Putting the Pieces Together, Part 1Presentation Slides
Bree Jimenez, Ph.D
The premise of evidence-based practice (EBP) is to identify and use instructional strategies that have been shown, across multiple rigorous research studies, to positively affect student outcomes (Hsiao & Peterson, 2019). Over the past decade several useful, valid, and free resources and tools have been developed by research centers (e.g., CEEDAR; Frank Porter Graham) to support teacher preparation and classroom application of identified EBPs. Despite the development of critical supports and resources, educators often fail to utilize EBPs (Cook et al., 2012). Even when aware these resources exist, educators may struggle to put the pieces (i.e., literature reviews, fidelity checklists, professional standards) into use as professional development (PD) tools. Commonly PD provided is not specific to “whom” and “what” a teacher is teaching nor interconnected to how to identify EBPs useful to them (Courtade et al., 2015).
This session will focus on the use of teacher-directed PD to build the implementation and fidelity of EBPs to support grade-aligned instruction for students with moderate to severe intellectual disabilities. This interactive session will use High Leverage Practices (HLP; CEC, 2018), EBPs for students with Moderate to Severe ID, and ASD, the Four Stages of Learning to develop a plan for self-assessment of professional development needs through self-directed (teacher) professional development. This session will include video examples and model planning documents.
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.