 |  |  |
Dyslexia TeachersDyslexia teachers use a scripted program to teach our students the tools they need to read independently. Our dyslexia teachers utilize a program called MTA or multi-sensory teaching approach for reading instruction. Dyslexia teachers may serve students with 504 Plans or IEPs, depending on the committee's decision. We celebrate our dyslexia teachers and thank them for their hard work and dedication! Ruby Russell - Lead Dyslexia Teacher, NICH Vonne Wells - Part Time Dyslexia Teacher, NICH Jennifer Bell - Dyslexia Teacher, NIAA Kathy Tinklenburg - Dyslexia Teacher, NIAM / NIAME Suzie Boeglin - Dyslexia Teacher, NIAFW, NIAP, NIAG | 504 or IEP? What's the difference? An IEP is an individualized education program, an educational road map for children with disabilities. Required by the federal Individuals with Disabilities Education Act, an IEP is a regularly updated document that outlines goals and milestones for students based on their unique abilities. All students in special education have IEPs. What is a 504 Plan? “504 plan” refers to section 504 of the U.S. Rehabilitation Act of 1973, which states that any organization, including a school, that receives federal money cannot discriminate against people with disabilities. A team of teachers, specialists and parents determines what accommodations a student receives under their 504 plan. | STAAR Supports What are Content & Language Supports? According to TEA, Content & Language Supports is an online embedded, designated support which allows for various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student's understanding of passages, test items, and answer choices. In the classroom, this looks like simplified directions, help with vocabulary, clarification of terms, isolating formulas in math, providing a picture with vocabulary terms, etc. On the assessment, this looks like a hyperlink with the option to view a box when the link is hovered over. Students receive a formula, simplified explanation, or a picture to clarify the topic discussed. |
Dyslexia Teachers
Dyslexia teachers use a scripted program to teach our students the tools they need to read independently. Our dyslexia teachers utilize a program called MTA or multi-sensory teaching approach for reading instruction. Dyslexia teachers may serve students with 504 Plans or IEPs, depending on the committee's decision.
We celebrate our dyslexia teachers and thank them for their hard work and dedication!
Ruby Russell - Lead Dyslexia Teacher, NICH
Vonne Wells - Part Time Dyslexia Teacher, NICH
Jennifer Bell - Dyslexia Teacher, NIAA
Kathy Tinklenburg - Dyslexia Teacher, NIAM / NIAME
Suzie Boeglin - Dyslexia Teacher, NIAFW, NIAP, NIAG
504 or IEP?
An IEP is an individualized education program, an educational road map for children with disabilities. Required by the federal Individuals with Disabilities Education Act, an IEP is a regularly updated document that outlines goals and milestones for students based on their unique abilities. All students in special education have IEPs.
What is a 504 Plan?
“504 plan” refers to section 504 of the U.S. Rehabilitation Act of 1973, which states that any organization, including a school, that receives federal money cannot discriminate against people with disabilities. A team of teachers, specialists and parents determines what accommodations a student receives under their 504 plan.
STAAR Supports
According to TEA, Content & Language Supports is an online embedded, designated support which allows for various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student's understanding of passages, test items, and answer choices.
In the classroom, this looks like simplified directions, help with vocabulary, clarification of terms, isolating formulas in math, providing a picture with vocabulary terms, etc.
On the assessment, this looks like a hyperlink with the option to view a box when the link is hovered over. Students receive a formula, simplified explanation, or a picture to clarify the topic discussed.
What is ADHD?
1. ADHD inattentive type:
· Short attention span for age (difficulty sustaining attention)
· Difficulty listening to others
· Difficulty attending to details
· Easily distracted
· Forgetfulness
· Poor organizational skills for age
· Poor study skills for age
2. ADHD impulsive/hyperactive type
Impulsivity looks like:
· Often interrupts others
· Has difficulty waiting for his or her turn in school and/or social games
· Tends to blurt out answers instead of waiting to be called upon
· Takes frequent risks, and often without thinking before acting
Hyperactivity looks like:
· Seems to be in constant motion; runs or climbs, at times with no apparent goal except motion, unable to stay in seat
· Inability to stay on task; shifts from one task to another without bringing any to completion
· Fidgets with hands or squirms when in his or her seat; fidgeting excessively
· Talks excessively
· Has difficulty engaging in quiet activities
· Loses or forgets things repeatedly and often
3. ADHD combined type - presentation of both inattentive and impulsive/hyperactivity.
Cognitive Processing Speed - What does it look like?
This month we are highlighting Cognitive Processing Speed.
**This is not a diagnostic tool - this information and description is meant to support instruction following an evaluation.**
Students with deficits in this area often experience difficulty with…
- efficient processing of information
- quickly perceiving relationships (similarities and differences between stimuli or information)
- working within time parameters
- completing simple, rote tasks quickly
- disturbances in routingStudents with deficits in this area often experience difficulty in the classroom with…
Reading: slow reading speed, which interferes with comprehension, need to reread for understanding
Math: automatic computations, computational speed is slow despite accuracy, slow speed can result in reduced accuracy due to memory decay
Writing: limited output due to time factors, labored process results in reduced motivation to produce
Language: cannot retrieve information quickly (slow, disrupted speech; cannot get out thoughts quickly enough, slow to process incoming information – puts demands on memory store, which can result in information overload and loss of meaning
 |  |  |
NOEA!!!February 17th is National No One Eats Alone Day! But we want to celebrate this event once a month! Every 2nd of the month, encourage each other to get to know someone you wouldn't usually spend time with - a classmate, a teacher, a staff member - everyone is included! The focus is on 5th - 8th graders, and all grade levels and staff are encouraged to participate! NOEA is a day of action that encourages youth to sit with others, find new friends, and model ways to end social isolation in the lunch room. | SuggestionsIf you have a topic that you would like covered or addressed in the 3rd Floor Smore, let us know! You are welcome to email Briana or Tracy! | Inclusive PracticesInclusion––the preferred term––involves supporting students with disabilities through individual learning goals, accommodations, and modifications so that they are able to access the general education curriculum (in the general education classroom) and be held to the same high expectations as their peers. - Review Individual Education Plans - Create a Safe Space - Consider How Students Interact With Their Environment - Differentiate Instruction - Rely on Your Fellow Teachers & Staff |
NOEA!!!
February 17th is National No One Eats Alone Day!
But we want to celebrate this event once a month!
Every 2nd of the month, encourage each other to get to know someone you wouldn't usually spend time with - a classmate, a teacher, a staff member - everyone is included!
The focus is on 5th - 8th graders, and all grade levels and staff are encouraged to participate!
NOEA is a day of action that encourages youth to sit with others, find new friends, and model ways to end social isolation in the lunch room.
Suggestions
If you have a topic that you would like covered or addressed in the 3rd Floor Smore, let us know!
You are welcome to email Briana or Tracy!
Inclusive Practices
Inclusion––the preferred term––involves supporting students with disabilities through individual learning goals, accommodations, and modifications so that they are able to access the general education curriculum (in the general education classroom) and be held to the same high expectations as their peers.
- Review Individual Education Plans
- Create a Safe Space
- Consider How Students Interact With Their Environment
- Differentiate Instruction
- Rely on Your Fellow Teachers & Staff
Office of Special Education & Student Support Services
Briana Evans, M.Ed., Ed.Diag.
Director of Special Education
Office of Student Support Services
Assessment Specialists and Evaluation
bevans@newmanacademy.org
Tracy Rodman, M.Ed.
Assistant Director of Special Education
Office of Student Support Services
Instruction & Curriculum
trodman@newmanacademy.org
