Competency 3- RTI

Steps to Make RTI Work in Your School!

This artifact is a poster meant to be displayed in the offices of school members who conduct RTI regularly. 

Often as educators, busy schedules, grades, assignments, extracurriculars, and more takes up much of the attention and time. Having personally sat on my schools SIT(school improvement team) Committee and having discussed in depth RTI, I realized that sometimes we got side-tracked on what really matters with this process. It made me think about what can be done as special education teachers, important stakeholders, administration and more to effectively make RTI work in our school. After reading the article, "Ten Steps to Make RTI Work in Your Schools", it inspired me to capture all the important aspects of the article and capture them in a poster breaking down and highlighting the most important information to always practice and share with others. This poster can also be shared at school conferences and built into professional development sessions. Each of the hop-scotch blocks list what the step is in ascending order from new to the process to monitoring its effectiveness. The bubbles next to each block inform on ways to implement each step and what it takes to come alive in every school. 

I noticed that the article discusses the process being implemented in a school with various socioeconomic backgrounds and a good portion of the school being ELLs. While reading about how nicely this process was implemented in a school like this one, I began reflecting on my time on my school's SIT and how we are beginning to re-work the process to benefit and meet the needs of all of our students. I then created an artifact that I could share with my team and we can improve our school. My school being about 1,600 students, I can see this implementation plan having success.

https://rti4success.org/sites/default/files/10-RTI.pdf

Competency 4- IEP

PLAY HEARTS, NOT POKER! 

This is an infographic on IEP intended to be read and used by teachers. 

This infographic has a dual purpose by informing teachers and staff, and also serving as a book mark. This approach to spreading information is a great way to not push it on people too much, but providing the information in a fun way. Teachers can use the book marks however they would like, and when they want to look at it, they can. The idea for this artifact came about while reading the article "8 Steps to Better IEP Meetings: Play Hearts, Not Poker". The article is from the point of view of a parent sharing information on how she thinks IEP meetings can go better bringing in feelings and opinions as a parent. She has an autistic daughter so she knows how the meetings are facilitated. She shared her frustrations, confusion, relief, and positivity that all came out from various meetings.While this article is geared towards other parents of students who require IEPs and meetings, I read it as what can us as educators do to relieve some stress from parents during these meetings. So just as the author discussed what the parents should do in the meetings, I flipped it to look at what the school and teachers can do. It still follows the notion that in these meetings everyone there should be playing hearts, not poker. It is not about tricking your opponents or withholding information, but laying all your cards on the table and showing all the hearts and minds caring for students. 

This artifact creation impacted my thinking because it was nice to read about what parents are or may be thinking. It was interesting to learn of what they may be worried about in meetings and what they need from the school. I have not personally sat in on these meetings before, but I can think of some students I have taught that do have meetings and other teachers who frequently sit on the committees. Thinking about these people, it made me brainstorm what information may be nice to read and see on a daily basis to ensure the meetings are productive and caring. I thought a simple book mark highlighting some things to keep in mind is a great way to share and spread information. 

https://www.wrightslaw.com/advoc/articles/iep.bollero.hearts.htm

Competency 5- PBIS

PBIS IS FOR EVERYONE!

This artifact is an infographic on PBIS.

It is meant to be made into a lap top (or whatever device teachers use in a district) sticker. This sticker should be placed on the inside of lap top on either side next to navigation pad under the keyboard. The idea of having this infographic in a spot where teachers look every single day is to reinforce the concept of PBIS. It acts as a reminder that all teachers can be part of PBIS in the school and that every student can benefit from it. The idea that PBIS is prevention, not a punishment is just one of the benefits of practicing this in schools with all learners. 

 While creating this artifact, it impacted me and my thinking in that I personally would look at the sticker every time I open my lap top. It would serve as a reminder to participate in my school’s “Student of the Month” nomination form sent out every month. Sometimes I see the email with the nomination form in it and time gets away from me, then I forget to nominate a student I see exemplify PBIS. However, with this sticker, I would be reminded all day every day and nominate students as often as I open my lap top. 

Competency 6- Co-Teaching Effective Practice

Co-Teaching Concept Map

This artifact is a concept map on all aspects of co-teaching. It includes the different methods and approaches to effective collaboration. 

This artifact can be used when planning a lesson. It can be referred to when deciding what approach is most appropriate to take if there is more than one teacher. For instance if there are two teachers in the class, while collaborating and planning, they can look at the map and see what method they would like to take. I have also included in the map the advantages and disadvantages to make it easier to choose a method. This map details each method and what is necessary to implement. This artifact can also be referenced periodically to ensure all advantages are being taken and met. Also, it allows for some room to try and improve if some of the disadvantages are being practiced and noted. 

This artifact had an impact in a reflective way. While creating the concept map, I realized that I do not practice each method as much as I should. I was listing all the advantages and it made me look at my own teaching methods and realize that most of the time I am teaching, I am a guest in the classroom. Being a school librarian, most lessons are ones I create to support the curriculum of general classroom teachers. This actually gives me the best advantage and opportunity to co-teach because I am a teacher with my own book of knowledge, and the class teacher does as well. Most of the time the teacher drops off the class to me for my lesson. Some of the time the teacher sticks around and sits in the back of the class and grades or catches up on emails. The concept map inspired me to re-think my approach to lesson planning, and take more opportunities to collaborate and co-teach more.   

Competency 2- Identification & Remediation of DisAbilities

This artifact is a lesson plan intended to teach about assistive technology. 

I have created a lesson specific to teaching AT used for visual and non-visual ways of reading for the visually impaired. While there is a focus on visual disabilities, I have added a portion where the teacher will discuss other disabilities and brainstorm a list of AT that can be used. This competency targets the identification of disabilities that will be covered by the priming of students to be acquainted with all disabilities, as well as, the remediation of disabilities. This aspect will be covered by the discussion of AT and the activities that allow students to gain a deeper understanding of the AT. This lesson is geared towards late middle school to early high school aged students. It begins to engage students in the discussion of disabilities and how living and learning with various disabilities can be remedied by all levels of AT. 

This artifact was fun to create and made me really think about how I, as an educator, would take on the responsibility of beginning to teach about disabilities. This came as a challenge to me as I had to put myself in the shoes and minds of younger students and think about how to best engage them in an activity and discussions to teach about disabilities. I had to think about what can be covered in a short class period, what students need to take away from the lesson, how to gear them with the knowledge and tools to teach others of AT, and how to engage them in meaningful and productive discussions. I found planning this lesson to be educational and found myself bookmarking resources to use with in my own school with my own students and teachers. 

Competency 1- Categories of DisAbilities

TBI DisAbility Presentation

TBI Brochure

Resource on other categories of disabilities: https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-idea

This is a PechaKucha presentation on Traumatic Brain Injuries.

 It is intended to inform an audience about what TBIs are and how to effectively teach students with condition. This demonstrates the first competency, "categories of disabilities," by giving presenting on a disability that teachers may face in an inclusive classroom. Not only have I included a full presentation on one major disability, but I have provided a link to a resource that breaks down the other major disabilities seen in schools today. Along with the presentation, I have also included an informational brochure for those who would like to have additional information on TBIs. The brochure gives anyone the important aspects of what to know about TBIs and how to implement teaching strategies with not only students with this disability, but all learners.

 This artifact has had an impact on the way I view traumatic brain injuries in young learners. I have a new found respect for living with the condition who may find themselves being challenged in schools. I have also been inspired to know there are immense amounts of information and resources available to educators in order for them to be the best teachers for students with TBIs. One of the biggest takeaways from researching and creating this artifact is that patience and understanding is key to having a productive classroom and effective learning environment for every learner living with disabilities.