1. Progress monitoring

2. Progress Monitoring Create a common template for all of your general education teachers using Excel or another similar program Befriend the technology coordinator Establish a secure website or blog for each student Do not post any information outside of the school network! Check school and district policy before placing any information online Obtain parental permission first

3. Sample secure website for Billy Jones Algebra (assignment due 04/20)B+ Music (concert 04/25) A- Western Civilizations (assignment due 04/22)C Biology (Lab report due 04/22)B Early American Literature (reading due 02/23)C Contact Mrs. Hirshawitz Last updated by Billy on 04/22 at 2:10PM Grade

4. About Early American Literature Students are responsible for reading two chapters each week from their assigned textbook In class, students discuss what they have read in large group and small groups settings Ms. Brooks spends time at the beginning and end of each class summarizing the key points from the reading Students are encouraged to take notes during these discussions to use as study guides for quizzes and tests Teaching StyleTime Lecture20% Small group (3-5)30% Class discussion20% Pairs10% Independent work20% Books we Read: 1. The Utopia, E. H. Smith 2. New Letters of Abigail Adams, E. S. Mitchell 3. The Journals of Madam Knight and Rev. Mr. Buckingham (edited by Theodore Dwight) 4. Charlotte Temple, S. H. Rowson Contact Ms. Brooks

5. Early American Literature AssignmentDue Date SubmittedGrade Reading Quiz (Chapter 1 – 2)2/18 ✔ 47 Reading Quiz (Chapter 3 – 4)2/25 ✔ 48 Reflection Paper3/02Late47 Reading Quiz (Chapter 5 – 6)3/09 ✔ 60 Reading Quiz (Chapter 7-8)3/15 ✔ 65 Unit Test3/22 ✔ 78 Reflection Paper3/29 ✔ 70 Reading Quiz (Chapter 9-10)4/02 ✔ 76 Current Grade D Contact Ms. Brooks Accommodations: Alternate test location Audiobooks (starting 3/02) Computer with spell check option for written work

6. Progress Monitoring Billy’s Early American Literature Performance Audiobook Intervention begins Quizzes & Tests Homework Reflections Participation

7. What should general education teachers do when a student is struggling in their class? Start a confidential file on a secure computer. Describe the student in a one paragraph narrative that concludes w/ your concerns. Identify the student’s current levels of functional performance in each of the following domains: academic, social, emotional/behavioral - one paragraph overview from IST pre-referral. Begin to create a database so that you can chart the student’s progress over time. Identify and implement research-based instructional strategies. Build a relationship with the parents.

8. How to document student learning Use the academic categories from the IEP. Grade level expectations for specific content area. Create three means of collecting evidence: 1) a portfolio system, 2) a spread sheet with graphing capabilities, and 3) a narrative that summarizes the student’s performance using quantitative and qualitative data. REMEMBER - The purpose of this documentation is to inform your instructional strategies and chart student growth over time and across interventions.

9. Helpful Websites Tool kit on teaching and assessing students with disabilities http://www.osepideasthatwork.org/toolkit/index.asp Washington State Special Education http://www.k12.wa.us/specialed/ IDEA 2004 News, Information and Resources http://www.ed.gov/policy/speced/guid/idea/idea2004.html#tools OSEP Sponsored Web Sites http://www.ed.gov/parents/needs/speced/resources.html Access Center Resources Main Page http://www.k8accesscenter.org/training_resources/default.asp Center for Applied Special Technology (CAST) http://www.cast.org/policy/ncac/index.html