Support+Materials

= The following PowerPoint and PDFs can be used to help provide you with assistance. = //Use this worksheet for a skill that is significantly// //off grade level to where there are no norms to determine goal.// || ||
 * **Topic** || **PowerPoint** || **PDF** ||
 * Receiving a Folder || [[file:How to handle receiving a folder.ppt]] ||  ||
 * Intervention Focus || N/A || [[file:Intervention Focus.pdf]] ||
 * Academic Focus || N/A || [[file:Academic.pdf]] ||
 * Reading Components || N/A || [[file:Reading Components.pdf]] ||
 * Math Domains || N/A || [[file:Math Domains.pdf]] ||
 * Written Expression Guide || N/A || [[file:Written Expression Guide.pdf]] ||
 * Suggested steps for discussing school data || N/A || [[file:Suggested Steps for Discussing School.pdf]] ||
 * Suggested steps for discussing individual classroom data || N/A || [[file:Suggested Steps for individual class data.pdf]] ||
 * Atlas: Looking at Data || N/A || [[file:atlas_looking_data.pdf]] ||
 * Sample adjustments || N/A || [[file:Sample Adjustments for.pdf]] ||
 * Comprehensive Assessment Plan || N/A || [[file:Comprehensive Assessment Plan.pdf]] ||
 * Multi-Tiered Assessment Model || N/A || [[file:Multi-Tiered Assessment.pdf]] ||
 * The following PDFs can be used to help you narrow down the immediate need or area of concern and writing a goal:**
 * **Topic** || **PDF** ||
 * Guiding Questions for Defining Skill Area and Writing Goal || [[file:Guiding Questions for Defining Skill Area and Writing Goal.pdf]] ||
 * Gap Analysis Worksheet
 * Gap Analysis Worksheet

**The following is a list of resources for learning more about struggling learners, and best practices.**
// Author: // // Betty Garner // || Focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures - the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. || // Author: Susan Brookhart // || The book describes important elements of feedback content (focus, comparison, function, valence, clarity, specificity, and tone) and strategy (timing, amount, mode, and audience). Suggestions and classroom examples that demonstrate what to do - and not do - to have a positive impact on students. In addition to general guidelines for good feedback, readers will learn what kinds of feedback work best in the various content areas and how to adjust feedback for different kinds of learners, including successful students, struggling students, and English language learners. || Author: Edward Burns || Although the book is not updated with the most recent guidelines, it is an excellent resource to use when thinking about serving EC students in the regular classroom. The focus is to serve as a guide to assist with participation of EC students in the regular classroom. The book provides many excellent suggestions, as well as helps you think about best practice to help EC students be successful. || Author: Robin Fogarty || //Brain-Compatible Classrooms// is based on four principles - setting the climate for thinking, teaching the skills of thinking, structuring the interaction with thinking, and thinking about thinking. This four-corner framework provides insight for linking brain research with Howard Gardner's multiple intelligences theory, Daniel Goleman's emotional intelligence theory, direct instruction of skills, graphic organizers, reflection, transfer, assessment, and other interactive brain-compatible strategies for the classroom. || Author: Marilee Sprenger || This book offers seven steps to increase your student's capacity to receive information in immediate memory, act on it in working memory, store it in long-term memory, and retrieve and manipulate it in unanticipated situations - that is, to use what they've learned when they need it. || Authors: Amy H. Greene & Glennon Doyle Melton || This book shows that teachers don't have to choose between best-practice teaching and test preparation; effective test-taking strategies can be integrated into authentic reading instruction. The authors demonstrate how to improve performance on tests without resorting to "teaching to the test," mnemonic devises, or other gimmicks. Instead, they focus on encouraging student readers to examine tests as a specific genre containing unique language, format, and cures. || Author: Paula Rutherford || This book will provide you with ideas, tips, tools, and activities to implement in your own classroom. || Authors: Merrill Harmin & Melanie Toth || This book shows how to transform classrooms into communities of active, responsible learners. The authors present an array of research-based, teacher-tested strategies for managing everyday responsibilities - from beginning a class to grading homework, from instructing large groups to promoting diligent seatwork, from motivating slackers to handling disrupters. These strategies focus on mutual respect, collaboration, commitment to learning, and the dignity of all. || Author: Gretchen Goodman || This book includes easy-to-implement, teacher-tested ideas for adapting math, reading, writing, handwriting, and spelling activities to fit students' learning needs. Behavior management strategies and general classroom adaptations are also provided. || Author: Gretchen Goodman || This book helps teachers integrate adaptations for struggling learners so these children can experience success along with the other children in their classroom. In fact, no activity in this book is only for gray-area children. Teachers can use these meaningful hands-on experiences to help all students reach their full learning potential. || Author: Carolyn Coil || //Teaching Tools// includes practical planning formats for lessons and units, a multitude of ideas for differentiation and assessment, and valuable information about No Child Left Behind. The information and strategies presented and discussed correlate with the five core propositions that the National Board for Professional Teaching Standards has deemed reflect the standards of excellence in teaching. ||
 * **Resource** || **Description** ||
 * //Getting to Got It//
 * //How to Give Effective Feedback to your Students//
 * //How to Give Effective Feedback to your Students//
 * //The Special Education Consultant Teacher//
 * //The Special Education Consultant Teacher//
 * //Brain Compatible Classrooms//
 * //Brain Compatible Classrooms//
 * //How to Teach so Students Remember//
 * //How to Teach so Students Remember//
 * //Test Talk: Integrating Test Preparation into Reading Workshop//
 * //Test Talk: Integrating Test Preparation into Reading Workshop//
 * //Why Didn't I Learn This in College//
 * //Why Didn't I Learn This in College//
 * //Inspiring Active Learning//
 * //Inspiring Active Learning//
 * //I Can Learn! Strategies and Activities for Gray-Area Children//
 * //I Can Learn! Strategies and Activities for Gray-Area Children//
 * //More I can Learn! Strategies and Activities for Gray-Area Children//
 * //More I can Learn! Strategies and Activities for Gray-Area Children//
 * //Teaching Tools for the 21st Century//
 * //Teaching Tools for the 21st Century//

**The following is a list of resources to learn more about differentiation, as well as strategies and tools.**
Author: Debbie Diller || The book offers suggestions for over a dozen literacy work stations that link to instruction and make preparation and management easy for teachers. Learn how to set up work stations, how to manage them, and how to keep them going throughout the year. || // Author: Carolyn Coil // || Provides activities that are integrated across the curriculum. Many of them are interdisciplinary. Most require reading, writing, gathering information, organizing and /or research skills. Therefore, many of the activities may address the standards in other areas. || // Author: Carol Ann Tomlinson // || Reviews responsive teaching principles to examine how successful teachers handle the three interdependent elements of the differentiated classroom: needs of students, response of teachers, and use of curriculum and instruction to address learner needs. || Author: Gayle Gregory & Carolyn Chapman || Presents the practical techniques and processes that teachers can use to adjust learning based on individual students' knowledge, skills, experience, preferences, and needs. || // Author: Dawn Hudson // || The book is arranged based on science subjects being taught throughout the nation. This includes the traditional, separated science subject areas such as life science or biology (including environmental science), physical science (or chemistry and physics), and earth science. The arrangement within this book will allow teachers to easily choose activities and labs that not only fit with their standards, but also exemplify differentiated science instruction. || //Author: Carol Ann Tominson// || Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity. In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide "scaffolds" - as well as high-speed elevators - for the content of lessons, processes used in learning, and products of learning. || There are three books: One for Grades 9-12, One for Grades 5-9, and one for Grades K-5. || // Author: Judith Dodge // || A Resource with research-supported strategies to help you plan and organize differentiated instruction and achieve success with all learnings. The book focuses on grades 4 & up. || // Author: Patti Drapeau // || A practical guide to planning, managing, and implementing differentiated instruction to meet the needs of all learners. Discusses how to: // Author: Cindy Middendorf // || Discusses creating a nurturing, choice-based environment that focuses on the developing learner. The book also provides research-based tips, model lessons, and student samples for meeting kindergarten standards in ways that engage a wide range of students. || Authors: Harvey F. Silver & Richard W. Strong || With 27 research-based, classroom-tested instructional strategies; a sensible plan for learning-style based differentiation; and dozens of ready-to-use reproducible lessons. //Styles and Strategies for Teaching High School Mathematics// will show you how to build the 21st-Century math classroom. || //Author: Deborah Blaz// || The easy-to-implement activities and strategies in this book will help middle & high school teachers enhance their student's success. It shows how to create a classroom in which students can actively experience and discover a foreign language. It applies brain research, multiple intelligences, alternative assessment, technology and other educational innovations to the foreign language classroom. __This book is good for any teacher, not just foreign language teachers,__ || Author: Gretchen Owocki || Owocki has thought of everything you need to know to make learning centers happen, from planning to assessment to ensuring that they help all students meet content and skills standards. Grounded in solid research, yet lively and practical enough to keep on the corner of your desk, //Time for Literacy Centers// offers explicit, helpful advice on teaching with literacy centers. || Author: Betty Hollas || //This book shows you how you can ease your way into differentiation without giving up on the setting in which you're most comfortable: the whole group.// || Author: Shell Education || //There is a 3-ring notebook for grades K-2, 3-5, and secondary. The notebooks provide the following information:// There are copies located at all elementary and middle schools in the school's professional library. || Authors: Caroline Eidson, Bob Iseminger, and Chris Taibbi || This book is for teachers and administrators who are ready to take differentiation to the next level in their classrooms and schools, who believe that differentiation works, and who are looking for more examples of it, || Author: Daren Meador || Learning centers can be an integral part of instruction, a way to provide enrichment in the classroom, or a learning place where students go after completing or compacting out of their other work. You may use one tier of a center or use multiple tiers within the same classroom. //Tiered Activities for Learning Centers// provides tiering suggestions for personalizing the centers for older or more able students and younger or less able students. ||
 * **Resource** || **Description** ||
 * //Literacy Work stations: Making Centers Work//
 * //Literacy Work stations: Making Centers Work//
 * //Standards-Based Activities and Assessments for the Differentiated Classroom://
 * //Standards-Based Activities and Assessments for the Differentiated Classroom://
 * //Fulfilling the Promise of the Differentiated Classroom//
 * //Fulfilling the Promise of the Differentiated Classroom//
 * //Differentiated Instructional Strategies//
 * //Differentiated Instructional Strategies//
 * //Differentiated Instruction for Science//
 * //Differentiated Instruction for Science//
 * //How to Differentiate Instruction in Mixed -Ability Classrooms//
 * //How to Differentiate Instruction in Mixed -Ability Classrooms//
 * //Differentiation in Practice: A Resource Guide for Differentiating Curriculum:// Authors: Carol Ann Tomlinson, Cindy Strickland, and Caroline Cunningham Eidson || Provides samples of differentiated units that highlight underlying standards, delineates learning goals, and takes you step by step through the instructional process. The unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, learning contracts, and numerous other strategies.
 * //Differentiation in Practice: A Resource Guide for Differentiating Curriculum:// Authors: Carol Ann Tomlinson, Cindy Strickland, and Caroline Cunningham Eidson || Provides samples of differentiated units that highlight underlying standards, delineates learning goals, and takes you step by step through the instructional process. The unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, learning contracts, and numerous other strategies.
 * //Differentiation in Action//
 * //Differentiation in Action//
 * //Differentiated Instruction//
 * //Differentiated Instruction//
 * Accommodate various learning styles
 * Create tiered lessons
 * Provide student choice
 * Enrich content with global themes
 * Accelerate curriculum
 * Activate higher-level thinking skills
 * Design differentiated learning centers ||
 * //Differentiating Instruction in Kindergarten//
 * //Differentiating Instruction in Kindergarten//
 * //Styles and Strategies for Teaching High School Mathematics//
 * //Styles and Strategies for Teaching High School Mathematics//
 * //Foreign Language, Teacher's Guide to Active Learning//
 * //Foreign Language, Teacher's Guide to Active Learning//
 * //Time for Literacy Centers: How to Organize and Differentiate Instruction//
 * //Time for Literacy Centers: How to Organize and Differentiate Instruction//
 * //Differentiating Instruction in a Whole-Group Setting//
 * //Differentiating Instruction in a Whole-Group Setting//
 * //Applying Differentiation Strateiges//
 * //Applying Differentiation Strateiges//
 * The Need to Differentiate
 * Basics of Differentiation
 * Summary of Strategies
 * Classroom-Management Strategies
 * Sample Lessons
 * //Demystifying Differentiation in Middle School//
 * //Demystifying Differentiation in Middle School//
 * //Tiered Activities for Learning Centers//
 * //Tiered Activities for Learning Centers//