Special Education, Inclusion, Tiered Instruction

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

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.

Dyslexia Within RTI: Decoding & Spelling

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.

Erin Phillips and Heather Knox demonstrate two classroom activities that can be used with the Area Content Cycle.

Formative assessment is an important step in the teaching and learning process. The background and content knowledge students and teachers share influences how students understand the materials, lessons, and learning opportunities you provide. Unless you check for understanding, it is difficult to know what students are getting out of the lesson. Participants will come to understand that the faulty notion, “I taught it, therefore they got it” can hinder student achievement.

Inclusion is more than physical presence in the classroom and is nothing more than good teaching for all students. Students learn when they actively participate in the academic lessons and interact with others. This presentation will provide specific strategies to create a meaningful and inclusive learning environment. The core business of educating students with disabilities in general education classrooms is for teachers to become designers of learning for meaningful student engagement.

Tiered instruction is a "user friendly" approach to addressing different readiness levels, interests and student profiles. By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, each student: (1) comes away with pivotal skills and understanding, and (2) is appropriately challenged. This worksop identifies the key steps of tiered instruction.

Dyslexia Within RTI: Letter Knowledge & Phonics

Nancy Hennessy, M.Ed., LDT-C, nationally recognized reading consultant and past president of the International Dyslexia Association will present an in-depth discussion on how the Common Core State Standards (CCSS) fit with the research base on reading and writing development, challenges for those who work with struggling readers, and alignment of research and standards with the development of teacher knowledge.

Overview & Research-based Practices to Support Comprehension

Overview & Research-based Practices to Support Fluency

Dyslexia Within RTI: Phonological Awareness

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