If there is any delay in services, the notification to the Parent must be written within ___ school days?
What is Assistive Technology?
What is specially designed instruction?
An N3 must be sent how many calendar days prior to the meeting date?
An extended evaluation may extend longer than ___ week but shall not exceed ____ school weeks.
Under what circumstances do reevaluations occur more than once a year?
Who notifies the classroom teacher once they receive a signed evaluation consent form?
“Difficulty with oral communication and reduced performance in hearing acuity,” are all characteristics of an __________ impairment.
What is a flowchart used for?
When can the IEP Team recommend placement in a more restrictive setting?
Procedures Manual: Quiz #2
Last Month's Quiz Winner
Inclusion Specialist + Lead Teacher PD
Facilitator: HGSE/Specially Designed Instruction
DECEMBER 12TH | 6-8PM
SRA Data Platform Training
Facilitator: Wendy Skoczen
Only Special/General Education Teachers and Paras can enter.
First one to email email@example.com with all the correct answers will win a $10 gift card!
Office of student services
*staff professional development
Thank you to everyone who participated in last month's Office of Student Services Procedural Manual Quiz! We would like to congratulate Caitlyn Olsen, Special Educator at the King Open, who was the first person to answer all 10 questions correctly!
This Manual can be found on our website in English, Spanish, Creole/Haitian and Amharic!
*This Article can be found on the Office of Student Services website, under Teacher and Para Resources
Synopsis of Article: Students with learning disabilities are often educated in inclusive classrooms. In these classrooms, teachers primarily use whole-group instruction, which creates barriers for students with disabilities to access and meaningfully participate. However, there are various whole-group response strategies that teachers can use to accommodate a range of students with unique needs.
Setting the Stage:
What types of strategies have you used that have proven effective in engaging students with learning disabilities?
What types of strategies have you used that have proven ineffective in engaging students with learning disabilities?
Exploring and Discovering:
Read the article “Whole Group Response Strategies to Promote Student Engagement in Inclusive Classrooms” by Nagro, S., Hooks, S., Fraser, D., and Cornelius, K. (2016).
What challenges do students with learning disabilities face in general education settings?
If small-group differentiated instruction has proven to be effective for all students, why does whole-group instruction continue to be the predominant instructional model? How does this impact all students?
List the continuum of strategies that can be used during whole-group instruction to maintain engagement? Which strategies are you familiar with that you use? Which strategies are new to you?
In what ways can you measure how students engage in their own learning?
The author described three different whole-group strategies. Which strategy are you interested in using to promote student engagement? How would you incorporate it into a math, reading or writing lesson? How would this strategy support the learning of students with disabilities? Finally, how would you check for comprehension?
How has today’s session impacted your learning?
What are 1-2 changes you will make in your practice?
Whole-Group Response Strategies REVIEW Questions
taking a look at last month!