An introduction to the Ages & Stages Questionnaires®, Third Edition, (ASQ-3), a highly reliable, parent-completed tool that pinpoints developmental progress in children between the ages of one month to 5 ½ years.
ASQ:SE-2 is a parent-completed screening tool used to identify young children aged 1-72 months who may be at risk for social or emotional difficulties. It screens seven key behavioral areas and was developed as a complement to the Ages & Stages Questionnaires developmental screening tool. The second edition was published in 2015 and includes expanded age ranges, new data and cutoffs, and additional items to help identify autism and communication issues. Parents complete a questionnaire for their child's age level which takes 10-15 minutes. Scores are then used to identify children in need of further assessment.
This document provides an overview of ASQ Online, a web-based program that allows users to manage developmental and social-emotional screening for children using the Ages & Stages Questionnaires. Key features of ASQ Online include automatically scoring questionnaires, scheduling screening tasks, communicating screening results to parents, and generating reports. The system guides users through entering screening responses, finalizing screens, and tracking children's progress over time to help identify potential delays early.
Get an introduction to the AEPS®-3 Ready-Set—a new, shorter measure focused on school readiness skills. Learn about the tool’s purpose and recent research studies, and learn how to use it.
From the developers of the renowned ASQ, the Environmental Screening Questionnaire (ESQ™) can provide a fuller picture of each family’s strengths and needs—and help professionals guide their decision-making processes for next steps. This presentation will familiarize you with this exciting new screening tool.
The document is a toolkit from Ages & Stages that provides resources for early childhood programs to conduct developmental screenings using the Ages and Stages Questionnaires, third edition (ASQ-3). It includes tips for screening children with ASQ-3, engaging families in the screening process, and activities to promote child development. The toolkit offers handouts, letters, forms, and other materials for early childhood professionals to explain ASQ-3 to parents and obtain their involvement in developmental screenings.
This document provides an overview of a webinar presentation about the WISC-V. It includes an agenda for the webinar that covers revision goals of the WISC-V, new test structures, subtest changes, administration and scoring options, analysis and interpretation, and pricing. It also provides sample slides that discuss topics like the Australian and New Zealand standardization process, reliability and validity evidence, and an in-depth look at new subtests like visual puzzles.
ASQ:SE-2 is a parent-completed screening tool used to identify young children aged 1-72 months who may be at risk for social or emotional difficulties. It screens seven key behavioral areas and was developed as a complement to the Ages & Stages Questionnaires developmental screening tool. The second edition was published in 2015 and includes expanded age ranges, new data and cutoffs, and additional items to help identify autism and communication issues. Parents complete a questionnaire for their child's age level which takes 10-15 minutes. Scores are then used to identify children in need of further assessment.
This document provides an overview of ASQ Online, a web-based program that allows users to manage developmental and social-emotional screening for children using the Ages & Stages Questionnaires. Key features of ASQ Online include automatically scoring questionnaires, scheduling screening tasks, communicating screening results to parents, and generating reports. The system guides users through entering screening responses, finalizing screens, and tracking children's progress over time to help identify potential delays early.
Get an introduction to the AEPS®-3 Ready-Set—a new, shorter measure focused on school readiness skills. Learn about the tool’s purpose and recent research studies, and learn how to use it.
From the developers of the renowned ASQ, the Environmental Screening Questionnaire (ESQ™) can provide a fuller picture of each family’s strengths and needs—and help professionals guide their decision-making processes for next steps. This presentation will familiarize you with this exciting new screening tool.
The document is a toolkit from Ages & Stages that provides resources for early childhood programs to conduct developmental screenings using the Ages and Stages Questionnaires, third edition (ASQ-3). It includes tips for screening children with ASQ-3, engaging families in the screening process, and activities to promote child development. The toolkit offers handouts, letters, forms, and other materials for early childhood professionals to explain ASQ-3 to parents and obtain their involvement in developmental screenings.
This document provides an overview of a webinar presentation about the WISC-V. It includes an agenda for the webinar that covers revision goals of the WISC-V, new test structures, subtest changes, administration and scoring options, analysis and interpretation, and pricing. It also provides sample slides that discuss topics like the Australian and New Zealand standardization process, reliability and validity evidence, and an in-depth look at new subtests like visual puzzles.
The Launchpad to Quality is a self-evaluation tool for childcare providers to assess the quality of their provision and identify areas for improvement. It has sections for childminders, early years providers, and playwork providers. The document provides instructions on how to use the Launchpad, which involves reflecting on goals and taking actions to meet standards, with the help of a assigned mentor. It is the first stage for participating in the East Sussex Quality Award program. The contact section lists the relevant quality improvement managers and coordinators who can provide more information about the Launchpad to Quality.
The document provides guidance for educators on reporting mid-year data on student progress towards standards. It outlines the steps to:
1) Check the percentage of data collected and students at goal by domain and standard. This evaluates pacing and coverage.
2) Compare progress to ambitious goals.
3) Ensure qualitative documentation is included for three students at different developmental levels and aligned to standards being assessed. This documentation should confirm or conflict with developmental data.
View this presentation from ASQ author Elizabeth Twombly and Parents as Teachers specialist Angela Rau to learn how to support families and continue administering developmental screening virtually with ASQ-3 during the COVID-19 health crisis.
The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.
This document discusses child development and developmental assessments. It covers the following key points:
1. Child development involves growth in four main areas: gross motor, fine motor, personal-social, and language. Development follows a typical sequence but rates vary between children.
2. Developmental assessments evaluate a child's skills and compare them to typical ages and milestones. They are used to identify delays, provide support and interventions, and reassure parents of normal development.
3. Common developmental screening tests include Denver-II, Ages and Stages Questionnaire (ASQ), and Phatak's Baroda Screening Test. Definitive tests like Bayley Scales and Wechsler Scales are used
The document provides guidance on effective assessment design for teachers. It discusses key principles such as differentiation, reliability, and validity. It emphasizes the importance of clear and consistent language in assessments as well as aligning question difficulty with the targeted grade levels. Tips are provided for developing multiple choice questions, translations tasks, and ensuring comparable outcomes year-to-year. The document also includes advice for students on preparing for and taking listening, speaking, reading and writing exams.
Signs of autism spectrum disorder often appear early in development, with obvious delays in language skills and social interactions before age 2. Doctors may recommend developmental tests if a child shows signs of delays in cognitive, language, or social skills development. Common tests and procedures used to diagnose autism spectrum disorder include physical observation, psychometric assessments, and sometimes genetic testing. Standardized screening tools like the M-CHAT and diagnostic criteria like the DSM-5 are often used to evaluate symptoms and make an official diagnosis.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
Mick Walker - Key Changes to the National Curriculum accountability measures ...FrogEducation
The document discusses recent changes to the UK's National Curriculum, accountability measures, and Ofsted inspections. Key changes include fewer attainment levels, a focus on mastery of core subjects, and more demanding assessments. Schools will be accountable based on attainment and progress standards rather than levels. Ofsted inspections will place greater emphasis on schools demonstrating pupils' progress through formative and summative assessments. While the changes aim to improve education, they also present challenges around developing clear standards, assessment practices, and transitioning to the new system.
The document describes Quest, an online data collection system designed for use with children ages 6-12. It was developed to address the challenges of collecting data from children through traditional surveys by creating a game-like interface that maintains engagement and accommodates developmental needs. Research studies found that both children and researchers strongly preferred Quest and felt it improved data quality compared to paper surveys. Educators also endorsed Quest for helping assess children with learning challenges. Future work will expand Quest's features and validate its ability to collect psychometrically sound data from children.
Glenwood High School Program- Outcomes 2012 2013 5.15.13rlcaban
Since my employment at Glenwood Academy began in 2010, I have been working on means to incorporate transitional living skills for our high school students. I was able to compilation a series of programming that included initial testing and outcomes in order to procure funding for this age group. The program eventually became my master's thesis in 2014.
This document discusses a survey of adult learners and their interest in continuing education and competency-based education (CBE) programs. It finds that adult learners have strong demand for CBE program elements like self-pacing and personalized learning. However, they also value experiences like avoiding isolation and interacting with others. While interest in CBE is high, most schools still have small-scale aspirational CBE programs rather than established offerings. Barriers to the growth of CBE programs remain significant according to a 2018 survey. The document examines how schools can better meet adult learner demand and the supply of CBE programs.
Nv ltsae developmental screening - marioMike Wilhelm
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire (ASQ), CDC Milestone Booklets, and the Modified Checklist for Autism in Toddlers (M-CHAT). The purpose of developmental screening is to identify potential delays and monitor child development. Screening results can be used to support curriculum individualization and referrals.
Educational Initiatives Private Limited provides educational assessments and programs to improve learning outcomes. Their flagship product is the ASSET benchmarking test, which assesses over 10 million students annually. The test identifies learning gaps, benchmarks performance, and provides actionable insights. Teachers can use the analysis to improve instruction, address misconceptions, and assign targeted practice. The detailed assessment approach aims to revolutionize learning by continuously evaluating student understanding and guiding remedial support.
This document provides an overview of early childcare provider training on developmental screening and regulations. It discusses Nevada regulations requiring developmental assessments for children in childcare facilities. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document defines key concepts like developmental milestones, screening, and provides resources for children needing further evaluation.
This document summarizes information provided at an assessment information evening at Aston Rowant C of E School. It discusses how the school assesses students daily and tracks their progress against new curriculum standards. It provides details on end of key stage assessments and how results will be reported going forward. The school emphasizes the importance of parental support at home in areas like times tables practice to help students meet the high standards.
This document discusses common mistakes made when taking ASQ certification exams and provides strategies to avoid them. It is divided into three sections: planning and preparation mistakes, exam strategy mistakes, and mistakes made during the exam. Some key mistakes include overconfidence without thoroughly preparing, not understanding the cognitive levels required, poor time management, and not practicing exam-taking skills. The document provides detailed advice on how to effectively plan, strategies such as understanding weaknesses, and tips for the exam day like getting adequate rest. Understanding common mistakes can help exam takers improve their preparation and increase their chances of passing.
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document emphasizes the importance of developmental screening in identifying potential delays and supporting childrens' learning and development.
Generic introduction to evidence bundles for placement (1)Lee Hazeldine
The document provides guidance for student teachers on collecting evidence bundles to demonstrate their impact on student learning and progress against the Teachers' Standards. It advises that evidence bundles should track the progress of all students and groups of students over time through lessons and assessments. Student teachers should plan which area to focus each evidence bundle on, collect relevant data, and reflect weekly with their mentor on progress and next steps.
This document outlines the vision and goals for Aston Rowant C of E Primary School. The school aims to develop confident, ambitious lifelong learners through a nurturing learning environment. By the end of 2017, the school aims to improve pupil outcomes in math to match levels in reading and writing, launch the second year of a new creative curriculum, provide more educational visits and outdoor learning opportunities, develop growth mindsets and competitive sports, and focus on e-safety. The document discusses strategies like analyzing data and boosting support to achieve these goals.
Quick Interactive Language Screener: English—Spanish (QUILS: ES)Brookes Publishing
How can you tell if young bilingual children are making age-appropriate language progress? The Quick Interactive Language Screener ™: English–Spanish (QUILS ™: ES) can help—and this free coffee chat will introduce you to this web-based, game-like screener. Developed for use with English–Spanish bilingual children from ages 3 to 5:11, QUILS: ES measures not only language products (what the child already knows in both languages) but also language processes (how the child learns new words and grammar structures).
Children in Action Motor Program for Preschoolers (CHAMPPS)Brookes Publishing
CHAMPPS is a research-based, semi-structured motor play program for use in inclusive preschool classrooms that supports school readiness skills and increased physical activity of children. CHAMPPS utilizes UDL-infused lessons, implemented by teachers at school and families at home, to support the learning and development of all young children.
The Launchpad to Quality is a self-evaluation tool for childcare providers to assess the quality of their provision and identify areas for improvement. It has sections for childminders, early years providers, and playwork providers. The document provides instructions on how to use the Launchpad, which involves reflecting on goals and taking actions to meet standards, with the help of a assigned mentor. It is the first stage for participating in the East Sussex Quality Award program. The contact section lists the relevant quality improvement managers and coordinators who can provide more information about the Launchpad to Quality.
The document provides guidance for educators on reporting mid-year data on student progress towards standards. It outlines the steps to:
1) Check the percentage of data collected and students at goal by domain and standard. This evaluates pacing and coverage.
2) Compare progress to ambitious goals.
3) Ensure qualitative documentation is included for three students at different developmental levels and aligned to standards being assessed. This documentation should confirm or conflict with developmental data.
View this presentation from ASQ author Elizabeth Twombly and Parents as Teachers specialist Angela Rau to learn how to support families and continue administering developmental screening virtually with ASQ-3 during the COVID-19 health crisis.
The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.
This document discusses child development and developmental assessments. It covers the following key points:
1. Child development involves growth in four main areas: gross motor, fine motor, personal-social, and language. Development follows a typical sequence but rates vary between children.
2. Developmental assessments evaluate a child's skills and compare them to typical ages and milestones. They are used to identify delays, provide support and interventions, and reassure parents of normal development.
3. Common developmental screening tests include Denver-II, Ages and Stages Questionnaire (ASQ), and Phatak's Baroda Screening Test. Definitive tests like Bayley Scales and Wechsler Scales are used
The document provides guidance on effective assessment design for teachers. It discusses key principles such as differentiation, reliability, and validity. It emphasizes the importance of clear and consistent language in assessments as well as aligning question difficulty with the targeted grade levels. Tips are provided for developing multiple choice questions, translations tasks, and ensuring comparable outcomes year-to-year. The document also includes advice for students on preparing for and taking listening, speaking, reading and writing exams.
Signs of autism spectrum disorder often appear early in development, with obvious delays in language skills and social interactions before age 2. Doctors may recommend developmental tests if a child shows signs of delays in cognitive, language, or social skills development. Common tests and procedures used to diagnose autism spectrum disorder include physical observation, psychometric assessments, and sometimes genetic testing. Standardized screening tools like the M-CHAT and diagnostic criteria like the DSM-5 are often used to evaluate symptoms and make an official diagnosis.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
Mick Walker - Key Changes to the National Curriculum accountability measures ...FrogEducation
The document discusses recent changes to the UK's National Curriculum, accountability measures, and Ofsted inspections. Key changes include fewer attainment levels, a focus on mastery of core subjects, and more demanding assessments. Schools will be accountable based on attainment and progress standards rather than levels. Ofsted inspections will place greater emphasis on schools demonstrating pupils' progress through formative and summative assessments. While the changes aim to improve education, they also present challenges around developing clear standards, assessment practices, and transitioning to the new system.
The document describes Quest, an online data collection system designed for use with children ages 6-12. It was developed to address the challenges of collecting data from children through traditional surveys by creating a game-like interface that maintains engagement and accommodates developmental needs. Research studies found that both children and researchers strongly preferred Quest and felt it improved data quality compared to paper surveys. Educators also endorsed Quest for helping assess children with learning challenges. Future work will expand Quest's features and validate its ability to collect psychometrically sound data from children.
Glenwood High School Program- Outcomes 2012 2013 5.15.13rlcaban
Since my employment at Glenwood Academy began in 2010, I have been working on means to incorporate transitional living skills for our high school students. I was able to compilation a series of programming that included initial testing and outcomes in order to procure funding for this age group. The program eventually became my master's thesis in 2014.
This document discusses a survey of adult learners and their interest in continuing education and competency-based education (CBE) programs. It finds that adult learners have strong demand for CBE program elements like self-pacing and personalized learning. However, they also value experiences like avoiding isolation and interacting with others. While interest in CBE is high, most schools still have small-scale aspirational CBE programs rather than established offerings. Barriers to the growth of CBE programs remain significant according to a 2018 survey. The document examines how schools can better meet adult learner demand and the supply of CBE programs.
Nv ltsae developmental screening - marioMike Wilhelm
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire (ASQ), CDC Milestone Booklets, and the Modified Checklist for Autism in Toddlers (M-CHAT). The purpose of developmental screening is to identify potential delays and monitor child development. Screening results can be used to support curriculum individualization and referrals.
Educational Initiatives Private Limited provides educational assessments and programs to improve learning outcomes. Their flagship product is the ASSET benchmarking test, which assesses over 10 million students annually. The test identifies learning gaps, benchmarks performance, and provides actionable insights. Teachers can use the analysis to improve instruction, address misconceptions, and assign targeted practice. The detailed assessment approach aims to revolutionize learning by continuously evaluating student understanding and guiding remedial support.
This document provides an overview of early childcare provider training on developmental screening and regulations. It discusses Nevada regulations requiring developmental assessments for children in childcare facilities. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document defines key concepts like developmental milestones, screening, and provides resources for children needing further evaluation.
This document summarizes information provided at an assessment information evening at Aston Rowant C of E School. It discusses how the school assesses students daily and tracks their progress against new curriculum standards. It provides details on end of key stage assessments and how results will be reported going forward. The school emphasizes the importance of parental support at home in areas like times tables practice to help students meet the high standards.
This document discusses common mistakes made when taking ASQ certification exams and provides strategies to avoid them. It is divided into three sections: planning and preparation mistakes, exam strategy mistakes, and mistakes made during the exam. Some key mistakes include overconfidence without thoroughly preparing, not understanding the cognitive levels required, poor time management, and not practicing exam-taking skills. The document provides detailed advice on how to effectively plan, strategies such as understanding weaknesses, and tips for the exam day like getting adequate rest. Understanding common mistakes can help exam takers improve their preparation and increase their chances of passing.
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document emphasizes the importance of developmental screening in identifying potential delays and supporting childrens' learning and development.
Generic introduction to evidence bundles for placement (1)Lee Hazeldine
The document provides guidance for student teachers on collecting evidence bundles to demonstrate their impact on student learning and progress against the Teachers' Standards. It advises that evidence bundles should track the progress of all students and groups of students over time through lessons and assessments. Student teachers should plan which area to focus each evidence bundle on, collect relevant data, and reflect weekly with their mentor on progress and next steps.
This document outlines the vision and goals for Aston Rowant C of E Primary School. The school aims to develop confident, ambitious lifelong learners through a nurturing learning environment. By the end of 2017, the school aims to improve pupil outcomes in math to match levels in reading and writing, launch the second year of a new creative curriculum, provide more educational visits and outdoor learning opportunities, develop growth mindsets and competitive sports, and focus on e-safety. The document discusses strategies like analyzing data and boosting support to achieve these goals.
Quick Interactive Language Screener: English—Spanish (QUILS: ES)Brookes Publishing
How can you tell if young bilingual children are making age-appropriate language progress? The Quick Interactive Language Screener ™: English–Spanish (QUILS ™: ES) can help—and this free coffee chat will introduce you to this web-based, game-like screener. Developed for use with English–Spanish bilingual children from ages 3 to 5:11, QUILS: ES measures not only language products (what the child already knows in both languages) but also language processes (how the child learns new words and grammar structures).
Children in Action Motor Program for Preschoolers (CHAMPPS)Brookes Publishing
CHAMPPS is a research-based, semi-structured motor play program for use in inclusive preschool classrooms that supports school readiness skills and increased physical activity of children. CHAMPPS utilizes UDL-infused lessons, implemented by teachers at school and families at home, to support the learning and development of all young children.
Using ASQ®:SE-2 Effectively with Parents During Virtual Screening InterviewsBrookes Publishing
View this presentation from ASQ author Elizabeth Twombly to learn how to support families and continue administering social-emotional screening through virtual interviews during the COVID-19 health crisis.
Strengthening the Social-Emotional Health of Young Children Through ScreeningBrookes Publishing
Supporting young children’s social-emotional health, while always important, has taken on new significance during the COVID-19 health crisis. This presentation, originally presented as a webinar in October 2020, highlights how to strengthen every child’s social-emotional skills through screening, early identification, and competence-building exercises. Leading experts on screening and developers of the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), Jane Squires, Ph.D. and Elizabeth Twombly, M.S. share how using a parent-completed screening tool can help your program’s children and families, especially during this challenging time. Resources to share with parents will also be shared.
Speech to Print: Language Essentials for Teaching ReadingBrookes Publishing
Reading and writing depend on language processing. Word recognition and spelling, contrary to appearances, are primarily language skills. Reading comprehension is enabled not only by vocabulary and background knowledge but also by facility in deciphering sentence structure and recognizing cohesive devices in text. Structured Literacy instruction includes explicit teaching of all aspects of language and is the most effective approach for any student who does not process the written word easily. This recorded edWebinar presents an overview of the concepts and language content that are essential for teaching reading, spelling, and writing effectively – the content in the Speech to Print (3rd edition) book and workbook. Viewers will gain insight into what there is to learn about speech sounds, spelling, sentences, and text structures – the language essentials for teachers of literacy.
Planning the Transition to Employment: Tips, Tools, and StrategiesBrookes Publishing
Transition is the time for students with and without disabilities to plan and pursue their future post-school goals. What can we do to best prepare all students with the skills, services, and supports they need to become successfully employed? How can we build on the successes of our current activities to explore unique and creative employment opportunities that benefit all students including those with significant support needs? What are ways we can contribute to enhancing adult employment services and making that critically important job match?
This edWebinar describes strategies for exploring passions, engaging employers, customizing the placement process, and facilitating training and support to promote job success. The goal of the presentation is to share practical strategies for preparing students with a wide range of disabilities for employment before or after they graduate. Viewers will learn about the roles and responsibilities of education and adult employment services, best practices for educators to use in teaching students about work and gaining the essential skills that will assist them with becoming gainfully employed, and tools to help educators in planning and implementing effective transition services leading to positive post-school outcomes. By the end of the edWebinar, viewers will:
Gain an overview of the transition process
Understand effective transition to employment practices
Describe strategies and tools for implementing transition to employment services
Demonstrate knowledge of employment services and supports
This recorded presentation will be of interest to middle and high school teachers, school and district leaders, rehabilitation counselors, and adult vocational personnel.
Using the Measure of Engagement, Independence, and Social Relationships (MEISR)Brookes Publishing
This free 45-minute webinar, hosted by the developers of the MEISR, will cover the relationship between the MEISR and the Routines-Based Interview (RBI), illustrate unique features of the MEISR, outline administration and scoring basics, and show how results can be used to help early interventionists and programs. A live-during-recording Q&A will be hosted by developers R.A. McWilliam & Naomi Younggren following the webinar.
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This edWebinar provides information about the development, use and latest revision to Building Blocks for Teaching Preschoolers with Special Needs, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs. Learn about the four levels of support as well as practical, research-based practices for use in inclusive classrooms and other early learning environments. Become familiar with our various forms and resources for planning, teaching, and monitoring children’s progress.
This presentation is of interest to preK teachers and school and district leaders, and early childhood faculty, early childhood special education faculty, and curriculum and instruction department chairs.
Originally broadcast: September 12, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Multi-Tiered Systems of Support for Young Children: Driving Change in Early E...Brookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Wouldn’t it be great if every child could participate in an early education program with evidence-based instruction, and receive appropriate levels of instructional interventions to achieve the best possible early academic and behavioral outcomes?
Multi-Tiered Systems of Support (MTSS)—a framework grounded in delivering evidence-based instruction of various intensity levels—can ensure that young children learn essential early academic and behavioral skills. In this edWebinar, discover how to successfully use a data-based decision-making process to match children’s needs with universal, strategic, or intensive instruction in a tiered model. Early education experts Judith J. Carta, Ph.D., and Robin Miller Young, Ed.D., NCSP, introduce MTSS as a system-wide, prevention-oriented framework for delivering efficient services and supports that meet the needs of all young children and their families.
In this recorded session, learn to:
- Articulate the MTSS framework’s core components that help improve outcomes for children and families and contrast these components with those that typically exist in early learning settings
- State how to use a data-based decision-making process to identify children who might need more intensive educational interventions and to monitor their progress during intervention
- Describe a multi-tiered intervention model for early learning programs
- Advocate for moving to an MTSS framework to drive change in early education across multiple system levels
This recorded edWebinar is ideal for all early childhood professionals. Learn how MTSS can help all young children achieve critical early learning outcomes and get ready for success in school.
Originally broadcast: February 7, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
Resolving Tough Individual Student Behavior Challenges with Prevent-Teach-Rei...Brookes Publishing
Here are the steps for the environmental support strategy selected for Mike:
1. Modify Mike's visual schedule to provide a visual representation of each activity/task required during non-preferred subjects like math.
2. The visual schedule will use pictures or words to depict the different types of activities (e.g. listening, hands-on, worksheet) within each subject.
3. Place the visual schedule in Mike's line of sight during transitions to and during non-preferred subjects so he can see the sequence and expectations.
4. Refer to the visual schedule with Mike during transitions and allow him to complete one activity at a time before moving to the next.
5. Praise Mike for following the schedule and
Unstuck and On Target: Improving Executive Function, On-Task and Flexible Beh...Brookes Publishing
- The study evaluated the effectiveness of the Unstuck program versus a social skills program at improving executive function skills in students.
- Students who received the Unstuck intervention showed significantly greater improvements in visual-spatial skills as measured by the Block Design subtest of the WASI compared to students who received the social skills intervention.
- The Unstuck program, which is focused on teaching executive function skills, resulted in better performance on a task requiring visual-spatial abilities when compared to a social skills program.
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that affects the entire school or community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement, and personal development. School professionals can play a vital role in helping students learn coping strategies that accelerate their adjustment and minimize their distress, maladaptive coping mechanisms, and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training on how to support grieving students.
Presented by David J. Schonfeld, MD, a nationally renowned expert on childhood bereavement and school crisis, this edWebinar provides the essential information you need to provide sensitive, appropriate support to grieving students of all ages. Learn how to:
– Initiate conversations with children and their families related to deaths of family members and friends
– Support students when feelings of guilt affect adjustment to a loss
– Provide practical advice on issues such as funeral attendance of children
– Appreciate the importance of long-term follow-up after a significant loss
In addition to providing practical information on supporting grieving students, Dr. Schonfeld also highlights a free, practitioner-oriented website, www.grievingstudents.org. Dr. Schonfeld introduces the site’s comprehensive materials on bereavement, developed for educators and other school professionals by the Coalition to Support Grieving Students.
Pre-K through high school teachers, librarians, school and district leaders, and other school professionals interested in learning more about how to provide appropriate support to grieving students will benefit from watching this recorded edWebinar.
It's More Than "Just Being In:" Creating Authentic Inclusion for Students wit...Brookes Publishing
In this edWebinar, Cheryl M. Jorgensen, Ph.D., Inclusive Education Consultant, describes the core, essential elements of inclusive education including:
– Valuing students for their differences
– Establishing an inclusive school and adult life vision
– Presuming competence
– Securing valued membership in general education
– Facilitating reciprocal social relationships
– Supporting full participation in general education instruction in a general education classroom
– Establishing rigorous learning objectives aligned with the general education curriculum and those life skills that contribute to students’ inclusion in school and community life
Learn how to use a Learning and Participation Planning Form with teams of students who have complex support needs such as autism, Down syndrome, intellectual disability, and multiple disabilities. All K12 general and special education teachers, administrators, and paraprofessionals are invited to watch this recorded session. Learn more about important elements of inclusive education.
Practical Strategies to Modify Your Curriculum for Students Working Below Gra...Brookes Publishing
Educators use a variety of strategies and learning accommodations to teach diverse learners. However, educators can struggle to make grade-level curriculum possible and achievable for students with intellectual disabilities. An educational process, known as modifying curriculum, can open doors to an inclusive, high quality education for students who work below grade level. In this edWebinar, Nicole Eredics, author of Inclusion in Action: Practical Strategies to Modify Your Curriculum, will give you step-by-step instruction on when and how to modify curriculum.
Nicole, a seasoned inclusion teacher, has the information, tools, and strategies you need to take grade-level curriculum and transform it into rigorous content that is intellectually and developmentally appropriate for students who work below grade level. Most importantly, learn:
– The fundamentals of creating and maintaining truly inclusive classrooms
– An overview of ways to support diverse learners through universal design for learning, social and emotional supports, and accommodations
– The role of curriculum modifications in the education process
How to modify any curriculum for students with intellectual disabilities
– Strategies that will quickly and easily modify curriculum in any classroom with suggestions for interventions and extensions
– Useful educational resources for modifying curriculum
– Classroom and special education teachers across all grade levels as well as administrators will benefit from this recorded session. Learn more about modifying curriculum to support all students.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180327/
About the Presenter, Nicole Eredics:
Nicole Eredics is an educator who advocates for the inclusion of students with disabilities in the general education classroom. She draws upon her years of experience as a full inclusion teacher to write, speak, and consult on the topic of inclusive education to various local and national organizations. Nicole uses her unique insight and knowledge to provide practical strategies for fully including and instructing students of all abilities in the classroom.
Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class, which has been a reputable resource on the topic of inclusion for families and schools since 2011. Through the blog, Nicole disseminates information about inclusion, which includes more than 100 episodes of The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and an online introductory course to inclusion. For more information please visit www.theinclusiveclass.com.
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
How Mississippi is Using the ICP to Improve the Quality of Inclusive PracticesBrookes Publishing
See how one technical assistance program is improving the quality of the state's childcare centers and preschools using the Inclusive Classroom Profile.
Blended Practices for Supporting All Children in Inclusive Early Childhood Se...Brookes Publishing
As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn.
Strategies for Encouraging Reading Readiness in Young ChildrenBrookes Publishing
Do you have children in your program that struggle with oral language skills? Dr. Howard Goldstein and Dr. Elizabeth Spencer Kelley presented how to help improve the language and literacy skills of children at risk for reading challenges. Learn new ways to address key elements of reading success—oral language skills, vocabulary, phonological awareness, and alphabet knowledge.
Presented by the Story Friends™ authors, topics include:
• Discuss the skills children need before they learn to read
• Describe how to tell if a child is struggling with these skills
• Discuss strategies for teaching the necessary skills for reading
• Provide examples of these strategies
• Explain the RTI/MTSS framework
• Introduce the Story Friends and PAth to Literacy intervention programs
This edWebinar was designed for preschool and kindergarten teachers, administrators, speech-language pathologists, and reading specialists.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...