This document is a resource for teachers of students receiving special education services. The document includes legal references defining specially designed instruction (SDI) and a comparison of high yield instructional strategies and SDI. Sections on planning and implementing SDI, along with suggested roles and responsibilities for the general and special educators, are included in this guidance.
Region 13 is excited to announce the revision of the Texas Statewide Leadership for Autism website (www.txautism.net) and the launch of the Autism Circuit website (www.autismcircuit.net). Our goal with these sites was to develop resources for educators, parents, and community members focusing on evidence-based practices for students with autism spectrum disorder.
Visitors to www.txautism.net will find information to support the implementation of evidence-based practices (EBPs) with individuals who have autism spectrum disorder (ASD). This website include links Texas Autism Resource Guide for Effective Teaching (TARGET) where you will find documents providing information and research on EBPs and evaluations/assessments. You will also find information on trainings and webinars specific to ASD, the Texas State Autism Conference, and a variety of state and national resources.
www.autismcircuit.net provides quick access to tools that may be used when working with an individual with ASD. Each tool provides an explanation of how to use the tool, printable templates and resources, and links for additional resources. There are also links in each tool connecting them to an EBP webinar and a TARGET document.
Please share these resources with educators, parents, and anyone else who works with students with autism. We also welcome any feedback you may be able to provide.
The FACTastic Math Strategy System, a strategy-based instructional program for teaching basic math facts, has now released instructional videos for teachers and take-home stickers for students.
The FACTastic video gallery offers 5 short demonstration videos to help you get started with the FACTastic instructional program in your class.
After teachers teach a FACTastic strategy, a sticker can be proudly displayed on the students’ shirts inviting parents and school staff to ask the students about their learning. This can provide additional opportunities for students to talk about newly learned strategies.
Here is a sneak preview of the breakout sessions for day two of this summer’s Inclusion Institute (Aug. 5 and 6):
Progress Monitoring for Secondary Students: Making It Work
The Concrete Model of Good Math Instruction
Small Group Instruction Made Easy
Scaffolding Instruction for STAAR A
Perfect PLAAFP Statements Lead to Purposeful Plans
I’ve Got 99 Problems. Communication Ain’t One.
The Steps to Writing Great Sentences
Disproportionality Through a Cultural Lens
Connecting the Dots of Collaboration: Making Inclusion Work
Including Students With Sensory Impairments: It’s Just Best Practice
Struggling Students? “Techniques and Tools to the Rescue!
Think College! Inclusive Opportunities in Higher Education
Brain-Based Strategies for Social Studies and Science
Register for the face-to-face conference here: If you are interested in staying together as a team and getting some time to talk about the sessions that you see, consider hosting a watch party on your campus. In the video below, Alejandro Gongora, of Manor ISD, describes the Virtual Conference that he hosted last year.
Special Education teachers spend a lot of their time reading tests and quizzes out loud to students, not to mention regular classroom lessons and assignments. For some students, this is an unavoidable part of their instructional plan. But we think that, for many students, technology tools can provide an equally good, if not better, approach to this accommodation. And the less time teachers spend in the “reader-role”, the more time they can spend doing what they do best — teaching students.
In the video below, Kim and Nichole explore two approaches to using technology for Oral Administration: using text-to-speech tools and letting teachers record themselves. Beneath the video you will find an array of resources for planning the implementation of this approach. These tools might be more than enough to set you on your way, but if you have questions or would like to talk through your campus’s unique needs, please don’t hesitate to contact:
Why do Facilitated IEP meetings generate better student results?
ARD/IEP meetings benefit from skilled and capable facilitators who can assist the team in crafting agreements that lead to better educational programs for students with disabilities. Facilitation makes the meeting process easier and helps team members communicate and solve problems more effectively. Every team member, parent, and school personnel can use facilitation to improve the process and outcome.
Watch this video of an IEP meeting demonstrating the use of facilitation skills and techniques to learn how you too can implement these valuable and effective skills/techniques. Free tools and resources have been developed to help ensure your next IEP meeting is the best one yet.
You may have heard the term “Universal Design for Learning” and wanted to know more about it. UDL is an approach that draws inspiration from architectural principles that call for buildings to be made accessible to people of various needs. The idea behind Universal Design for Learning is that students learn best when they are presented with multiple modes of:
Representation (the way instruction is delivered)
Expression (the way students show what they know)
Engagement (the way that students are engaged and motivated through a lesson)
If you are interested in a more concrete explanation of Universal Design for Learning, the 15-minute video and module on the page below highlights the concepts as they are used in classrooms:
This five-module course is free and available at https://nceo.umn.edu/alabama/login.php. The course is highly interactive and makes use of short videos, quizzes, audio clips, journals, and case studies to engage the learner. Users will need to provide name and email address to create an account. Content includes:
Thinking About Student Characteristics
Linking Student Needs to Accommodations Decisions
Monitoring and Evaluating
The course was jointly developed by NCEO (National Center on Educational Outcomes) and the Alabama Department of Education. Course content is not state-specific and describes decision-making and implementation processes that are valuable to all teachers of students with disabilities.