Algebra Tutorial

http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/

Advance Organizer

What is an Advance Organizer?

• an instructional unit that is used before direct instruction, or before a new topic; this is sometimes called a hook, set induction, or anticipatory set 

• introduced in advance of direct instruction

•  designed to bridge the gap between what the learner already knows and what she needs to know

A great online resource with examples: http://www.glnd.k12.va.us/resources/graphicalorganizers/

http://www.glnd.k12.va.us/resources/graphicalorganizers/clustermap.png

Fluency Rates: Reading

http://pennassessment.wikispaces.com/file/view/fluencyrates1-8grade.pdf

RTI Assessment

I'm still loving this easyCBM site. Here's a helpful review of RTI and how it works to identify and intervene to help at-risk learners. I'm currently using their free site to monitor my group of RSP students. I'll continue reporting on if I'm finding this useful for my needs.

http://www.riversidepublishing.com/products/easycbm/response.html

My Classroom Economy

Teach your students the ABCs of financial management--skills for real life.

http://www.myclassroomeconomy.org/materials.html

Math VIDS!

A wonderful website for finding research-based mathematics practices...highly recommended!!

http://www.coedu.usf.edu/main/departments/sped/mathvids/index.html

Concrete-Representational-Abstract: CRA

Concrete-Representational-Abstract: CRA is a research-based strategy, proven effective for teaching abstract mathematical concepts to students with learning disabilities. This is especially useful for students at the secondary level.

http://www.k8accesscenter.org/training_resources/documents/CRAApplicationFinal_000.pdf

Research:

Witzel, B.,Mercer, C., & Miller, D. (2003). Teaching algebra to students with learning difficulties: an investigation of an explicit instruction model. Learning Disabilites Research & Practice, 18(2), 121-131.

Allsopp (1999); Baroody (1987); Butler, Miller, Crehan, Babbit, & Pierce (2003); Harris, Miller, & Mercer (1993);  Kennedy and Tips (1998); Mercer, Jordan, & Miller (1996); Mercer and Mercer (2005); Miller, Butler, & Lee (1998); Miller and Mercer, 1995; Miller, Mercer, & Dillon (1992); Peterson, Mercer, & O'Shea. (1988); Van De Walle (2005); Witzel, Mercer, & Miller (2003).







Source: http://www.coedu.usf.edu/main/departments/sped/mathvids/strategies/cra.html#

Laminated One-Sheets

I haven't purchased any of these laminated one sheets yet, but I plan to. I think I will find them very useful as a new teacher. Great idea!

http://www.dayonepublishing.com/Educational/ProductSheets.html

This link has a free powerpoint for Inclusion Instruction, in case you find your school needing a demonstration to help general educators that you work with.

http://www.dayonepublishing.com/Educational/EIS/index.html

Easy CBMs

I am so happy to have found this link: http://www.easycbm.com/teachers/login.php


This website is the best! It lets you create your own CBMs and it also comes with a list of ready made literacy CBMs for K-8. Once you run your assessment, you can then enter the results in their website and it will track and graph results over time. What a lifesaver! And CBMs have been proven to increase student performance and inform instruction for teachers. I will be visiting here every week.


Oh! And it's FREE!!!!

Another great publication from the University of Oregon.

Nonverbal Learning Disability

Clinical Description of the Syndrome Children with NVLD can demonstrate a wide range of visual-spatial, visual motor, sensory, and motor deficits.  At the more basic levels, these deficits involve problems with visual and tactile perception and discrimination.  In general, children with this disorder demonstrate increasing difficulty as the spatial aspects of the task increase.  For example, they may be relatively capable of simple visual discrimination tasks requiring them to find shapes that are similar to or different from a target shape. The visual discrimination subtest from the Test of Visual Perceptual Skills - Revised (TVPS-R; Gardner, 1996) is an example of this.

In contrast, they are likely to have extreme difficulty with tasks requiring them to find embedded figures (e.g., visual figure-ground on the TVPS-R) 

Or difficulty determining the spatial orientation of lines (e.g., Judgment of Line Orientation Test, Benton, Hamsher, Varney, & Spreen, 1983). 

In addition, they are also likely to demonstrate difficulty with tactile perception and tactile discrimination. 


Examples of these types of impairment can be found on haptic discrimination tasks and other specific neuropsychological tasks, such as Tactile Form Recognition or Fingertip Number Writing from the Halstead-Reitan Neuropsychological Test Battery (Reitan, 1979).

Wechsler Intelligence Scale for Children-III

Verbal IQ 78 7.0 %ile VCDQ 81 Performance IQ 58 0.6 %ile PODQ 59 Full Scale IQ 65 1.0 %ile FDDQ 69

Information 9 Similarities 8 Arithmetic 4 Vocabulary 7 Comprehension 2 Digit Span 5 Picture Completion 3 Coding 3 Picture 7 Block Design 1 Object Assembly 1 Symbol Search Mazes

Wisconsin Card Sorting Test

Number Comment Categories Completed 5 Average Errors 50 SS = 83 Preservative Errors 32 SS = 76 Fails to Maintain Set 0

Trail Making Test

Seconds Errors Comments Part A 43 0 T = 35 Part B 172 3 T = 0

Gordon Diagnostic System Vigilance Task

Number Comment Correct 29 Abnormal Commissions 13 Abnormal

Selective Reminding Test (Form 1 )

Total Comment Long-term storage 51 SS = 64 Consistent Retrieval 26 SS = 67 Delay ( 32 mins.) 6 of 12

Wide Range Assessment of Memory and Learning

SS Store Memory 3 Picture Memory 6 Design Memory 1

Peabody Picture Vocabulary Test-R (Form M )

Standard Score %tile Age Equivalent 85 16 12 yrs, 5 mos

Boston Naming Test

# Correct %tile Comment 43 SS = 57

Controlled Oral Word Association Test

Form Total Comment FAS 11 < 5th %ile

Benton Judgment of Line Orientation (Form V )

# Correct %tile Comment 10 < 1st %ile

Developmental Test of Visual-Motor Integration

Standard Score %tile Age Equivalent 57 1 6 yrs, 3 mos

Motor and Sensory-Perceptual Exam Dominant Hand R Nondominant Hand L Grip Strength (kgs.) 27.0 T=26 24.5 T=24 Finger Tapping (#/10 secs) 37 T=31 30 T=28 Grooved Pegboard Seconds ( 25 pegs) 130 T= 0 138 T= 0 Drops 5 4 Finger Localization Errors (20 trials) 2 4 Fingertip #/X-O Writing Errors (20 trials) 17/1 17/ 0

Wide Range Achievement Test - 3

Grade SS %tile Reading HS 103 58 Spelling HS 102 55 Arithmetic 3 62 1

Resource:


Current Issues in Education: Non-Verbal Learning Disabilities:  http://cie.asu.edu/volume1/number7/


Roman, M.,1998. The syndrome of nonverbal learning disabilities: Clinical description and applied aspects, Current Issues in Education, 1(7).

Other Resources:

Anastasi, A. (1988). Psychological testing (6th ed.). New York: MacMillan.

Ardila, A., & Ostrosky-Solis, F. (1984). The right hemisphere and behavior. In A. Ardila & F. Ostrosky-Solis, (Eds.), The right hemisphere: Neurology and neuropsychology (pp. 3-49). New York: Gordon & Breach.

Beery, K. E. (1982). Revised administration, scoring, and teaching manual for the Developmental Test of Visual-Motor Integration. Cleveland, OH: Modern Curriculum Press.

Benton, A. L., & Hamsher, K. deS. (1989). Multilingual aphasia examination. Iowa City, IA: AJA Associates.

Benton, A. L., Hamsher, K. deS., Varney, N. R., & Spreen, O. (1983). Contributions to neuropsychological assessment. New York: Oxford University Press.

Berg, E. A. (1948). A simple objective treatment for measuring flexibility in thinking.Journal of General Psychology, 39, 15-22.

Brody, E. B., & Brody, N. (1976). Intelligence: Nature, determinants, and consequences. New York: Academic Press.

Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1990). Test of Nonverbal Intelligence(2nd ed.). Austin, TX: PRO-ED.

Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test - Revised. Circle Pines, MN: American Guidance Service.

Ewing-Cobbs, L., Fletcher, J. M., & Levin, H. S. (1995). Traumatic brain injury. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 433-459). New York: Guilford Press.

Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior (pp. 181-211). New York: Academic Press.

Fletcher, J. M., Brookshire, B. L., Bohan, T. P., Brandt, M. E., & Davidson, K. C. (1995). Early hydrocephalus. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 206-238). New York: Guilford Press.

Fletcher, J. M., Francis, D. J., Thompson, N. M., Brookshire, B. L., Bohan, T. P., Landry, S. H., Davidson, K. C., & Miner, M. E. (1992). Verbal and nonverbal skill discrepancies in hydrocephalic children. Journal of Clinical and Experimental Neuropsychology, 14, 593-609.

Gardner, M. F. (1985). Receptive One-Word Picture Vocabulary Test: Manual. Novato, CA: Academic Therapy Publications.

Gardner, M. F. (1990). Expressive One-Word Picture Vocabulary Test (Revised):Manual. Novato, CA: Academic Therapy Publications.

Gardner, M. F. (1996). Test of Visual Perceptual Skills (n-m) Revised. Hydesville, CA: Psychological and Educational Publications.

Goldberg, E., & Costa, L. D. (1981). Hemisphere differences in the acquisition and use of asymmetries in the brain. Brain and Language, 14, 144-173.

Harnadek, M. C. S., & Rourke, B. P. (1994). Principal identifying features of the syndrome of nonverbal learning disabilities in children. Journal of Learning Disabilities, 27, 144-154.

Johnson, D. J. (1987). Nonverbal learning disabilities. Pediatric Annals, 16, 133-141.

Johnson, D. J., & Myklebust, H. R. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.

Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley- Interscience.

Kaplan, E. F., Goodglass, H., & Weintraub, S. (1983). The Boston Naming Test (2nd ed.). Philadelphia: Lea & Febiger.

Klin, A., Sparrow, S. S., Volkmar, F. R., Cicchetti, D. V., & Rourke, B. P. (1995). Asperger syndrome. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 93-118). New York: Guilford Press.

Klove, H. (1963). Clinical neuropsychology. In F. M. Forster (Ed.), The medical clinics of North America. New York: Saunders.

Larsen, S. C., & Hammill, D. D. (1994). Test of Written Spelling - 3. Austin, TX: PRO- ED.

Mattarazzo, J. D. (1972). Wechsler's measurement and appraisal of adult intelligence(5th ed.). Baltimore: Williams & Wilkins.

Milner, B. (1971). Interhemispheric differences in the localization of psychological processes in man. British Medical Bulletin, 27, 272-277.

Ozols, E. J., & Rourke, B. P. (1985). Dimensions of social sensitivity in two types of learning-disabled children. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 281-301). New York: Guilford Press.

Pennington, B. F. (1994). The working memory function of the prefrontal cortices: Implications for developmental and individual differences in cognition. In M. M. Haith, J. Benson, R. Roberts, & B. F. Pennington (Eds.), Future-oriented processes in development (pp. 243-289). Chicago: University of Chicago Press.

Reitan, R. M. (1979). Manual for administration of neuropsychological test batteries for adults and children. Tucson, AZ: Reitan Neuropsychological Laboratory.

Reitan, R. M., & Wolfson, D. (1985). The Halstead-Reitan Neuropsychological Test Battery. Tucson, AZ: Neuropsychology Press.

Rourke, B. P. (1982). Central processing deficiencies in children: Toward a developmental neuropsychological model. Journal of Clinical Neuropsychology, 4, 1-18.

Rourke, B. P. (1987). Syndrome of nonverbal learning disabilities: The final common pathway of white-matter disease/dysfunction? The Clinical Neuropsychologist, 1,209-234.

Rourke, B. P. (1988). Socio-emotional disturbances of learning-disabled children.Journal of Consulting and Clinical Psychology, 56, 801-810.

Rourke, B. P. (1989). Nonverbal learning disabilities: The syndrome and the model. New York: Guilford Press.

Rourke, B. P. (1995a). Introduction: The NLD syndrome and the white matter model. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 1-26). New York: Guilford Press.

Rourke, B. P. (1995b). Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations. New York: Guilford Press.

Rourke, B. P., & Fisk, J. L. (1981). Socio-emotional disturbances of learning disabled children: The role of central processing deficits. Bulletin of the Orton Society, 31,77-88.

Rourke, B. P., & Fisk, J. L. (1988). Subtypes of learning-disabled children: Implications for a neurodevelopmental model of differential hemisphere processing. In C. K. Molfese & S. J. Segalowitz (Eds.), Brain lateralization in children: Developmental implications (pp. 547-565). New York: Guilford Press.

Rourke, B. P., Young, G. C., & Leenaars, A. A. (1989). A childhood learning disability that predisposes those afflicted to adolescent and adult depression and suicide risk.Journal of Learning Disabilities, 22, 169-175.

Rourke, B. P., Young, G. C., Strang, J. D., & Russell, C. K. (1986). Adult outcomes of central processing deficiencies in childhood. In I. Grant & K. M. Adams (Eds.),Neuropsychological assessment in neuropsychiatric disorders: Clinical methods and empirical findings (pp. 244-267). New York: Oxford University Press.

Ryalls, J., Joanette, Y., & Feldman, L. (1987). An acoustic comparison of normal and right-hemisphere-damaged speech prosody. Cortex, 23, 685-694.

Semrud-Clikeman, M., & Hynd, G. W. (1990). Right hemispheric dysfunction in nonverbal learning disabilities: Social, academic, and adaptive functioning in adults and children. Psychological Bulletin, 107, 196-209.

Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of London, Part B,(298), 199-209.

Sheslow, D., & Adams, W. (1990). Wide Range Assessment of Memory and Learning administration manual. Wilmington, DE: Wide Range.

Siegel, L. S. (1983). Correction for prematurity and its consequences for the assessment of the very low birth weight infant. Child Development, 54, 1176-1188.

Smith, L. A., & Rourke, B. P. (1995). Callosal agenesis. In B. P. Rourke (Ed.),Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 45-92). New York: Guilford Press.

Strang, J. D., & Rourke, B. P. (1983). Concept-formation/non-verbal reasoning abilities of children who exhibit specific academic problems with arithmetic. Journal of Clinical Child Psychology, 12, 33-39.

Weintraub, S., & Mesulam, M-M. (1983). Developmental learning disabilities of the right hemisphere: Emotional, interpersonal, and cognitive components. Archives of Neurology, 40, 463-468.

White, R. F., & Krengel, M. (1995a). Multiple sclerosis. In B. P. Rourke (Ed.),Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 407-432). New York: Guilford Press.

White, R. F., & Krengel, M. (1995b). Toxicant-induced encephalopathy. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 460-475). New York: Guilford Press.

Wilkinson, G. S. (1993). Wide Range Achievement Test Administration Manual.Wilmington, DE: Wide Range.

Wing, L. (1981). Asperger's syndrome: A clinical account. Psychological Medicine, 11,115-129.

Wing, L. (1991). The relationship between Asperger's syndrome and Kanner's autism. In U. Frith (Ed.), Autism and Asperger syndrome (pp. 93-121). Cambridge, England: Cambridge University Press.

Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Test Battery - Revised. Allen, TX: DLM Teaching Resources.

Reciprocal Reading

Reading Rockets: Reciprocal Reading
Teaching Comprehension Strategies

Corrective Mathematics: Direct Instruction

A substantial body of research has demonstrated the direct instructional approach to be very effective for students who struggle with mathematic.

Corrective Mathematics is a commercial program using the direct instructional approach.

Resources:
Engelmann & Steely, 2002
Carnine, 1997

Differentiating Instruction: Inclusive Classrooms

Here is a very useful online resource for helping teachers to differentiate their instruction within inclusive classrooms.

http://wps.ablongman.com/ab_haager_diffinstruc_1/

It also comes with a textbook you can order here on Amazon:

http://www.amazon.com/Differentiating-Instruction-Inclusive-Classrooms-Educators/dp/0205340741

Children's Mental Health

Here is a very informative website to keep current with new research and legislation related to child mental health.

http://ffcmh.org/

Fact Families

This template is designed to reinforce the notion that families live together in a house. The smaller two addends are written in each window. The larger number (the sum) is written on the door. Students use the 3 family numbers to write 2 addition sentences and 2 subtraction sentences.

Students will need lots of modeling and guided practice to transition to writing the numerals in the correct spots and using the numbers correctly to form the four number sentences in the fact family. Students usually have difficulty remembering to use the larger number first in the subtraction sentences. Some students benefit from reminders to use the door number first.

Checking their work: All students should be reminded to check their work to make sure that each number sentence is correct and that they have only used the three numbers in the number fact family. Teachers may ask students to check off or color in a bush for each fact that they check, using the bushes as a prompt to self-monitor and check their work.

Center Activity: Provide templates and dry erase markers at the center. Write fact families on index cards for student use. Be sure to include some mixed-up families where the sum is in the middle, for instance, so that students have practice sorting out the numbers to use them correctly in the template and in the number sentences.

*Resource: http://mathwire.com/.

Fact Families Download

Domino Fact Families

Dominoes can be used to introduce students to fact families. Students need a Domino Facts Template inserted in a sheet protector, dry erase marker, and some dominoes for this activity. The student selects a domino and draws it on the template (or uses counters to build the domino). He/she then counts the number of dots on each side of the domino, writing the numbers in the squares above the domino sides. The student figures out the total number of dots and writes this number in the rectangle below the domino. These three numbers are the number family the students will use to write the 4 number sentences for that fact family.

Differentiation: Vary the complexity of the dominoes students use to accommodate the varied needs of learners in the class.


Center Activity: Make the materials available in the math center so that students practice fact families on a regular basis.

Domino Facts Template

*Resource: http://mathwire.com/.

Hello Teachers of Exceptional Students!!

I am always looking for ways to improve my teaching techniques with research based practices. I am an Education Specialist who currently is a Resource Specialist. I am always looking for ways to meet my students' needs, with practices that have been proven to be effective, though substantial research. I have noticed that often, these two ideas aren't listed side-by-side. I was looking for a way to organize my teaching practices, with their research basis, in one place where I could reach them efficiently. I also advise teachers who teach in inclusive classrooms. My goal with this website is to combine teaching practices, with their theoretical basis, in one organized place. I'm new at blogging, so please bare with me while I am learning the process. Hopefully, over time, the website will accumulate useful knowledge and resources for all teachers wanting to add best practices to their classrooms. I look forward to sharing with you my experiences and research; as well as hearing about yours. Have a wonderful and enriching day!!


~Kathleen Miller, MA Literacy and Language