IREAD-3/ISTEP Accomodations: See Appendix C in the Program Manual, which starts on page 54 and can be downloaded here:
- Or, here is Appendix C ONLY, extracted from the Program Manual for quicker reference: Appendix C Only from 2011-12_istep_program_manual_11-30-11
- REMEMBER that all Large Print or Braille requests for the Spring 2012 are DUE MONDAY Dec 19th, 2011
- Other IREAD3 Resources Here: www.doe.in.gov/assessment/iread_resources.html
After recently having my handwriting and my signature corrected and rejected…(seriously) by an elementary school teacher, I spent a little time reflecting on what we might actually be spending our time and effort on in many classrooms and what it is that we might actually be measuring. In my particular example, instead of being evaluated on whether I read and signed an important document (the important part) I was being evaluated on my handwriting skills (the much less important part). I felt frustrated, cheated, misunderstood and a little angry. I instantly knew how many of our students must feel in classrooms. Granted, my handwriting skills leave a bit to be desired. Yes, that is truly my handwriting above. However, what really mattered in this case was my involvement in reading and understanding the document, not in my ability to produce a handwritten signature. In short, I felt that I was being measured against something other than what I was told was the primary objective. I wonder how many students feel this way every day in our classrooms? How many feel like they know concepts and techniques and information that they are unable to demonstrate? How many know how to acquire and assimilate new content, but maybe not in the traditional ways? Are we treating these students fairly by telling them they will be measured on their ability to spell, but then we actually measure their ability to hand-write on that spelling test? The cartoon above, that many of you have probably seen in the past, demonstrates this idea in a very simple way. Here’s a few related links and resources as you consider the idea of Fairness not always meaning Equal or Same and also about making assumptions about what students may or may not know.
- IN DOE Position On Cursive Writing (April 25, 2011): www.doe.in.gov/super/2011/04-April/29/documents/memo_cursive_writing.pdf
- …and IN isn’t the only state: www.corestandards.org/in-the-states
- A Posting from Adapting Creatively about assuming what a child knows or doesn’t know: http://adaptingcreatively.blogspot.com/2011/12/why-parents-must-never-make-assumptions.html
- Comments? Ideas? Suggestions? Here: http://svy.mk/GeneralComments
Doing More With Less: Many of us probably share a similar feeling that we are often being asked to accomplish more with less time, money and resources than we had last year in our districts, our schools our classrooms. Here’s a great little video about taking a close look at something/anything that you’re already spending even a small amount of time doing and then trying to be creative about accomplishing multiple things with that one task. Check it out:
Acquiring and Using Digital Text to Support Universal Design for Learning Webinar Series
Thursday, January 19, 2012 – 3:00 – 4:00 pm EST
This OCALI webinar focuses on using digital text to support Universal Design for Learning (UDL). A very brief overview of UDL will be provided and then we will address the many ways digital text can be modified to support the diverse needs of the students in our classrooms. Several resources for obtaining both copy written and public domain digital text will be provided. We will discuss emerging trends in the use of digital text such as eBook readers and open source textbooks. The presentation will conclude with a review of tools and websites that incorporate many aspects of UDL.
During the 2011-2012 school year, the Ohio Center for Autism and Low Incidence (OCALI), in collaboration with Michigan’s Integrated Technology Supports (MITS) and Promoting Achievement through Technology and Instruction for All Students (PATINS) will provide a series of webinars that focus on assistive technology (AT), accessible instructional materials and universal design for learning (UDL).
Young Children/Early Childhood: Keep an eye and an ear open for some exciting opportunities from the PATINS Project with regard to the Education of Young Children coming this February through Spring 2012! Watch here on this blog and also the PATINS Website: www.patinsproject.com for announcements! Also, if you are specifically involved in the education of young children and are looking for particular trainings or resources, please let us know! Contact your PATINS Regional Coordinator or leave a comment here on the blog: Contact Us. Also, check into the Indiana Association for the Education of Young Children Conference, April 26-28, 2012: www.iaeyc.org/IndianaEarlyChildhoodConference/GeneralConferenceInformation/tabid/809/language/en-US/Default.aspx
Accessible Instruction: EVERY Educator’s Responsibility
Once you have completed the pledge which is only 4 questions, then your name goes into a drawing for an IPAD 2 to be drawn January 13th. Join the PATINS Project as we take the Accessible Instruction Pledge.
I pledge to do my part to bring accessible instruction to all students.
By completing this form, I pledge that at every opportunity I will…
- Understand the individual needs and abilities of learners to ensure that my instruction is accessible to all students
- Advocate for accessible instructional materials
- Choose to purchase materials that have accessible versions available
- Create documents and handouts that can be read and completed using assistive technology
- Support others in their efforts to learn more about supplying accessible instructional materials
- Maintain an accessible website