K-12 Special Education Teachers

A Classroom Comprehension Program - Session 1

A Classroom Comprehension Program - Session 2

A Classroom Comprehension Program - Session 3

A Classroom Reading Rate Program - Session 1

A Classroom Reading Rate Program - Session 2

A Classroom Reading Rate Program - Session 3

This session focuses on instructional strategies (e.g., acoustic highlighting) teachers and paraprofessionals can use in the classroom to make it more accessible for students with hearing loss. We look at the educational environment and how to make our classrooms acoustically appropriate for all students. In addition, we will discuss how best to work with the educational team including the interpreter, itinerant teacher, and speech-language pathologist.

One of the primary roles of special education teachers is helping regular educators make accommodations and modifications so that students with special needs can function in the least restrictive environment. Though most special educators seamlessly accommodate, modify, and adapt, it is difficult for many regular teachers to get a handle on what these terms mean and how to implement them. Participants will learn step-by-step how to modify and adapt instructional content for the struggling learner.

Students with ACEs, Adverse Childhood Experiences, are inherently going to display their thorns throughout their school day. Their behavior many times is an outward expression of internal turmoil. This session is designed to help stakeholders identify and eliminate what we view as thorns and instead focus on the rose possessed by students of adverse experiences. We must cultivate our strategies as administrators, teachers, and counselors to minimize the impact of behaviors while supporting students.

Sharon Clark is a STEM teacher with a gift for grasping and inspiring her students with new learning technologies in the STEM field. She was chosen as a PBS Digital Innovator in 2015 and selected as as EdmodoCon 2017 speaker in 2017. She shares her insights into the the changing world of classroom technology.

Rebecca Welch focuses on how to use the WIDA Can Do Descriptors in the classroom and guides the group discussion around strategies that are working, best practices, grading, and ways to keep students motivated toward mastery.

Nona Hall identifies key characteristics of effective programs for English Learners including how the WIDA English Language Development Framework Training empowers all teachers to successfully serve their ELs.

The morning keynote focuses on brain activity research while reading takes place.

Afternoon keynote focuses on the importance of student reading and the long-term results of engaging intellectual experiences that can occur in the classroom.

**Media links from presentation available under "Related Materials" tab.**

Conference opening Keynote Address by Dr. Zalman Usiskin.

The session outlines practices to identify characteristics of dyslexia using various sources of student information. This is followed by a practical discussion of instructional methods appropriate for students with characteristics of dyslexia. The session ends by reviewing common accommodations provided to aid students with dyslexia to demonstrate their potential in the classroom.

Rose Murray goes through the pros and cons of different ELL testing materials through different entites.

In Part 1 of the ELL District Collaborative: SPED Procedures for ELL Students we learn how to identify a potential ELL student that is a SPED student as well, the support and resources that WIDA offers, and other FAQs regarding the subject. All this with a small group discussion following the presentation.

A whole group discussion on the topic with an emphasis on the following two questions:
1. Skills that students need to exit ELL and ways to document how they are progressing
2. Kinds of tests for students to determine if a student has special needs or if there is an English language barrier

Presented by Erin Phillips and Heather Knox of Hobgood Elemetary School in the Murfreesboro City School district, this workshop introduces participants to the Content Area Cycle method of teaching, with a special emphasis on ELL students. After explaining the cycle, the presenters use a unit on plants to demonstrate the cycle with the participants playing the role of students.

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