Rat 1 to 4 FINAL Flashcards

Question

What do NCLB and IDEA (2004) both mandate?

Answer 1

The No Child Left Behind Act (NCLB)and the Individuals with Disabilities Education Act (IDEA) are two of the nation’s most important federal laws relating to the education of children. While NCLB seeks to improve the education of all children — with an emphasis on children from low- income families — IDEA focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefit from education.

Answer 2

In an inclusive classroom, it is clear that learners of various academic, social, and behavioral levels and need share one learning environment. Differentiation of instruction is a strategy inclusive educators use to respond to various learning needs. The content, process, or product is differentiated. Students work on the same goals but in different ways.

Answer 3

Response to intervention. is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.

Answer 4

1. Parents 2. Student (sometimes) 3. General education teacher 4. Special edu teacher 5. a representative of the school district

Answer 5

11% or more than 6.5 million

Answer 6

- cognitive development; • physical development; • communication development; • social or emotional development; and • adaptive developmen

Answer 7

• autism; • deaf-blindness; • deafness; • emotional disturbance; • hearing impairment; • intellectual disability; • multiple disabilities; • orthopedic impairment; • other health impairment; • specific learning disability; • speech or language impairment; • traumatic brain injury; or • visual impairment (including blindness).

Answer 8

Intellectual disability (ID)

Answer 9

an intellectual disability “means significantly subaverage functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.”

Answer 10

an intellectual disability “means significantly subaverage functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.”

Answer 11

LD, Speech and Language Disability

Answer 12

Collaborating with families and including and implementing their ideas when planning for their child's education is just as important as working with other professionals. Research has found that family involvement and engagement are critical factors in creating and maintaining strategies for supporting higher achievement for students with the disabilities. Often, however, collaboration with the family is the first to be shelved due to the many pressures and time constraints of an educators busy day.

Answer 13

Educators who utilize a humanistic behavioral support mindset do not blame the student. Instead, their critical reflection about the curriculum, environment, and social space provides a deeper understanding of the challenging behavior.

Answer 14

Positive behavior support, PBS Proactive behavior management Building a relationship

Answer 15

Remembering that all behavior communicates something and all people need love and patience will help you be successful in educating students with challenging behavior.

Answer 16

- Biology - Degree of Privilege - Positioning for Learning - Preferences

Answer 17

Degree of privilege

Answer 18

Positioning for learning

Answer 19

Preferences

Answer 20

The teacher will make modifications for the student so that they will have the best way to learn, rather than the student having to make modifications themselves. This is due to students that are at a disadvantage for learning rather than a student who disobeying. The teacher a also builds a bridge with the student and this instills trust.

Answer 21

Implementing patterns of instruction is helpful because it can meet the needs of multiple students. Although, it is always wise to go back and study individual students so a teacher can refine their patterns.

Answer 22

find way to know students intentionally and regularly - incorporate small group teaching into daily routines - learn to teach to the high end - offer more ways to explore and express learning - regularly use informal assessment to monitor student understanding - teach in multiple ways - use basic reading strategies throughout the lesson - allow working alone or in peers - use clear rubrics that teach quality - produce a taste for diversity

Answer 23

It results in more clearly defined goals, more appropriate assessments, and more purposeful teaching. The 3 stages are as follows : Identify desired results - Determine acceptable evidence - Plan learning experiences and instruction.

Answer 24

FORMATIVE ASSESSMENT- A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. SUMMATIVE ASSESSMENT - A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.

Answer 25

Suggests that most teachers believe it is desirable to attend to learner variance as they teach.

Answer 26

What’s one more way I can think about this? When a teacher uses instructional strategies, tasks become more engaging to learners. An element of variety, novelty, and surprise is injected into the classroom. It allows student to learn in more ways than one and it gives the teacher agility in reaching out to students.

Answer 27

It means that not every student will be advancing at the same rate as others. A student who is not doing well in school, should still be ahead of where they were when they came in. A student who showed lots of skill and mastery of a subject, should be further a long and not just stay at their certain skill level.

Answer 28

Reliable assessment demands multiple sources of evidence. To have valid inferences on students performances, a photo album, multiple tests, need to be looked at as a whole, rather than a snapshot, one test, to have valid results.

Answer 29

Formative assessment include both formal and informal methods, such as ungraded quizzes, oral questioning, observations, draft work, think aloud‘s, student construct a concept maps, dress rehearsals, peer response groups, and portfolio reviews

Answer 30

All students should consistently experience curriculum. A discipline that requires them to make meaning of information and think at high-level‘s. Students need opportunities to learn the basics and opportunities to apply them in meaningful ways. There is a need for balance between student construction of meaning and teacher guidance. Students need to know the learning goals of the unit or lesson and criteria for successfully demonstrating proficiency with the goals.

Answer 31

time space resources student grouping teaching strategies learning strategies teacher partnerships

Answer 32

Use a variety of strategies when they present to the class as well as when students are actively engaged in learning. Use strategies that enable them to address readiness, interest, and learning profile needs. Guide students in understanding how to work with instructional approaches effectively. Help students reflect on which strategies work well for them, why that might be the case, and what that reveals to the student about him or herself as a learner.

Answer 33

W - How will I help learners know what they will be learning? Why this is worth learning? What evidence will show their learning? How their performance will be evaluated?

Answer 34

H - How will I hook and engage the learners?

Answer 35

E - How will I equip students to master identified standards and success with the targeted performances?

Answer 36

R - How will I encourage the learners to rethink previous learning? How will I encourage ongoing revision and refinement.

Answer 37

E - How will I promote students self-evaluation and reflection?

Answer 38

T - How will I tailor the learning activities and my teaching to address the different readiness levels, learning profiles, and interest of my students?

Answer 39

O - How will the learning experiences be organized to maximize engaging and effective learning?

Answer 40

1 - Clarity of communication. A single grade does not dictate what a student knows. It takes more than one grade to actually see what a student is learning. 2 - Impact on student motivation. Students will be more active in class if they have the belief that they can be successful.

Answer 41

Student placement with a focus on the general education classroom and general education

Answer 42

A range of individualized services and placement options.

Answer 43

Describes the priority of curriculum goals for students with severe intellectual disabilities

Answer 44

A sequence of tiered interventions to differentiate instruction with each tier progressively

Answer 45

- Believe the key to understanding or decoding student behavior wise, first and foremost, in understanding our actions and the nature of our behavior in other words, it is helpful to think about our behavior and what influences how we act as a means of gaining a perspective about our students behavior.

Answer 46

nurture-and Now we can engineer or alter our situations and circumstances so that no one's student is exposed to undo or unhealthy levels of stress. Nature, pathology versus nurture, environment. Nature = predispositions Nurture = the things that happen to us or with us in our life circumstances Our feelings and our actions are direct outgrowth of this interactive effects between nature and nurture.

Answer 47

there are so many things to take into account and plan for, and then you have to think about differentiation, adaptation, and possible modification to address unique student needs. example, classroom management can be viewed as having two main themes: prevention and intervention.

Answer 48

Rapport, expectations, and reinforcement serve as three principles of practice in prevention of student problem behavior in your classroom. This is not to suggest that teaching practices such as active supervision of your students, conducting seamless transitions between activities in your classroom, or checking regularly for student understanding are unimportant—on the contrary, they are important. What I am suggesting, however, is that rapport, expectations, and reinforcement are the primary building blocks of effective classroom management.

Answer 49

- students are more likely to become increasingly motivated to learn form in your classroom they understand that you have a genuine interest in them as people

Answer 50

- 1) think about how to approach him or her, 2) talk with someone at the event that you already know who happens to know him or her, 3) think about what types of things are of interest to him or her to start a conversation, and 4) find a natural way (so it does not seem contrived) to bump into him or her to have a conversation, and so forth. In other words, you likely give many things a lot of thought (even if it is within a very short period of time) before you make your approach. You are concerned about these things for a number of reasons, which can generally be summarized as “you never get a second chance to make a first impression.”

Answer 51

Select three to five positively stated, broad behavioral expectations. Identify your highest priority settings and/or routines within which you anticipate the greatest likelihood of student problem behavior. Operationally define each of your three to five expectations across each of your identified settings/routines by asking yourself, “What would my students look and sound like if they were being successful?” Post your behavioral expectations prominently in your classroom. Provide initial instruction concerning your expectations at the start of the year, and provide booster sessions periodically throughout the school year. Reinforce your students on a regular basis for appropriate behavior—catch them being good. Have clear, systematic (and reasonable) consequences for student problem behavior.

Answer 52

- is the removal of an undesired stimulus upon the performance of the desired behavior in order to increase the likelihood of future reoccurrence of that seem desired behavior. For example, if a teacher needs to escort the student.

Answer 53

is nothing more than having an understanding that in life sometimes you have to do one thing in order to gain access to another thing. The Premack Principle states that preferred behaviors, or behaviors with a higher level of intrinsic reinforcement, can be used as rewards, or reinforcements, for less preferred behaviors. Parker is a child who prefers playing outside to reading. In order to get him to read more, his mother tells him that if he reads for 15 minutes, he can play outside for 20 minutes. In this situation, Parker's mother is using a high probability behavior (playing outside) to reinforce a low probability behavior (reading), which illustrates the Premack principle.

Answer 54

- really means that everyone gets what he or she needs with the understanding that needs will very from student to student and that these needs change over time and across different situations.

Answer 55

- This is what is meant in the educational field by achieving the infamous 4:1 ratio. Now, in this sense, everyone gets access to the same thing (your achievement of this 4:1 ratio). What is different from student to student may be the time interval within which the 4:1 ratio is achieved based on each student’s needs.

Answer 56

(e.g., during homeroom or lunch, transitions between classes, or transitions within your classroom) so that your interactions are not dependent on the student being successful with any given academic task (at least at that moment in time).

Answer 57

Watch and learn: Start by observing your students during situations in which they have freedom of choice in activities and with whom they interact. Reinforcer inventory: Create a list of potential reinforcers in the format of a checklist and/or questionnaire. Interview students: Sit down and talk with your students (or their parents) in groups and/or one to one. Best guess, trial and error: Think about the ages and cultural backgrounds of your students. Specifically, what types of things are other students of similar age and backgrounds into in terms of activities of choice?

Answer 58

First, the primary goal of a behavior contract is to see sufficient improvement in behavior so that you can wean the student off the contract within a reasonable amount of time. Second, at its very core, a behavior contract is nothing more than a systematic, student-centered way of further defining behavioral expectations and increasing the likelihood of being able to catch your student doing things the correct way. In short, an effective behavior contract has more to do with reinforcement procedures for appropriate behavior than it has to do with negative consequences (given, of course, that you select meaningful reinforcement procedures for the student in question). An example of a behavior contract is provided in the Appendix for your review.

Answer 59

Tier 3 (individual intensive) It requires a team approach. In my experiences, if a student truly is in need of Tier 3 behavior interventions and supports, no one classroom teacher in isolation will be able to comprehensively meet all the needs of the student of concern. A team approach is necessary when a student’s needs are so pronounced as to require Tier 3 approaches.

Answer 60

who, what, when, where, and why—when they are reading is one commonly accepted approach when teaching for comprehension, which also has relevance for your team when conducting an FBA. In essence, conducting an initial (entry-level) FBA with a given student involves asking this same series of questions with an emphasis on the student’s behavior. The reason for asking these questions in this sequence is to help you gain an understanding about why Jimmy engages in disruptive behavior. Context • Who is Jimmy with when he becomes disruptive? Behavior • What exactly does Jimmy do that is a problem? Consequence/function • Why does Jimmy engage in the problem behavior? What does he get or avoid as a result of being disruptive? What is the payoff for Jimmy?

Answer 61

General setting events (slow triggers) • Specific illness • Poor diet, missed meals day • Tired, poor night’s sleep • Limited opportunity for choice Antecedents (fast triggers) commonly associated with escape and/or avoidance • Interruption of routines • Transitions • Lack of predictability Antecedents (fast triggers) commonly associated with getting something (attention and/or objects and activities) • Access to a favorite object or activity is denied (often resulting in tantrums) • Seeing someone else get attention • Being unoccupied or unengaged • Receiving low levels of attention • Presence of a preferred person

Answer 62

-As a teacher you should look to initiate the effort to get parents involved. Building trust and rapport is critical if partnerships are to be effective. In doing this it is crucial to attempt to see parent involvement from the parents' perspective.

Answer 63

- Positive phone calls and e-mails are a straightforward way to enhance communication between teachers and parents. In many cases parents expect to hear from the school only when their child gets in trouble. The nn'pact of proactive, positive contacts can be tremendous when a teacher contacts parents to tell them about their' child’s particular accomplishments, or to ask if they need any information on the school programs and activities. To be most effective, it is suggested that parents receive at least two or three positive contacts over the course ofthe school year. Some topics for contacts include: - introducing yourself to the parent; - describing the child’s curriculum; - commenting on the child’s progress; - informing the parent of a special achievement or improvement by the child; - telling the parent of particular strengths of the child and sharing a positive anecdote about them; and - inviting the parents to open houses, conferences, volunteering in the school, and other school functions.

Answer 64

parents need to feel confident that you can do the job well. This means that if they ask you questions about your subject matter and your teaching methods you should be able to answer them confidently, professionally and in plain conversational language (avoid jargon). Being a reflective practitioner is vital to your ability to do this. You need to be clear in your own mind about why you are teaching, what you are teaching and how you think it is best to do that. You need to be clear on these questions not just generally, but about every lesson you teach. These are questions you can sort out through reflective writing exercises, like those you will have to do as part of your Performance Based Licensure process, as well as by talking to colleagues and reading professional literature. If you are clear in' your own mind about these basic things, you should not be afraid to tell parents about them and invite them into your classroom to see them in action. Most of the parents who will take time to come View a lesson are those who are truly committed to helping their children succeed in school. Do not let visitors to your classroom intimidate you. This is an opportunity to show off what your students can do.

Answer 65

On a parental level, a parent’s own negative school experiences may adversely impact positive relationships with a teacher, or parents may simply not understand how to effectively interact with the educational system. Economic and time constraints may also be primary obstacles to effective communication. T0 address this, teachers can survey parents at the beginning of the school year to determine parent schedules and availability, and also to provide parents with information regarding how and when to contact the teacher.

Answer 66

- Effective Teams Effective teams achieve two main outcomes. First, they accomplish tasks (such as developing an IEP). Second, effective teams are able to foster and maintain effective relationships among the members of the team. Effective collaboration requires that all team members work together towards a common goal. Further, it is essential that all participants on the team feel valued and that the unique perspective of each team member be respected by other members of the team. For educational teams to be effective it is important that they values diverse membership and ideas acknowledging that each member of the team has expertise.

Answer 67

- Ground rules are informal directives set by the team that reflect each member’s view of conditions that enable comfortable and honest communication. They help team members strike a balance between 1) completing the work or tasks of the group and 2) keeping the relationships among team members positive and rewarding (Rainforth & York-Barr, 1997). Some ofthe more critical rules of conduct cited by Johnson and Johnson (2000) include: - Attendance: starting on time and ending on time; no interruptions to make or take telephone calls (except in emergencies) Discussion: everyone participates, no exceptions Confidentiality: nothing discussed leaves the room Without team permission Analytic approach: facts are essential for reachm‘g informed decisions End-product orientation: all members have tasks and all complete them Constructive confrontation: finger pointing should be avoided 0 Contributions: all members perform real work

Answer 68

The advantages of working collaboratively to solve problems: 0 Working with interests often results in the identiﬁcation of more possible solutions than were originally considered; 0 By “expanding the pie,” we end up with fair agreements that potentially meet more of our needs and are “win-wm'” rather than “Win-lose;” o Creates greater satisfaction for all of the parties and promotes a foundation for future problem solving that is respectful and energizing rather than negative and depleting.

Answer 69

Working with interests is a key concept in collaborative problem-solving. An interest is the underlying need or concern that a party is trying to have satisfied. It is the thing that is motivating someone to seek a solution. A statement that describes one possible solution to meet that need or concern is a position.

Answer 70

- A Model for Collaborative Problem Solving 1. Share Perspectives 0 Use our communication skills to understand the others’ perception of the situation, then needs, and desires 2. Define the Issues 0 Clarify the topics for discussion 3. Identify the Interests 0 Go beyond the stated positions or solutions to figure out what the parties really need to have satisfied in order to reach agreement 0 Look for the common ground between all parties 4. Generate Options - Brainstorm and generate ideas, looking at the problem from all angles and considering as many different ideas as possible 5. Develop a Fair Standard or Objective Criteria for Deciding 0 Using an agreed upon criteria, combine and reduce options a Strive to “expand the pie” and create agreements for mutual gain 6. Evaluate Options and Reach Agreement

Answer 71

- Consensus means making decisions by the united consent of all. It is noncoercive, as it avoids imposinganyone’swillonothers.Consensusisreallymorenaturalthanmajorityvote,andsmall groups often use it without naming it. But in large, diverse groups, consensus may need special attention to work smoothly. In consensus, the group encourages the sharm'g of all viewpoints held by those with interest in a topic. These viewpoints are then discussed in a spirit ofrespect and mutual accommodation as previously described. New ideas arise and viewpoints are synthesized, until a formula emerges that wins general approval.

Answer 72

In a co— taught classroom, two teachers (e.g., general and special educators) work together to develop differentiated instruction (and perhaps curriculum) that meets the needs of a diverse population of students. In a co—taught classroom, teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students. In this way the teachers can provide more integrated services for all students regardless of learning needs

Answer 73

Interpersonal Communication Physical Arrangement Familiarity with the Curriculum Curriculum Goals and Modifications Instructional Planning Instructional Presentation Classroom Management Assessment

Answer 74

- Stages of the Co-teachingProcess 0 Beginning Stage: Guarded, careful communication 0 Compromising Stage: Give and take communication, with a sense of having to “give up” to “get” 0 Collaborating Stage: Open communication and interaction, mutual admiration

Answer 75

The notion of stages m’ collaboration is not new. Idol, Paolucci-Whitcomb, and Nevin (1994) suggested six stages of consultation readln’ess: No relationship or hostile relationship. Social relationship only. Limited work relationship. Adequate work relationship. Informed relationship. Reciprocal work relationship.

Answer 76

- Collaborative Stage At the collaborative level teachers openly communicate and interact. Communication, humor, and a high degree of comfort punctuate the co—teaching, collaborative classroom. This high level of comfort is experienced by teachers, students, and even visitors. The two teachers tend to work together and complement each other. At this stage it is often difficult for outsiders to discern which teacher is the special educator and which is the general educator.

Answer 77

- Effective classroom management involves two major components: structure and relationships. In a structured environment rules and routines structure the leaming experience. Teachers have consistent expectations for students’ behavior, which are clear to the students, and which are reinforced within the classroom. Classroom management also involves community building and relationship building. Classroom management also involves commum'ty building and relationship building. The development of relationships and community in the classroom contributes to effective classroom management. An effective classroom manager appreciates how both components contribute to an efficiently run classroom. When two teachers work in one classroom, both must understand their roles and the expectations of the classroom. At the begmni'ng stage it is sometimes the case that the special educator assumes the role of “behavior manager” for students so that the other teacher can “teach.” The relegation of this role serves to undermine this teacher’s position in the classroom as a teacher. At other tlm'es the general educator assumes the role of “chief behavior manager.” As the two teachers move into the compromism'g stage there is more communication and mutual development of expectations and routines for the classroom. At this stage there may even be‘some discussion of the need for individual behavior contracts and/or behavior support plans.

Answer 78

- What are Some Grading Considerations You Will Want to Take into Account? Before you lose a relationship over grading or stay up for hours debating over whether to award a student an A or a B, remember that rarely, if ever, does anyone beyond a child’s parent or guardian ever see a report card. It is rare that anyone ever knows what a student received in their 3rd grade, 8th grade, or even high schools chemistry course. Yes, someone will look at their GPA when they apply to get into college, but most universities put a higher premium on class rank and ACT/SAT scores than GPAs. With this in mind, be creative an open-minded about the grading process, but use these tips to prevent you from falling into some common traps.

Answer 79

If this issues is not addressed prior to co-teachm'g, then it can become a barrier at the end of the quarter and may hinder future co-teaching relationships. Whatever grading structure you decide to use, be certain the students and their families are aware of how any modifications in grading will occur.

Answer 80

We really do not do students a favor when we let them think they are dom'g B work, but we give them so much credit for effort within their grade they are unsure of how they are doing. The implication is not to fail students who are below grade level, but why not give an A for effort and another grade that reflects the content? Combining these grades can be dangerous to students’ understanding of their skill levels.

Answer 81

This method is probably most common but is one that can at times be problematic. First if a combined approach is used, then this should be agreed upon prior to starting the co-teaching relationship. Second, the student and parents should clearly understand how the final grade is being determined.

Answer 82

Prior to even starting to co-teach, send homealetterliketheoneprovidedbelowtoinformparentsandstudentsyoubothwillbe workm‘g and evaluatm'g student learning in the classroom. Then, if any modifications to gradm’g occur, be certain to share these changes with the student and his/her family.

Answer 83

Many schools are successfully moving away from letter grades and using other ways to measure learning (i.e., portfolios, rubrics) which make it so much easier in the co-taught classroom.

Rat 1 to 4 ***FINAL*** Flashcards

Rat 1 to 4 FINAL Flashcards