Special Services Connect
Issue 6 | February | 2017
Please put all co-teaching (push-in) minutes for related service and resource in the 3rd box at the top as well as under "Special Education Services at the bottom of page 1.1. Likewise, the push-in related services should be identified in the 3rd box at the top as well as under "Related Services" on page 1.2. Please do not include in the calculations in the minutes for co-taught minutes as they are within the general education classroom.
DATES & REMINDERS:
March 2nd: Parent Network Committee: Continuum of Services at D158
March 6th: PARCC Testing begins
March 27th-31st: SPRING BREAK
Reading Comprehension Instructional Strategies
Often we as teachers struggle to find strategies that work effectively to teach reading comprehension for students with autism. Cain and Oakhill in 2004 and O'Conner and Klein in 2004 found that word recognition and comprehension are highly correlated but develop separately. This is can attribute to why our students with autism can read any material given to them but may struggle to understand a first or second grade story. Research has found several strategies that help build comprehension skills for students with autism.
Build background knowledge
Many students with autism do not have the background knowledge to help them connect with the story they are reading. To guide this you may show a sort movie and have a discussion related to the text you will be reading. You might also brainstorm with the students the knowledge they already have related to the story, using guiding questions as necessary and sharing your own knowledge. You may also help the students connect the topic to their special interests. Students with ASD also need to be afforded the opportunities to build the background knowledge by learning along side their same aged peers.
Cue the students to connect the pronoun to the person, place, thing or idea in which it refers
Many students with ASD struggle with use of pronouns in their speech and their reading. O'Conner and Klein found in 2004 that deliberately cueing the students to connect the pronouns to their referents led to significant gains in post reading comprehension in half of the students
Kluth, P (2010) Tell Me About the Story, Retrived from http://www.paulakluth.com/readings/literacy/tell-me-about-the-story/
Kluth, P, (2008) "A Land We Can Share", Baltimore, MD, Paul H. Brookes Publishing
Autism Spectrum Disorder Corner:
Curriculum, Instruction, Assessment:
Strategy of the Month:
UDL 1.1 UDL 8.3
3-Act Math is an inquiry-based strategy where students analyze a visual image with the three-part, story-telling structure (i.e., set up, confrontation, resolution) to demonstrate and solve a math problem.
In Act 1, the teacher sets up a conflict or problem using an image (e.g., a time-lapsed photo of someone shooting a basketball) and poses a question (e.g. "Does the ball have the correct trajectory to go through the hoop?")
During Act 2, students confront the problem by identifying what information and resources are needed in order to find resolution (e.g., mathematical formulas, mass of the ball). After students have developed a plan to solve the problem, the teacher presents key information (e.g., the height of the basketball hoop) and prompts the students to work in their groups to calculate an answer.
For Act 3, the teacher provides resolution by revealing the answer, concluding with a student discussion about their experiences while solving the problem (e.g., strategies used, successes, challenges).
Strategy of the Month:
EXAMPLE: During a geometry unit, a teacher presents an interactive visual of a box of pancake mix and a true to size image of a pancake, and asks, “How many pancakes will this mix make?” Students use their knowledge of volume formulas to determine the information needed to solve the problem (e.g., measurements of the pancake, how much batter the box contains). After the teacher provides this information, students make predictions and work together using tables and drawings to construct models to represent their calculations. During Act 3, the teacher extends the activity by asking students how the formula would differ if the dimensions of the pancakes changed
Teach students to interactively take notes in a content notebook during a 3-Act Math lesson. Students should be expected to record their thinking while solving a visual story. Sections might include: Predictions, Questions, Models and Calculations, and Conclusions.
Free Lesson Plans:
Let's Review Standards Based IEP
By (date), after reading a grade-level text, (name) will write a summary of the text in (3-5 sentences) including the main idea and an explanation of how (2) key details support the main idea as measured by a (teacher-made rubric)
Given a paragraph at the 6th grade reading level with a minimum of 10 multi-syllabic words (The conditions under which the behavior will occur), Curtis will independently and orally decode the paragraph (The desired behavior in a measurable, objective, observable way) with 3 or fewer errors in three consecutive trials (The criterion for mastery)
IEP Self-Monitoring Checklist for Students with Executive Functioning Deficits
SPECIAL SERVICES CELEBRATIONS
The paraprofessional team deserves recognition for their exhibition of ensuring student support through their flexibility . Each day presents new challenges that require paraprofessionals to shift their roles in order to ensure students are supported. The paraprofessionals fulfill this daily need with an unsolicited willingness. This team is much appreciated!
To all Heineman Middle School paraprofessionals:
Behind every great teacher and every great school is a group of educators who always go above and beyond to meet the needs of students. Paraprofessionals are the glue that keeps everything together for those students who have unique learning needs. They demonstrate flexibility in their schedules, the ability to work with multiple teachers, and the desire to assist students with understanding assignments and tasks. Their roles are ever changing throughout a day, making any adjustments to meet the needs of the students who need support. Thank you for all that you do for our students at HMS.
Thank you to Sue Lee and Courtney Ratliff for helping to complete the many re-evaluations this year as well as the twenty one plus initial referrals.
Valene Sparber has been busy advocating for her students as well as providing Wilson to Marlowe students that qualified. Mrs. Sparber does a great job taking student data and using that data to drive instruction.
Scott Francis has been wowing parents with his support to students during their student led IEP meetings.
Tonya MoranT is helping in anyway she can to make sure students get screened and tested for speech. She does so with a smile. She has the students best interest at heart. Tonya is quick and efficient.
Lisa Shepherd recently organized a school wide food drive through the 5th grade leadership. They meet each Thursday and she is an active supporter of the group.
Bree Frett has done a great job keeping her student engaged and on task in groups. She continue to have students make great growth in speech.
Nicole Petersen:Nicole has become a great addition to the staff at Martin. She completed her student teaching at Martin in the fall and was then hired in the winter. She spits her time between Marlowe and Martin. She has done an excellent job working at both buildings.
Kathryn Vernsten does an excellent job working with the students and staff. She is always considerate of the students best interest. Kathryn works well with the staff to work around schedules and to incorporate others ideas.
Katlyne Schweig is a team-player. She helps out her peers and will problem solve to make sure that her students are successful. She ensures that all students are learning and making progress toward each of his or her goals.
Christina Wood works as a part of the Leggee Team. She makes sure that all of her students are successful and problem solves ways to make learning fun and effective.
Valerie Vandello does a great job working between building serviceing students. Always is eager to be at work and working with the students and staff.
Congrats on being February Star Recognition Winner! Thanks for all you do!
Lisa Sesko works in the SES program and works very hard everyday. She is understanding, flexible and patient with the students. She works well with all the students and staff.
Jodie Goecke is an excellent social worker. She is able to multitask her caseload and be an effective member of the Early Childhood Center Team. Jodi is a compassionate worker who works hard to make sure that her students are successful.
Megan Cunningham is a hard-working. She is a patient and caring teacher who makes sure that her students are successful in the classroom. Megan's hard-work and dedication is evident when you walk into her classroom.