Videos

Traditional service delivery models have focused on removing students receiving specially designed instruction from their general education context, curriculum, and peers. This traditional model is ineffective and inequitable. To equip schools to develop inclusive service delivery models, this session focuses on several conceptual and practical resources that guide practitioners in re-thinking how services are provided to students within all tiers of instruction in a more equitable and inclusive manner.

In this interactive question-and-answer session, a diverse panel of educators will share their experiences in improving equity in learning environments and ensuring equitable access, opportunities, and belonging through school-wide systems of support.

Response to Intervention (RTI) is a data-based approach to the early identification and support of students with learning and behavioral needs. Learners who receive RTI are provided with interventions that increase in difficulty to expedite their learning. In order to best serve students, it is imperative that many different types of school personnel understand how to implement RTI and what to do with the data. For example, speech language pathologists, school psychologists, general educators, special educators, and more can serve as a collaborative team who work together to effectively support RTI in the school. Similar to RTI in that it seeks to meet the needs of all students, Universal Design for Learning (UDL) provides multiple avenues for engagement, representation, action and expression in the classroom to support the diversity of learners. This panel will discuss how school personnel can work to advocate for the intersection of RTI and UDL so that learners of all ability levels can be supported in an inclusive and cohesive learning environment. Response to Intervention (RTI) is a data-based approach to the early identification and support of students with learning and behavioral needs. Learners who receive RTI are provided with interventions that increase in difficulty to expedite their learning. In order to best serve students, it is imperative that many different types of school personnel understand how to implement RTI and what to do with the data. For example, speech language pathologists, school psychologists, general educators, special educators, and more can serve as a collaborative team who work together to effectively support RTI in the school. Similar to RTI in that it seeks to meet the needs of all students, Universal Design for Learning (UDL) provides multiple avenues for engagement, representation, action and expression in the classroom to support the diversity of learners. This panel will discuss how school personnel can work to advocate for the intersection of RTI and UDL so that learners of all ability levels can be supported in an inclusive and cohesive learning environment.

95. MLL with Disabilities and Translanguaging: A Winning Approach Towards Academic Success Translanguaging is a beneficial practice for students with disabilities who often have very varying abilities. The flexibility in language practices afforded by translanguaging enables the teacher to meet students where they are at, and allows them to adjust their language, literacy, and cognitive loads to meet the needs and strengths of students with disabilities. This session will look at the intersection of academic progress and language acquisition for students with disabilities and how translanguaging assists students in advancing in both areas.

Foundations of Secondary Formative Assessment: Strategies that support relationships and student outcomes.

This session focuses on enhancing student success at Tier 1 through the strategic optimization of Assistive Technology (AT) supports within secondary classrooms. As educational teams strive to provide inclusive and effective learning environments, the integration of AT tools becomes paramount. This session delves into the practical approaches, benefits, and challenges of leveraging AT support to meet diverse student needs. Participants will gain a well-rounded understanding of the benefits of Assistive Technology supports in secondary classrooms and will be equipped with actionable strategies to optimize their implementation, ultimately leading to increased student success at Tier 1.

Even the best evidence-based practices need to be used at the right time to improve learning. It is not as simple as good instruction vs. bad instruction. The right instruction at the right time is necessary for improved academic outcomes. In this session, we will help teachers sort their instructional practices by stages of learning so they can be matched to students’ needs.

99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.

99B. We’re All In This Together: Impactful Ways to Attract, Prepare, and Retain Special Educators During the session, the presenters will share special education personnel retention and impact data from the Bureau of Special Education's Attract, Prepare, and Retain (APR) efforts. The current APR targeted projects that have been specifically designed for special education personnel to equip them to meet the varied learning needs of today's students with disabilities will be featured. Attendees will be encouraged to ask questions and discuss ways to engage in the current APR preparation and retainment efforts of mentoring, networking, and learning institutes. Together we can affect the future generations of special education personnel and elevate the profession.

This webinar will focus upon the cultural, linguistic, and ecological factors that affect the effective instructional environment for English Language Learners. There are several handouts for this event. 1. RtII and ELLs Extended Activity (Word Document) This activity is for trainers who would like to use it when presenting the information provided by the webinar. 2. RtII and ELLs October Webinar Checklist (Word Document) This checklist is for all participants to use as future reference when applying the information learned during the webinar. 3. RtII and ELLs A Cultural, Linguistic and Ecological Approach with ELLs (Power Point) for participants to use during webinar. 4. Culturally Responsive Literacy (Pdf File) article to support information provided in webinar. 5. A Cultural, Linguistic and Ecological Framework (Pdf file) article to support information provided in webinar.