Hearing Loss, Hearing Aids, No Problem!

Help get your General Education teachers and staff ready to work with students who have a hearing loss.

Hearing Loss, Hearing Aids, No Problem will address the needs of children in the general education setting who have a hearing loss and utilize hearing aids, cochlear implants, or bone anchored hearing systems.

The goal of this workshop is to prepare general education teachers and staff to understand the impact of hearing loss on the acquisition of language and learning. We will discuss effective classroom strategies, accommodations, assistive technology and interpreter use.

June 15, 2018 Workshop SU1839296 Register now!

Hearing Loss, Hearing Aids, No Problem!

Announcing the Region 13 Universal Design for Learning (UDL) Professional Learning Community (PLC)!

 

Are you looking for a way to transform your teaching and your students’ learning?

Submit your application to join the Region 13 Universal Design for Learning Professional Learning Community!  This PLC is designed to provide cohort members with an understanding of the UDL framework, knowledge and resources to support UDL implementation, and individualized learning opportunities to address campus needs.

Universal Design for Learning (UDL) is a framework for creating an approach to your instruction based on principles that allow all students to have access to the general education curriculum. Using a proactive approach to remove learning barriers by considering the natural variability of how students learn, UDL provides a blueprint for creating instructional goals, methods, materials and assessments to help optimize learning.

In addition, knowledge and implementation of UDL supports ESSA’s endorsement of UDL, enhances our connections to the student-centered focus of our appraisal systems, and provides a way to plan for social and emotional variability.

The UDL PLC application process is simple!  Just complete pages 3 and 4 of the application and submit it electronically by 5:00 PM on June 15, 2018.  To submit the application or for more information contact Kim West at kim.west@esc13.txed.net or 512-919-5314.

Maker Faire @ Beat the Heat 2018

beat the heat, every child matters logo

When we say “maker,” you say “faire!” Why do our teachers and paraeducators love the maker faire at Beat the Heat? So many reasons; here’s a few:

  • Items are tied to content from sessions participants have just attended
  • Activities address functional and academic areas/skills
  • Items are designed to be engaging and span grade bands
  • Instruction templates include why the activity is beneficial to students, how to make it, instructions for use, application to adulthood, making it meaningful extensions, and additional resources
  • Serves as a networking, problem solving, and interactive brain break station

Here are ideas of what’s to come…

  • make a repetitive line nursery rhyme book with an unexpected twist adding environmental print
  • self-determination folder “games”
  • ten frame math puzzle activity
  • “active learning” interactive wrist bands
  • portable behavioral supports as pictured below
  • and MORE

We hope to see you there! For details and registration information please visit the BTH 2018 WEBSITE http://bit.ly/BTH18.

 

Active Learning Expert Patricia Obrzut @ Beat the Heat 2018!

On June 21st, the first day of Beat the Heat 2018Patricia Obrzut, MS, OTR/L will present a full day session: Active Learning: Given the Opportunity, Any Child Can Learn! Active learning, an innovative approach developed by Dr. Lilli Nielsen, emphasizes that all individuals learn best by active participation.  For students with multiple disabilities, active participation is achieved by creating an enriched environment that fosters independent and appropriate developmental learning.

Join Patty as she discusses the principles of the Active Learning approach, and how to increase students’ functional independence and developmental skills while reducing stereotypical, self-injurious or aggressive behaviors.

On Day 2 (June 22nd), she will provide 2 breakout sessions. The first, Promoting Comprehending Hands through Active Learning will focus on detailed Active Learning strategies emphasizing those fine motor skills typically achieved from birth to two years.  The second, Early Learning & Movement: An Active Learning Perspective will focus on how individuals with multiple special needs progress from reflexive and unintentional movements to intentional movements.

Patty is the Assistant Director at the Perickton Center for Blind Children, a private non-profit organization serving blind, special needs children ages 1-12 years.  Mr. Obrzut has a Master’s Degree in Occupational Therapy. She has been implementing programming for special need children since 1992.  In 2002 she received the permission of Dr. Lilli Nielsen to provide Active Learning educational trainings.  She is considered an expert in the use of Active Learning strategies, equipment, techniques, assessment tools, and curriculum.  We are excited to have her at this conference!

Don’t miss this rare opportunity to learn from an expert in Active Learning for students with multiple special needs!  Register for Workshop #SU1836780.  Patty’s full day session is not included in the BTH virtual conference

""Beat the Heat 2018
June 21-22, 2018
ESC Region 13
5701 Springdale Rd.
Austin, TX 78723

For more information and to see the complete conference schedule, visit our Beat the Heat Conference website.

Alright, Alright, ALL Write! Janet Sturm @ BEAT the HEAT!


Region 13 is thrilled to announce that First Author Writing Curriculum creator, Janet Sturm, Ph.D, CCC-SLP, will be presenting at this year’s Beat the Heat conference in June!

Dr. Sturm is a professor in the Department of Communication Sciences and Disorders at Central Michigan University, and she has been working in general and special education classrooms for over 30 years. Her research and development work focuses on writing instruction for students with disabilities, computer-supported literacy, formative and summative assessments of beginning writers, classroom communication and augmentative and alternative communication (AAC).

On June 21st, Dr. Sturm will be doing a full day presentation (also being livestreamed) on teaching writing to students with significant intellectual and multiple disabilities.  She will also present a 90 minute breakout session on June 22nd.

Don’t miss this rare opportunity to learn from one of the best writing instructors of students with disabilities in the nation!  Register for the 2018 Beat the Heat conference now!

BTH 2018 WEBSITE
http://bit.ly/BTH18

Two Ways to Beat the Heat: In Person & Online! Register Now…

Beat the Heat 2018 is almost here!  This summer conference is dedicated to providing professional development to educators, parents, and others who work with children ages 3-21 with significant intellectual and low incidence disabilities.  Can’t attend in person? Want to attend in your pajamas? Wish you could see more than one session in the same time slot? Yes, you can…

Beat the Heat Every child matters.

WHEN

  • June 21, 2018 9-4
  • June 22, 2018 9-4

WHERE

Education Service Center Region 13 + Online
5701 Springdale Road
Austin, TX  78723

FEATURING    

BTH 2018 WEBSITE
http://bit.ly/BTH18

ATTEND 2 DAYS IN PERSON

Attend any session in person for credit. Also, view any/all of the recorded sessions for a limited time after the event (no credit, for content only).


ATTEND 2 DAYS ONLINE VIA LIVESTREAM

Choose and watch 5 livestreamed sessions for credit. After the event, view the other recorded sessions for a limited time  (no credit, for content only).

The following sessions will be available online via Livestream.  Every participant will be able to choose and view 5 livestreamed sessions for credit during the live event.  The other sessions may be viewed after the event for a limited time* for content only (no credit given).

THURSDAY LIVESTREAM OPTIONS 6/21/18  (pick 1)

9:00-4:00

  • Topic: Linking Behavior Interventions for Young Children to Their Function– Susan Catlett, Ph.D., BCBA-D
  • *60 days

9:00-4:00

  • Topic: Alright, Alright, ALL Write: Differentiated Writing Instruction for Students with Significant Disabilities- Janet Sturm, Ph.D., CCC-SLP
  • *60 days

9:00-4:00

  • Topic: Taming the Data Monster– Christine Reeve, Ph.D., BCBA-D
  • *5 days

FRIDAY LIVESTREAM OPTIONS 6/22/18  (pick 1 for each time slot)

9:00-10:00

  • Keynote: “Changing the Narrative through Opportunity and Raised Expectations”– Liz Plachta and Mark Hublar
  • * 60 days

10:15 – 11: 45 AM Sessions

  • Topic: Instructional Routine for Achieving Early Counting  Claire Greer, Ph.D.  (*60 days)
  • Topic: Promoting Comprehending Hands Through Active Learning– Patty Obrzut, OT and Assistant Director of Penrickton Center for Blind Children  (*60 days)

12:45 – 2:15 PM Sessions

  • Topic: Building Independence Through Structured Work Systems – Christine Reeve, Ph.D., BCBA-D  (*5 days)
  • Topic: Early Learning & Movement: An Active Learning Perspective – Patty Obrzut, OT and Assistant Director of Penrickton Center for Blind Children (*60 days)
 2:30 – 4:00 PM Sessions
  • Topic: Building Cohesive Classroom Teams– Christine Reeve, Ph.D., BCBA-D  (*5 days)
  • Topic: Let’s Open a Can of Worms: Sexuality and Disabilities– Barbara Hobbs, ESC 16  (*60 days)
Note: You will NOT select the sessions you want to watch when registering.  You WILL be able to choose sessions on June 21 after logging in to Region 13’s ecampus/workshop registration system, finding the course SU1839863 and selecting the Launch button.  Once launched, you’ll be able to navigate to the sessions you want to attend. This will also be the pathway to recorded sessions afterwards.

Please let me know if you have any questions- nichole.kertis@esc13.txed.net.

 

New STAAR Alternate 2 Participation Requirements Take Effect May 1, 2018!

In a TETN presentation on April 25, 2018, new STAAR Alternate 2 participation requirements for the 2019 administration were announced.  The newly revised Participation Requirements take effect May 1, 2018.  They include changes to the number of requirements (there are now five instead of four), and clarifying language that defines a significant cognitive disability. The participation requirements state that a determination of significant cognitive disability is made by the ARD committee and based on an evaluation performed by a qualified evaluation team.  The disability must significantly impact the student’s intellectual potential AND adaptive behavior and be documented in the student’s individualized education program (IEP).

Clarifying language and examples have been added to paint a more complete picture of what “specialized, extensive supports” and “intensive, individualized instruction” may look like for a student with a significant cognitive disability when accessing the grade-level curriculum and setting.  Additionally, the language of the previous participation requirement which states that students taking the STAAR Alternate 2 must access and participate in the grade-level TEKS through prerequisite skills has been expanded to include descriptions of how a student with a significant cognitive disability is most likely to access those prerequisite skills during instruction.  The participation requirement now states that a student with a significant cognitive disability accessing the TEKS through prerequisite skills that are “significantly below grade level instruction” requires “a highly specialized educational program with intensive supports and modifications to the curriculum.”

The newly added, fifth participation requirement has been pulled from the previous assurances section to emphasize that the STAAR Alternate 2 assessment determination must be based on the student’s significant cognitive disability and not on any other factors such as racial or economic background, excessive absences, location of service delivery, English learner status or anticipated difficulties with student behavior.

Beginning on May 1, 2018, admission, review and dismissal (ARD) committees will use the new STAAR Alternate 2 participation requirements for determining assessment decisions for the 2018-19 school year.  ARD committees that used the previous participation requirements for the 2018-19 assessment decisions prior to May 1st, 2018 may move forward with assessment decisions they have already made.  However, TEA recommends that campus personnel review the new participation requirements and determine if revisions should be made to previous assessment decisions.

The review and revision of the participation requirements is part of TEA’s response to state assessment requirement in the Every Student Succeeds Act (ESSA).  Any state assessing more than 1% of students with an alternate assessment aligned with alternate academic achievement standards is required to submit an annual waiver application.  The Texas plan and waiver for this year was approved.  While the 1 percent rate is a statewide requirement, LEAs above the rate may expect additional oversight and support from TEA’s Student Assessment Division.

Visit TEA’s website or click on the following link to view the new 2018-19 STAAR Alternate 2 Participation Requirements.

For more information, please contact TEA’s Student Assessment Division at assessment.specialpopulations@tea.texas.gov  or ESC Region 13 Education Specialist, Jennifer Russell, at jennifer.russell@esc13.txed.net

UDL Series: Universal Design for Learning and Social Emotional Learning

“Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving” (Tyng, Amin, Saad, & Malik, 2017).

Each day, teachers experience the challenging connections between emotion and learning.  The good news is that we can plan for social and emotional variability in our classrooms by referencing the UDL Guidelines for concrete suggestions for applying the  UDL framework.

Within the principle of engagement, we find strategies for recruiting interest, sustaining effort and persistence, and promoting self-regulation for our students.  By tapping into students’ interests in various ways, we provide meaningful access to our content.  When we provide options for students to sustain attention, we encourage them to build their skills that support learning.  When students have options for self-regulation, they begin to internalize the social and emotional skills necessary for interacting with and retaining content.

Reflect on the strategies you implement to provide access, build skills, and promote internalization of attention and effort.  Compare the UDL principle of engagement with the Core Social and Emotional (SEL) Competencies.  How can you eliminate barriers in your curriculum and environment related to social and emotional variability?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

UDL Series: Universal Design for Learning and Teacher Appraisal Systems

In this blog series we’ve shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS?

This short video uses a side by side illustration that shows where UDL and T-TESS connect to help create a more student-centered environment. Showing the UDL guidelines matched with T-TESS in this manner helps demonstrate that the implementation of UDL can result in improved practice and performance.  

Reflect: How can applying a UDL lens to the T-TESS rubric support you in your efforts to move from teacher-centered actions to student-centered actions?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

Teachers Teach Teachers: Beat the Heat 2018 Call for Presentations

Beat the Heat 2018 is coming soon!  This summer conference is dedicated to providing professional development to educators, parents, and others who work with children ages 3-21 with significant intellectual and low incidence disabilities. We are seeking teachers, para-educators, and support staff (SLP, OT, PT, AT, VI, COMS, APE, RN, etc) who are interested in teaching others about the terrific strategies, tools, and plans they use in their classroom! 

Submit your proposal to become a Beat the Heat local presenter and, if selected, earn free registration to the conference! This is a terrific opportunity to share your hard-earned professional expertise with your colleagues while developing new professional skills. Presenters of accepted proposals will have the option to complete a self-paced, online course specifically designed to support local Region 13 presenters in developing and delivering professional trainings. Those who complete this course will receive a certificate of endorsement as a presenter to ESC 13. Develop yourself by developing others and build out your résumé with this great opportunity!

We are seeking engaging sessions in the following areas of special education:

  • Behavior
  • Collaboration & Leadership
  • Communication
  • Curriculum & Instruction
  • Early Childhood/PPCD
  • Sensorimotor
  • Transition

Your work matters! Please consider providing a breakout presentation for this year’s Beat the Heat conference. Even better, grab a co-worker and both of you submit a proposal! 

Questions?

Nichole Kertis Barton – nichole.kertis@esc13.txed.net