster, and make it a real word. --2) WARF- Widen your eye span, Avoid skip-backs, Read silently, and Flex your reading rate. 2) Vocabulary strategies.

Cont., (#3).

3) Reading comprehension strategies. --1) SCROL- Survey the headings, Connect, Read the text, Outline, and Look back. --2) "Highlight-it!"- focuses on the meaning of the text. --3) "Mark-it!"- students elaborate on the meaning; annotate. --4) PARS- Preview the material, Ask questions that relate to the main ideas, Read the chapter, and Summarize the main ideas. --5) CAPS- Characters, Aim of the story, Problem, and Solved. --6) POSSE- Predict ideas, Organize them, Search for the structure, Summarize the main ideas, and Evaluate your understanding. * Reciprocal teaching- teaching students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these thinking behaviors with their peers. * --7) MAIN-I- Make the topic known, Accent at least 2 essential details, Ink out the clarifying details, Notice how the essential details are related, and Infer the main idea. --8) SLICK- designed to help students comprehend digitally recorded textbooks; Set it up, Look ahead through the chapter, Comprehend, and Keep it together.

Cont.^

4) Analyzing the data and forming a hypothesis. 5) Developing a BIP. 6) Implementing the plan. 7) Monitoring the plan's effectiveness.

Cont., (#4-5).

4) Listening and note-taking strategies. --1) SLANT- Sit up, Lean forward, Activate your thinking, Name key information, and Track the talker. --2) TASSEL- Try not to doodle, Arrive at class prepared, Sit near the front, Sit away from friends, End daydreaming, and Look at the teacher. --3) CUES- Cluster together 3-6 main points of the lecture, Use teacher cues to record ideas, Enter important vocabulary, and Summarize quickly and whenever possible. 5) Writing Strategies. --1) Self-Regulated Strategy Development (SRSD)- the process of teaching writing that has an extensive research base; develop it, discuss it, model it, memorize it, support it, and practice it. --2) POW and TREE- Pow prompts students to select a topic, think about what they are going to say, and consider their purpose for writing and audience. Tree is used for persuasive essays. --3) Pattern guide- a graphic organizer designed to help students organize their written papers. --4) TAG- used for peer editing; Tell what you like, Ask questions, and Give suggestions. --5) COPS- used for independent editing; Capitalization, Overall appearance, Punctuation, and Spelling. --6) Report writing- choose a topic, brainstorm all you know about it, organize your ideas by main points and details on a web-type graphic organizer, read to find new info and verify the accuracy of info already generated, write your report using the info on the web organizer, but continue planning as you write, and check to ensure you used everything you wanted from the web.

Cont., (#6-7).

6) Strategies for problem solving in math. --1) STAR- Search the word problem, Translate the word problem into manipulatives or picture form, Answer the problem, and Review the solution. --2) LAMPS- Line up the numbers according to their decimal points, Add the right column of numbers and ask, More than 9, Put the 1's below the column, and Send the 10's to the top of the next column. --3) SLOBS- Smaller: follow steps, Larger: leap to subtract, O- cross off the number in the next column, Borrow by taking one 10 and adding to the next column, and Subtract. --4) FOIL. 7) Strategies for managing time and resources. --1) HOPS- Homework, Organization, and Planning program.

Continued...

6) Using definitions. 7) Text talk- direct teaching strategy for teaching new words. 8) Making concept diagrams- specific type of graphic organizer used to present vocabulary words that include definitions, characteristics, and examples. 9) Communicating clearly; clear written communication. 10) Communicating clearly orally; oral communication refers to giving directions, asking questions, and presenting subject matter.

What's a portfolio assessment?

A purposeful collection of student work that is used to determine student effort, progress, and achievement in one or more areas.