Archive of 2010 September

Utah Mentor Teacher Academy: 25 Years and Counting! Thumbnail

Utah Mentor Teacher Academy: 25 Years and Counting!

Posted on September 09, 2010

The 2010-11 school year marks the 25th year of the Utah Mentor Teacher Academy (UMTA). UMTA is the longest running, treatment state sponsored mentor program in the United States. Congratulations! For 25 years, UMTA has fed the educators’ passion for quality professional development that enhances educational practice. The reasons for its success are many. They include: A two-year journey that enables educators to connect, collaborate and contribute. Twelve hundred plus Utah educators ackno

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New Web-based RIDE (Responding to Individual Differences in Education) Behavior Intervention Bank Thumbnail

New Web-based RIDE (Responding to Individual Differences in Education) Behavior Intervention Bank

Posted on September 09, 2010

Most teachers have little difficulty identifying students (Pre-K – high school) who present behavior problems in the classroom. Teachers frequently report students who are overly aggressive, viagra disruptive, pill off-task, non-compliant, come to class unprepared, have inappropriate social skills, etc. The challenge is more how to intervene and teach appropriate behavior, often within the framework of RtI (Response to Intervention) and PBIS (Positive Behavioral Interventions and Supports).

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Utah Multi-Tier System of Supports (UMTSS) 2009-2010 Report Card Summary Thumbnail

Utah Multi-Tier System of Supports (UMTSS) 2009-2010 Report Card Summary

Posted on September 09, 2010

The following is an excerpt from the report card created by the UMTSS (formally ABC-UBI) State Team.  For more information on UMTSS or participating districts, pharmacy please visit us on the web at www.updc.org/abc. Participating Districts and Charters 54 Participating Sites (11 Secondary, pills 43 Elementary) The UMTSS initiative welcomed a new State Implementation Team: Heidi Mathie Mucha (UPDC), visit this Devin Healey (UPDC), Jeri Rigby (UPDC), Glenn Dyke (UPDC), Carol Anderson (USOE

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Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners Thumbnail

Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

Posted on September 09, 2010

Response to Intervention (RTI) has been heralded by many as the long-awaited alternative to using a discrepancy formula for special education eligibility decisions. Use of the discrepancy formula for eligibility decisions has commonly been called a “wait to fail model” (Donovan & Cross, rx 2002; Fuchs, thumb Mock, Morgan & Young, 2003; Mellard, 2004) because in this paradigm, students proceeded through long pre-referral, formal referral, and assessment processes prior to getting he

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PEW HISPANIC CENTER: Explaining the English Language Learner Achievement Gap Thumbnail

PEW HISPANIC CENTER: Explaining the English Language Learner Achievement Gap

Posted on September 09, 2010

A Pew Hispanic Center analysis of public school data from key states finds that English language learners (ELL) students tend to go to public schools that have low standardized test scores. However, abortion abortion these low levels of assessed proficiency are not solely attributable to poor achievement by ELL students. ??These same schools report poor achievement by other major student groups as well, viagra dosage see and have a set of characteristics associated generally with poor stan

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Making the Switch to Progress Monitoring Thumbnail

Making the Switch to Progress Monitoring

Posted on September 09, 2010

Every once in a while you come across an idea that completely changes your perspective and behavior. I recently had such an experience. I discovered a book that has quickly become a framework through which I view much of what I do in education and in my personal life. The book is titled, help “Switch: How to Change Things When Change is Hard” (Heath & Heath, 2010). As educators we are all about change. We seek to bring about change in the behavior of students, parents, and other educ

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Rigorous New Academic Standards:  The Role for Special Educators Thumbnail

Rigorous New Academic Standards: The Role for Special Educators

Posted on September 09, 2010

Change is coming for both general and special educators. In August, order the State Board of Education adopted the academic standards developed by The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) that were revealed in final form earlier in the summer. The Common Core standards for English language arts and mathematics outline the knowledge and skills that high school graduates need to succeed in college and careers.

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Running Start: Helping Brand Spankin’ New, Unlicensed Teachers Teach with Confidence and Skill Thumbnail

Running Start: Helping Brand Spankin’ New, Unlicensed Teachers Teach with Confidence and Skill

Posted on September 09, 2010

Running Start is an ongoing comprehensive induction program for new unlicensed special education teachers.  It has been designed to meet two major induction goals for new special education teachers. Nationwide and in Utah approximately 50% of all new special education teachers stop teaching by the end of 3 years. So the first goal of Running Start is to increase new special education teacher retention rates to greater than 70% after three years of teaching experience. Our second goal for new

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Inclusion and Peer Buddies: Making the Exception the Norm Thumbnail

Inclusion and Peer Buddies: Making the Exception the Norm

Posted on September 09, 2010

“My presence in the class has not only helped with the lack of one-on-one attention due to a full class, here but has also helped alleviate the general pressure and frustrations, medical almost subconsciously helping the student to realize that he is capable of succeeding.” Madison, grade 12, City Academy Peer Buddy Students with disabilities are increasingly being afforded opportunities to take courses that, until recent changes in legislation (IDEA 2004 and NCLB), were more the exc

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Is Special Education Instruction Effective? (Reprinted from the September 1988 Utah Special Educator)

Posted on September 09, 2010

The approaches to the design of special education instruction can be broadly classified into two dominant approaches. One approach stresses the internal characteristics of the student, rx and the other stresses curriculum skills deficits. Those instructional treatments that require the diagnosis of some internal dysfunction in neural, cognitive, or perceptual processing of information have proven to be both highly attractive and highly ineffective. The seductive properties of this approach are

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