MOBY MAX

Has anyone used this program? Have you found it successful? Did you use the IEP/GOALS section?
www.mobymax.com

HANDWRITING WITHOUT TEARS

Has anyone used this program? What are your thoughts? was it successful? Did you just have workbooks or the manipulatives too? https://www.hwtears.com/hwt

GO MATH in SPED setting

Are you using GO MATH as a resource in the sped setting? How are you using it? What parts have been most useful?

LINKING INTERVENTIONS TO COGNITIVE STRENGTHS RESOURCES

I am using the information from our training last year on linking interventions to cognitive strengths and weaknesses for my T-TESS goal this year. I purchased the book that the presenter, Stefanie Cassels from the service center, used as a resource for her training. I also e-mailed her for a copy of the Powerpoint presentation and any additional resources she might have. She sent me a link to the following digital tool she has created to accompany the training. It contains links to digital resources and to her Powerpoint from the training. There are lots of great webites, strategies and activities included to address various cognitive weaknesses.

https://www.smore.com/fwj6v

Would you mind sharing this with the other resource teachers on the blog?

Thanks!

Tracy Clegg

Porter Elementary

MISSION STATEMENTS

Have you done a Mission Statement?
How did you do a mission statement for your Resource groups when you have many groups through your room at a time and at levels K-5?

GETTING INPUT FROM GEN ED TEACHERS

I created a google form to collect information from teachers and it has been amazing to see all their responses already organized in categories and it is so helpful to quickly see where there is a strength or issue. It is also so helpful in writing IEP's and progress reports.! I thought I would share. I use this one each 6 weeks but would like to create one to use before ARD's. If you would like to collaborate in making one, I would LOVE to do that! Just send me an email.

Here is the link to the generic google form. I just have it in "non edit" form - please don't leave responses in it.

https://goo.gl/forms/lPGtGzdBNgzgPlO62

WORKING WITH AUTISTIC STUDENTS

If you have any tips you have come across working with autistic students, please share. Comprehension always seems to be the toughest part for them.

Also if you have any resources or tips on helping the classroom teacher embrace the students special needs, please share that too!


A few of my thoughts/tips

I attended an Autism workshop in Houston at the Sped conference in May and found this helpful resource:

"The New Social Story Book" by Carol Gray. It has pre-made social stories with an index of skills. There is a CD that goes with it where you can down load and change the story to insert the students name, school or more personal issue the student needs to face. You can also add picture if you would like. I am starting to use this to cover simple things like: what to do when the teacher helps other students, How to complete an assignment in class to stay on task, etc. More along the lines of how to function within their schedule.

I also found a way where my 4th grade student could read the revising/editing type questions and retype the sentence correctly in word, then choose the answer choice on what they fixed. This student who would not engage with the questions by just bubbling and guess her answers now got only 1 out of 8 wrong. Also used Word to have them type the sentence as is so they can see where the auto spelling and grammar "suggestions" are to teach them a different way to see the errors that need to be fixed. The turn the edit mode off in Word and let them try a few on their own.

Please share other thoughts if you have them!

PLAAFP & GOALS PD at Region 11

Tina Kelsey found two workshops at Region 11

PLAAFP class at Region 11, It is on 09/27/16 from 9-12, 

Goals and objectives one on 11/02/16 from 9-4.

Tina Kelsey

Resource Teacher

O. H. Stowe Elementary

817-547-2427

STAR SCREENER ACCOMODATIONS from Lysette

This was sent in an email to Principals on 9/23 

Ongoing progress monitoring is the key to determining whether current intervention efforts are effective and where corrective action is needed.  Please remember that per RtI district guidelines, progress monitoring of tiered students should occur every 4 weeks with STAR Reading and STAR Early Literacy as it is done for Math.   

In addition, there have been questions about the use of oral accommodations on STAR.  We understand that the BOY screener has already been administered, but please adhere to the following going forward:   

    

1. Students with IEP/504 plans which call for additional time can use the built in extended time option for reading and math.

2. Students with IEP/504 plans which call for oral administration can use the built in audio feature for math only. 

3.  Because this is a normed referenced test and we want to maintain the validity of the results, the recommendation from Renaissance is to not read the test items to students.  However, if the universal screener is specifically addressed in a student’s IEP/504 plan to be read aloud to the student, then the plan should be followed as outlined.

Please share these procedures with the appropriate members of your staff.

Thank you for all the work you do!

Lysette Reeves, M.Ed.

RTI, Dyslexia & 504 Specialist

DRA

.   DRA assessments for Tier 3 students.  BOY and EOY only. 

Most Resource teachers said they would do BOY and EOY so they can use at ARDs when discussing progress.  Star Math data will be used at ARDs.  

SNAP TYPE AP for IPAD

I found this app Snap Type after reading an article so thought I would share.  

Students or the teacher can take pictures of their worksheets in class and use the iPad keyboard to type in answers.

It is an easy to use app. Here is how to use it:

1) Use the on-screen shutter button to take a picture.
2) Tap where you want to add text.
3) Start typing using the iPad keyboard.
4) Tap and drag to move the text boxes.
5) Resize the image by pinching using two fingers.
6) Resize the text using the slider at the top of the screen.
7) Save your work by pressing the iPad home button and power button at the same time (this saves as screen capture to your iPad’s camera roll).
8) Start over by flipping the iPad face-down for 2 seconds.

Monica Alsaker

Special Education Teacher

David E. Smith Elementary

Birdville ISD

817-547-1600

BOOK SUGGESTION FOR 1st YEAR SPED TEACHER

I was wondering if anyone had any book or article recommendations that will help me when I push in to a class or when I pull the kids out? This is my first year teaching Special Ed.

Thanks,

Denise Chandler 

SEATING OPTIONS

At the PLC on 9/21 several people brought up ideas on how they use flexible seating options and tips and tricks on how to secure a ball chair. Please feel free to post thoughts/tips about flexible seating.

I-STATION TESTING ACCOMMODATIONS

Do students take I-station tests with their class or in the resource room setting?

What types of accommodations do you give a student reading 2-3 reading levels below grade level? 

How often do your students take the I-station test?

How do you keep students self-esteem up when they are frustrated taking this test?

Questions for Administration...but feel free to comment on ideas.

How often should this be given and is it a true indicator of what they can do? 

Can they be calibrated in the system to still take it but at the reading level they are reading at? For example a 5th grade reading at a 2nd grade level. 

If we needed "proof" that they are reading at a particular level - what would be the standard measurement should we use?

NOTES FROM HAN:
Most are reporting Istation is optional this year.  However, if we assess with Istation can the above accommodations be done.  Arthurs to send question to Teaching and Learning.

SIPPS

.     Are we using SIPPS?  When must you use SIPPS?

S    SIPPS are with dyslexic students especially because they are dropped from dyslexia support when they qualify for Special Education.  Many kits are needed at all levels including PLUS.  A handful of teachers say they still need training.

STAR 360 TESTING ACCOMMODATIONS

What type of accommodations do you make on these tests for Math and Reading?

What kind of accomodations do you give for Early Literacy? 

Early Literacy tests are for 1st and 2nd graders, do you use these with your 3-5 students?

When giving the OA version of the test - how do you make sure they get the entire Math test read to them, since the system does not read all the questions?

Questions for Administration... feel free to comment and add feedback.

Is it acceptable to read the stories to the student to at least get a solid listening comprehension level, when we already know the student is at a 1^st grade level working at Beginning SIPPS? Can these be given at student’s level too?

NOTES FROM HAN
No accommodations for Star 360 except OA for math.  Resource teachers would like in writing what accommodations can or can't be done.  

BENCHMARK TESTING ACCOMMODATIONS

CBA’s and Six week Tests (school created)

Both of these tests have different uses

Are you giving accommodations on these tests? 

Do you use the same grade level test? 

Do you use a lower grade level test depending on the student's ability level?

If so, how are you accommodating them? If not, how/where do the students take these tests? 

What kind of preparation do you do with the students before the test, if any?

Do you scan these results into AWARE?  

NOTE FROM HAN
Resource teachers report doing what accommodations you would do on the STAAR test.  Suggestion- initial students should have the first CBA without accommodations so you can justify accommodations are needed to be successful for CBAs and STAAR assessments.