Spotlight on High-Leverage Practice 12: Systemically Design Instruction Toward a Specific Learning Goal Systemically designing instruction, at its heart, focuses on choosing what to teach, when to teach it, and how to teach (Council for Exceptional Children, 2019). Three critical elements of systemically designing instruction are: Setting clear instructional goals Logical sequencing of knowledge and… Read More Unpacking Standards to Get to the Heart of Instruction
A Plan for Planning Systematic Instruction
Systematic instruction (HLP 12) is instruction that is taught in segments and follows sequences that are carefully and logically planned toward a specific goal. Prioritizing that instruction and creating a logical instructional sequence can be the key to progress for students with disabilities. Teachers plan effective instruction when they unpack the grade level content, prioritize… Read More A Plan for Planning Systematic Instruction
Co-teaching in Early Childhood: Sharing is Caring
Co-teaching requires we practice what we preach. Sharing (goals, responsibilities, and resources) is caring (about positive outcomes for all students) while setting aside individual differences. One size does not fit all when it comes to inclusive placement opportunities. Early childhood programs must work to provide a continuum of placements in order to meet the individual needs of young… Read More Co-teaching in Early Childhood: Sharing is Caring
Providing Instruction in Early Childhood: A Simple, but Necessary Organizing Framework
As early childhood programs across the state adopt evidence-based curricula, often designed primarily for four-year-olds, and more programs seek to blend programs and practices in order to provide more inclusive opportunities, the task of determining “who needs to learn what” across the developmental continuum becomes increasingly important, yet more complex. An Instructional Continuum Early Childhood… Read More Providing Instruction in Early Childhood: A Simple, but Necessary Organizing Framework
Pulse Check: Bringing Life to the Practices at the Heart of Your Learning Environment
When was the last time you did a “health check” on your learning environment? Are you progress monitoring PBIS implementation in your school? Just as we monitor the progress of individual students, it is equally important that we progress monitor the implementation of evidence based practices, and even teams, within our schools. Read more to… Read More Pulse Check: Bringing Life to the Practices at the Heart of Your Learning Environment
Spotlight on High-Leverage Practice 14: Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence in Mathematics
Solving problems in context, also known as word problems or practical problems, is a challenge for students, especially students with disabilities. This is often because solving word problems requires students to read and understand the problem, identify relevant information, choose an appropriate strategy, solve the problem correctly, and ensure that the answer makes sense (Iris… Read More Spotlight on High-Leverage Practice 14: Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence in Mathematics
Exposing the Truth About On-Task Behavior
Promoting on-task behavior by students with intellectual disabilities may seem like an important skill, but is it really enough? Simply put- No! While definitions of being on-task might vary, the common notion is that students should sit still, make eye contact, and respond to a teacher’s requests. A variety of contemporary research offers various labels… Read More Exposing the Truth About On-Task Behavior
