tag:blogger.com,1999:blog-48747625571168379942024-02-20T02:38:39.069-08:00AutismGeneral Questions about Autism and thoughts on how to help students with Autism.Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.comBlogger71125tag:blogger.com,1999:blog-4874762557116837994.post-66009124757113642472018-06-06T14:25:00.000-07:002018-06-06T14:25:33.291-07:00TransitionWhen looking at an IEP the transition plan should drive all other parts of the IEP when the students turns 14. So, where does the plan start?<br />
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<li>Interview- This should be where the students interests are discussed. What does the student like to do outside of school? What are the students hobbies? What kind of jobs has the student had in the past? There are many other questions that are asked in the interview, but that is a start.</li>
<li>Post Secondary Goals- What skills do does the student need to work on in order to get a job? Does the student have a drivers license? Does the student know how to fill out an application? Does the student know how to dress appropriately?</li>
<li>Outside Agencies- This is where DORS, DDA and BHA. These are all the outside agencies and those that help the students outside of school.</li>
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Now this is just the basics of the IEP transition plan, but it is vital to know what goes into each one. This section should be very detailed and organized.</div>
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As always send questions or topics you would like to read about. </div>
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<br />Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-6587074072867114732018-03-04T12:04:00.001-08:002018-03-04T12:04:37.662-08:00Where to start with an IEP<b><i>Present Levels-</i></b> This is the most overlooked part of the IEP. This part not only shows the students highlights, but also what they need to work on. <br />
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<i style="font-weight: bold;">Student Highlights- </i>This should show how a student functions in a positive way in the classroom. Do they come in prepared? Are they happy when they enter a certain class? There could be many things that are under this section. This should be a very positive section of the IEP and should not be negative at all.<br />
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<i style="font-weight: bold;">How the disability affects the student?- </i>This is the section that will hopefully be across all curriculum areas. If it defers from class to class then there might be an issue and the parents or teachers should question it. If it is the same across every class this will help the student achieve their goals faster.<br />
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Questions let me know?<br />
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https://www.youtube.com/watch?v=MYNqOF8PXsU<br />
<br />Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-35624459285266263972015-02-09T11:59:00.001-08:002015-02-09T11:59:17.677-08:00TestingWhen is enough!<br />
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Teachers and students are expected to TEST, TEST and TEST! When does the teaching go on? How does a kid make progress on their IEP goals with so much testing. The sad part about it is, the state and the whoever makes the rules do not listen to teachers when it comes to testing. It will take parents to step up and say "Enough is Enough!" Teachers have the most knowledge about the toll that testing takes, but unfortunately more often than not it looks like they are just complaining. Parents are the ones that are most heard and if you are tired of your child just testing(which they are) then speak up!Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-52453825754503150532015-01-16T07:09:00.000-08:002015-01-16T07:09:01.864-08:00Special OlympicsPlease help my school raise funds for Special Olympics! Just donate $1 only will help so many! If you cannot donate please share! Just copy and paste the link in your browser.<br />
<u>http://www.kintera.org/faf/search/searchTeamPart.asp?ievent=1114525&lis=1&kntae1114525=802D201B996B41F195709C5EE0ED7184&team=6227763</u><br />
<br />Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-29812174924314635102015-01-04T08:56:00.004-08:002015-01-04T08:56:56.164-08:00Helping Your Child Transition after the HolidaysFirst off happy holidays and I hope that you and your family had a safe and blessed holiday. With school starting on Monday here are some helpful pointers to help your child with a learning disability transition back into school. There are also some additional pointers to help in future holidays.<br />
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<li>Remind your child every couple of hours of what is going to happen tomorrow. Tell them school is starting back up. Ask them questions like; What do you have to do when you wake up? What is your first class? What bus do you ride home? All of these will be reminders to students and will help them transition to the start of school. One of the biggest issues with students with disabilities is their resistance to change, help make the change as easy as possible.</li>
<li>Set a time in the day to review some of the skills the child was working on before school ended. Many students forget simple steps in math or facts about history, that if they had practiced for an hour or so a day, the steps would still be there and they would remember the facts needed for school. </li>
<li>Remind the students of who their teachers are.</li>
<li>Go through safety procedures encase of an emergency. </li>
<li>Have your child tell you the house phone number.</li>
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I hope these tips will help you. As always leave a comment for a future post.</div>
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Help keep my blog alive and give me time to do so ----------------------></div>
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<u style="color: #5f7e19; font-family: lato, sans-serif; font-size: 30px; line-height: 124px;">http://www.gofundme.com/jocugk</u></div>
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Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-19754387159995892562014-12-22T11:45:00.001-08:002014-12-22T11:45:55.828-08:00Been A long TimeI have been off on my blog for quite sometime now. I am hoping to start again, as I have had my personal life straitened out. I would love to hear from all of you. Please ask questions and offer suggestions for future posts! I am going to try and grind this out and offer a chance to keep me financial sound for the future. If I missed a question from before about IEP's or students with Special needs please let me know and I will do my best to answer them. Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-87222159434117053732013-12-17T06:04:00.001-08:002013-12-17T06:04:46.522-08:00ESYI struggle with the weekly task of qualifying a student for ESY (Extended School Year) on a weekly basis. Will ESY benefit the student or do they not require ESY? Some cases personally I do not think ESY benefits the students at all. It is usually twice a week and the students do not get much out of it. I personally think that the students benefit more from summer school, because it reteaches the student some concepts they did not master during the school year. Now I do have very low students who I recommend for ESY, but that is mainly because I do not think they will get the support at home and they did not fail a class therefore would not qualify for summer school.<br />
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Who else has experienced positives and negatives in regards to ESY?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com2tag:blogger.com,1999:blog-4874762557116837994.post-2578634551258593162013-12-16T06:57:00.001-08:002013-12-16T06:57:53.619-08:00Which child should be in the classroom and has more of a right to FAPE?So, you have a student that has a Specific Learning Disability and a student that has turrettes, but also has a Emotional disability. Both students are in the same classroom and needs to be in the class to receive instruction. The student with turrettes blurts out a vocal phrase with some words that are distracting to the student with a Specific Learning Disability and distracts them from learning the material. Now the student with turrettes if they leave the room misses the material as well. So, if the student with turrettes has a right to an education in the classroom, but is distracting the student with a Specific Learning Disability, who should be in the classroom?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-18658031724745810042013-10-14T09:23:00.002-07:002013-10-14T09:23:14.892-07:00Special Education Apps.<br />
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TCI’s list of SPED-appropriate apps is always growing, but on the following pages we’ve compiled our top 10 iPad apps for special education. And although most of the apps cover a very broad age range, we’ve also added suggested grade levels for each:</div>
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1) <strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><a href="https://itunes.apple.com/us/app/id442685559?ls=1&mt=8" style="border-bottom-style: none; border-color: initial; border-image: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; color: #0b7fb4; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" target="_blank">Sosh</a></strong>: Filled with activities and tools designed to help children and adults who have difficulty with social skills, Sosh (pronounced like the first syllable in “social”) is divided into five sections including Relate (connect with others), Relax (reduce stress), Regulate (manage behaviors), Reason (think it through), and Recognize (understand feelings). Sosh provides many of the tools used in cognitive and behavioral therapy, and provides students with an opportunity to work independently to resolve their challenges. <strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">$39.99</strong>. Suggested grade level: middle school and up.</div>
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2) <a href="https://itunes.apple.com/us/app/clicker-docs/id575608215?mt=8" style="border-bottom-style: none; border-color: initial; border-image: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; color: #0b7fb4; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" target="_blank"><strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Clicker Docs</span></strong></a>: An assistive word processor that can support students with a variety of disabilities, Clicker Docs uses word-prediction technology to offer students spelling and grammatical suggestions to correct their writing. Synthesized speech allows students to review their work by listening for auditory cues. Teachers can set up word banks to provide students with advanced vocabulary. Finally, Clicker Docs integrates with Dropbox to provide secure cloud storage and document-sharing. <strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">$28.99</strong>. Suggested grade level: elementary school and up.</div>
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3) <a href="https://itunes.apple.com/us/app/symbolsupport/id571654488?mt=8" style="border-bottom-style: none; border-color: initial; border-image: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; color: #0b7fb4; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" target="_blank"><strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">SymbolSupport</span></strong></a>: This assistive word processor automatically translates words into pictures and symbols, a task that is especially helpful for students with cognitive disabilities. Users can create new documents or copy and paste work from other apps into SymbolSupport, and the program will convert the text into symbols. The developer, Attainment Company, also markets a free<a href="https://itunes.apple.com/us/app/symbolsupport-viewer/id575587181?mt=8" style="border-bottom-style: none; border-color: initial; border-image: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; color: #0b7fb4; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" target="_blank"><span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">SymbolSupport Viewer app</span></a> that allows users to receive, read, store, and print documents created by the full version of the program. <strong style="font-weight: bold; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">$59.99</strong>. Suggested grade level: all ages.</div>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com3tag:blogger.com,1999:blog-4874762557116837994.post-77357758165569483912013-10-11T06:04:00.003-07:002013-10-11T06:04:54.062-07:00What makes a good blog?I have been running out of things to post about recently and I just wanted to post the question for response.<br />
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What makes a good blog? More questions? More facts? Please share.Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com2tag:blogger.com,1999:blog-4874762557116837994.post-90406769656209895692013-10-08T09:18:00.000-07:002013-10-08T09:18:00.086-07:00What is Common CoreI had a few people ask me, "What is Common Core."<br />
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Well here you go.<br />
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What are educational standards?</h2>
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Educational standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.</div>
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What is the Common Core State Standards Initiative?</h2>
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The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt. The standards are designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or enter the workforce. The standards are clear and concise to ensure that parents, teachers, and students have a clear understanding of the expectations in reading, writing, speaking and listening, language and mathematics in school.</div>
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Who leads the Common Core State Standards Initiative?</h2>
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The nation’s governors and education commissioners, through their representative organizations the National Governors Association (<span class="caps">NGA</span>) and the Council of Chief State School Officers (<span class="caps">CCSSO</span>) led the development of the Common Core State Standards and continue to lead the initiative. Teachers, parents, school administrators and experts from across the country together with state leaders provided input into the development of the standards.</div>
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Why is the Common Core State Standards Initiative important?</h2>
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High standards that are consistent across states provide teachers, parents, and students with a set of clear expectations that are aligned to the expectations in college and careers. The standards promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad.. Unlike previous state standards, which were unique to every state in the country, the Common Core State Standards enable collaboration between states on a range of tools and policies, including: </div>
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<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px;">the development of textbooks, digital media, and other teaching materials aligned to the standards;</li>
<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px;">and the development and implementation of common comprehensive assessment systems to measure student performance annually that will replace existing state testing systems; and</li>
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Who was involved in the Common Core State Standards Initiative?</h2>
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States across the country collaborated with teachers, researchers, and leading experts to design and develop the Common Core State Standards. Each state independently made the decision to adopt the Common Core State Standards, beginning in 2010. The federal government was <span class="caps">NOT</span>involved in the development of the standards. Local teachers, principals, and superintendents lead the implementation of the Common Core.</div>
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What guidance do the Common Core State Standards provide to teachers?</h2>
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The Common Core State Standards are a clear set of shared goals and expectations for the knowledge and skills students need in English language arts and mathematics at each grade level to ultimately be prepared to graduate college and career ready. The standards establish what students need to learn, but they do not dictate how teachers should teach. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.</div>
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How do the Common Core State Standards compare to previous state standards?</h2>
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The Common Core State Standards were written by building on the best and highest state standards in existence in the U.S., examining the expectations of other high performing countries around the world, and careful study of the research and literature available on what students need to know and be able to do to be successful in college and careers. No state in the country was asked to lower their expectations for their students in adopting the Common Core. The standards are evidence-based, aligned with college and work expectations, include rigorous content and skills, and are informed by other top performing countries. They were developed in consultation with teachers and parents from across the country so they are also realistic and practical for the classroom.</div>
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Will there be tests based on the Common Core State Standards?</h2>
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Yes. States that adopted the Common Core State Standards are currently collaborating to develop common assessments that will be aligned to the standards and replace existing end of year state assessments. These assessments will be available in the 2014-2015 school year.</div>
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What is the appropriate way to cite the Common Core State Standards?</h2>
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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers<br />Title: Common Core State Standards (insert specific content area if you are using only one)<br />Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.<br />Copyright Date: 2010</div>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-3214926143667494402013-10-07T11:43:00.001-07:002013-10-07T11:43:11.144-07:00Are there any positives to Common CoreI have read a lot of articles, heard a lot of my follow teachers talk and been the classroom where Common Core is be implemented. I see many negatives to the curriculum and not a whole lot of positives. I want to ask you, do you know of any positive to this curriculum? I love to get the other side, instead of pointing out what is wrong with Common Core.Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-12307418984437084532013-10-07T06:44:00.000-07:002013-10-07T06:44:18.575-07:00Common Core quotes.<br />
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As an early childhood educator with 37 years of experience, I am very concerned about the developmental inappropriateness of our Common Core standards for children in Universal Pre-Kindergarten all the way up to third grade.</div>
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The “drill and grill” approach to learning not only pushes innovative and play-based learning out of many primary classes, it also goes against everything we have learned about how children’s brains grow and develop.</div>
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Put simply, children’s brains are not like adult brains. They continue to grow and change through stages all the way up to adulthood.</div>
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Dr. Megan Koschnick’s presentation at Notre Dame University echoed what many early childhood educators, psychologists, pediatricians and researchers have been saying all along. Common Core asks children to behave like adults and get to higher levels of critical thinking when in reality their brains are not “wired” that way.</div>
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When the Common Core lead writers excluded some of the best experts in the field of child development, could we expect anything different than the poor results we got?</div>
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I would strongly suggest you listen to Dr. Koschnick’s full presentation online as well as read the “Joint statement of Early Childhood Health and Education Professionals on the Common Core Standards Initiative” at<a href="http://www.allianceforchildhood.org/" style="color: #0066cc;" title="www.allianceforchildhood.org">www.allianceforchildhood.org</a></div>
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As educators, parents and taxpayers struggle to understand the federal government’s Race To The Top initiative and mandates, I would suggest you read Kenneth Mitchell’s informative essay “Federal Mandates on Local Education: Cost and Consequences – Yes It’s a Race, But is it in the Right Direction?” at<a href="http://www.newpaltz.edu/crreo" style="color: #0066cc;" title="www.newpaltz.edu/crreo">www.newpaltz.edu/crreo</a>.</div>
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<a href="http://northcountrynow.com/letters/common-core-hurting-our-children-norwood-norfolk-teacher-says-096910">http://northcountrynow.com/letters/common-core-hurting-our-children-norwood-norfolk-teacher-says-096910</a>
</div>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-56902833898180695242013-10-04T04:21:00.001-07:002013-10-04T04:21:33.107-07:00If you disagree with Common Core what is the answer?I am talking specifically about Special Educational students and Common Core. If students with disabilities are not benefiting from Common Core, what should we do? How do we approach it? Is there anything that can be done?<br />
<br />
These are all interesting questions and I would love to hear feedback?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com1tag:blogger.com,1999:blog-4874762557116837994.post-89972621652621405272013-10-03T06:33:00.001-07:002013-10-03T06:33:11.433-07:00Does Common Core hurt Special Education studentsMany Special Education students are black and white, especially those with Autism. The students have been taught one way to do and been provided the steps to complete the task. Now with Common Core it moves at a very fast pace and the curriculum does not always follow in order. This confuses many of the Special Education students. The curriculum is moving at such a fast pace if the students miss one day of school it is very difficult for them to get caught back up. <br />
<br />
I was wondering what others though about Common Core, in regards to Special Education students?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com3tag:blogger.com,1999:blog-4874762557116837994.post-19017073960967687652013-10-02T06:28:00.002-07:002013-10-02T06:28:55.077-07:00Should Extended Time be extended to homework?Student who have the accommodation of extended time usually receive more time for tests, quizzes and projects, but extended time does not go with homework. In the district where I work in we have switched to having seven classes a day and usually the students have homework in 3/7 classes everyday, sometimes more. A lot of my students are struggling with studying, finishing the work in class and doing their homework. So, my question for you is should these students receive more time to complete their homework? Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-57138895975841034632013-09-30T06:20:00.002-07:002013-09-30T06:20:34.703-07:00Which of the following is the hardest disability to teach?<ol>
<li>ADD</li>
<li>Specific Learning Disability</li>
<li>Deaf</li>
<li>Blind</li>
<li>Autism</li>
<li>Aspergers</li>
<li>Traumatic Brain Injury</li>
<li>Down Syndrome</li>
</ol>
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Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-45255946281452994702013-09-29T09:49:00.001-07:002013-09-29T09:49:20.448-07:00Powerful video my father<a href="https://mail.fcps.org/owa/redir.aspx?C=l56W4j7pnki9YBK5vWYt-3PFeqvEkNAI5qvNX0ETGTNXqWSvLNgPgcl8pLGRxT2RjvHM2Hbp4Pk.&URL=http%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dY3ACpHNTkck%26list%3dFLx1nn6RQILRas9QorNdha3A" target="_blank">http://www.youtube.com/watch?v=Y3ACpHNTkck&list=FLx1nn6RQILRas9QorNdha3A</a>Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-90127591685562725752013-09-23T10:56:00.000-07:002013-09-23T10:56:57.182-07:00If you like suspense and Vampires keep reading, if not deleteMy wife is a new indy author and I know this blog is about Special Education, but I also believe I should support my wife. If you like suspense, miss the college life and are a fan of vampires this book is for you. Just click the ling below.<br />
<br />
<a href="http://www.amazon.com/Protected-Ariya-Adams-trilogy-ebook/dp/B00DKCZ9S8/ref=sr_1_1?ie=UTF8&qid=1379958887&sr=8-1&keywords=protected+by+anna+applegate">http://www.amazon.com/Protected-Ariya-Adams-trilogy-ebook/dp/B00DKCZ9S8/ref=sr_1_1?ie=UTF8&qid=1379958887&sr=8-1&keywords=protected+by+anna+applegate</a>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-77671524633141380922013-09-19T06:01:00.002-07:002013-09-19T06:01:29.960-07:00Should all kids with ADD or ADHD be Special Ed?I have been having a lot of screenings for students with ADD and ADHD lately for special education. I myself have ADD and I did not have a 504 or IEP while I was in school. I do have my Master's Degree. My question to everyone out there is, should all kids with ADD or ADHD be Special Ed? Please respond and share.Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-68186364350178968482013-09-17T10:51:00.000-07:002013-09-17T10:51:06.663-07:00ALT-MSA<table border="0" cellpadding="0" cellspacing="0" style="background-color: white; width: 100%px;"><tbody>
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<tr><td class="HomepageBodyText" height="100%" style="font-size: 10pt;" valign="top" width="100%"><span id="WelcomeTextPH"><span style="font-family: Times New Roman;"><span style="font-family: Verdana; font-size: x-small;">The federal No Child Left Behind Act (NCLB) of 2001 requires that all students be assessed and that students receive an individual score in reading and mathematics in grades 3-8 and a high school grade. The Individuals with Disabilities Education Act (IDEA) 1997, also requires that states provide an “alternate assessment” when implementing statewide accountability systems. An alternate assessment is an assessment designed for students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided.</span> </span></span></td></tr>
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<tr><td width="10"></td><td class="SectionTitles" style="font-size: 12pt; font-weight: bold;">In Focus</td></tr>
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<tr><td class="HomepageBodyText" style="color: #333333; font-size: 10pt;" valign="top"><a href="http://marylandpublicschools.org/MSDE/testing/alt_msa/ALT-MSA_Handbook.html" style="color: black;">2013 ALT-MSA Handbook</a></td></tr>
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<tr valign="top"><td class="HomepageBodyText" height="10" style="color: #333333; font-size: 10pt;" width="260">Students with disabilities in grades 3-8 and 10 must participate in either MSA or ALT-MSA. The decision for which assessment is appropriate for an individual student is made by each student’s IEP team.</td></tr>
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</td><td valign="top"><img border="0" height="160" hspace="0" src="http://marylandpublicschools.org/NR/rdonlyres/578010C5-E860-40D4-87B2-F20B83FEC9A3/0/testing160.jpg" vspace="0" width="140" /></td></tr>
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<tr><td><span style="font-family: Verdana; font-size: x-small;">In Maryland, students with disabilities participate in either the Maryland School Assessment (MSA) in reading, mathematics and science (with or without accommodations, as appropriate) or in the Alternate Maryland School Assessment (ALT-MSA), as determined by the student's Individualized Education Program (IEP) Team. The MSA is administered to students in grades 3-8 and 10 and tests students' attainment of grade level objectives in reading and mathematics. In addition, the Alt-MSA measures a student's attainment of science Mastery Objecitves in grades 5, 8 and 10. Students with significant cognitive disabilities who cannot participate in the MSA and the MSA/Science, even with accommodations participate in ALT-MSA. ALT-MSA assesses student attainment of their instructional level reading, mathematics and science mastery objectives that are aligned with grade level Maryland Content Standards.</span></td></tr>
<tr><td><span class="style2" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span style="color: firebrick;"><strong>ALT-MSA Participation Guidelines</strong></span></span></td></tr>
<tr><td><span class="style3"><span style="font-size: x-small;">The Alt-MSA participation criteria are described below:</span></span><div class="style3">
<span style="font-size: x-small;"><strong>Alt-MSA participation criteria</strong>. Students with disabilities in grades 3-8 and 10 must participate in either MSA or Alt-MSA. The decision for which assessment is appropriate for an individual student is made by each student's IEP Team. A student with a significant cognitive disability will participate in Alt-MSA if he or she meets <u><b>each</b></u> of the following criteria:</span><span style="font-size: x-small;"></span></div>
<ul>
<li><div align="left">
<span class="style5"><span style="font-size: x-small;">The student is learning (at emerging, readiness, or functional literacy levels) extended Maryland reading and extended Maryland mathematics content standards objectives.</span></span><span style="font-size: x-small;"><br /></span></div>
</li>
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<span style="font-size: x-small;">AND</span></div>
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<li><div align="left">
<span class="style5"><span style="font-size: x-small;">The student requires explicit and ongoing instruction in functional skills.</span></span><span style="font-size: x-small;"><br /></span></div>
</li>
</ul>
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<span style="font-size: x-small;">AND</span></div>
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<ul>
<li><div align="left">
<span class="style5"><span style="font-size: x-small;">The student requires extensive and substantial modification (e.g., reduced complexity of objectives and learning materials, and more time to learn) of general education curriculum. The curriculum differs significantly from that of their non-disabled peers. They learn different objectives, may use different materials, and may participate in different learning activities.</span></span><span style="font-size: x-small;"><br /></span></div>
</li>
</ul>
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<span style="font-size: x-small;">AND</span></div>
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<ul>
<li><div align="left">
<span class="style5"><span style="font-size: x-small;">The student requires intensive instruction and may require extensive supports, including physical prompts, to learn, apply, and transfer or generalize knowledge and skills to multiple settings.</span></span><span style="font-size: x-small;"><br /></span></div>
</li>
</ul>
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<span style="font-size: x-small;">AND</span></div>
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<li><div align="left">
<span class="style5"><span style="font-size: x-small;">The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments.</span></span><span style="font-size: x-small;"><br /></span></div>
</li>
</ul>
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<span style="font-size: x-small;">AND</span></div>
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<ul>
<li><div align="left">
<span class="style3"><span style="font-size: x-small;">The student cannot participate in the MSA even with accommodations.</span></span><span style="font-size: x-small;"></span><span style="font-size: x-small;"><br /></span></div>
</li>
</ul>
<span class="style5"><span style="font-size: x-small;">Students not meeting the criteria above will participate in the MSA, with or without accommodations, as appropriate, based on their IEP. </span></span><span style="font-size: x-small;"><br /></span><br />
<span class="style5"><a href="http://marylandpublicschools.org/MSDE/testing/alt_msa/">http://marylandpublicschools.org/MSDE/testing/alt_msa/</a> </span><br />
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Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-3000295211221945322013-09-12T10:11:00.002-07:002013-09-12T10:11:34.208-07:00Are Special ed students more importan????I am posing this questions are special education students more important then regular students?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-64715121788979779992013-09-09T09:54:00.000-07:002013-09-09T09:54:10.224-07:00Behavioral IEP GOAL<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid #A0ACB4 .75pt; mso-yfti-tbllook: 1184; width: 100%px;">
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<td style="border-bottom: dotted #A0ACB4; border-left: solid #CFD5D9; border-right: solid #A0ACB4; border-top: solid #A0ACB4; border-width: 1.0pt; mso-border-bottom-alt: dotted #A0ACB4; mso-border-left-alt: solid #CFD5D9; mso-border-right-alt: solid #A0ACB4; mso-border-top-alt: solid #A0ACB4; mso-border-width-alt: .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
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<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">"blank" will identify and manage feelings (i.e., anxiety, stress,
frustration) on a weekly basis with 4/5 trial frequency as measured by
teacher observation and student reports.<o:p></o:p></span></div>
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<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
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<span style="color: #ced0a7; font-family: Verdana, sans-serif;"><span style="font-size: 11px;"><b>GOAL</b></span></span></div>
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<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">"blank" will ask an adult for help or move away to take a break
and process his feelings.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 2<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">"blank" will distinguish between a factual interactions and
personal perceptions and misperceptions.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 3<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">"blank" will make a plan to address concerns/frustrations/anxiety
with counselor/teacher or case manager.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 4<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr style="height: 15.6pt; mso-yfti-irow: 8; mso-yfti-lastrow: yes;">
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; height: 15.6pt; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">"blank" will use strategies to follow plan to deal with peer
difficulties or frustrations in the classroom. -Suggested strategies of
removing himself from upsetting environment, deep breathing activities,
visual relaxation and social stories.<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-57449605517833431722013-08-29T06:24:00.000-07:002013-08-29T06:24:26.655-07:00example of IEP goal<span style="font-family: Verdana, sans-serif; font-size: 7.5pt; line-height: 115%;">Goal: Given graphic organizers and moderate support, student A will locate, retrieve, and use information from various sources to
accomplish a purpose (persuade, inform, entertain, compare/contrast
etc)(projects/BCR/ECR) in 4 of 5 situations with 75% achievement</span><br />
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt; line-height: 115%;"><br /></span>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid #A0ACB4 .75pt; mso-yfti-tbllook: 1184; width: 100%px;">
<thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: solid #A0ACB4 1.0pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; mso-border-top-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 1<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 7.5pt;">student A will use a graphic organizer to plan the topic for each
paragraph for a writing assignment.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 2<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 10px;">student A</span><span style="font-family: Verdana, sans-serif; font-size: 7.5pt;"> will use appropriate note taking procedures, organizational
strategies, and proper documentation of sources of information in his written
work activities.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 3<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 10px;">student A</span><span style="font-family: Verdana, sans-serif; font-size: 7.5pt;"> will use an organizer and the text to cite supporting
details for each topic sentence. - synthesize information from two or more
sources to fulfill a self-selected or given purpose.<o:p></o:p></span></div>
</td>
</tr>
</tbody><thead>
<tr>
<td style="background: #F8F9EF; border-bottom: none; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;">
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="color: #ced0a7; font-family: "Verdana","sans-serif"; font-size: 8.5pt;">Objective 4<o:p></o:p></span></b></div>
</td>
</tr>
</thead>
<tbody>
<tr>
<td style="border-bottom: dotted #A0ACB4 1.0pt; border-left: solid #CFD5D9 1.0pt; border-right: solid #A0ACB4 1.0pt; border-top: none; mso-border-bottom-alt: dotted #A0ACB4 .75pt; mso-border-left-alt: solid #CFD5D9 .75pt; mso-border-right-alt: solid #A0ACB4 .75pt; padding: 3.75pt 7.5pt 3.75pt 7.5pt;"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Verdana, sans-serif; font-size: 10px;">student A</span><span style="font-family: Verdana, sans-serif; font-size: 7.5pt;"> will revisit a writing assignment to check for errors in
grammar, punctuation, spelling and add details.<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0tag:blogger.com,1999:blog-4874762557116837994.post-7442782611138035552013-08-26T17:23:00.002-07:002013-08-26T17:23:54.318-07:00What is a human reader?That is pretty simple it is someone who will read to the student everything that they are assigned to do. For example some students have "human reader for tests and quizzes." This means that the students have a human reader for the tests and quizzes, but in the classroom they read on their own. Then you have the students that have human reader for everything, some teachers will try to push the students to try and read, but it is extremely difficult.<br />
<br />
As always please let me know if you would like me to write about anything?Anonymoushttp://www.blogger.com/profile/14204465639713746208noreply@blogger.com0