Video part 1

video part 2

I would truly like to say that Special Education Teachers are some of the most caring people that I have met.  While parents are the experts with their one child, Most Special Ed teachers are trying to balance twenty to thirty students with different disabilities.  In these trying times I want to encourage you, Special Ed teachers, to keep your priorities straight. It is easy to forget why you are here. We all have to deal with time restrictions, meetings, lesson plans, reduction of staff, increase of students on your caseload and so much more.  As the liaison between the District who mandates your caseload and the parents. It is still our job to to help these students reach their full potential.

” You cannot make the disability or problems go away. But you can take the tools that you have learned and make the child and their family feel beautiful again” Help them reach their full potential despite what is going on around you.

1. CALENDAR EVENTS:  Be aware of school calendar, and all events and meetings the first month.  Plan early for assessments and IEP’s

2.  REVIEW IEP FILES:   Some teachers feel by reading the IEP comments, it may give the them a negative view of the student not allowing for a fresh start.  As the case carrier, you are responsible for all content and time lines within the IEP.  It is important to review and follow all goals, service pages, and read notes pages.  

3. BUS SCHEDULES:  The first day of students arriving by bus can and is usually confusing.  If at all possible, get your bus list together with students and bus numbers.  Place cones to designate  areas for busses.  Parents feel they can pull up to any available curb and  drop off their kids.  This is hazardous and cause further delays.  Also be prepared with phone numbers for the the district contact, bus company and parents.

SpecialEd Classroom in not affiliated with Solution Tree. 

However we recomend, that if you are close enough to one of these events, that you go.

solution-tree.com 800.733.6786 Response to Intervention Institute November 11–13 Hollywood, CA Renaissance Hollywood Hotel Preconference Workshop Available November 10 Featuring William Bender, Austin Buffum, Thomas Guskey, Robert Howell, Mike Mattos, Elaine McEwan-Adkins, Sandra Patton, and Donna Walker Tileston This Institute goes beyond process rhetoric to offer educators specific recommendations on how to intervene at the classroom, building, and district levels. Hear from expert practitioners who have seen real gains in their schools. Take valuable tools and strategies back to your school or district and achieve the same results. Focus on four components: Creating a culture for RTI Creating a tight, focused standards-based curriculum Aligning assessment systems to universal screening and progress monitoring Designing and implementing appropriate interventions Key Takeaways: Develop stakeholder support for educational redesign Establish a leadership team Use the professional learning community infrastructure to make RTI highly effective Create and use an RTI Intervention Team Select and use research-based interventions to meet individual student needs Use data to monitor progress and inform instruction Garner parental support Implement the RTI model systemically Register today! The new book by William Bender, Beyond the RTI Pyramid (available summer 2009), is included with your Institute registration. Getting SMART About Your RTI Plan Preconference Workshop November 10 Hollywood, CA Renaissance Hollywood Hotel       Featuring Anne Conzemius Having an RTI plan is one thing; it’s quite another to have a SMART (Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound) plan and a process for implementing and monitoring RTI effectiveness. By the end of the day, participants will know: A process that will support implementing and monitoring RTI plans How to analyze data to create a goal and a plan that is strategically focused on specific student needs New skills for running effective meetings aimed at instructional improvement Register today! Solution Tree events may sell out. Please confirm your registration before making travel arrangements. Speakers are subject to change. Visit solution-tree.com for the latest updates. Pyramid RTI Workshops May 2009 6–7 Denver, CO 7–8 Boston, MA SOLD OUT 13–14 Dallas, TX September 2009 16–17 Raleigh, NC 21–22 Minneapolis, MN 28–29 Seattle, WA 30– Oct. 1 San Diego, CA October 2009 12–13 Boston, MA 14–15 Baton Rouge, LA 19–20 San Antonio, TX 22–23 Minneapolis, MN November 2009 4–5 San Diego, CA 4–5 Seattle, WA 16–17 Nashville, TN 18–19 Baton Rouge, LA See a complete list of Solution Tree events.   RTI Resources Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn By Austin Buffum, Mike Mattos, and Chris Weber Order now!                     Pyramid Response to Intervention is included with your Workshop registration. Understanding Response to Intervention: A Practical Guide to Systemic Implementation By Robert Howell, Sandra Patton, and Margaret Deiotte Order now!   93IEW 800.733.6786 | Request a Catalog | About Us | Professional Development

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World Autism Day April 2, 2009

April 2nd is Autism Awareness Day

April 2nd 2008

This money is being recommeded for Professional Development use and short term-interventions.

See: Ed.gov; American Recovery and Reinvestment  Act of 2009

As a service to Exceptional teacher’s and student’s we will give a portion of each ad and donation to help Special Ed Teachers supply their classrooms with needed materials. If you would like to help a classroom of Exceptional learners Click Here to Donate.

The Special Ed Team with the help of Price4Computers.com, has donated Twenty-five stereo headphones with boom microphone to Special Ed Classrooms.

Thank you for your support

Students with deficits in memory

Definition of memory 

Memory is divided into three systems: short-term, active working, and long-term.

Short-term Memory

            Short-term memory has a very limited capacity only small amounts of information can be held in short-term memory.  As information first enters the short-term memory system it is only there for a brief time. During this brief time decisions are made as to what to do with the information.  The memory may be used right away, moved to another memory system for storage or forgotten.

Active working Memory

            The second system of memory is active working memory information is suspended while it is manipulated- or used in some way.  Ideas or parts of tasks are temporarily held together in active working memory while being further developed or used during an activity.  Active working memory can hold more information for a longer duration than short-term memory.

Long-Term Memory

            The third memory system is called long-term memory.  This is the permanent storage system for information and skills that may be needed later.  Long-term memory is an elaborate storage process with a theoretically endless capacity.

Strategies

1. Research says that if you present material in more than one format; (auditory, visual, and experiential modes), students will be able to store information in more than one of the memory systems.
2. Provide photocopies or text that can be marked for children who tend to forget important information after reading.  Highlighting, underlining or circling key words as a student reads will help place information into active memory.
3. Review material, have children repeat new information several times before attempting to recall additional information from long-term memory. Having a study pal who can work with a child to help him recall information like spelling words learned earlier in the week.
4. Encourage children to reread important information and take notes. They may want to write down or keep notes on a graphic organizer. Organizers will help put information into categories. By sorting information into columns or graphic organizers students use visualization to recall the information.
5. Help students identify important information, patterns and rules. Be explicit about when important information is coming up. “What’s the pattern here”, “This one should be remembered or put into your rule book”. Summarize important points by having students recall what they have learned and correct any misinformation.
6. Have students create a check list before studying for test or undertaking activities which require a lot of memory. Only complete one step at a time and check off each stage in a multi-step task as they complete it.