2020 HELIX Revisited
07. Putting More Pieces Together, Part 2
Sunday January 31, 2021 - 12:01 AM - Online
Sunday February 28, 2021 - 12:01 AM - Online
Through analysis of evidence-based practice (EBP), teachers are able to identify and use instructional strategies that have been shown, across multiple rigorous research studies, to positively affect student outcomes (Hsiao & Peterson, 2019). This session is the second part of Putting the Pieces Together session; however, participants are welcome to join this session, as supplemental materials will be provided to bridge information provided in session one on the use of High Leverage Practice, EBPs, and self-directed professional development from session two.
This session will engage participants in hands-on-virtual opportunities to dive deeper into the research and implementation of selected EBPs to support grade-aligned instruction (the ‘how’ of teaching) for students for students with moderate to severe intellectual disabilities. Participants will watch videos and practice using practices (e.g., systematic instruction; time delay, least to most prompting, simultaneous prompts) within the context of grade-aligned standards. Through an interactive virtual platform, teachers will also begin to develop their own plan to align self-directed professional development to build fidelity of practice.
Participants will be able to:
- Identify the most prominent evidence-based practices for students with moderate to severe intellectual disabilities.
- Demonstrate how and when to implement systematic instruction (e.g., time delay, system of least prompts, task analysis) with fidelity.
- Develop their own professional development plans to build their use of EBPs and HLPs, aligned to their own learning needs and interests.
Special Education Teachers; Paraprofessionals
Special Education Teachers; Teachers who work with students who are blind or visually impaired; Teachers who work with students with hearing loss; Teachers who work with students who are Deaf-Blind; Teachers/other professionals who work with students who have sustained traumatic brain injury; Speech therapists; General Education Teachers; Supervisors/Administrators; Occupational Therapists and/or Physical Therapists; School Counselors and/or School Psychologists; Parents, Guardians, Family Members; Paraprofessionals
Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Annette Bauerlein, at 610-787-7211, or firstname.lastname@example.org.