$1.00
2016-2017
New York City
Department of Education Staff Development & Training Resources • speCial eduCation • pRe-K • paRents • soCial emotional
NYC BOE Contract # 7000654
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SHOPDOE.com
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NYC BOE Vendor # NAT281000
• data liteRaCY • standaRds • BullYinG pReVention • tRansition
K Re — H so ig ur h S ce c s ho
• ells • teCHnoloGY • Co-teaCHinG • autism
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Message to Our Colleagues: National Professional Resources, Inc. (NPR) has provided staff development and training resources to schools for over 40 years. Our hallmark has been identifying the needs of educators and developing materials that support their efforts, enabling better teaching and learning. We personally welcome your input on ideas that you might want us to address. We have been on the forefront of initiatives such as RTI, CCSS, Differentiated Instruction and ELLs—because educators like you shared their needs. So we invite you to contact us at 1-800-453-7461, and ask for the “Idea Desk.” We assure you that a member of our editorial team will return your call. And should you be interested in authoring for us, we would be delighted to explore that also. Please visit our web site at www.NPRinc.com. In the meantime, warmest wishes from our entire team...may you have a healthy and successful school year. ~Robert M. Hanson, EdD, President
HoW do i puRCHase pRoduCts?
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SHOPDOE.com allows New York City educators to find NPR, Inc. products available for purchase using the FAMIS Purchasing system. SHOPDOE.com enables you to search for items by Vendor # and also has the ability to email a list of items.
SHOPDOE.COM Directions • Go to https://dfoforms.nycenet.edu/shopdoe • Enter your user name and password (Outlook credentials)—click on sign in • Under BOOK SUBJECTS—select EDUCATION • Under REFINE YOUR RESULTS on left hand side of page ~Scroll down to PUBLISHER NAME—select MORE and go to bottom left of page ~Scroll down to NATIONAL PROFESSIONAL RESOURCES, INC.—click on the name ~OR for the book Co-Teach! by Marilyn Friend, scroll down to MARILYN FRIEND and click on name ~OR for the book The Co-Teaching Lesson Plan Book by Lisa Dieker scroll down to KNOWLEDGE BY DESIGN, INC. and click on name Create a NYC SCHOOLS Account at NPRinc.com: Authorized P-Card holders can now create a specialized “NYC Schools” account which allows them to make online purchases through www.NPRinc.com. See the dedicated “New York City Schools” page of our website http://www.nprinc.com/nyc-schools/. To create an account, go to https://www.nprinc.com/login.php?action=create_account. Under “Account Type” select NYC schools.
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Call 1-800-453-7461 to order with your “P-Card” NPR, Inc. Welcomes Educational Sales Consultant for NYC Schools Robert (Bob) Spata spent his entire 40-year educational career in the New York City school system—as a teacher, dean of students, assistant principal and principal (for 21 years), as well as co-founder of the Bronx Principals’ Education Consortium. Please contact Bob to arrange for a personal demonstration of NPR, Inc. professional development materials. He can be reached at bobspata@aol.com or by cell phone at 1-646-261-0301.
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WHat aRe laminated RefeRenCe Guides?
Laminated Guides: See p. 30 for complete list
Books: See pp. 28-29
Page(s) • ADHD & LD........................................................................ 14 • Assistive Technology ....................................................... 10 • Autism & Asperger Syndrome ................................... 16-17 • Bullying Prevention.......................................................... 12 • Classroom Management .................................................. 13 • Common Core Standards ................................................ 20 • Co-Teaching ...................................................................... 15 • Data Literacy ..................................................................... 24 • Differentiated Instruction (DI).......................................... 24 • Dyslexia ............................................................................. 14 • English Language Learners (ELL) .................................... 6 • Executive Function .......................................................... 14
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DVDs: See p. 27
Page(s) • Formative Assessment .................................................... 25 • Functional Behavior Assessment (FBA) ........................ 13 • Inclusion ...................................................................... 18-19 • Paraeducators .................................................................... 8 • Parents & Teachers ............................................................ 8 • Pre-K-Early Childhood ....................................................... 7 • Response To Intervention (RTI) ................................. 22-23 • Section 504 ....................................................................... 14 • Social Emotional ................................................................ 9 • Special Education Law ...................................................... 8 • Technology .................................................................. 10-11 • Test Anxiety ...................................................................... 25
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neW Releases
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laminated RefeRenCe Guides~ells ELLs: Co-Teaching & Collaboration Essential Practices for Success
Andrea Honigsfeld, Ed.D. & Maria G. Dove, Ed.D. Collaborative services are a highly effective way of delivering specialized instruction to English language learners (ELLs). This new quick-reference guide is designed to support all educators of ELLs (ESL specialists, classroom teachers, paraeducators) as they engage in a complete collaborative instructional cycle consisting of co-planning, co-teaching, coassessing, and reflecting on practice. The guide identifies and describes the four phases of the collaborative instructional cycle. It presents • A collaborative planning framework and tools for collaborative planning; • Seven co-teaching models, along with advantages/challenges of each; Grades K-12 • The steps and goals of collaborative assessment; 2015, 6-page Laminated Reference Guide, 8 1/2” x 11” • Four critical questions for reflection on action; Item #: 902361791 $11.95 • Guidance on how to help students meet English language development goals. See page 23 for RTI & ELLs Reference Guide
CCSS
Common Core State Standards
and
ELLs
English Language Learners
Estee Lopez, Ed.D.
Grades K-12
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902031910 $11.95
This guide is an essential quick-reference tool for teachers and other professionals who strive to align their curriculum to the common core and incorporate research-based best practices to help English language learners—and all students—succeed.
Estee Lopez, Ed.D. Go to www.NPRinc.com to read more about Dr. Lopez!
It is also designed to initiate professional learning conversations and direct educators to resources that will accelerate and improve the teaching and learning of ELL students. Readers will learn: • Best practices for teaching ELLs • An integrated approach to content and language objectives • Scaffolding strategies • Questioning techniques
ELLs: Thinking Skills and
Common Core State Standards— Focus on the Six Shifts Estee Lopez, Ed.D. The instructional shifts of the CCSS set high expectations for teachers of English language learners and all learners. Curricular materials and classroom instruction must be aligned to the CCSS with a focus on language, literacy and thinking skills. It is important that the 6 shifts in the CCSS for Literacy are accessible for ELLs. The understanding of each shift is essential to helping students succeed with the CCSS. This laminated guide is designed to support the teaching and learning of ELLs with effective suggestions to deliver engaging instruction and professional development. 6
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Grades K-12
2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902214934 $11.95
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laminated RefeRenCe Guides~pRe-K Inclusive Pre-K and Kindergarten Paula Kluth, Ed.D. & Jaclyn Beljung
This guide provides recommendations for creating carefully designed and thoughtfully orchestrated inclusive classroom environments for children in pre-K 2014, 6-page Laminated Reference Guide, and kindergarten. 8 1/2” x 11” Item #: 902266934 $11.95 It includes a variety of ideas and strategies for: • Setting up the classroom; • Designing instruction for students with different needs; • Creating positive behavioral supports; • Making learning active; • Establishing productive collaborative relationships with families and colleagues.
Oral Language Activities for Young Learners
English Language Learners in Preschool: Language, Literacy, Cognition & Social Emotional Development
NEW
Estee Lopez, Ed.D It is essential that educators working with English language learners make instructional decisions based on proven practices and solid research to close the achievement gap maximize the potential 2015, 6-page Laminated Reference Guide, of these learners to 8 1/2” x 11” Item #: 902353187 $11.95 succeed. This guide provides specific evidence-based strategies for promoting a strong language and literacy foundation. It focuses on the following six key elements: • Family engagement, • Oral language and literacy, • Cultural awareness, • Social & emotional growth, • Learning and cognitive skills, • Program models & strategies.
Behavior Management in Early Childhood:
Guidance Activities That Work
Cindy Middendorf
Ellen Booth Church
This concise guide provides tips for whole-group and center activities that allow all children to practice language skills. Also includes activities that allow families to easily incorporate purposeful oral language at home.
Find tips for creating an environment that promotes positive behavior and facilitates early childhood learning. Social-emotional developmental guidelines are reviewed, along with age-appropriate strategies for targeting common behavior problems.
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901714712 $11.95
RTI & Early Childhood
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901976946 $11.95
Helene M. Hanson Learn about the 3-Tier Model, the role of assessment, and how to implement RTI effectively in early childhood settings.
Transition Time Activities:
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901723533 $11.95
This guide offers specific strategies to make changing activities a smooth process.
Fun Learning Experiences for Young Children (PreK-K) Ellen Booth Church
Please visit www.NPRinc.com for full descriptions of all guides listed on this page
NATIONAL PROFESSIONAL RESOURCES, INC.
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901697699 $11.95
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laminated RefeRenCe Guides~paRents/paRapRofessionals A Teacher’s Guide to Working With Parents Kenneth Shore, Psy.D.
A Parent’s Guide to Working With Teachers Kenneth Shore, Psy.D.
Parent satisfaction is an indicator of success for all stake-holders in the education of children. This guide provides tips and information on key strategies for improving communication with parents and increasing parent Grades K-12 engagement. Because every 6-page Laminated Reference Guide, teacher will at some 8 1/2” x 11” Item #: 901384380 $11.95 point have to deal with difficult parents, the guide also provides an array of strategies for minimizing conflict and improving the dynamic with difficult parents.
Specific strategies are provided for parents to create positive relationships with their child’s teachers based on mutual respect, open communication and an understanding Grades K-12 of one another’s needs. Includes 4-page Laminated Reference Guide, 8 1/2” x 11” guidance on Item #: 901688592 $11.95 parent-teacher SPANISH Version: Item #: 901384380 $11.95 conferences, ways to resolve problems, and when—and when not—to take action.
What Educators & Parents Need to Know About Special Education Law Karen Norlander, Esq. Designed for educators working with students with disabilities and parents, this guide provides a general orientation to key legal issues under federal laws. This includes information on: key Federal laws, basic legal principles, process of evaluation/eligibility, discriminatory policies/practices, and components of the IEP. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901537853
$11.95
Also Available in Spanish...Item Code: WEVES Order with your “P-Card” at 1-800-453-7461
Grades K-12
Paraeducator Reference Guides Nancy K. French, Ph.D.
Paraeducator’s Resource Guide
Grades K-12
2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901242780 $11.95
This revised guide is specially designed for paraeducators in either general or special education who provide instructional, safety and/or therapeutic services to students and work under the supervision of a certified or licensed school professional. Topics include: • Asking the right questions • Understanding supervision • Knowing your schedule • Communicating effectively
A Guide to the Supervision of Paraeducators 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901242799 $11.95
Grades K-12
Specially designed for teachers or related service professionals who directly or indirectly supervise paraeducators in school environments. It includes valuable information on: • Differentiation of roles • Paraeducator responsibilities • 7 functions of effective supervision: orientation, managing the workplace, planning, scheduling, on-the-job training, delegating, monitoring task performance
NEW BOOK, see p.29: Let’s Team Up! A Checklist for Teachers, Paraeducators & Principals 8
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laminated RefeRenCe Guides~soCial emotional leaRninG NEW FOR 2016
Schools of Social-Emotional Competence and Character Maurice Elias, Ph.D. & Marvin Berkowitz, Ph.D.
Elementary 2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: SCSC $11.95
This new laminated guide is designed for school leaders, staff, and educators who seek not only to educate students, but also to promote character, social-emotional competence, and a schoolwide climate of safety, caring, challenge, support, respect, and inspiration. It outlines Order • Core social-emotional competencies; with your “P-Card” • Key aspects of character; 1-800-453-7461 • Professional development approaches; • Ways of encouraging student voice and empowerment; • Research on character education & social-emotional competence; • What leadership teams can do to cultivate a positive school climate that promotes good character.
School Climate:
Building Safe, Supportive and Engaging Classrooms & Schools Jonathan Cohen, Ph.D. & Maurice Elias, Ph.D. Written by Jonathan Cohen, Ph.D., President of the National School Climate Center, and Maurice Elias, Ph.D., Professor of Psychology at Rutgers University, who are researchers and authors in the the field of school climate. This guide is designed for classroom teachers, building principals, superintendents, parents and all who are committed to creating a positive school climate for students in grades K-12. The content addresses: • Preparation and Planning • Understanding Findings/Action Planning • Assessment • Common Climate Challenges • Implementation of Action Plans • Reevaluation/Development
Grades K-12
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901763659 $11.95
Social, Emotional & Character Development (SECD) • For Teachers • For Students • For Parents
Ed Dunkelblau, Ph.D. SECD is a blend of two important traditions in education: Social and Emotional Learning, and Character and Moral Education. This guide provides a comprehensive framework for the implementation of SECD, and valuable information on SECD and strategies to: • Integrate SECD into academic lessons; • Build critical thinking skills through literature and social studies; • Develop a problem-solving/decision making/conflict resolution approach called UPS; • Create a successful SECD classroom; • Connect SECD with parents and the community.
Grades K-12
Valuable web/print/DVD resources are provided, along with a Decision Work-sheet that fosters students’ self-monitoring and self-improvement skills. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901500143
$11.95
Character Matters: In Classrooms, at School, at Home Edward DeRoche, Ph.D. The author presents an overview of character education and outlines specific things teachers and parents can do to promote character development. Teachers will learn ways to integrate character education into classroom activities and lesson plans through strategies such as • Moral conversation • Service learning
• Lessons from literature • Analysis of current events • Reading and writing exercises
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901242772 $11.95
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laminated RefeRenCe Guides~teCHnoloGY Assistive Technology:
What Every Educator Needs to Know Brian S. Friedlander, Ph.D This reference guide shows educators how incorporating assistive technology can help them adhere to the principle of Universal Design for Learning (UDL) by enabling teachers to design lesson plans that include multiple means of representation, expression and engagement. It reviews the built-in accessibility features of Windows and OS X (Mac) operating systems, as well as the iOS, Android, and Chrome operating systems. It also recommends and describes specific software/apps for desktop and mobile devices that are designed to help build key skills in the areas of reading, writing, organization, and math. Includes recommendations for the best • Text Scanners • Audio/Digital Books/libraries • Screen Readers • Time/Task Management apps 2 -1 Grades K • Graphic Organizers • Note-Taking apps and devices 2016, 6-page Laminated Reference Guide, 8 1/2” x 11” • Word Prediction software • Speech Recognition programs Item Code: ATWE $11.95 • Virtual Manipulatives
Order with your “P-Card” 1-800-453-7461
NEWLY REVISED & EXPANDED
iPad™: Enhancing Learning & Communication for Students with Special Needs
Brian S. Friedlander, Ph.D. & Christine Besko-Maughan, M.S., A.T.P. The iPad™ is a revolutionary technology for use in our 21st century classrooms. It is profoundly changing both the manner in which teachers present instructional content, as well as the way students process and learn new information. The multi-sensory design of the iPad™ makes it an ideal tool for teaching students with special needs. This guide provides valuable information on the use of the iPad in classroom settings to reach students with diverse learning styles and who have limited functional communication abilities. Proloquo2Go, iCommunicate and other applications to enhance language development are recommended and reviewed. Dr. Brian S. Friedlander
Christine Besko-Maughan
Grades K-12
2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901946249 $11.95
Autism and the iPad™
Strengthening Communication and Behavior Brian Friedlander, Ph.D. & Christine Besko-Maughan, M.S., A.T.P. Communication and behavior difficulties are two of the greatest obstacles to learning for students with Autism Spectrum Disorders (ASD). Today, there is a whole new genre of powerful tools that educators can use with students who struggle with communication and behavior: apps for the iPad. This guide helps educators select the most effective apps to use with students with ASD, including ones that focus on • Intentional/expressive communication • Speech and language development • Organization/visual schedules Grades K-12 • Social skills • Positive behavior supports (reward/reinforcement) 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” • Video modeling to strengthen targeted behaviors Item #: 902143204 $11.95 • Student assessment
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laminated RefeRenCe Guides~teCHnoloGY Co-Teaching & Technology
Enhancing Communication & Collaboration Marilyn Friend, Ph.D. & Brian S. Friedlander, Ph.D. With the expansion of co-teaching as a means to improve student outcomes, technology can be an invaluable resource. Co-teachers need to: • plan collaboratively • jointly implement lesson plans • cooperatively assess student progress This reference guide provides practical strategies on how technology can facilitate co-planning, expedite sharing of student data, and streamline many other tasks that ultimately assist in accomplishing co-teaching’s goal: improved student outcomes. Whatever your preferred computer platform, co-teachers can apply these strategies and applications to accommodate all learners’ needs. Written by the nation’s foremost authority on co-teaching, Marilyn Friend, and Brian Friedlander, an expert in the use of instructional and assistive technologies, this resource provides the essential tools to significantly enhance co-teaching practice.
Order with your “P-Card” 1-800-453-7461
Grades K-12
2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: COAT $11.95
Technology for Transition and Postsecondary Success: Supporting Executive Function Gillian R. Hayes, Ph.D. & Stephen W. Hosaflook, M.S. This guide focuses on readily available tools for augmenting and supporting the development of executive function skills, such as time and task management, organization, and self-regulation. These skills are crucial for accomplishing a variety of transition-related goals, including carrying out the daily routines that enable people to function autonomously, enroll in and be successful in postsecondary school, and obtain and excel at a job. Order with your “P-Card” 1-800-453-7461
The authors identify and describe how to use a spectrum of helpful technological tools in creative ways to support the transition to postsecondary education or employment. Tips for using technology appropriately and staying safe online are also provided.
Grades 9-12
2015, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: TTEF
$11.95
ChromebooksTM in the Classroom:
Changing the Landscape of Education Brian S. Friedlander, Ph.D. & Mike Marotta, M.S., A.T.P. Chromebooks are revolutionizing the way students and educators are using computers. Chromebooks provide students with a wide range of applications that operate on the Chrome Operating System (OS) by Google. With Chrome (and the Chromebook) comes the promise of providing universal supports for all learners through a cloud-based system that de-emphasizes the hardware and instead focuses on providing the student support anywhere learning happens. This paradigm shift has the potential to level the playing field and provide universal design for learning (UDL) supports across the curriculum. This guide introduces teachers to Chromebooks by Google and explores how they can be used in the classroom to provide universal supports across the curriculum Grades K-12 to all learners, eliminating the need for specialized assistive technology devices for students with special needs. 2015, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902326198 $11.95
See page 29 for NEW BOOK:
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laminated RefeRenCe Guides~BullYinG pReVention An Educator’s Guide to Bullying Prevention Kenneth Shore, Psy.D. Bullying is one of the most serious and pervasive problems in our schools today. This quickreference guide is designed to help educators prevent bullying in schools to the greatest extent possible, while also equipping them to recognize and respond to bullying in all its forms, including cyberbullying, an increasingly prevalent and harmful form of bullying over the internet, cell phones, and other technological tools.
Grades K-12
It provides educators with an overview of bullying basics, and identifies proven ways to: • Prevent bullying from occurring; • Respond to bullying incidents; • Recognize, prevent and deal with cyberbullying. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901368202
$11.95
Bullying Prevention for Students with Disabilities Kenneth Shore, Psy.D. Students with special needs are especially vulnerable to being bullied. Their physical, intellectual, emotional or learning disabilities may impede their ability to respond effectively to bullying from their peers. This guide will assist teachers and other school staff in managing this problem. This guide covers: • The legal rights of students with disabilities who are bullied; • How to create a safe classroom/school environment for students with disabilities; Order • How the student’s IEP may be used to prevent bullying; with your • How to respond to students with disabilities who are bullying others. “P-Card”
1-800-453-7461
2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: BPSD $11.95
Cyberbullying:
Grades K-12
LGBTQ Youth:
Identification, Prevention & Response
An Educator’s Guide Vincent Pompei, Ed.D.
Sameer Hinduja, Ph.D. & Justin Patchin, Ph.D. This guide, written by the co-directors of the Cyberbullying Research Center, provides Grades 5-12 a comprehensive explanation of cyberbullying, identifies specific warning signs, and offers concrete ways of responding to occurrences. Most importantly, the authors recommend practical, proven strategies for preventing cyberbullying. Readers will learn • The importance of clear and comprehensive school policies on cyberbullying, and the critical components of such policies; • How to collect/use data to analyze/address the issue of cyberbullying; • How to create a positive school climate through character education programs that promote social and emotional learning (SEL); • Strategies to empower students who witness/experience cyberbullying. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901867217 $11.95
Schools have a responsibility to ensure the safety of all students, and more and more state legislatures are Grades 6-12 requiring schools to enact and enforce anti-bullying policies that include explicit protection of LGBT students. Features include: • “LGBTQ 101”—Statistics, terminology, applicable legislation, and guidelines devised by professional educational organizations; • Detailed recommendations of what schools and individual educators can do to welcome and support LGBTQ youth; • Information on nationally recognized organizations that offer extensive free resources, including materials targeted at educators/ staff, the entire student body, LGBTQ students, and parents. 2012, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902021974 $11.95
See page 29 for NEW BOOK: The Bullying Prevention Checklist 12
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laminated RefeRenCe Guides~ClassRoom/BeHaVioR mGmt PBIS: Positive Behavioral Interventions & Supports
NEW
Christine Ditrano, Psy.D.
Christine Ditrano
This reference guide provides both school wide, as well as classroom strategies for preventing disruptive behavior and enhancing a school’s organizational climate using Positive Behavior Interventions and Supports, or PBIS. The multi-tiered PBIS problem-solving model is proactive and flexible, and provides a unifying framework for all school improvement efforts.
The guide addresses such topics as • PBIS teams; • PBIS and RTI; • Using a behavioral matrix; • Reward/recognition; • Lesson planning; • Using data to make decision; • Function-based interventions; • Developing a school-wise information system (SWIS).
Grades K-12
It includes specific strategies for preventing and responding to problem behaviors at tiers 1, 2 and 3, and managing minor problem behaviors in classroom and non-classroom settings. 2015, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902339427
$11.95
Functional Behavioral Assessments (FBA) and Behavioral Intervention Plans (BIP) Christine Ditrano, Psy.D. Behavioral problems in the classroom can interfere with learning for the child with behavior problems as well as for other students in the class. By conducting functional behavior assessments (FBA) and developing behavior intervention plans (BIP), student support teams can provide effective, targeted interventions to students who require intensive behavioral support. This guide provides a comprehensive overview of the components of FBA and BIP and details the six steps for conducting the FBA-BIP process, which include • Identifying and defining the problem behaviors; • Gathering information; • Generating a summary statement; • Implementing the BIP; • Monitoring and modifying the BIP; • Developing a Behavior Intervention Plan (BIP). 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901723541 $11.95
Grades K-12
Classroom Management:
A Guide for Elementary Teachers Kenneth Shore, Psy.D. In today’s schools, teachers need to have a wide range of practical strategies to address common student behaviors that Kenneth Shore, Psy. D. arise in their classrooms. This guide provides a powerful array of techniques to address students who present the seven most common behavior problems encountered in elementary schools: • Attention Deficits • Excessive Talking • Hyperactivity • Calling Out • Disorganization • Teasing • Poor Listening Skills
Grades K-6
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901686972 $11.95
See page 22 for:
RTI & Classroom Behaviors Laminated Guide
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laminated RefeRenCe Guides~ef/adHd/seCtion 504 Executive Function: Skill-Building and Support Strategies Sandra Rief, M.A.
Grades 6-12
Elementary
2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: EFSS $11.95
2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: EFEL $11.95 Order with your “P-Card” 1-800-453-7461
NEWLY REVISED & EXPANDED
NEWLY REVISED & EXPANDED
Order with your “P-Card” 1-800-453-7461
These laminated reference guides by Sandra Rief (for elementary and 6-12) provide practical strategies to support and enhance the developing executive function skills of all students, as well as key scaffolds and accommodations that help students with ADHD and others with executive function impairments succeed in school and beyond. The guides review various performance difficulties and academic challenges executive function weaknesses can cause and offer numerous specific strategies—including low and high-tech tools—to help strengthen executive function skills.
ADHD & LD: Classroom Strategies
At Your Fingertips
Also Available in Spanish
Sandra Rief, M.A. A comprehensive and practical reference guide packed with effective strategies for use in general education environments that include: getting and maintaining attention; behavior management; organization, study skills, Grades K-8 and written language; academic accommodations; collaborating and training for success. 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901368199 $11.95 Also available in SPANISH—Item Code: ALCSS...Use “P-Card”
Section 504: Classroom
Accommodations
Sandra Rief, M.A. This reference guide presents valuable information on dyslexia, as well as practical classroom strategies and accommodations to address Grades K-8 areas such as: • Phonological Awareness • Decoding & Word Recognition • Study Skills • Fluency • Learning Strategies • Social/emotional supports • Research-based Tier 2 and 3 interventions 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901686999 $11.95
Section 504 of the Rehabilitation Act: Students with Disabilities Karen Norlander, Esq.
Sandra Rief, M.A. This guide provides specific evidencedbased accommodations to address a variety of areas, such as: • Attention and Focus • Planning & Organizing • Test-Taking • Behavior & Self-Regulation Grades K-12 • Time Awareness/Mgmt • Listening & Following Directions • Work Production (Class Assignments & Homework) 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901700797 14
Dyslexia: Strategies, Supports & Interventions
$11.95
NATIONAL PROFESSIONAL RESOURCES, INC.
This reference guide explains Section 504 in plain and simple language, including the provisions of the law which address the procedures on how to • Evaluate and identify students with disabilities; Grades K-12 • Develop Accommodation Plans to provide equal access; • Monitor compliance and track obligations for any school receiving Federal funding. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901900788 $11.95
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laminated RefeRenCe Guides~Co-teaCHinG Co-Teaching: Strategies to
Co-TeaChing
Improve Student Outcomes
StrategieS to
improve Stude by Marilyn
nt
Friend
outcomeS
CO-TEACHING BASIC What is Co-Teac
hing?
By Marilyn Friend, Ph.D. Co-teaching is a popular service delivery model for students who are entitled to special education or other specialized services, such as support services for English learners. For co-teaching to be effective, teachers need to thoroughly understand what the arrangement entails and what it takes to make co-teaching work. In this Marilyn Friend quick-reference laminated guide, Dr. Marilyn Friend, a renowned authority on co-teaching, provides educators with an overview of the fundamental “what,” “why,” and “how” of co-teaching. Topics covered include:
S
Co-teaching is a service delivery option. other specialized services (for example, That is, when students are entitled those services within to receive special those for English rate setting for that the context of the general education learners), co-teaching is a vehicle education or • Co-teaching is purpose. These for providing classroom instead implemented by are the critical characterist of sending students two professiona licensure but different to a sepals with equivalent ics of co-teaching areas of expertise. : general education • Instruction takes One partner usually place in a single teacher. The other shared tor or ESL teacher occurring when most often is a special is a students have alternative classroom, exceptions but educaschool psychologis could also be a speech/lang separate setting) provisions (e.g., uage therapist, or the instructiona t, or another professiona testing in a l activity is best settings (e.g., some l. • The goal of co-teaching carried out in two students are in the while others are media center using setting, of the specializedis the provision, within the general in the classroom computers education using print materials). ers often divide instruction needed students across If two teachby identified students. • Co-Teachers have classrooms, issues curriculum access, a could occur about students’ placement, responsibilities. Both reciprocal relationship and share instructional and • Co-teachers teachers teacher have ownership qualifications. negotiate their roles. together to effectively The intent is to take the expertise each maximize the learning of all students and work advantage of professional brings of all their shared aside assumption students. s about traditional to the partnership, setting responsibilities and ways of thinking about teaching and forging new Co-teaching has learning. Why Co-Teach? been part of inclusive the past decade in response to several practices for nearly 30 years (e.g., abilities have the Bauwens, Hourcade, trends. The first same curriculum & Friend, 1989), access and rigorous is the expectation, established in than 80% of all school-age but it has developed federal and state academic standards rapidly over students receiving law and policy, that as other students. A second factor special education students with disThis expectation influencing interest services have no is grounded in the in co-teaching is is still scarce (Solis, intellectual disabilities fact that more slowly growing evidence Vaughn, Swanson, (U.S. Department students with disabilities & McCulley, 2012), of its effectivenes of Education, 2012). s. Although empirical retrospective studies Hazelwood, & Cronin, have found that co-teaching research on co-teaching of school districts often is a preferred 2009; Walsh, 2012). with unexpected service delivery comes improve, ly high achievemen option (Huberman, sometimes dramatically In addition, in schools in which t among Navo, & Parrish, co-teaching is implemente (Benningfield, 2012). d with fidelity, students’ 2012; Silverman, achievement outWhat Practice Part of understandi s are Related to—but ng co-teaching is Distinct from—C a few examples: recognizing how it relates to other o-Teaching? concepts that sometimes, • Inclusion. Inclusion mistakenly, are used refers to a school’s interchangeably. about educating belief system or Here are diverse philosophy schools in which welcomed and supportedlearners, implying that all students several teachers are members of the share group of students, Although the general learning community. although they teach responsibility for the same implementation separately. In is about how studentseducation setting is strongly preferred, of the Common are treated rather inclusion interest in Core State Standardssome locales, they are seated. than solely about team teaching to is rekindling Inclusive schools foster interdisciplin where have services in as necessary for ary instruction. • Paraprofessional separate student success. Support. Paraprofess In schools characterize settings inclusion,” that is, personnel who assist ionals are having services teachers exclusively in general d as “full the needs of some in many instructiona valuable school tasks, but the support students may be education, l and mon practice in employed in a differentthey provide is not co-teaching clerical inclusive schools, ignored. Co-teaching is a com. First, they are but some students general education teaching credentials) capacity than teachers (even participate in classes without if they have , and their responsibili this arrangemen services through Generally, their t and ties should reflect consultation or in work this. a separate setting receive of the school day. directly accountable is directed by teachers, and they for some part are not for students’ instruction. als should be in • Team Teaching. Thus, paraprofess general education Team ionclassrooms, and with individual pupils literature in the 1950s, teaching, first described in the they should work or small groups professional monitor students of students, gather teachers partnering is the term to describe two general as for instruction, most education paraprofessionals they work independently. The cautiondata, or groups (Warwick, generally should 1971). Team teaching commonly with two full class instruction and should not have responsibili is that also is associated ty for not be expected with middle sibilities as a co-teacher. to assume the same initial respon1 Copyright © 2014
Grades K-12
• Co-teaching vs. team teaching • Planning for co-teachers • The role of each co-teacher • Co-teaching vs. paraprofessional Support 2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902214136 $11.95 • Co-teaching and Common Core Standards (CCSS) • Elements of successful co-teaching partnerships • Understanding specially designed instruction (SDI) New Guide by Marilyn Friend — Co-Teaching & Technology: Enhancing Communication & Collaboration, see page 11. Also, see page 28 for Co-Teach! Best Selling book by Marilym Friend
Co-Teaching in Secondary Schools: 7 Steps to Success
Lisa Dieker, Ph.D. & Rebecca Hines, Ph.D. This comprehensive guide, written by professors at the University of Central Florida, addresses the implementation of co-teaching in middle and high school environments. It offers practical and evidence-based strategies to help build stronger, more effective teams by: • Beginning with a goal • Defining specific strengths • Understanding co-teaching • Planning the basics • Defining the co-teach structures • Implementing the plan • Continuous improvement
Grades 5-12
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901765570 $11.95
RTI: Co-Teaching & Differentiated
Instruction
Richard Villa, Ed.D. Jacqueline Thousand, Ed.D. and Ann Nevin, Ph.D.
Richard Villa, Ed.D. & Jacqueline Thousand, Ed.D. Nationally acclaimed trainers and authors have developed a “school house model” for effective implementation by combining RTI, co-teaching and DI to ensure access and success in the general education curriculum for ALL students! It addresses:
Co-Teaching At A Glance
Grades K-12
• Collaborative planning processes; • Co-teaching; • Creative problem-solving processes; • RTI; • Differentiated Instruction. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 90179628X $11.95
See page 29 for NEW book by Villa & Thousand:
The Inclusive Education Checklist
NATIONAL PROFESSIONAL RESOURCES, INC.
This powerful hands-on guide is for teachers who want to make their co-taught inclusive classrooms more successful learning environments for all students.
Grades K-12 Topics include: • Five basic elements of the co-teaching partnership; • Four approaches to co-teaching (supportive, parallel, complementary, and team teaching); • Implementation strategies and cautions; • A co-teaching lesson planning template; • Print, media, and web-based resources. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901384399 $11.95
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laminated RefeRenCe Guides~speCial eduCation/autism Autism: Strategies A to Z Wendy Ashcroft, Ed.D., Mary Suzanne Argiro, M.Ed. & B. Joyce Keohane, M.Ed. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901563730 $11.95
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901956139 $11.95
Middle Scho
Elementary
ol
These guides help elementary and middle school educators meet the challenge of effectively teaching students with autism. They provide quick and easy access to key information about autism along with numerous easy-to-follow, evidence-based teaching strategies and behavior management techniques that will help students with autism succeed in middle school classrooms. Valuable resources for both general and special education teachers as well as paraeducators, parents, and professionals designing Individualized Education Programs (IEPs). They are also ideally suited for use in training and professional development workshops.
Social Skills: Effective Instruction for Exceptional Learners Wendy Ashcroft, Ed.D., Angela Delloso & Anne Marie Kolb Quinn Written by experienced classroom teachers, this guide provides Tier 1 interventions for general educators to use in the context of their ongoing academic instruction, Tier 2 strategies to use for short periods of small group instruction, and, Tier 3 instruction designed for intensive intervention or support. Pre-KGrade 5 Evidence-Based Strategies Sample Social Skills Tier 1 Context – Large Group perspective taking, anger management Tier 2 Short periods – Small Groups conversing, working collaboratively Tier 3 Individualized instruction requesting, sharing This reference guide is ideal for teachers and support staff who work with learners who have: • Autism • Language Impairments • Learning Disabilities • Health Impairments • Intellectual Disabilities • Intellectual Gifts
Grades Pre-K
-5
2015, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902358839 $11.95
Autism: Classroom Success with Applied Behavior Analysis (ABA) Wendy Ashcroft, Ed.D. & Angela Delloso
For Professionals & Parents
Designed for use in both inclusive and special education environments, this guide provides information on using principles of Applied Behavior Analysis (ABA) to teach students who have Autism Spectrum Disorder (ASD). It is a valuable support for teachers and paraprofessionals trained to use ABA in their classrooms, as well as a useful resource for parents whose children are receiving ABA services.
-6
Grades PreK
2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902240536
16
Topics discussed in the guide include • Four major ABA principles (positive reinforcement, negative reinforcement, extinction, punishment); • Ten essential concepts for teaching (Motivation, pairing, shaping, modeling, prompting/fading, task analysis, chaining, generalization, stimulus control, differential reinforcement); • Two teaching procedures (incidental teaching and discrete trial teaching); • Strategies for collecting data, monitoring progress, and reducing interfering behavior.
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laminated RefeRenCe Guides~speCial eduCation/autism Autism Spectrum Disorders: 7 Steps of Support
NEW 2015
Padmaja Sarathy This guide presents steps for maximizing academic, social, and life outcomes for children with ASD, while minimizing the impact of complex behavioral and learning characteristics.
Padmaja Sarathy The environmental and instructional supports are derived from sound research-based practices. When these interventions are applied cohesively and implemented consistently, they provide effective personalized interventions for responding to the unique needs of children with ASD.
Grades K-12
Each of the seven steps are detailed as are the interventions and techniques that can be put into practice immediately to improve outcomes for students with ASD. 2015, 6-page Laminated Reference Guide, 8 1/2” x 11”
Item #: 902338056 $11.95
Teaching Students with Autism & Asperger’s Syndrome in the Inclusive Classroom Paula Kluth, Ph.D. Written by Paula Kluth, a renowned authority in the field of autism, this guide provides a wide range of ideas for: • Differentiating lessons • Addressing behavior • Fostering relationships • Handling transitions • Teaching literacy/math • Helping with homework • Adapting general education classrooms Paula Kluth, Ph.D.
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901588261 $11.95
Grades K-12
Autism and Common Core State Standards (CCSS) Wendy Ashcroft, Ed.D., Mary Suzanne Argiro, M.Ed. & Joyce Keohane, M.Ed. Instructional strategies are provided for addressing challenges such as: • Socializing and collaborating with others; • Understanding language and communication with others; • Organization/planning/time mgmt; • Abstract reasoning and creative problem solving. Due to the widely varying abilities of students with ASD, the strategies are provided at three levels: Level 1—Requiring support Grades 1-8 Level 2—Requiring substantial support Level 3—Requiring very substantial support 2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902240528 $11.95
Autism Spectrum Disorders: Building Foundation Skills in Mathematics Leslie Broun Visit www.NPRinc.com for complete description. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902013629 $11.95
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laminated RefeRenCe Guides~inClusion/tRansition Common Core State Standards: Unique Practices for Inclusive Classrooms Toby Karten Designed for teachers of students with unique academic, social, emotional, behavioral, physical, communicative, and sensory levels/needs. These two guides: • Offer baseline knowledge about CCSS; Englis h Lang s c ti • Translate goals, expectations, and a m e th uage A Ma G rts rades behavior into teacher “actions”; Grades K-5 K-5 • Provide strategies for addressing the 6-page Laminated Reference Guide, 6-page Laminated Reference Guide, wide range of ability levels within 8 1/2” x 11” Item #: 902010018 $11.95 inclusive classrooms. 8 1/2” x 11” Item #: 902005790 $11.95 Specific curriculum examples for ELA and Mathematics standards are delineated for populations of learners in grades K-5. Timelines and teacher tips offer ideas for classroom management, core materials, resources, instruction, and ongoing assessments.
IEPs and Common Core State Standards: Specially Designed Instructional Strategies Toby Karten Author Toby Karten presents a variety of specially designed instructional strategies and interventions that teachers and IEP team members can use to connect the individual education programs (IEPs) of students with disabilities to the Common Core State Standards (CCSS). It offers a side-by-side outline of the required components of an IEP and the criteria for instruction according to the CCSS. Included are examples of accommodations and instructional supports to use in a student’s IEP to help him/her meet IEP goals as well as math and literacy standards.
Grades K-12
18
2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902214942 $11.95
Technology for Transition and Postsecondary Success:
Transitioning to College:
Supporting Executive Function
A Guide for Students with Disabilities
Gillian R. Hayes, Ph.D. & Stephen W. Hosaflook, M.S.
Elizabeth C. Hamblet, M.A.T.
This guide focuses on readily available tools for augmenting and supporting the development of executive function skills, such as time and task management, organization, and self-regulation. These skills are crucial for accomplishing a variety 2 -1 9 s e of transition-related d ra G 2014, 6-page Laminated Reference Guide, goals, including carrying 8 1/2” x 11” Item #: 902295098 $11.95 out the daily routines that enable people to function autonomously, enroll in and be successful in postsecondary school, and obtain and excel at a job.
Designed to assist school personnel, parents and students to better prepare for a successful adjustment from high school to college. This guide provides 4-page Laminated Reference Guide, strategies and recommendations 8 1/2” x 11” Item #: 901763640 $11.95 to make the transition process smooth and successful. Includes valuable information on: • Laws that govern how colleges address students with disabilities • College disability services and how to access them • The proper academic preparation needed for college • How students can self-advocate
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laminated RefeRenCe Guides~inClusion/tRansition Literacy Instruction for Inclusive Classrooms Paula Kluth, Ed.D. & Kelly Chandler-Olcott, Ed.D. This guide features specific techniques as well as evidence-based advice for targeting critical literacy skills such as fluency, writing, and vocabulary. Teachers will derive immediate benefits from ready-to-use strategies and straightforward guidance, including ways to • Make the most of peer support
• Build a classroom library
• Adapt the read-aloud model
• Assess understanding
• Include parents and other school professionals • Design literacy centers
• Much more!
6-page Laminated Reference Guide, 8 1/2” x 11”
Item #: 902021982
$11.95
Inclusion Succeeds with Effective Strategies Toby Karten ~ presenter and author of several best selling books on inclusion, based on over 30 years of experience! This six-page (tri-fold) laminated guide provides general education and special education teachers of children in grades K-5 with quick and easy access to practical strategies for creating successful Toby Karten inclusive classrooms. The Inclusion Accommodations Chart, depicted in the guide, identifies specific learning, social/emotional/behavioral, physical/perceptual/sensory, and interpersonal strategies to use with students with conditions such as: • Asperger’s Syndrome • Attention Deficit/Hyperactivity • Auditory processing deficits • Autism • Communication disorders • Conduct/behavior disorders • Deafness/hearing loss • Depression Grades K-5 • Developmental disabilities/intellectual disabilities 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901500127
$11.95
Inclusion succeeds when teachers use diverse instructional strategies, scaffolding, multiple types of instructional supports, and ongoing formal and informal assessments to deliver curriculum standards. At the middle school and high school level, successful inclusion also entails promoting the development of social and emotional skills, selfefficacy, self-esteem, and personal identity in adolescent students. The guide includes a chart outlining approaches to planning accessible lessons based on Universal Design for Learning (UDL) that honor multiple intelligences and make academic standards relevant and accessible to adolescent learners. 6-page Laminated Reference Guide,8 1/2” x 11” Item #: 901500135 $11.95
Grades 6-12
Co-Teaching & Technology
Enhancing Communication & Collaboration Marilyn Friend, Ph.D. & Brian S. Friedlander, Ph.D.
Order with your “P-Card” 1-800-453-7461
This reference guide provides practical strategies on how technology can facilitate coplanning, expedite sharing of student data, and streamline many other tasks that ultimately assist in accomplishing co-teaching’s goal: improved student outcomes. Whatever your preferred computer platform, co-teachers can apply these strategies and applications to accommodate all learners’ needs. 2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: COAT $11.95
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Grades K-12
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laminated RefeRenCe Guides~Common CoRe standaRds Common Core Standards: A Step-by-Step Approach Grades K-5 Toby Karten These reference guides provide teachers with an overview of the English Language Arts (ELA) and Math Common Core State Standards (CCSS) for grades K-5. Each guide:
uage Arts
English Lang
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902172565 $11.95
Mathematics
• Provides a step-by-step approach to help 6-page Laminated Reference Guide, students gain the necessary knowledge 8 1/2” x 11” Item #: 902172573 $11.95 and skills to master the standards.
• The ELA guide provides classroom management tips, core materials/resources, good teaching/assessment practices for each strand. • The Math guide focuses on skills such as the analysis of data, effective communication of results, and how to represent concepts in different ways (i.e., using words, tables, graphs and other multiple solutions to solve problems).
Common Core Standards: Strategies for Student Success Grades 6-12 Toby Karten
uage Arts
English Lang
2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902214950 $11.95 •
As students enter middle and high school, the complexity, rigor, and demands of the Common Core State Standards (CCSS) increase. These reference guides provide: • Summaries of the main points of the CCSS; • A sampling of ELA and Math standards; • Specific strategies and tips to help secondary students; • Strategies for learners with special needs.
The ELA guide provides an understanding of College & Career Ready (CCR) skills as well as the anchor standards for Reading, Writing, Speaking & Listening and Language strands.
CCSS
Common Core State Standards
and
•
Mathematics 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902214969 $11.95
The Math guide provides the CCSS for Mathematical Practice, as well as important tips for practice and content.
UDL
Universal Design for Learning
Joseph Casbarro, Ph.D. Author Joseph Casbarro provides practical and accessible guidance on how to use the framework of Universal Design for Learning (UDL) to meet the challenge of helping diverse students meet Common Core State Standards in English Language Arts (ELA) and Mathematics. The easily implemented strategies and best practices described in this guide make it an eminently valuable resource for teachers across grade levels. 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902005790
Grades K-12 $11.95
See page 6 for ELLs: Thinking Skills and Common Core State Standards 20
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laminated RefeRenCe Guides~middle/HiGH sCHool Although there are a number of products in this catalog appropriate for educators working with high school populations, the following are especially targeted for high school training and staff development.
See p.11
See p.12
See p.25
See p.25
See p.28
See p.12
See p.14
See p.18
See p.23
See p.28
See p.20
See p.16
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laminated RefeRenCe Guides~Rti RTI & Classroom Behaviors Jim Wright Using the effective problem-solving Response To Intervention (RTI) model, the guide provides: • A concise analysis of key reasons that students misbehave; • Effective core behavior management strategies for the classroom; • Communication tools to increase student compliance/de-escalate problem behaviors; • Proactive accommodations and modifications to the instructional setting that can help to prevent emotional outbursts and confrontations; • Ideas to empower students to monitor and manage their own behaviors.
Grades K-8
The guide is appropriate for both new and experienced teachers. All strategies presented are evidence based and designed to teach and promote positive student behaviors. 6-page Laminated Reference Guide, 8 1/2” x 11”
Item #: 901612448 $11.95
RTI Classroom Reference Guide Joseph Casbarro, Ph.D. Specifically designed for EVERY teacher, psychologist, reading specialist, paraeducator and other school staff member who needs to understand and/or implement a Response to Intervention (RTI) approach in classroom environments. This comprehensive, easy-to-read, desk reference provides essential information on RTI: • Key Features of RTI • Progress Monitoring • The 3-Tier Model • Types of Assessment • The RTI Team Process • RTI and Parents The reference guide has been expanded to include critical information about how RTI connects with the Common Core Standards and Universal Design for Learning (UDL).
New York Cit
2013, 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901040150 $11.95
y Edition
Grades K-12
RTI & Differentiated Instruction Helene M. Hanson This quick-reference guide shows teachers how they can meet this challenge of delivering instruction that is effective and accessible to students with a wide range of needs, abilities, and learning styles using the best practices of differentiated instruction (DI) within the framework of Response To Intervention (RTI).
Grades K-12
Topics addressed include: • The six common elements of RTI and DI • How to merge the best practices of RTI and DI improve teaching and learning for all students • Types of assessment • Planning the curriculum 2014, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901551031 $11.95
RTI & Socio-Economically Disadvantaged Students Angel Barrett, Ed.D. Key strategies focus on the academic deficits that pose the greatest challenge to students, including: • Lack of prior background knowledge and experience; • Language deficits, especially in vocabulary and linguistic patterns; • Lack of prior success in school. The impact of the Common Core State Standards (CCSS) on students who are socioeconomically disadvantaged is also addressed, including the likelihood that scaffolding will be needed to narrow the proficiency gap, especially in the area of English Language Arts (ELA). An at-risk flowchart that identifies when and how to provide supports to help students with ELA skills is also included. 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” 22
Item #: 902093614 $11.95
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laminated RefeRenCe Guides~Rti Response To Intervention (RTI) & Reading Karen A. Kemp, Ph.D.
Karen A. Kemp Reading is at the core f student success. Therefore, teachers Middle Scho K-5) s e d ra must be knowledgeable ol (Grades 6 (G ry ta n e m -8) le E about the reading process, its 4-page Laminated Reference Guide, 8 1/2” x 11” 4-page Laminated Reference Guide, 8 1/2” x 11” research base, and the key Item #: 901796271 $11.95 Item #: 901824135 $11.95 skills needed for a student to become a proficient reader. These guides, written by Dr. Karen Kemp, retired Cohoes Director of Special Programs and current PDP Specialist with Measurement, Inc., provide strategies and techniques to address phonemic awareness, phonics, fluency, vocabulary and text comprehension. They are valuable tools for teachers committed to closing the reading achievement gap within a multi-tiered support system.
RTI & Math: The Elementary
RTI & Math for Middle School
Essentials
Mary Little, Ph.D.
Karen A. Kemp, Ph.D. Specifically designed for elementary teachers who want to support students struggling with math. Based on the findings of the National Math Panel, this guide provides researchbased strategies that can serve as valuable Grades K-4 interventions within an RTI framework. 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901500151
This guide provides researchbased curriculum and evidence-based interventions for middle school students who struggle with learning and mastering mathematics, including the Common Core Standards. It empowers educators to select, implement, differentiate, and evaluate instruction and interventions in mathematics.
Grades 5-8
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901867217
$11.95
$11.95
RTI & ELLs: (Response To Intervention
& English Language Learners) Seth Aldrich, Ph.D.
Response to Intervention (RTI), a powerful process to help struggling learners, is especially effective for English Language Learners (ELLs) who need extra support and assistance to succeed in today’s high powered classrooms. This valuable reference guide provides: • Practical strategies to build capacity to support RTI assessments/interventions for ELLs • Tier 1, 2 and 3 interventions • Academic assessment tools • Behavioral supports An excellent resource for all staff working with ELLs! 2014, 6-page Laminated Reference Guide, 8 1/2” x 11”
Item Code: RERI
Order with your “P-Card” 1-800-453-7461
Grades K-8
See page 6 for more ELL Guides! NATIONAL PROFESSIONAL RESOURCES, INC.
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laminated RefeRenCe Guides~data liteRaCY Using Data to Improve Student Learning:
Making It Meaningful to Classroom Teachers David Bateman and Jenifer Cline
Grades K-12
In the classroom, within a school building and across an entire district, data is a critical vehicle to assess both student progress and teacher performance. This reference guide is Order designed for classroom teachers to assist them in making meaning out of all types of with your data, both standardized and non-standardized. It explores how and when data can “P-Card” 1-800-453-7461 be used effectively to improve student learning, as well as how teachers can interpret different forms of data to meet students’ diverse needs and assess ongoing progress. 2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: UDSL $11.95
Data Literacy for Teachers
Over 130,000 in print!
Nancy Love Written by Nancy Love, Director of Program Development for Research for Better Teaching, this guide provides a simple framework for: • Strengthening data literacy; • Moving away from over-reliance on state assessments; • Demonstrating how data can have an immediate and direct impact on instruction and achievement; • Identifying other kinds of data that can be analyzed individually and with colleagues, their purposes and frequency. When teachers feel comfortable, knowledgeable and skilled in effectively using a variety of data, there is a marked improvement in teaching and learning. 2013, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901860913 $11.95
BEST SELLER
Grades K-12
The Skillful Inquiry/Data Team Nancy Love This guide provides a proven-effective inquiry process and practical tools for grade level (elementary) or subject-area (middle and high school) teams of teachers to maximize their impact on student achievement by: • Identifying a common focus for improvement through analysis of state and local common assessments and student work; • Verifying causes of student-learning problems through research, error-analysis, and data about practice and perceptions; • Generating solutions by sharing successful teaching strategies and reteaching and extending learning based on students’ needs.
Grades K-12
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902021427 $11.95
Differentiated Instruction:
Enhancing Teaching & Learning
NEWLY REVISED
Helene M. Hanson Differentiated Instruction (DI) forms the foundation upon which successful instruction and interventions can be built. This guide provides: • A clear understanding of the DI process including key features; • Practical strategies to implement DI; • Lesson planning and design strategies; • Information on how DI connects to other critical frameworks such as Response To Intervention (RTI) and Universal Design for Learning (UDL). 2015, 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901634166 $11.95 24
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laminated RefeRenCe Guides~assessment Test Anxiety: Strategies to Improve Student Performance
NEW 2016
by Joseph Casbarro, Ph.D. The recent increase in testing is giving rise to higher levels of anxiety for both students and teachers. As a result, many students are actually experiencing performance declines rather than improvements. This reference guide is specifically designed to: • Provide teachers with practical, evidence-based strategies for reducing test-related anxiety; • Improve test performance and overall wellbeing in students ranging from elementary to high school age. The guide includes recommendations for teaching effective study skills & habits, as well as specific test-taking skills. It also describes how to teach students stress-reduction techniques such as deep breathing, freewriting, progressive muscle relaxation, guided imagery, mindfulness and meditation, and positive self-talk.
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Grades 3-12
2016, 6-page Laminated Reference Guide, 8 1/2” x 11” Item Code: TEST
$11.95
Formative Assessment Douglas Fisher, Ph.D. & Nancy Frey, Ph.D.
Douglas Fisher
Nancy Frey
Any time teachers collect evidence of what a learner knows or can do, they are engaging in an assessment. Formative assessments are used to make decisions about what should be taught next, and how it should be taught. In addition, formative assessment should be a partnership between learner and teacher, with the active involvement of both. The authors provide distinct information for two target groups: Elementary & Middle School.
Elementary 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902000497 $11.95
Curriculum-Based Measurement:
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School
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902000489 $11.95
Test Preparation:
A Teacher’s Guide
A Teacher’s Guide
John Hosp, Ph.D. & Michelle Hosp, Ph.D.
Joseph Casbarro, Ph.D. 4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901634158 $11.95
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902000500 $11.95
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additional laminated RefeRenCe Guides Coach
Collaborative Coaching
Coaching Pa
rtner
Susan Villani & Kathy Dunne 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902027670 $11.95
Grades K-12
Substitute Teacher’s Survival Guide: 10 Keys to Success
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 902027689 $11.95
Grades K-12
A New Teacher’s Survival Guide: Avoiding the Common Pitfalls
Joseph Casbarro, Ph.D.
Kenneth Kolwicz
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901888826 $11.95
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901700789 $11.95
Grades K-12
Grades K-12
Multiple Intelligences (MI):
Gifted Education Strategies for All Pathways to Success Thomas R. Hoerr, Ph.D.
Joseph Renzulli, Ph.D. & Marcia Gentry, Ph.D.
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901714720 $11.95
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901904015 $11.95
Grades K-6 Preventing Problem Behaviors in Students with Developmental Challenges
Grades K-12
The Brain Compatible Classroom:
Barry Prizant, Ph.D. and Amy Laurent, Ed.M.
A Teacher’s Guide Patricia Wolfe, Ed.D. 6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901686980 $11.95
Grades K-12 For full descriptions of all guides on this page, please visit www.NPRinc.com 26
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For Presymbolic Students
For Symbolic Communicators
4-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901934682 $11.95
6-page Laminated Reference Guide, 8 1/2” x 11” Item #: 901934690 $11.95
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dVds
dVds
dVds dVds
dVds
dVds
To order any of the DVDs on this page, visit
www.hrmvideo.com\NPR
The ABC’s of BULLYING Prevention: A Comprehensive Schoolwide Approach featuring Dr. Kenneth Shore
includes Cyberbuying
This one-of-a kind video series contains all the tools that schools need to implement a comprehensive bullying prevention program. Unlike other programs, it offers practical, tried and tested strategies at the classroom, school and district levels. The ABC’s of Bullying Prevention: • Is a comprehensive school/community-wide series • Provides strategies to address bullying, if and when it occurs • Provides specific steps for bullying prevention • Meets eligibility criteria for NCLB (Title IV-21st century schools)
Each set includes 4 DVDs and 4 books to circulate to each of the 4 stakeholder groups: • Administrators & Pupil Services Staff • Teachers • Paraprofessionals • Parents
4 DVD Set + 4 Books $159.99
The Power of RTI: Classroom Management Strategies, K-6
Winning Strategies for Inclusive Classrooms
featuring Jim Wright Jim Wright focuses on TIER I techniques which address: classroom rules, routines, and schedules; positive behavioral expectations; practical strategies to manage defiant/non-compliant students; targeted use of rewards and feedback; structured lessons to incorporate meaningful student choices; and management of daily classroom transitions. In addition to Tier I strategies, Wright provides constructive and positive approaches to address student misbehavior, if and when it occurs. DVD, 68 minutes $111.96
RTI & DI: The Dynamic Duo L. Heintzman and H. Hanson
DVD, 37 minutes
Chapters in this DVD include: • Understanding RTI • The Commonalities of RTI & DI • Classroom Implementation • The RTI Team • Addressing Special Populations $111.20
Dr. Rebecca Hines, & Dr. Lisa Dieker, Ph.D. From two of the most dynamic teacher trainers in the country, comes an exciting and powerful program that addresses: Effective Co-Teaching; Time & Management Strategies; The Skilled Use of Paraeducators; Co-Teaching Roles & Responsibilities; and Teamwork & Collaboration. DVD, 40 minutes $111.96
7 Effective Strategies for Secondary Inclusion featuring Lisa Dieker, Ph.D. View successful inclusionary classrooms for students with mild and moderate disabilities using effective strategies which include: creating a school-wide culture; celebrating success for all students; developing interdisciplinary collaboration; implementing effective co-teaching; establishing active learning; implementing effective instruction; and improving grading and student assessments. DVD, 1 hour & 5 minutes $103.96
PARAEDUCATORS: Quality Supervision & Training featuring Nancy French In order to most effectively utilize paraeducators, schools need to provide an environment where teachers “coach” and paraeducators “learn” to better understand their roles and responsibilities. This DVD program addresses the supervision and support of paraeducators as they work in: • Inclusive/co-teaching classrooms • Implementing instructional accommodations modifications • Student supervision and behavior monitoring • Response To Intervention (RTI) and data collection roles 2-DVD Set, 69 minutes total $159.20
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BooKs Strategies for Struggling Learners
Co-Teach! Building
and Sustaining Effective Classroom Partnerships in Inclusive Schools, 2nd Ed.
in the Era of CCSS & RTI Jim Wright 2014, paperback, 255 pages Item # 902268392 $29.95
Dr. Marilyn Friend 2013, paperback, 211 pages Item # 902121634 $39.95
Demystifying Secondary Inclusion:
RTI Success in Secondary Schools:
Powerful Schoolwide & Classroom Strategies
A Toolkit for Middle & High Schools
Lisa Dieker, Ph.D. 2013, paperback, 194 pages Item # 902129848 $34.95
Jim Wright Paperback, 238 pages Item # 901984035 $39.50
RTI Toolkit:
A Practical Guide for Schools Jim Wright Paperback, 241 pages Item # 93403205X $39.50
RTI Guide: Making It Work Concetta Russo, Ed.D., et al. Paperback Item # 901537845 $39.50
The ABC’s of Bullying Prevention: A Comprehensive Schoolwide Approach Kenneth Shore, Psy.D. Paperback, 115 pages Item # 887943837 $14.95
INCLUSION: A Service, Not A Place — A Whole School Approach Dorothy Kerzner Lipsky, Ph.D. & Alan Gartner, Ph.D. Paperback, 162 pages Item # 902268406 $34.95
Challenging Classroom Behaviors: Overcoming
Test Anxiety & What You Can Do About It: A Practical Guide
Resistance through Uniquely Audacious Interventions
for Teachers, Parents, and Kids Joseph Casbarro, Ph.D.
by John W. Maag, Ph.D.
Paperback, 223 pages Item # 887943632 $24.95
Paperback, 119 pages Item # 902022741
Literacy Skill Development for Students with Special Learning Needs: A
$19.95
RTI and the Paraeducator’s Roles:
Effective Teaming
Strength-Based Approach
Mary Lasater
Leslie Broun & Patricia Oelwein
Paperback, 131 pages Item # 901552674
Paperback, 181 pages Item # 934032076 $34.95
$29.50
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BooKs The Inclusive Education Checklist: A Self-
Let’s Team Up!
A Checklist for Teachers, Paraeducators & Principals
Assessment of Quality Inclusive Education Practices
Richard Villa, Ph.D. & Jacqueline Thousand, Ph.D.
Kent Gerlach, Ed.D. 2015, paperback, 144 pages Item #: 90230593X $12.95
ChromebooksTM for ALL Learners:
2016, paperback, approx. 120 pages Item Code: ICBO $12.95 Order with your “P-Card”: 1-800-453-7461
The Bullying Prevention Checklist
A Teacher’s Checklist Brian S. Friedlander, Ph.D. & Mike Marotta, M.S., A.T.P.
Kenneth Shore, Psy.D. 2016, paperback, approx. 120 pages Item Code: BUCH $12.95
2016, paperback, approx. 120 pages Item Code: CBCB $12.95
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Order with your “P-Card” 1-800-453-7461
Lesson Plan Book for the Diverse Classroom: Planning
Inclusion Lesson Plan Book for the 21st Century
for Accessibility through UDL
Toby Karten Spiral-bound, 195 pages Item # 901687014 $24.95
Stacy Pellechia Dean, P.h.D. Spiral bound, 107 pages Item # 934032130 $24.95
RTI Lesson Planning & Instructional Decision-Making
Co-Teaching Lesson Plan Book, 3rd Edition Lisa A. Dieker, Ph.D. Spiral-bound, 106 pages Item # 970842988 $24.95
Mary E. Little, Ph.D. 2013, paperback, 148 pages Item #: 902109502 $29.95
BEST SELLER
Emotional Literacy in the Middle School: A 6-Step
RTI: The Classroom Connection for Literacy — Reading Intervention and Measurement (Grades K-6)
Program to Promote Social and Emotional Intelligence
M. Maurer, MA, & M.A. Brackett, Ph.D.
Karen Kemp & Mary Ann Eaton
Paperback, 228 pages Item # 887943748 $44.95
Paperback, 271 pages Item # 934032122
Creating Emotionally Literate Classrooms:
RTI & Math: The Classroom Connection—Estimates Considered, Logic Required, Data Imperative
An Introduction to the RULER Approach to Social Emotional Learning Marc A. Brackett, Ph. D. & Janet Pickard Kremenitzer, Ed.D. Paperback, 124 pages Item # 90186191X $29.50
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Karen A. Kemp, Mary Ann Eaton, & Sharon Poole Paperback, 301 pages
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Complete List of Lamanated Reference Guides A Parent’s Guide to Working with Teachers...............8 Same as above title (in Spanish) ............................8 A Teacher’s Guide to Working With Parents...............8 ADHD & LD...................................................................14 An Educator’s Guide to Bullying Prevention............12 Assistive Technology..................................................10 Autism Spectrum Disorders: (Math)..........................17 Autism Spectrum Disorders: 7 Steps of Support.....17 Autism: Classroom Success, ABA............................16 Autism: Strategies from A to Z (Elementary)............16 Autism: Strategies from A to Z (Middle School).......16 Autism & CCSS............................................................17 Autism & the iPad™....................................................10 Behavior Mgmt: Early Childhood.................................7 Brain Compatible Classroom.....................................26 Bullying Prevention/Disabilities.................................12 Chromebooks™ in the Classroom.............................11 Character Matters: Classrooms/School/Home...........9 Classroom Management: Elementary Teachers.......13 Co-Teaching At A Glance............................................15 Co-Teaching in Secondary Schools..........................15 Co-Teaching: Strategies/Improve Outcomes............15 Co-Teaching & Technology........................................11 Collaborative Coaching: Coach.................................26 Collaborative Coaching: Coaching Partner..............26 CCSS: Unique Practices, Elementary: ELA..............18 CCSS: Unique Practices, Elementary: Math............18 CCSS: Strategies, Secondary: ELA...........................20 CCSS: Strategies, Secondary: Math..........................20 CCSS & ELLs.................................................................6 Common Core: Reaching Standards/UDL................20 Common Core: Step-by-Step Approach—ELA.........20 Common Core: Step-by-Step Approach—Math........20 Curriculum Based Measurement...............................25 Cyberbullying...............................................................12 Data Literacy for Teachers..........................................24 DI: Enhancing Teaching & Learning..........................24 Dyslexia........................................................................14 ELLs: Co-Teaching & Collaboration............................6 ELLs: Thinking Skills and CCSS..................................6 English Language Learners in Preschool...................7 Executive Function: Practical Applications..............14 FBA and BIP (Functional Behavior Assessment & Behavior Intervention Plan)................................13 Formative Assessment (Elementary)........................25 Formative Assessment (Middle Schl)........................25 Gifted Education Strategies for All............................26
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Guide to the Supervision of Paraeducators................8 IEPs and Common Core Standards...........................18 Inclusion Succeeds/Effective Strategies (6-12)........19 Inclusion Succeeds/Effective Strategies (K-5).........19 Inclusive Pre-K & Kindergarten....................................7 iPad™: Enhancing Learning & Communication for Students with Special Needs............................10 Literacy Instruc. for Inclusive Class..........................19 LBGTQ..........................................................................12 Multiple Intelligences: Pathways to Success...........26 New Teacher Survival Guide......................................26 Oral Language Activities for Early Childhood............7 Paraeducator’s Resource Guide..................................8 PBIS..............................................................................13 Preventing Problem Behaviors: Presymbolic...........26 Preventing Problem Behaviors: Symbolic................26 RTI (Response To Intervention).................................22 RTI: Co-Teaching & Differentiated Instruction..........15 RTI & DI ........................................................................22 RTI & Classroom Behaviors.......................................22 RTI & Early Childhood...................................................7 RTI & ELL (English Language Learners)...................23 RTI & Math (Elementary).............................................23 RTI & Math (Middle School)........................................23 RTI & Reading (Elementary).......................................23 RTI & Reading (Middle School)..................................23 RTI & Socio-Economically Disadvantaged Youth....22 School Climate...............................................................9 Schools/Social Emot. Competence.............................9 Section 504: Classroom Accommodations...............14 Section 504 of the Rehabilitation Act for Students with Disabilities................................14 Skillful Inquiry/Data Team...........................................24 Social, Emotional and Character Development..........9 Social Skills: Effective Instruction/Exceptional........16 Substitute Teacher Survival Guide............................26 Teaching Students with Autism/Asperger’s .............17 Technology for Transition...........................................11 Test Anxiety..................................................................25 Test Preparation: A Teacher’s Guide.........................25 Transition Time: Early Childhood................................7 Transitioning to College..............................................18 Using Data to Improve Student Learning..................24 What Educators and Parents Need to Know About Special Education Law.................................8 Same as above title (in Spanish).................................8
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or Call 1-800-453-7461 to order with your “P-Card” Laminated Reference Guides Co-TeaChing StrategieS to improve Student outcomeS by Marilyn Friend
CO-TEACHING BASICS What is Co-Teaching?
Co-teaching is a service delivery option. That is, when students are entitled to receive special education or other specialized services (for example, those for English learners), co-teaching is a vehicle for providing those services within the context of the general education classroom instead of sending students to a separate setting for that purpose. These are the critical characteristics of co-teaching: • Co-teaching is implemented by two professionals with equivalent licensure but different areas of expertise. One partner usually is a general education teacher. The other most often is a special educator or ESL teacher but could also be a speech/language therapist, school psychologist, or another professional.
• Instruction takes place in a single shared classroom, exceptions occurring when students have alternative provisions (e.g., testing in a separate setting) or the instructional activity is best carried out in two settings (e.g., some students are in the media center using computers while others are in the classroom using print materials). If two teachers often divide students across classrooms, issues could occur about curriculum access, students’ placement, and teacher qualifications. • Co-teachers negotiate their roles. The intent is to take advantage of the expertise each professional brings to the partnership, setting aside assumptions about traditional responsibilities and forging new ways of thinking about teaching and learning.
• The goal of co-teaching is the provision, within the general education setting, of the specialized instruction needed by identified students. • Co-Teachers have a reciprocal relationship and share instructional responsibilities. Both teachers have ownership of all students and work together to effectively maximize the learning of all their shared students.
Why Co-Teach?
Co-teaching has been part of inclusive practices for nearly 30 years (e.g., Bauwens, Hourcade, & Friend, 1989), but it has developed rapidly over the past decade in response to several trends. The first is the expectation, established in federal and state law and policy, that students with disabilities have the same curriculum access and rigorous academic standards as other students. This expectation is grounded in the fact that more than 80% of all school-age students receiving special education services have no intellectual disabilities (U.S. Department of Education, 2012). A second factor influencing interest in co-teaching is slowly growing evidence of its effectiveness. Although empirical research on co-teaching is still scarce (Solis, Vaughn, Swanson, & McCulley, 2012), retrospective studies of school districts with unexpectedly high achievement among students with disabilities have found that co-teaching often is a preferred service delivery option (Huberman, Navo, & Parrish, 2012; Silverman, Hazelwood, & Cronin, 2009; Walsh, 2012). In addition, in schools in which co-teaching is implemented with fidelity, students’ achievement outcomes improve, sometimes dramatically (Benningfield, 2012).
What Practices are Related to—but Distinct from—Co-Teaching?
Part of understanding co-teaching is recognizing how it relates to other concepts that sometimes, mistakenly, are used interchangeably. Here are a few examples: schools in which several teachers share responsibility for the same • Inclusion. Inclusion refers to a school’s belief system or philosophy group of students, although they teach separately. In some locales, about educating diverse learners, implying that all students are implementation of the Common Core State Standards is rekindling welcomed and supported members of the learning community. Although the general education setting is strongly preferred, inclusion interest in team teaching to foster interdisciplinary instruction. is about how students are treated rather than solely about where • Paraprofessional Support. Paraprofessionals are valuable school they are seated. Inclusive schools have services in separate settings personnel who assist teachers in many instructional and clerical as necessary for student success. In schools characterized as “full tasks, but the support they provide is not co-teaching. First, they are inclusion,” that is, having services exclusively in general education, employed in a different capacity than teachers (even if they have the needs of some students may be ignored. Co-teaching is a comteaching credentials), and their responsibilities should reflect this. mon practice in inclusive schools, but some students participate in Generally, their work is directed by teachers, and they are not general education classes without this arrangement and receive directly accountable for students’ instruction. Thus, paraprofessionservices through consultation or in a separate setting for some part als should be in general education classrooms, and they should work of the school day. with individual pupils or small groups of students, gather data, or monitor students as they work independently. The caution is that • Team Teaching. Team teaching, first described in the professional paraprofessionals generally should not have responsibility for initial literature in the 1950s, is the term to describe two general education instruction and should not be expected to assume the same responteachers partnering for instruction, most commonly with two full class sibilities as a co-teacher. groups (Warwick, 1971). Team teaching also is associated with middle 1
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