Putting More Pieces Together, Part 2Presentation Slides
Bree Jimenez, Ph.D.
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 to 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 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.
Act 48, ASHA, Psych, Instructional Hours
Special Education Teachers; Paraprofessionals
Speaker biography: Bree Jimenez, Ph.D.
, is an Associate professor of Special Education at the University of Texas at Arlington. She has published numerous research articles, books, and curriculum on supporting general curriculum access for students with extensive support needs. Her research focuses on the use of teacher-led professional development, systematic instruction, particularly within the content areas of science and math instruction for students with intellectual disability.