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Krista Bolen Cecilia Franklin Dr. Robbie Hampton

Using the TEAM Evaluation process to Improve Instruction to Students with Significant Cognitive Disabilities. Krista Bolen Cecilia Franklin Dr. Robbie Hampton. Who are we and what are we doing?. Go through each section of the TEAM Instruction Rubric

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Krista Bolen Cecilia Franklin Dr. Robbie Hampton

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  1. Using the TEAM Evaluation process to Improve Instruction to Students with Significant Cognitive Disabilities Krista Bolen Cecilia Franklin Dr. Robbie Hampton

  2. Who are we and what are we doing? Go through each section of the TEAM Instruction Rubric Share our experiences and discuss important aspects of each section of the rubric. Review instructional templates, curriculum resources, and online materials that can be used for coaching sessions.

  3. Standards and ObjectivesandTeacher Content Knowledge • Every student has standards!!!! • State Standards • APIs/Core Connectors for Students with significant cognitive disabilities. • How can we show mastery? • Special Education teachers should be able to link what they are teaching SWD to standards • Tools are available to assist teachers! • ELA Crosswalk (MNPS) • Element Cards (NCSC)

  4. Motivating and Knowing Your Students • Use personally relevant materials- preference, cultural, real-life objects • Choice-students should have throughout the day, part of state assessment • Reinforcers are varied and meaningful to student • Teachers should know their students strengths/weaknesses • Teachers should know how the student communicates • Goals should be rigorous, but achievable. • Materials should be accessible to the student

  5. Academic Feedback Skill focused oral feedback-specific to task Proximity/circulating-all students receive monitoring. Written feedback-use in combination with visuals/sensory input that indicates to that student that mastery has been achieved. Teacher responds to students’ reactions/responses and adjusts instruction.

  6. Lesson Structure and Pacing Proximity of materials with understanding of students-use of systems to keep transitions at a minimum. Routine for beginning, middle, and end-should see visuals used with student interaction. May see timers, visual schedules-class and student, cues, etc. Behavior plans in place for students so that interruptions are minimized.

  7. Activities, Materials, and Content • Activities should connect with Standards and IEP objectives • Units of study can be developed to connect standards, provide context, and allow for differentiation. • Content should be accessible to all students • Teachers should provide labels, models, examples. • Language should be concise

  8. Grouping Students Integrated students should be part of general education classroom-not in carrel, corner, or back of class during instruction. Students should be engaged in small group and large group-use of template can encourage meaningful engagement. Reflection time in class should involve all students in evaluating performance

  9. Questioning, Thinking, Problem Solving • Communication is key. • Does teacher provide a way for student to answer a question or indicate a choice? • Quality of answers-not just yes or no. • Lesson should include thinking skills • compare and contrast is achievable in many different teaching scenarios • Students should be given opportunities to apply concepts in real life scenarios • Lesson should include different types of problem solving • categorization, creating and designing, predicting outcomes, and categorization are all problems solving types that can easily be imbedded into instruction • Use of technology and hands on activities can engage students with significant cognitive disabilities.

  10. Group Work MeetSamuel Let’s work on a template for a student for interaction in an integrated classroom.

  11. Discussion Use of paraprofessionals in the classroom-what is their role, how do you evaluate the teacher when the paraprofessional might be implementing most of the instruction. Direct Instruction/ABA-how to help teachers connect DI tasks to standards. Other issues

  12. Resources • Diane Browder www.brookespublishing.com • Wordless Picture books and other literacy ideas http://abliteracyforall.wikispaces.com/Children's+Book+Collections • Route 66

  13. Web Resources www.mnpsteacher.org State of TN Dept. of Ed website http://www.tn.gov/education/assessment/alt_assessment.shtml Task Galore http://www.tasksgalore.com/ Shoe Box tasks http://www.shoeboxtasks.com/ File folder activities http://filefolderfun.com/FileFolderGames.html NCSC Wiki https://wiki.ncscpartners.org/

  14. Contact Info • Dr. Robbie Hampton • Robbie.Hampton@mnps.org • Krista Bolen • Krista.Bolen@mnps.org • Cecilia Franklin • Cecilia.Franklin@mnps.org

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