Scaffolds, Accommodations and Technology That Support Student Success

SCAFFOLDS, ACCOMMODATIONS AND TECHNOLOGY THAT SUPPORT STUDENT SUCCESS

A Teacher's (Secret) Weapon for Improving Student Performance

HAWAII, SUMMER 2018 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Setting the Stage for Today’s Learning How many of you have one or more students who need a ladder (or some type of instructional support) to reach their instructional goals? How many of you have students who need an instructional support to LEARN the content but once learned, do not need any testing accommodation? How many of you used on our more supports in order to arrive here on time this morning? …will use some type of support for remembering and applying the content in your classroom?

Getting Started Instructions

Working with your table mates, create a list of 3 to 5 difficulties your students experience in learning. Be prepared to share your list if requested.

List 3 – 5 difficulties that some of your students Wrap it Up! experience that make learning a challenge?

This Session’s Big Chunks

Scaffolds

Accommodations Modifications Step Ladders Using Technology to Support Student Learning

© 2018, Stetson & Associates, Inc. Page 1 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Today’s Objectives 1. Learn the importance of using scaffolding to support student learning 2. Learn the importance of instructional accommodations and curricular modifications and the difference between the two 3. Learn 10 highly effective accommodation strategies 4. Review ways to accommodate student learning using technology 5. Analyze student profiles and determine which accommodations would best support each diverse learner

Scaffolding

Scaffolding was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher provides various supports that can be removed as content or skills are mastered.

Zone of Proximal Development Zone of Proximal Development refers to the difference between what a learner can accomplish alone and what he can do when provided with adapted assistance.

Learner Objective

Scaffold

Scaffolds • Similar to scaffolding used in construction, instructional scaffolds are temporary support structures teachers put in place to assist students in accomplishing tasks they typically could not achieve on their own. • Once students master the skill or task, the scaffolding is gradually removed, shifting responsibility of learning back to the student.

Types of Scaffolds | Instructional Scaffolding Adapted from: Spectrum Newsletter - Fall 2008. Northern Illinois University. http://www.niu.edu/spectrum/2008/fall/scaffolding.shtml

SCAFFOLD WAYS TO USE SCAFFOLDS IN AN INSTRUCTIONAL SETTING Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast ADVANCE ORGANIZERS information; flow charts to illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations. Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content CUE CARDS area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define. CONCEPT AND Maps that show relationships: Prepare partially completed maps for students to complete or have students create their own MIND MAPS maps based on their current knowledge of the task or concept. EXAMPLES Samples, specimens, illustrations, problems: Real objects; illustrative problems used to represent something. More detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task; EXPLANATIONS verbal explanation of how a process works. HANDOUTS Prepared handouts that contain task- and content-related information, but with less detail and room for student note taking. Suggestions and clues to move students along: “place your foot in front of the other,” “use the escape key,” “find the subject HINTS of the verb,” “add the water first and then the acid.” A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge. Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s PROMPTS right there,” “Tell me now,” “What toolbar menu item would you press to insert an image?”, “ Tell me why the character acted that way.” Prepared cards with content- and task-specific questions given to individuals or groups of students to ask each other QUESTION CARDS pertinent questions about a particular topic or content area. QUESTION STEMS Incomplete sentences which students complete: Encourages deep thinking by using higher order “What if” questions. Stories relate complex and abstract material to situations more familiar with students. Recite stories to inspire and motivate STORIES learners. Pointing (call attention to an object); representational gestures (holding curved hands apart to illustrate roundness; moving VISUAL SCAFFOLDS rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs; methods of highlighting (ALIBALI, 2006) visual information.

Accommodations & Modifications Definitions and Legalities

Definition of 2 Key Terms

Accommodation Modification A change made to the teaching or testing procedures in A change in WHAT the student is expected to learn order to provide a student with access to information and/or demonstrate. While a student may be working on and to create an equal opportunity to demonstrate modified course content, the subject area remains the knowledge and skills. same as the rest of the class.

How What

Clarifications & Cautions An instructional accommodation is “a service or support that is provided to help a student fully access the subject matter and instruction as well as to demonstrate what he or she knows. These accommodations do not change the context of instruction or expectations for performance.”

Accommodations do not reduce learning expectations. They provide access. Modifications require changing, lowering or reducing the learning expectations.

From: University of Kansas website on Instructional Accommodations

Continuum of Supports

With With With As Different Instructional Curricular Personal Designed? Location? Accommodations? Modifications? Support?

© 2018, Stetson & Associates, Inc. Page 4 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Four Types of Instructional Accommodations Source: University of Kansas website on Instructional Accommodations

Presentation Response Accommodations Accommodations

Timing/Scheduling Setting Accommodations Accommodations

Presentation accommodations allow students to access instruction in ways that do not require them to visually read standard print. These alternate modes of access include visual, tactile, auditory, and a combination of visual and auditory.

Response accommodations allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of assistive device or organizer.

Timing and scheduling accommodations change the allowable length of time to complete assignments, tests, and activities, and may also change the way the time is organized.

Setting/Scheduling instructional accommodations change the location in which a student receives instruction or the conditions of an instructional setting in order to reduce distractions, receive distracting accommodations, or increase physical access.

© 2018, Stetson & Associates, Inc. Page 5 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Accommodations and Modifications Suggestions

CATEGORY SUGGESTIONS APPLICATION

} Identify the key concepts, terms and (1) Prior to instruction on key concepts or difficult concepts vocabulary; create a file box (3x5 cards); to understand; (2) student uses for daily assignments and

SHEET categorize by concept, chapter or unit of study. to study for quizzes/exams OR STUDY STUDY OR VOCABULARY

} Record on tape vocabulary words (word – Apply key vocabulary words and phrases to the context of

where found – definition); record key concepts the concepts the student is learning during the on tape (concept – where found). development of the concept Create list prior to instruction to assist student in } Create word bank of signal words (e.g., most of developing a summary process relative to the concept

STUDY GUIDE all, above all, remember that, etc.). (what to remember, key points, significant information);

student keeps word bank Create list prior to instruction to assist student in } Create word bank of conclusion words (e.g., identifying key information, concepts and summary of therefore, as a result, consequently, etc.). information } “Fill in the blank” review outline for key or (1) Prior to a test or quiz; (2) Prior to a project or significant information to be remembered. presentation; (3) Prior to reading key information Student uses when working on an activity or assignment

VOCABULARY GUIDEOR } List steps in process activity (math, science lab, that requires a specific set of sequenced steps in order to writing, etc.); Place on cards. be successful } Identify terminology, concepts and skills that Locate where terminology, concepts or terms are used in

are most important, and require these to be materials and resources; identify location next to item. completed first. } Star essential items, allow bonus points for other items completed. Focus on essential Class work, homework, tests, quizzes and presentations. information and key points. } Reduce number of questions/problems to be Increase frequency for same amount of practice. done at one time. } Cut/divide long assignment into smaller (1) Lengthy projects or assignments; (2) Difficult to segments. Give one segment at a time. understand concepts; (3) New terminology. SHORTENED ASSIGNMENTS SHORTENED } Word bank card file with definitions of Locates information, concepts and terms that are used frequently used words. repeatedly. } Provide structured organizers for note-taking, Assists in isolating significant information, serves as a study such as a copy of overheads, outline of lecture, guide for students and focuses attention to detail. or a pre-designed graphic organizer.

} Let student use “sticky notes,” erasable Assists in detecting key information and locating summary highlighter, or highlighter tape to mark key information for study. points in the textbook. Assists in detecting main ideas or what is important to } Have students read summary or objectives first. remember gives purpose for reading for detail and identifies key points.

FOCUSON ESSENTIALS Instructional units that combine subject areas can make } Graphic organizers, semantic webs, or concept the themes or essential ideas more apparent and maps meaningful to students (e.g., infusion, parallel instruction, multidisciplinary or transdiscinplinary instruction).

DIFFERENTIATED LECTURE Strategy 11

In a Differentiated Lecture, the instructor provides information to a large or small group of students accompanied by several different strategies. The strategies provide for student reflection, student response and student involvement through a variety of modalities and using a variety of methods.

IMPLEMENTATION

1. Deliver lecture on any subject.

2. Form at lectures into “mini-lecture” segments of 10-20 minutes • Shorter lecture increments using one or more of the activities below: and more active student involvement increases student comprehension and retention.

• Provides students with reﬂection time to process and transfer information into working memory.

• Changes lecture from a passive to an active instructional technique.

• Students typically retain close to 90% of the information presented when allowed to immediately use or teach others as opposed to the 5% retained from traditional lecture.

CUBING Strategy 9

IMPLEMENTATION 1. Students can work alone, in pairs or in small groups with the appropriate cube. 2. In pairs or small groups, each student takes a turn rolling the cube and doing the activity that comes up. Students have the choice to roll again once if they do not like the activity that came up. 3. Students each roll the cube 2-4 times, depending on the magnitude of the assignment(s).

Adapted from: http://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdf EXAMPLE

GIVE ONE-TAKE ONE Strategy 17

IMPLEMENTATION 1. Students fold a piece of paper length-wise, open the paper and draw a line down the crease. On the left side of the page, they write “Give One” and number 1-3. On the right side of the page, write “Take One” and number 1-3. 2. Have students write the question or idea at the bottom of the paper. Provide think time and time to write three words, ideas or pictures that respond to the prompt on the “Give One” side. 3. Signal when to begin and students circulate to share with another classmate in pairs. The students “give one” of their items that is not on another student’s list, and “take one” idea that is not on their own list. They thank the classmate and ﬁnd a new partner. 4. Continue until each student has added three ideas to their list. 5. As each student completes their list, they are to move to the edge of the classroom and wait until others are ﬁnished. 6. For accountability, the teacher calls on students to share. EXAMPLE

BINGO LINGO Strategy 3

Bingo Lingo is a fun, engaging vocabulary activity that teaches and scaffolds definitions. Students think they are playing a game, while in reality they are reviewing key vocabulary terms. IMPLEMENTATION 1. Identify critical vocabulary terms students need to understand related to the topic or concept being taught. Be sure to have the dictionary definition as well as a more student-friendly definition to help scaffold. The goal is to ensure that all students understand the meaning of the term. • Create a list of 20 key words from which your students will 2. Have students fold a piece of paper in half four times. When choose 16 terms. the paper is opened there will be 16 boxes. See the graphic below. • Scaffold the definitions to make them comprehendable 3. Have students write down the key words at random in the for students. boxes from the list provided. • Use online tools such as 4. To play the game, the teacher provides the dictionary Visual Online Dictionaries like definition and then scaffolds as necessary to ensure student www.snappywords.com and understanding. Multiple scaffolds may be necessary depending visual.merriam-webster.com. on students’ vocabulary or language knowledge. • Use online tools like 5. Students mark the words on their sheets as the game http://www.wordhippo.com to progresses. Rather than having beans, markers or bits of paper, find example sentences, have students color code the grid for each game. synonyms, antonyms, rhyming words, pronunciations and much more.

EXAMPLE • Use www.wordsift.org or www.wordle.net to identify key words about the concept being taught.

• Prizes are not necessary. Students just love playing the game.

INTERACTIVE NOTEBOOKS Strategy 22

An interactive notebook is a student-writing booklet (typically spiral) that enables the learner to take notes, record learning AND express ideas in a creative, interactive format. Use of this practice promotes independent thinkers and writers to acquire rich knowledge and understanding. IMPLEMENTATION 1. Encourage students to create a colorful front cover using drawings, magazines, personal photos and other creative items that represent the subject area. Have the student attach a manila envelope on the inside of the back cover to keep Works in Progress. • Use a rubric to grade and 2. Have students prepare an Author Page in the inside front cover that assess the components. reﬂects who they are using pictures, illustrations and written descriptions. • Have creative materials 3. Use the next 2-3 pages as the Table of Contents. Here the student will available for the students to record the entries with the corresponding page numbers. Have them use (glue, colored pencils, number the remaining pages in the notebook. scissors, magazines, etc.). 4. Instruct students to use the RIGHT side of the notebook to record lecture notes, handout notes, discussion notes, graphic organizers, etc. • Establish procedures for use This is the COMMON set of information provided typically by the teacher of the notebooks including do’s or resource such as textbook, videos, internet, etc. and don’ts. 5. Direct the students to use the LEFT side of the notebook to PROCESS new ideas using ﬂowcharts, illustrations, diagrams, poetry, colors, • Provide examples and positive cartoons, etc. For a complete list go to upstagereview.org. feedback to the students.

• Search for “Images of EXAMPLES Adapted from: History Alive Interactive Notebooks-Google • Cartoon or comic strips • Postcards or Posters 100+pictures” online. • Maps • Mind Notes • Slide sketches • Mosaics • Have students critique each • Book Covers or CD Covers • Sensory Figures other’s entries once a level of • Eulogies • Advertisements trust and comfort is • Facial Expressions • Venn/Spoke Diagrams established. • Caricatures • T-Charts • Flow Charts • Pictowords • Illustrated Dictionary • “What If” statements • Timelines • Invitations

SELECTIVE HIGHLIGHTING Strategy 39

Selective highlighting is used to help students organize what they have read by selecting what is important. This strategy teaches students to highlight ONLY the key words, phrases, vocabulary and ideas that are central to understanding the reading. IMPLEMENTATION 1. Introduce students to the selective highlighting strategy and discuss the purpose of the activity.

2. Read through the selection ﬁrst. • Be sure you are allowed to mark in the textbook or 3. Re-read and begin to highlight main ideas and supporting supplemental material before details. you begin.

4. Highlight only the facts that are important or the key • Use a one-page print version vocabulary, not the entire sentence. of the main ideas and key vocabulary as a study guide 5. After highlighting, look at what you have highlighted and for testing. summarize what you read. • Monitor students to ensure 6. Take what was highlighted and write a summary paragraph. they are not highlighting everything in a paragraph. This is not a help, but a EXAMPLE hindrance. When the war began, both sides had advantages and • Set purposes for reading. disadvantages. How they would use those strengths KEY and weaknesses would determine the war’s outcome. STUDENTS WHO BENEFIT The North enjoyed the advantages of a larger Main idea population, more industry, and more abundant Are inattentive and have a resources than the South. It had a better banking Details hard time focusing. system, which helped to raise money for the war. The Need assistance with seeing North also possessed more ships and almost all the Examples the “big idea” of the content. members of the regular navy remained loyal to the Union. Finally, the North had a larger and more Enjoy activity-based learning. eﬃcient railway network.

ANTICIPATION GUIDE Strategy 2

This strategy creates student interest, sets a purpose for reading and activates prior knowledge by having students agree or disagree to statements related to information to be read or taught. The students’ responses are based on their own personal thoughts or experiences. Once the information has been taught, the Anticipation Guide can then be used to ensure misconceptions have been corrected and to confirm comprehension. IMPLEMENTATION 1. Identify the concepts and ideas to be taught. Determine students’ experiences and whether the new knowledge to be taught will challenge or support the students’ beliefs. 2. Create an “Anticipation” with 4-6 statements which will challenge and support the students’ beliefs and experiences. Include a • This strategy can be utilized statement that expresses a misconception students may have. for non-print media. 3. Present the Anticipation Guide before reading or direct teach. Emphasize that students are to agree or disagree with the statements. • Can be used in most content 4. Have students discuss their answers and the justification for their areas. opinions in pairs or small group (about five minutes at the most). 5. Teach information or have students read a selection. Direct them to • Have students place a sticky focus on information that will support or refute the statements in the note in the text where they find Anticipation Guide. information or evidence to 6. Have students return to the Anticipation Guide to determine if they support their responses. still agree with their original choices, locating the text information to support or refute the statement. • Create Anticipation Guides Optional: whole class discussion from different perspectives (e.g. different characters in a literary selection). EXAMPLE • Have students create the Anticipation Guides.

TIERED LEARNING Strategy 46 A tiered lesson addresses a particular standard, key concept, or generalization, but allows several pathways for students to arrive at an understanding based on interests, readiness or learning proﬁles. Tiered activities are a series of related tasks of varying complexity. Teachers assign the activities as alternate ways of reaching the same goals, taking into account individual student needs.

Example adapted from: Diﬀerentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of all Learners. Toni Theisen, Loveland, Co. The Communiqué PDF: Page 5 IMPLEMENTATION 1. Identify the grade level and subject for the lesson. 2. Identify the curricular standard being targeted. 3. Identify key concepts and generalizations. 4. Assess to determine that students have the necessary background knowledge to be successful in the lesson. • Focus is on maximum growth 5. Determine the area to tier. & continued success. 6. Determine the type of tiering you will do: readiness, interest, or learning proﬁle. • Teachers form tiers based on 7. Based on your choices above, determine how many tiers you will need the assessment of students’ and develop the lesson. abilities to master the content. 8. Develop the assessment component to the lesson.

• Student & teacher are collaborators in learning. EXAMPLE • Teacher understands, appreciates & builds on student diﬀerences.

• Encourages the student to explore ideas at a level that builds on prior knowledge & prompts continued growth.

• Builds understanding, engages & challenges students.

WORD ALERT Strategy 49

The purpose of this strategy is to activate students’ prior knowledge of a concept or vocabulary words used in text. Students assess their knowledge of words or concepts using a template.

Adapted from: Comprehension Shouldn’t be Silent, Michelle Kelley & Nicki Clausen-Grace, 2007 IMPLEMENTATION 1. Teacher pre-selects the words or concepts that are important for comprehending the reading or that the students will see again. 2. Add words to the Word Alert template, leaving space for words the students can add. • Prior to reading, have 3. Prior to reading, the students complete the first three columns students discuss the words of the template. If the student checks Yes (he knows the word), and definitions. then he writes what he thinks it means and how he knows the word. If the student checks No (does not know the word), he • After reading, have students highlights the word so he can focus on the word while reading. discuss the definitions and 4. While reading, the student looks for confirmation of the text evidence. definition, noting the page number (of the text) for future reference. • Ask students to write a 5. After completion of the reading, the student discusses the summary of the words, words and the relationship to the text’s context. definitions and why they are critical to the concept.

EXAMPLE • This strategy targets the following reading Word Alert Template comprehension skills: Name: ______Date: ______predicting, questioning, Text or Book Title: ______summarizing, and making

Definition connections. If Unknown Do you know What is your confirmation or Check & Critical Word the word? Y/N definition? text evidence Highlight (pg. #)

TASK ANALYSIS Strategy 42

Task analysis is the process of teaching a skill by breaking it into smaller steps. Once the small steps are identiﬁed, the skill is taught by forward or backward chaining. Task analysis can be used with any academic or functional skill. Task analysis allows the teacher or paraeducator to evaluate the student’s performance and understand exactly what skills need to be taught. IMPLEMENTATION 1. The teacher identiﬁes the skill to be taught.

2. Write down each step in the sequence of completing the task.

• Gradually increase the steps 3. The teacher presents the task to the student completed by the student as and observes to see which, if any, steps he/she he/she masters them. can complete independently. This provides a starting point for teaching. • Keep documentation of the student’s performance. 4. Teach the skill by forward or backward chaining until the student can complete the • Use task analysis if a student entire task independently. is having diﬃculty learning a new skill.

• Once you have analyzed a task, keep a copy in case another student needs to learn that skill. EXAMPLE

© 2018, Stetson & Associates, Inc. Page 16 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 5 Ways to Accommodate… A Positive Learning Environment

1. Visual reminders of rules and procedures 2. Cues and prompts 3. Minimize distractions 4. Explicitly teach organizational skills 5. Teach vocabulary visually

1. Visual Reminders of Rules and Procedures

Post procedures, expectations, schedules and lesson objectives

Post Classroom Post Behavior Post Daily Objectives Procedures Expectations

Post Academic Expectations

2. Cues and Prompts Provide frequent cues and prompts for students throughout instruction Cueing Prompting General assistance to get a student to initiate or continue a task. Directly assisting a student with the completion of a task. Physical Gesture: touch student to let know task is Physical Assist: offer hand-over-hand assistance to beginning control the movements of a task Pointing: point to a place to indicate steps of a task Adult Modeling: model or demonstrate the task for the student Visual Cue: provide written direction, arrows, color Student Modeling: have another student demonstrate coding and other visuals the requested task Verbal Direct Cue: give a hint or short verbal Visual Graphic: show graphics, videos or drawings of redirection related to the task task individually or in sequence Verbal Indirect Cue: give information to help begin an Gesture Assist: point or gesture repeatedly to indicate organized task next step of a Verbal Direction: give the student step-by-step directions to help student complete task

3. Minimize Distractions

Reduce background noise and visual distractions

How to Reduce How to Reduce Visual Distractions NoiseClose doors & windows Put tennis balls on feet of chairs Set noise expectations the first day

Use a study carrel Develop a signal system to quiet students

Use privacy folders at desk Turn off noisy devices

Desk Direction (face away from distraction) Teach correct voice levels

Desk Placement Noise reducing headphones (away from doors, windows, etc.)

Set noise expectations the first day Away from distracting students

© 2018, Stetson & Associates, Inc. Page 18 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 4. Explicitly Teach Organizational Skills

Provide needed structure and life organizational skills

Encourage your school to establish a school-wide expectation for organization and study skills.

Teach students to organize their materials and work space. Provide necessary supplies and time to get organized.

Encourage students to organize materials at the beginning or end of class.

Provide time and assistance from a peer or adult for cleaning out and sorting students’ messy desks, lockers, and backpacks. It helps to dump everything in a big bag and discard unnecessary paper or trash. Clearly identify specific places in the room to turn in assignments or store unfinished work. These may be trays, shelves, color-coded folders, or boxes.

Write assignments in a designated location and keep them posted for students to copy.

Classroom Inspiration http://tinyurl.com/cmh8rhq

Design Your Own Classroom http://tinyurl.com/cnu35f

Specific Tips for ADHD Students http://tinyurl.com/zs5saoz

Watch Video Tours of an Autism Classroom http://tinyurl.com/j95davc

© 2018, Stetson & Associates, Inc. Page 19 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 5. Teach Vocabulary Visually

Word walls and visual dictionaries

Advantages of Digital Visual Dictionaries Digital Vocabulary Tools •Lingro • Hear pronunciations; •Lexipedia • Read words in a variety of authentic examples; •Visual Dictionary Online • View photos and images related to words; •Snappy Words • Reinforce word learning through interactive games; •Word Hippo • Play with and manipulate language; •Wordnik.com • Discover rhyming words; and •MathWords • Collaborate with classmates to create virtual words walls. •A Math Dictionary for Kids •Padlet •ThingLink •TrackStar

Online Resource!

21 Digital Tools to Build Vocabulary

http://tinyurl.com/jbcst4u

© 2018, Stetson & Associates, Inc. Page 20 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 5 Ways to Accommodate… Student Centered Instruction

1. Vary learning activities and grouping 2. Activate prior knowledge 3. Offer hands-on experiences 4. Teach reading strategies 5. Use questioning techniques

1. Vary learning activities and grouping

Peer tutoring, partnering, grouping, online collaboration: Peer Tutoring Grouping

• Flexible Grouping • Learning Stations • Small Group Instruction • Four Corners • Random Grouping • Numbered Heads

Video: http://tinyurl.com/ztpe4pg • Expert Groups

Partner Activities Online Collaboration Think Pair Share http://tinyurl.com/l2mbbdu Baiboard: Online Collaborative Whiteboard Inside Outside Circles Google Docs: Collaborative and Storage http://tinyurl.com/hunnoug Slack: Team Messaging App Frayer Model Skype: Online Video Messaging http://tinyurl.com/z6t3mps Google Hangouts: Cloud Messaging System Walk, Talk, Decide http://tinyurl.com/z9zhgot

© 2018, Stetson & Associates, Inc. Page 21 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 2. Activate Prior Knowledge

Build relevance to real life issues:

Text-to-Media: Text-to-Self: Text-to-Text: Text-to-World: Connection between text A connection A connection A connection and something between the text between text between text you have seen and your life or and another text and real world on tv, read experiences previously read events online or heard in a song

Prior Knowledge Infographic: http://tinyurl.com/jgmp9lj

3. Offer Hands-On Experiences

Use manipulatives and perform experiments:

Makes the abstract concrete

Lowers linguistic demand

Encourages active engagement on Learning - Involves creativity, collaboration & communication Hands Accesses different parts of the brain

Several Instructional Ideas http://tinyurl.com/zormhnw for Hands-On Learning

© 2018, Stetson & Associates, Inc. Page 22 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 4. Teach Reading Strategies

Highlighting, previewing and other comprehension strategies:

Selective Highlighting Text Quest Anticipation Guide http://tinyurl.com/jtpwscz http://tinyurl.com/gslbefq http://tinyurl.com/j63qv59

SELECTIVE HIGHLIGHTING TEXT QUEST ANTICIPATION GUIDE Strategy 39 Strategy 43 Strategy 2

This strategy creates student interest, sets a purpose for reading and activates prior Selective highlighting is used to help students organize A text quest is a scavenger hunt type of activity to guide students through a pre-reading knowledge by having students agree or disagree to statements related to information to what they have read by selecting what is important. This survey of a text, a unit, chapter, article or story to activate prior knowledge, set a purpose be read or taught. The students’ responses are based on their own personal thoughts or strategy teaches students to highlight ONLY the key for reading and acquaint the student with the text format. This is a “front loading” experiences. Once the information has been taught, the Anticipation Guide can then be words, phrases, vocabulary and ideas that are central to technique as it points out specific features of a text, helps students notice the text used to ensure misconceptions have been corrected and to confirm comprehension. understanding the reading. structure, and how key points are identified. IMPLEMENTATION IMPLEMENTATION IMPLEMENTATION 1. Identify the concepts and ideas to be taught. Determine students’ 1. Introduce students to the selective highlighting strategy and 1. Teacher previews the textbook or chapter, highlighting interesting experiences and whether the new knowledge to be taught will discuss the purpose of the activity. challenge or support the students’ beliefs. items, critical components or features of the text and the organization 2. Create an “Anticipation” with 4-6 statements which will challenge of the book or chapter. 2. Read through the selection first. and support the students’ beliefs and experiences. Include a • Be sure you are allowed to 2. Teacher creates the text quest of 8-10 items students are to find in • This strategy can be utilized statement that expresses a misconception students may have. mark in the textbook or the quest. for non-print media. 3. Re-read and begin to highlight main ideas and supporting 3. Present the Anticipation Guide before reading or direct teach. supplemental material before 3. Students may work independently, in pairs or in small groups to details. Emphasize that students are to agree or disagree with the statements. you begin. complete the quest. • Can be used in most content 4. Have students discuss their answers and the justification for their areas. 4. Conduct a whole group discussion regarding the information and opinions in pairs or small group (about five minutes at the most). 4. Highlight only the facts that are important or the key • Use a one-page print version the organization of the textbook reading. 5. Teach information or have students read a selection. Direct them to vocabulary, not the entire sentence. of the main ideas and key • Have students place a sticky focus on information that will support or refute the statements in the note in the text where they find vocabulary as a study guide Anticipation Guide. 5. After highlighting, look at what you have highlighted and information or evidence to for testing. 6. Have students return to the Anticipation Guide to determine if they summarize what you read. support their responses. still agree with their original choices, locating the text information to • Monitor students to ensure support or refute the statement. • Create Anticipation Guides 6. Take what was highlighted and write a summary paragraph. they are not highlighting Optional: whole class discussion from different perspectives everything in a paragraph. (e.g. different characters in a This is not a help, but a EXAMPLE literary selection). EXAMPLE hindrance. EXAMPLE • Have students create the When the war began, both sides had advantages and • Set purposes for reading. Anticipation Guides. disadvantages. How they would use those strengths KEY and weaknesses would determine the war’s outcome. STUDENTS WHO BENEFIT The North enjoyed the advantages of a larger Main idea population, more industry, and more abundant Are inattentive and have a resources than the South. It had a better banking Details hard time focusing. system, which helped to raise money for the war. The Need assistance with seeing North also possessed more ships and almost all the Examples the “big idea” of the content. members of the regular navy remained loyal to the Union. Finally, the North had a larger and more Enjoy activity-based learning. efficient railway network.

Online Resources!

ThingLink.com Cube Creator A pre- makes images reading/pre- interactive by adding writing activity hotspots.

5. Use Questioning Techniques

Check understanding, encourage participation, increase interest, develop critical thinking skills and nurture insights:

Why Ask Questions?

To actively involve students in the To check on completion of work To assess mastery of goals and lesson To develop critical thinking skills objectives To increase motivation or interest To review previous lessons To stimulate independent learning To evaluate students’ preparation To nurture insights

© 2018, Stetson & Associates, Inc. Page 23 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Types of Questions KNOWLEDGE Recall data or information COMPREHENSION Understand meaning APPLICATION Use a concept in a new situation ANALYSIS Separate concepts into parts; distinguish between facts and inferences SYNTHESIS Combine parts to form new meaning EVALUATION Make judgments about the value of ideas or products

5 Ways to Accommodate… Effective Assessment

1. Adapt written work 2. Accept oral or recorded responses 3. Teach test-taking strategies 4. Allow students to choose how to demonstrate understanding 5. Encourage use of technology

1. Adapt Written Work

Accommodate tests and other work with a variety of techniques:

Chunking work Increasing font size Providing word banks Add images Adding white space Highlight important text Reducing answer choices Mark parts with sticky notes Reducing the number of questions

2. Accept Oral or Recorded Responses Provide tools to help students answer in ways other than writing:

Google Docs now has Voice typing which allows users to edit text using their voice Use an iPad App such as QuickVoice Recorder or Vocaroo, to record a file and sync it to a computer Use a response system such as PollDaddy or Ask3 iPad App to collect student responses AudioNote has a combination voice recorder and notepad Use a game-based approach classroom response system like Kahoot to assess with online quizzes.

© 2018, Stetson & Associates, Inc. Page 24 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance 3. Teach Test-Taking Strategies Encourage students to…

1. Hydrate 1. Read ALL directions carefully. 2. Read EVERY question carefully. 3. Eliminate wrong answer choices. 2. Eat breakfast 4. Highlight/underline key terms and

phrases Go with your gut! If you are not 3. Take stretch breaks (To oxygenate the brain!) 5. sure, your first choice is usually

right. k ALL of the answers. 4. Engage in relaxation exercises 6. Double chec 7. Pay close attention to charts, graphs, pictures and any extra 5. Use test-taking strategies information.

4. Allow Students to Choose How to Demonstrate Understanding Students create products from a variety of choices:

Full document on following pages

5. Encourage the use of Technology

Provide tools and devices to assist with assessments: Keyboarding Instruction

“Any adaptive device or service that increases participation, achievement or Note-takers independence for a student with a disability may be considered assistive technology Word Processing (AT).” Voice Talk “AT devices should not give students an unfair advantage, but instead, should provide them with the independence to compete effectively with peers.” Audio Books

Source: http://www.teachingvisuallyimpaired.com/assistive-technology.html Video Magnifier

iOS Devices and Apps

50 Technology-Rich Ways

to Assess Students for FREE!

The following projects can be done the traditional paper-pencil way or using the online tools suggested. You can find the sites linked at www.pinterest.com/stetsonandassoc/free-technology-tools-for-student-assessment.

1. Create an online poster using Thinglink.com 2. Make a PowerPoint presentation 3. Create a zooming presentation using Prezi.com 4. Design a 3-D model online using Sketchup.com or Floorplanner.com 5. Make a digital diorama using Museumbox.e2bn.org 6. Use Pixiclip.com to create a display board of content knowledge 7. Make an interactive timeline using Capzles.com 8. Create a board game incorporating key elements. Find tips on Pinterest.com by searching “make your own board game.” 9. Write a poem and create an Animoto.com video using images, music and text to publish the poem. 10. Write and perform a Reader’s Theater. Use www.readinga-z.com/ fluency/ readers-theater-scripts for inspiration. 11. Make a TV or radio commercial using Wevideo.com 12. Make a digital collage using Picmonkey.com/collage 13. Create a quiz about a topic on Qzzr.com 14. Make a puzzle (crossword, word search, cryptogram, etc.) online using www.discoveryeducation.com/free-puzzlemaker 15. Create a bubble map/mind map using Bubbl.us or Text2mindmap.com 16. Create a cartoon using Kerpoof.com, Toondoo.com or Makebeliefscomix.com 17. Create a word cloud using Wordle.net or Tagxedo.com 18. Write an interview of a relevant person and record answers using Blabberize.com 19. Write journal/diary entries online using Classic.penzu.com 20. Write a postcard or letter exchange using the tools at www.readwritethink.org/files/resources/interactives/postcard/ 21. Create a scrapbook using Mixbook.com

© 2016 STETSON & ASSOCIATES, INC. © 2018, Stetson & Associates, Inc. Page 26 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance

22. Make an instructional video using Ezvid.com 23. Create an episode of a reality show and use iPads to record 24. Create a set of trading cards using www.readwritethink.org/files/resources/interactives/trading_cards_2 25. Write a text message dialogue using Ifaketext.com 26. Start a blog using Blogger.com 27. Create a Pinterest board relative to the topic using Pinterest.com 28. Create a Facebook wall relative to the topic using FakeBook at www.classtools.net/FB/home-page 29. Create a short story with reality pop-ups using Zooburst.com 30. Create a Google Lit Trip to follow a characters journey 31. Create a Venn Diagram using www.charts.hohli.com 32. Create a 3-D cube using www.readwritethink.org/files/resources/interactives/cube_creator/ 33. Create an infographic using Venngage.com 34. Compose a rap or other song using www.studyjams.scholastic.com for inspiration 35. Create children's story about the topic using Storybird.com 36. Write a series of Tweets relevant to the topic using www.simitator.com/generator/twitter 37. Create a flip book using Flipsnack.com 38. Create a flashcards using Quizlet.com 39. Create a slideshow with polls and quizzes using Photopeach.com 40. Create a collection of resources using Livebinders.com 41. Create an internet scavenger hunt using Diigo.com 42. Create an animated video or presentation using Moovly.com 43. Make a short documentary film use flipcams or iPads to record 44. Create a website using Wix.com 45. Create a collection of sticky notes using Linoit.com 46. Create a newspaper clipping at www.fodey.com/generators/newspaper/snippet.asp 47. Create a newsletter using Mailchimp.com (free) or Smore.com (paid) 48. Create a movie with Dvolver.com 49. Make a "Choose Your Own Adventure" using Inklestudios.com 50. Write an advice column using Google Docs © 2016 STETSON & ASSOCIATES, INC.

Description: Elizabeth has been included in a general education math class that she enjoys very much. She appears to do quite well in mathematics. However, her reading ability is limited. She has difficulty paying attention when she is reading, often having to re-read the same material in her classroom. She experiences trouble when the material is complex, or the level of difficulty has increased. She is encouraged to take notes but does not do this well. She also has trouble remembering what has been covered. After most lessons, she requires or requests assistance in order to get assignments completed. You wish to support Elizabeth in order to assist her in becoming more successful and are looking for ways to engage her more consistently in the lessons.

1. What strengths do you see this student exhibiting?

•

2. What areas of difficulty are you noting about this student?

•

3. What accommodations will you use to help this student be more successful?

•

Description: This is a student with disabilities at your school that is very verbal and enjoys working with other students. However, he has a great deal of difficulty getting started, and rarely does this without a verbal prompt from an adult. He has trouble staying on task and completing assignments. When he is working a group, he is more productive and more task- committed. Carlos’ main area of frustration is accessing information from printed texts because he reads significantly below grade level and makes attempts at reading required materials. When material is read to Carlos, he indicates he understands, but has trouble identifying main ideas or significant points of the passages read. He is highly unorganized and easily frustrated when an adult is not supporting much of what he does. As a new paraprofessional in Carlos’ resource language arts class, you are assigned to work with him periodically.

1. What strengths do you see this student exhibiting?

•

2. What areas of difficulty are you noting about this student?

•

3. What accommodations will you use to help this student be more successful?

•

Description: Teresa is a student with disabilities at your school that seems to approach assignments or tasks from a visual perspective. She seems lost when adults are describing tasks or information orally. If she knows what to do, she readily begins a task. However, any confusion on her part is often followed by off-task behaviors including disturbing others around her. While she is able to express herself verbally quite well, she prefers to work alone when she is engaged in academic tasks or assignments. If Teresa gets off-tasks, and is disruptive to others, it is often difficult to get her to respond to behavioral redirections. Teresa requires assistance after oral directions have been given if her work is to be completed. She is unable to see the relationship between her behavior and her inability to complete tasks.

1. What strengths do you see this student exhibiting?

•

2. What areas of difficulty are you noting about this student?

•

3. What accommodations will you use to help this student be more successful?

•

AREA OF DIFFICULTY STUDENT CHECKLIST

Student:______

Directions: Review individual students relative to the areas of difficulty. Mark frequency of difficulty based on observed student academic and behavioral responses. Consider remedial strategies by referring to your “If Student Has Difficulty, Then Try This” sheets.

FREQUENT PERIODIC NOT AN SUGGESTIONS FOR AREA OF DIFFICULTY ISSUE ISSUE ISSUE IMPROVEMENT: Becoming)interested) ) ) ) ) Getting)started,)give)cue)to)begin) ) ) ) ) work,)self8initiative) Paying)attention)to)spoken)word) ) ) ) ) Following)directions) ) ) ) ) Keeping)track)of)materials)or) ) ) ) ) assignments) Turning)in)work)or)assignments) ) ) ) ) Paying)attention)to)printed)word) ) ) ) ) Reading)textbooks)or)supplemental) ) ) ) ) materials) Completing)tasks)on)time) ) ) ) ) Expressing)self)verbally) ) ) ) ) Staying)on)task) ) ) ) ) Staying)focused)in)a)group)activity) ) ) ) ) Understanding)cause/effect,) ) ) ) ) anticipating)consequences) Seeing)relationships) ) ) ) ) Expressing)self)in)writing) ) ) ) ) Drawing)conclusions)and)making) ) ) ) ) inferences) Remembering) ) ) ) ) Taking)meaningful)notes) ) ) ) ) Expressing)self)in)a)group)or) ) ) ) ) participating) Responding)to)behavioral) ) ) ) ) redirections) Self8discipline,)or)corrects)own) ) ) ) ) behavior) Learning)by)listening) ) ) ) ) Working)independently) ) ) ) ) Understanding)what)is)read) ) ) ) ) Write)legibly) ) ) ) ) Spelling) ) ) ) ) Prepared)for)class)(supplies)) ) ) ) ) Prepared)for)class)(homework)) ) ) ) )

© 2018, Stetson & Associates, Inc. Page 31 © 2014, Stetson and Associates, Inc. Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance

If a student has difficulty…try this! Area of Difficulty Suggestions AREA OF DIFFICULTY SUGGESTIONS Tell stories which relate to people’s lives Establish relevancy or purpose BECOMING INTERESTED Provide concrete experiences Read aloud story or article to stimulate Seat student close to teacher Reduce amount to be completed Teach student to maintain a calendar of assignments Use time to define work times Have student keep a journal or log of timelines COMPLETING TASKS ON TIME Allow more time Write schedules Provide checklists ~ individual responsibility checklist for personal use in completing and turning in assignments, detailing when and where Provide periodic closure of key information DRAWING CONCLUSIONS/ Teach thinking skills directly MAKING INFERENCES Draw a parallel to a situation that the student might have experienced in problem solving Accept alternate forms of reporting (e.g. oral report, tape recorded report, tape an interview, maps, photographic essay, panel discussion EXPRESSING HIM/HERSELF IN Have someone dictate work to someone else WRITING Have student prepare only notes or outline in subject Shorten amount required Provide practice with story starters, or open-ended stories Accept alternate forms of information (e.g. written work, art work, exhibit, chart/graph, bulletin board, photos, etc.) Ask questions requiring short answers EXPRESSING HIM/HERSELF Provide prompts Give rules for class discussions VERBALLY Teach student to ask questions in class Question at the teaching level Break him/her in gradually “by speaking” in smaller groups Allow taped reports Use fewer words Provide examples Repeat FOLLOWING DIRECTIONS Have student repeat Provide checklist Use auditory and visual directions Give work in smaller amounts GETTING STARTED: GIVE CUE Provide immediate feedback/check on progress Sequence work TO BEGIN WORK Provide time suggestions Peer or peer tutor Use notebook Use large envelope for each subject KEEPING TRACK OF Keep extra supplies on hand Provide assignment sheets to resource/CM teacher and parents MATERIALS/ASSIGNMENTS Have student carry a mail bag Write assignment on board Give rewards for bringing assignments

© 2018, Stetson & Associates, Inc. Page 32 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Use visuals (graphic organizers, mind mapping, etc.) Use file, flash, or vocabulary cards Have student close his/her eyes and visualize the information Spell by visualizing the whole word LEARNING BY LISTENING Teach use of acronyms Give explanations in small distinct steps Remove extra words (highlighting) Provide study guide Give explanations in small distinct steps Provided written back-up to oral directions Use prearranged signal to gain attention PAYING ATTENTION TO Make sure student is facing you when speaking Have student repeat directions SPOKEN WORD Use buddies, tape recorder Shorten the listening time Alternate spoken with written manipulative tasks Look directly at student; place hand on shoulder Select a text, highlight PAYING ATTENTION TO Underline, number PRINTED WORD Use highlighting tape SOURCE: REGION 16 CONTENT Keep desk clear of extras MODIFICATIONS/MESQUITE ISD Face desk to wall or use study carrel Overhead transparency Use lower level or adapted text (if available) Tape text Shorten amount of reading material by highlighting key points, concepts and information (reduced readability) Have students read sections or segments of material aloud in small groups & report out to whole group Allow extra time for reading READING TEXTBOOKS Omit reading assignments Pair or peer share reading load Place main idea, key concepts and information on index cards Oral tests, quizzes Cooperative group work Pre-teach vocabulary with context of developing concept Give take home tests Use larger type Provide a checklist REMEMBERING Provide cues SOURCE: REGION 16 CONTENT Have student make note to self MODIFICATIONS/MESQUITE ISD Teach memory skills Teach use of acronyms and other mnemonic devices Directly point out relationships Draw arrows on worksheets or tests to show that ideas are related Class discussion SEEING RELATIONSHIPS Teach directly relations of function, category, opposition, sequence, etc. Provide direct practice Provide headings or a partially filled in chart for an example Use a banner with symbols for ideas/events

© 2018, Stetson & Associates, Inc. Page 33 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance Dictate word, ask student to repeat it Teacher short easy words in context SPELLING Have students make flash/index cards SOURCE: REGION 16 CONTENT Teach words by spelling patterns MODIFICATIONS/MESQUITE ISD Avoid penalizing for spelling errors Post words during study time for constant visual cues Provide a tactile aid to spelling Reduce distractions Increase reinforcements STAYING ON TASK Provide checklist SOURCE: REGION 16 CONTENT Reduce amount of work MODIFICATIONS/MESQUITE ISD Give time-out Provide quiet alternatives for a short time Use a timer to set short periods of work Use concrete examples UNDERSTANDING CAUSE/EFFECT; Use real life situations ANTICIPATING CONSEQUENCES Teach cause/effect directly (e.g. brainstorming, role playing, etc.) Have students use their imaginations Reduce the language level (readability) Become more concrete (more examples) Reduce amount of new ideas Provide examples and non-examples Provide experiences for a frame of reference UNDERSTANDING WHAT IS READ Provide study guide Give organizational help Provided alternate media Remove extra words Use “fill-in-the-blank” techniques Provide a partner WORKING IN GROUPS Provide a student with responsibility or position of leadership Provide more structure by defining tasks and listing steps Assign task at appropriate level (student readiness) Be certain the student can see an end to the task WORKING INDEPENDENTLY Give precise directions Reinforce often Provide a variety of types of work within the assignment Use formats that are low on writing (e.g. multiple choice, fill in, programmed) Use manipulatives Have student type, use word processor WRITING LEGIBLY Allow use of tape recorder Use graph paper Save papers for two weeks and then have student read what he/she wrote Teach writing directly

Collaborative Planning for Advance Support Services

INSTRUCTIONAL ACCOMMODATIONS (a change in HOW instruction is delivered or how the student demonstrates learning) Specific An IEP Type of Accommodation Technology Available Subject Requirements Decision? Chapter Outlines Partial or Full Lecture Notes Response Cards Recorded Materials Graphic Organizers Study Guides Math Manipulatives Highlighted Text

Braille Prep or Transcription Word Bank Word Checker Read Words or Phrases, Definitions Other: Other:

CURRICULAR MODIFICATIONS* (a change in WHAT the student is learning, an adjustment in learning objectives) Type of Modification Subject Specific Requirements In IEP?

Reduced Objectives Alternative Objectives Above Grade Level Objectives Other:

TEST FORMAT CHANGES Format Change Subject Specific Requirements In IEP? Fewer Items True/False Multiple Choice Word Bank Other:

BEHAVIORAL SUPPORT TOOLS

Type Subject Specific Requirements In IEP? Student Contracts Reinforcement Schedules Other: *Curricular modifications must be indicated in the student’s IEP.

© 2018, Stetson & Associates, Inc. Page 35 ©2015 Stetson and Associates, Inc. Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance

Collaborative Planning for Advance Support Services

Using Technology to Prepare Instructional Accommodations

Type of Accommodation Technology Available

CHAPTER OUTLINES • Wynn Software: Create outlines using https://quicklyst.appspot.com/ • Use http://www.tagmydoc.com and QR codes to easily share notes in Word Documents and PDFs. • Use Google Docs to compose and collaborate on notes in documents, PARTIAL OR FULL spreadsheets and presentations. LECTURE NOTES • Use http://evernote.com/ to take extensive notes online that includes anything found on the internet • Use http://notes.io/ to share simple notes online. • Use Google Docs to create your own paper response cards. • Use polleverywhere.com to collect student responses instantly to simple RESPONSE CARDS questions. • Use Socrative.com, a smart student response system, to collect student responses using smartphones, laptops and tablets.

• Create audio files using audacity.com or vozme.com. • Create a screencast using Jing at http://www.techsmith.com/jing.html RECORDED MATERIALS • Annotate and record images and videos using voicethread.com • Create your own podcast at http://www.podbean.com • Use bubbl.us to brainstorm online using concept maps. GRAPHIC ORGANIZERS • Use wisemapping.com to create mind maps online. • Use http://www.exploratree.org.uk/ to create study guides. STUDY GUIDES • Access premade study guides at http://www.shmoop.com/ • The National Library of Virtual Manipulatives has a lot of interactive activities for students learning the use of fractions, addition and subtraction, and the multiplication of fractions at MATH MANIPULATIVES http://nlvm.usu.edu/en/nav/grade_g_2.html • Thinking Blocks provides interactive templates that students use to model and solve problems at http://thinkingblocks.com • http://marker.to/ allows you to highlight on webpages. HIGHLIGHTED TEXT • Using Marqueed.com you can highlight and discuss PDFs and images online. • translate.google.com transcribes text between multiple languages, BRAILLE PREP OR • text-to-speech tools on spokentext.com TRANSCRIPTION • Several audio books are available for free at http://www.booksshouldbefree.com • Students can check the meaning of a word at dictionary.com and view an

WORD CHECKER interactive word map of a word at the online graphical dictionary, Visuwords: http://www.visuwords.com/ READ WORDS OR • Students can have a word or collection of text read to them using the PHRASES, DEFINITIONS Chrome browser extensions Speak It and Select and Speak.

©2013, Stetson and Associates, Inc. © 2018, Stetson & Associates, Inc. Page 36 Scaffolds, Accommodations and Technology that Support Student Success A Teacher’s (Secret) Weapon for Improving Student Performance

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Professional Development Evaluation

Position: ______

Please take a few minutes to complete this evaluation so we may continue to develop sessions that meet your needs. Circle the number which best describes your reaction to this staff development session.

5=EXCELLENT 4=VERY GOOD 3=GOOD 2=FAIR 1=POOR

Session Content 5 4 3 2 1

Presentation of Ideas 5 4 3 2 1

Content of Professional Development Materials 5 4 3 2 1

Responsiveness of Presenter(s) 5 4 3 2 1

Overall Evaluation of the Session 5 4 3 2 1

The most positive aspect of the professional development was…

To improve the quality of this professional development, I suggest…

Comments/Suggestions regarding Meeting Facility:

Thank you for assisting us in evaluating and improving our services!

TOPIC: DATE: DISTRICT: