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Spedcast

Remarkable Chatter

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Spedcast
Spedcast

Spedcast

Remarkable Chatter

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Plays
OVERVIEWEPISODESYOU MAY ALSO LIKE

Latest Episodes

Math Practices for Special Populations with special guest Tammy Fellers (SpedCst #13)

Tammy Fellers taught high school math at Chanute and El Dorado High Schools – everything from Integrated Math to Trigonometry. In 2008, she became the principal and math teacher of a charter high school and in 2010, became the Assistant Principal at El Dorado Middle School. Since 2012 Tammy has been an ESSDACK Consultant that focuses on assisting teachers with research-based instructional strategies and math content. Tammy emphasizes the importance of instructional strategies setting the learner up for success by developing the understanding of math and not placing the emphasis on the speed of the math fact. http://traffic.libsyn.com/remarkablechatter/SpedCast_13.mp3 Key Questions: 1. How do you see Math practices changing now and in the years ahead? 2. What resources/strategies do you believe teachers need to meet the needs of 21st Century learners in general? 3. What about Special Populations? 4. Walk us through a few scenarios on how teachers might consider differentiating Math ...

36 MIN2013 MAY 21
Comments
Math Practices for Special Populations with special guest Tammy Fellers (SpedCst #13)

Project Based Learning With Special Guest Ginger Lewman (SpedCast #12)

http://traffic.libsyn.com/remarkablechatter/Sped_Cast_12_guest_Ginger_Lewman.mp3 Topic today is Project Based Learning: special guest Ginger Lewman, whose passion and expertise (or one of them anyway) is Project Based Learning. Ginger has been working with districts on connecting it with the new Common Core State standards. Given the diversity of Special Education, I believe our listeners will be asking how can PBL benefit? Key Questions: 1. Aren’t projects and project based learning the same thing? 2. A walk through a sample project 3. PBL recipe cards – how can they support educators in the process of integrating Projects into their instruction? 4. How should teachers assess the learning and translate that to a grade? 5. How can educators be sure that they are truly covering the standards with PBL? 6. What about Special Populations? How do you see PBL benefiting them? Below is a robust collection of resources to support teachers and leaders in planning for assessing Special Popu...

-1 s2013 MAY 16
Comments
Project Based Learning With Special Guest Ginger Lewman (SpedCast #12)

Special Education And The Common Core (SpedCast #11)

http://traffic.libsyn.com/remarkablechatter/Sped_11.mp3 Special Education and the Common Core Standards! “a journey of a thousand miles begins with one step”… a journey to nowhere also begins with one step! As educators begin to implement purposeful application of the new College and Career Readiness State Standards, it is important to take a deeper look at the implications for special populations. Key questions to ask about special education and common core standards are: Who are those struggling students in our districts? How will we differentiate to meet the needs of ALL? What tools will teachers need to reach special populations? Martha Thurlow, working on the Chief Counsel of State School Officers states: “In the development of these standards, the inclusion of all types of learners was a priority. Chosen language was intended to be open and accessible to different learners.” Given the diversity of Special Education, why are the standards good for special populations? * St...

-1 s2013 MAY 10
Comments
Special Education And The Common Core (SpedCast #11)

The Power of the Para-educator (Spedcast #10)

With over half a million para-educators in the United States serving special ed. populations, it is evident that para-educators play a vital role in education today. Resource teachers depend upon para-educators to be their eyes and ears especially in the inclusive environment. Today’s special guest is a para-educator at a local High School. Please welcome, Charles Smalling!!! Charles shares his reasons for becoming a para-educator and why he is passionate about his role with kids. He talks about the struggles kids have and how para-educators can best meet these needs. Kids come to school with a lot more worries than their academics. Having a place to vent on occasion is important. Charlesshares about the skills or strategies he believes are needed to work with students successfully. Among these are Patience, Relationship, and Empathy. Listen in to this short but relevant talk here on Spedcast! Important resources may be found in the show notes: National Center for Para-Educators Na...

-1 s2013 MAR 14
Comments
The Power of the Para-educator (Spedcast #10)

The Courage to Teach (Spedcast #9)

Spedcast welcomes special guest: Dr. Mary Kaye Siebert Dr. Siebert is the Director of Learning and Instruction at Wamego Public Schools in Wamego, Kansas. She has been working in education in many capacities for the bulk of her career. Dr. Siebert is especially passionate about building collaborative communities of trust among educators. She shares her desire to rekindle the love for teaching in the hearts of educators who are burned out, who may have lost their vision, or may need to renew their purpose as an educator. Here are some of the highlights of this encouraging podcast: * The teaching profession has the highest burnout rate of any public service job * 50% of special education teachers leave their jobs within 5 years. * Half of those who make it past 5 years will leave within 10 years. This equates to a 75% turnover rate every 10 years (Dage, 2006). * Quality of teaching = #1 factor in student achievement * Currently, there are no services available to support and sustain t...

-1 s2013 FEB 9
Comments
The Courage to Teach (Spedcast #9)

What’s Writing Got to Do With It? (Spedcast 7)

Dysgraphia I. What is it? Dys = impairment Graph = Greek for handwriting/letter formation ia = having a condition DEFINED Having a condition or impairment the affects handwriting and letter formation, or impairments that affect how people acquire written language. Dysgraphia affects written language in terms of letter formation, handwriting, and perhaps even spelling. II. Causes Research indicates that Dysgraphia is a deficit in the Orthographic processor of the brain. Brain research has come into the limelight here lately with data that reveals the brain containing several processors that need to work in tandem for reading and writing to occur. The Orthographic processor is the coding center of the brain that makes sense of letters, symbols, and words. The brain stores unfamiliar words and information about print in the working memory of the brain as it constructing meaning . How quickly a person can access this affects fluency and comprehension. Children whose processor is not wor...

23 MIN2013 FEB 6
Comments
What’s Writing Got to Do With It? (Spedcast 7)

College and Career Ready—What’s Our Game Plan? (Spedcast #6)

The new common core standards are on the near horizon and one of the key components is that we need to help prepare students for both College AND Career. We have done a fairly nice job of preparing students for College over the years, but what of Career? I absolutely LOVE this!!! I will never forget when I went to work for a high school with a larger than normal dropout rate. After careful examination of the situation, it became apparent than many of the students were very bright, some even gifted, but were simply lost in the sea of poor or lost funding. That is to say that with budget cuts the arts were extinct. Many of the classes that inspire or begin the process of laying the groundwork for careers were non-existent. With the help of an awesome school counselor and leaders who wanted to make a new path, I was able to create some classes for my students. We had art class where student’s explored and excelled in areas they were passionate about; a technology class where students ...

16 MIN2013 FEB 1
Comments
College and Career Ready—What’s Our Game Plan? (Spedcast #6)

Bullying & Chicken Glasses (Spedcast #8)

Topic today: Bullying: how does this affect special populations? Is bullying still a problem? Data gives us a pretty good idea of where we are as a nation. * In 2007, about 32 percent of 12- to 18-year-old students reported having been bullied at school during the school year and 4 percent reported having been cyber-bullied. (National Center for Educational Statistics) * Pew Institute of Research: 7 in 10 (71%) of teens who have not experienced bullying believe it happens more often offline, while 57% of teens who have been cyber-bullied themselves say bullying happens more offline. * 2010, there are about 2.7 million students being bullied each year by about 2.1 students taking on the roll of the bully. * One in three online teens have experienced online harassment. Girls are more likely to be victims, but most teens say that they are more likely to be bullied offline than online. * Researchers Alice Marwick and Danah Boyd have recently released research that complicates the term ...

28 MIN2013 JAN 24
Comments
Bullying & Chicken Glasses (Spedcast #8)

Teacher Tips for Successful Classroom Inclusion – episode 4/4 (Spedcast #5)

“Learning happens when someone wants to learn, not when someone wants to teach.” – Roger Shank Inclusion is such a powerful support system when implemented strategically and purposefully. The final inclusion level to examine is Level 4. This is really a class within a class model. Here are a few tips: * IEP * Student objectives are related to general content but are not on the same instructional level. * Curriculum is determined by the Special Ed. teacher * Intent is to support social skills and model grade appropriate skill with age appropriate peers * Paraprofessional support is directly related to the student. The goal is still to fade support toward more independence * Para professional collects data and communicates frequently with the special ed teacher * Grading scale is related to the student’s objectives * Student qualifies to take the KAMM or alternate assessment * Para professional ensures that all accommodations are carried out * Primary focus is the tailored curricu...

8 MIN2013 JAN 18
Comments
Teacher Tips for Successful Classroom Inclusion – episode 4/4 (Spedcast #5)

Teacher Tips for Successful Classroom Inclusion-2/4 episodes (Spedcast #3)

No matter the age, most students want to be with their peers as part of the regular education classroom . Studies indicate that when students are “included”, they gain more self confidence in their abilities, are more likely to work closer to the level of their peers, and are more likely to reach their full potential. It is important that teachers work together to increase the likelihood of these successes. Level 2: Co-Teaching * IEP – goals are related to content * Content/Special Ed. Teacher – co-teach * Para professional – present if needed and NOT sitting beside student the entire time. Goal is for student to be independent! * Multiple students assigned to the same class (class within a class) * Content/Special Ed. Teacher select objectives required for student to pass the class AND any modifications needed based on IEP needs * Modifications are communicated to the para professional * Student is eligible for the regular assessment with accommodations or the KAMM INTERVENTIO...

-1 s2013 JAN 9
Comments
Teacher Tips for Successful Classroom Inclusion-2/4 episodes (Spedcast #3)

Latest Episodes

Math Practices for Special Populations with special guest Tammy Fellers (SpedCst #13)

Tammy Fellers taught high school math at Chanute and El Dorado High Schools – everything from Integrated Math to Trigonometry. In 2008, she became the principal and math teacher of a charter high school and in 2010, became the Assistant Principal at El Dorado Middle School. Since 2012 Tammy has been an ESSDACK Consultant that focuses on assisting teachers with research-based instructional strategies and math content. Tammy emphasizes the importance of instructional strategies setting the learner up for success by developing the understanding of math and not placing the emphasis on the speed of the math fact. http://traffic.libsyn.com/remarkablechatter/SpedCast_13.mp3 Key Questions: 1. How do you see Math practices changing now and in the years ahead? 2. What resources/strategies do you believe teachers need to meet the needs of 21st Century learners in general? 3. What about Special Populations? 4. Walk us through a few scenarios on how teachers might consider differentiating Math ...

36 MIN2013 MAY 21
Comments
Math Practices for Special Populations with special guest Tammy Fellers (SpedCst #13)

Project Based Learning With Special Guest Ginger Lewman (SpedCast #12)

http://traffic.libsyn.com/remarkablechatter/Sped_Cast_12_guest_Ginger_Lewman.mp3 Topic today is Project Based Learning: special guest Ginger Lewman, whose passion and expertise (or one of them anyway) is Project Based Learning. Ginger has been working with districts on connecting it with the new Common Core State standards. Given the diversity of Special Education, I believe our listeners will be asking how can PBL benefit? Key Questions: 1. Aren’t projects and project based learning the same thing? 2. A walk through a sample project 3. PBL recipe cards – how can they support educators in the process of integrating Projects into their instruction? 4. How should teachers assess the learning and translate that to a grade? 5. How can educators be sure that they are truly covering the standards with PBL? 6. What about Special Populations? How do you see PBL benefiting them? Below is a robust collection of resources to support teachers and leaders in planning for assessing Special Popu...

-1 s2013 MAY 16
Comments
Project Based Learning With Special Guest Ginger Lewman (SpedCast #12)

Special Education And The Common Core (SpedCast #11)

http://traffic.libsyn.com/remarkablechatter/Sped_11.mp3 Special Education and the Common Core Standards! “a journey of a thousand miles begins with one step”… a journey to nowhere also begins with one step! As educators begin to implement purposeful application of the new College and Career Readiness State Standards, it is important to take a deeper look at the implications for special populations. Key questions to ask about special education and common core standards are: Who are those struggling students in our districts? How will we differentiate to meet the needs of ALL? What tools will teachers need to reach special populations? Martha Thurlow, working on the Chief Counsel of State School Officers states: “In the development of these standards, the inclusion of all types of learners was a priority. Chosen language was intended to be open and accessible to different learners.” Given the diversity of Special Education, why are the standards good for special populations? * St...

-1 s2013 MAY 10
Comments
Special Education And The Common Core (SpedCast #11)

The Power of the Para-educator (Spedcast #10)

With over half a million para-educators in the United States serving special ed. populations, it is evident that para-educators play a vital role in education today. Resource teachers depend upon para-educators to be their eyes and ears especially in the inclusive environment. Today’s special guest is a para-educator at a local High School. Please welcome, Charles Smalling!!! Charles shares his reasons for becoming a para-educator and why he is passionate about his role with kids. He talks about the struggles kids have and how para-educators can best meet these needs. Kids come to school with a lot more worries than their academics. Having a place to vent on occasion is important. Charlesshares about the skills or strategies he believes are needed to work with students successfully. Among these are Patience, Relationship, and Empathy. Listen in to this short but relevant talk here on Spedcast! Important resources may be found in the show notes: National Center for Para-Educators Na...

-1 s2013 MAR 14
Comments
The Power of the Para-educator (Spedcast #10)

The Courage to Teach (Spedcast #9)

Spedcast welcomes special guest: Dr. Mary Kaye Siebert Dr. Siebert is the Director of Learning and Instruction at Wamego Public Schools in Wamego, Kansas. She has been working in education in many capacities for the bulk of her career. Dr. Siebert is especially passionate about building collaborative communities of trust among educators. She shares her desire to rekindle the love for teaching in the hearts of educators who are burned out, who may have lost their vision, or may need to renew their purpose as an educator. Here are some of the highlights of this encouraging podcast: * The teaching profession has the highest burnout rate of any public service job * 50% of special education teachers leave their jobs within 5 years. * Half of those who make it past 5 years will leave within 10 years. This equates to a 75% turnover rate every 10 years (Dage, 2006). * Quality of teaching = #1 factor in student achievement * Currently, there are no services available to support and sustain t...

-1 s2013 FEB 9
Comments
The Courage to Teach (Spedcast #9)

What’s Writing Got to Do With It? (Spedcast 7)

Dysgraphia I. What is it? Dys = impairment Graph = Greek for handwriting/letter formation ia = having a condition DEFINED Having a condition or impairment the affects handwriting and letter formation, or impairments that affect how people acquire written language. Dysgraphia affects written language in terms of letter formation, handwriting, and perhaps even spelling. II. Causes Research indicates that Dysgraphia is a deficit in the Orthographic processor of the brain. Brain research has come into the limelight here lately with data that reveals the brain containing several processors that need to work in tandem for reading and writing to occur. The Orthographic processor is the coding center of the brain that makes sense of letters, symbols, and words. The brain stores unfamiliar words and information about print in the working memory of the brain as it constructing meaning . How quickly a person can access this affects fluency and comprehension. Children whose processor is not wor...

23 MIN2013 FEB 6
Comments
What’s Writing Got to Do With It? (Spedcast 7)

College and Career Ready—What’s Our Game Plan? (Spedcast #6)

The new common core standards are on the near horizon and one of the key components is that we need to help prepare students for both College AND Career. We have done a fairly nice job of preparing students for College over the years, but what of Career? I absolutely LOVE this!!! I will never forget when I went to work for a high school with a larger than normal dropout rate. After careful examination of the situation, it became apparent than many of the students were very bright, some even gifted, but were simply lost in the sea of poor or lost funding. That is to say that with budget cuts the arts were extinct. Many of the classes that inspire or begin the process of laying the groundwork for careers were non-existent. With the help of an awesome school counselor and leaders who wanted to make a new path, I was able to create some classes for my students. We had art class where student’s explored and excelled in areas they were passionate about; a technology class where students ...

16 MIN2013 FEB 1
Comments
College and Career Ready—What’s Our Game Plan? (Spedcast #6)

Bullying & Chicken Glasses (Spedcast #8)

Topic today: Bullying: how does this affect special populations? Is bullying still a problem? Data gives us a pretty good idea of where we are as a nation. * In 2007, about 32 percent of 12- to 18-year-old students reported having been bullied at school during the school year and 4 percent reported having been cyber-bullied. (National Center for Educational Statistics) * Pew Institute of Research: 7 in 10 (71%) of teens who have not experienced bullying believe it happens more often offline, while 57% of teens who have been cyber-bullied themselves say bullying happens more offline. * 2010, there are about 2.7 million students being bullied each year by about 2.1 students taking on the roll of the bully. * One in three online teens have experienced online harassment. Girls are more likely to be victims, but most teens say that they are more likely to be bullied offline than online. * Researchers Alice Marwick and Danah Boyd have recently released research that complicates the term ...

28 MIN2013 JAN 24
Comments
Bullying & Chicken Glasses (Spedcast #8)

Teacher Tips for Successful Classroom Inclusion – episode 4/4 (Spedcast #5)

“Learning happens when someone wants to learn, not when someone wants to teach.” – Roger Shank Inclusion is such a powerful support system when implemented strategically and purposefully. The final inclusion level to examine is Level 4. This is really a class within a class model. Here are a few tips: * IEP * Student objectives are related to general content but are not on the same instructional level. * Curriculum is determined by the Special Ed. teacher * Intent is to support social skills and model grade appropriate skill with age appropriate peers * Paraprofessional support is directly related to the student. The goal is still to fade support toward more independence * Para professional collects data and communicates frequently with the special ed teacher * Grading scale is related to the student’s objectives * Student qualifies to take the KAMM or alternate assessment * Para professional ensures that all accommodations are carried out * Primary focus is the tailored curricu...

8 MIN2013 JAN 18
Comments
Teacher Tips for Successful Classroom Inclusion – episode 4/4 (Spedcast #5)

Teacher Tips for Successful Classroom Inclusion-2/4 episodes (Spedcast #3)

No matter the age, most students want to be with their peers as part of the regular education classroom . Studies indicate that when students are “included”, they gain more self confidence in their abilities, are more likely to work closer to the level of their peers, and are more likely to reach their full potential. It is important that teachers work together to increase the likelihood of these successes. Level 2: Co-Teaching * IEP – goals are related to content * Content/Special Ed. Teacher – co-teach * Para professional – present if needed and NOT sitting beside student the entire time. Goal is for student to be independent! * Multiple students assigned to the same class (class within a class) * Content/Special Ed. Teacher select objectives required for student to pass the class AND any modifications needed based on IEP needs * Modifications are communicated to the para professional * Student is eligible for the regular assessment with accommodations or the KAMM INTERVENTIO...

-1 s2013 JAN 9
Comments
Teacher Tips for Successful Classroom Inclusion-2/4 episodes (Spedcast #3)