Progress Monitoring with Curriculum-Based Reading Measurements for SPED Students

Author: Melissa Snodgrass and Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

As Special Education teachers, we are charged with supporting the needs of students with disabilities. Effectively meeting the needs of our students involves high quality instruction, evidence-based interventions, and regular progress monitoring to evaluate the effectiveness of the instruction and interventions. Progress monitoring is critical because it allows teachers to evaluate both a student’s reading level, as well as the student’s growth, in comparison to expected improvements based on grade-level norms (Fuchs & Fuchs, 1999), and to make instructional adjustments as necessary (Jenkins, Hudson, & Lee, 2007). In addition, progress monitoring is a critical component for Multi-Tiered Systems of Support, also known as MTSS (Eagle, Dowd-Eagle, Snyder, & Holtzman, 2015).

The results of reading progress monitoring can be used for making decisions about the student’s educational needs. According to Fuchs and Fuchs (1999), when a student is making expected growth, specialized interventions are often not necessary. This is true even when the student’s overall reading level is below grade-level expectations.

One evidence-based method for progress monitoring in reading is the use of curriculum-based measurements (CBMs). CBMs are short assessments that can be given quickly and often will show small gains in student academic reading skills (Wright, n.d.). For progress monitoring reading skills, reading fluency CBMs are often used; these assessments monitor student progress in both speed and accuracy of reading (Wright, n.d.). Progress monitoring should occur over a long period of time – data from an entire year (or even a semester) is a more accurate picture of student progress than data from just a few weeks or months (VanNorman, Christ, & Newell, 2017).

While we know that progress monitoring is critical for monitoring student performance in reading, it can be a challenge for teachers to find the time to make this practice a reality. For this this practice to happen in your classroom, we have a few recommendations:

• Use intermittent progress monitoring: A recent study (Jenkins, Schulze, Marti, & Harbaugh, 2017) found that teachers who progress monitor students on an intermittent, but still frequent basis, found similar results as those who use CBMs on a weekly basis. Teachers can opt to conduct CBMs once every two or three weeks. This will result in less data for decision-making purposes, but the data should still be sufficient. It is recommended, though, that intermittent progress monitoring involve the use of three reading probes at a time instead of just one (Jenkins et al., 2007). It is the recommendation of the authors that teachers plan for progress monitoring every week, but only test a portion of the class each time. We believe that it will be easier for teachers to be in the habit of progress monitoring if it happens every week.


• Conduct CBMs during reading centers: Including reading centers as a part of your classroom instruction provides students with the opportunity to enhance skills that are directly related to their learning needs and reading levels (Daniels & Bizar, 1998). Teachers use a variety of activities during reading center time and the authors recommend making progress monitoring one center activity. A suggested activity to monitor progress and to obtain immediate feedback without requiring additional tracking time, is for the teacher to time students in a small reading group for oral reading fluency (ORF). Next the teacher can assess comprehension by using Level II, in Bloom’s Taxonomy (Bloom’s Taxonomy website, n.d.), by having the student explain different parts of the story in his or her own words, or describe feelings that they think the main character(s) had at the beginning and ending of the story. Dibels (Dynamic Measurement Group website, n.d.) is also an excellent assessment that requires very little time, but produces big results. Reading center time is ideal for this purpose as students are generally actively engaged in the learning activities, so teachers can focus on conducting quality assessments. Also, teachers may be more likely and willing to conduct these assessments during reading centers knowing that it will not take away from their instructional time or add to their planning time.


• Collaboration: Depending on the level of intervention, not only do we, as the students’ Special Education teachers, need to conduct progress monitoring, but also, we will need to give and receive input from other teachers, administrators, and parents. It is possible that in a co-teaching environment the power dynamic in a classroom can be unequal because of a possible one teach- one assist scenario (Hamilton-Jones & Vail, 2014). Some teachers may not be willing to relinquish power causing an unbalanced relationship. However, collaboration can have positive outcomes. For example, in Hamilton-Jones and Vails study (2014), teachers “sharing professional responsibility” took equal responsibility in educating the students, representing students in meetings and supporting each other in their own unique roles (2014). Also, in a well-managed MTSS team, professionals come together to share their experiences with students, share ideas for interventions and discuss results from progress monitoring. We, as Special Education teachers, may find ourselves compelled to take the leadership in nurturing positive collaborative relationships to ensure we are using best practices on our students’ behalf.

Ongoing progress monitoring is critical to evaluate the effectiveness of reading instruction and to determine if additional interventions are necessary. However, the concept of progress monitoring may initially paint a picture in a teacher’s mind of a need to commit to several additional hours of work and preparation. As discussed above, however, that picture can be erased as progress monitoring can be intermittently incorporated into everyday classroom instruction and staff meetings. Progress monitoring specifically for reading instruction can be accomplished during reading center times with simple CBMs. Also, if a teacher gives and receives support from coworkers, parents and supervisors, collaboration from all will enhance the results of the progress monitoring and data collection, thereby making it successful.

References

Bloom’s Taxonomy website (n.d.). http://www.bloomstaxonomy.org/

Daniels, H., & Bizar, M. (1998). Methods that matter: Six structures for best practice classrooms. York, ME: Stenhouse Publishers.

Dynamic Measurement Group website (n.d.). https://dibels.org/

Eagle, J.W., Dowd-Eagle, S.E., Snyder, A., & Holtzman, E.G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems-level change. Journal of Educational & Psychological Consultation, 25i>(2), 160-177.

Fewster, S., & Macmillan, P.D. (2002). School-based evidence for the validity of curriculum-based measurement of reading and writing. Remedial & Special Education, 23(3), 149-156.

Fuchs, L.S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28(4), 659-671.

Hamilton-Jones, B. M., & Vail, C. O. (2014). Preparing special educators for collaboration in the classroom: Pre- service teachers’ beliefs and perspectives. International Journal of Special Education, 29, 76-86.

Jenkins, J.R., Hudson, R.F., & Lee, S.H. (2007). Using CBM reading assessments to monitor progress. Perspectives on Language and Literacy, 33(2), 11-18.

Jenkins, J., Schulze, M., Marti, A., & Harbaugh, A.G. (2017). Curriculum-based measurement of reading growth: Weekly versus intermittent progress monitoring. Exceptional Children, 84(1), 42-54.

VanNorman, E.R., Christ, T.J., & Newell, K.W. (2017). Curriculum-based measurement of reading progress monitoring: The importance of growth magnitude and goal setting in decision making. School Psychology Review, 46(3), 320-328.

Wright, J. (n.d.). Curriculum-based measurement: A manual for teachers. Retrieved from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf.

Melissa Snodgrass is a Master’s of Special Education student at Colorado Christian University, to graduate in May 2018. She has taught Preschool, and in more recent years has been substitute teaching both short and long-term assignments in PreK-12 Douglas County Schools in Colorado. When she graduates, she is interested in working with students with mild/moderate disabilities.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University, where she prepares future Special Education teachers and conducts research in the areas of early childhood behavior management and the use of UDL in online teacher preparation. She can be contacted at MLohmann@ccu.edu.

A Lesson for the Teacher

Author: Breanna Adkins

Convicted, I sat in my empty classroom after a long day. “God, do I act like my second graders?”

This prayer finally reached my lips after God spoke to my heart through my interactions with my students during the day. It had been one of those days. Those days that make you wonder if you are really meant to be a teacher. The days when sitting in a silent office filing papers sounds more appealing than teaching a room full of rambunctious children.

I thought back to the number of times I had to repeat directions. The number of times I had to remind my students to be kind to one another. The number of times I was frustrated at my students for not forgiving small misunderstandings with one another.

Suddenly, it made sense why God refers to us as His children so often in His Word. How many times throughout my life, or even a day, does God look down at me and think, “If only she were more kind to others,” or “Why can she not forgive, when I have forgiven her of so much?” God has used my students and their shortcomings to convict me for the adult version of the same sins I point out to my students. As teachers, we see sinful behaviors on a regular basis. As we grow older, we often learn to mask our sins to make them more acceptable to others. They are still there, just hidden more efficiently. Instead of boldface lies, they become little white lies. Instead of being angry and yelling at a coworker, we talk about them behind their backs. In many ways, we are not much different than our students.

God has used my relationship with my students to show me how my actions must appear to Him. As my heavenly Father, He is always loving and kind. No matter how many times He must whisper, “Use kindness” or “Listen before you speak” to my heart, He still loves me. He still forgives me. He still loves me as His child.

John 1:12 (MEV)- “Yet to all who received Him, He gave the power to become sons of God, to those who believed in His name.”

Breanna Adkins is a second grade teacher and a Master’s of Special Student at Colorado Christian University and will graduate in May 2018.

Spring 2018 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Happy Spring, CEC-FBSO members. The spring semester is about halfway over and many of us are enjoying Spring Break!

Thank you to everyone who attended the CEC convention last month and found ways to connect.

In this newsletter, I have exciting news to share with all of you. We have been looking at ways to best reformat the newsletter to meet the needs of all our members. Based on the recommendations of members, the newsletter will become quarterly and the articles published will go through a double blind peer review process before publication. In order to support current and future teachers and provide evidence-based information, we will publish practitioner articles, faith-career integration articles, and book reviews. To support our graduate student and professor members, we will also publish literature reviews and research studies. The newsletter will continue to be posted on the blog, as well as emailed to members. For specific information about submitting an article or serving on the editorial board, please see the tab on the blog.

In addition to newsletter changes, we are also launching a webinar series with plans to host 1-2 webinars each semester. Our first webinar will feature Dr. Stephen Byrd of Elon University. Watch our Facebook page and blog for information about the date, as well as a link to the webinar.

Teaching Science Concepts Through Problem-Based Learning in the Special Education Classroom

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

As teachers, it is important to stay up-to-date on the newest research and trends in effective instruction. One current trend is problem-based learning, also known as PBL. Problem-based learning is a teaching method in which students identify problems in their local community or the world and create a solution to address that problem (Scogin, Kruger, Jekkals, & Steinfeldt, 2017). The learning experience is enhanced when the problem specifically impacts the students (Glynn & Winter, 2004) and PBL can be used to in a variety of subject areas or to integrate learning between subjects. In addition to increasing academic knowledge, the use of PBL may enhance collaboration skills among students with disabilities (Bargerhuff, 2013), as well as their social confidence and motivation for learning (Belland, Glazewski, & Ertmer, 2009). This article provides specific examples of problem-based learning activities reported in the research; each of these activities would lend itself well to use with Special Education students.

One idea for using problem-based learning is the use of a school garden to grow vegetables that are later sold at a local farmer’s market; this (Selmer, Rye, Malone, Fernandez, & Trebino, 2014). For younger students or for students with significant disabilities, this activity is a functional and practical way to teach both Science and Math skills with a practical, real-world application. The money earned from the sale of the vegetables can then be used to purchase more gardening supplies and other classroom materials.

A second idea is for students to identify a need for improving a park or other public space. Students research how to address that need, including costs and the length of time needed to make the changes. Then, students present their findings to the City Council through either written letters or presentations at a meeting (Duke, Halvorson, & Strachan, 2016). This community improvement project integrates concepts from Social Studies, Writing, Oral Communication, and Math. This particular PBL could be used with any group of students, but would be especially beneficial in a middles school or high school inclusion or pull-out setting.

Problem-based learning has proven to be an effective way to meet the diverse learning needs of students and is a valuable teaching practice for both General Education and Special Education students, particularly for Science concepts. While the ideas presented in this article are only a small snapshot of the ways in which PBL can be effectively used in the classroom, they do provide a solid overview of its use in the Science curriculum for students with disabilities.

References

Bargerhuff, M.E. (2013). Meeting the needs of students with disabilities in a STEM school. American Secondary Education, 41(3), 3-20.

Belland, B.R., Glazewski, K.D., & Ertmer, P.A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. Research in Middle Level Education Online, 32(9), 1-19.

Duke, N.K., Halvorson, A., & Strachan, S.L. (2016). Project-based learning not just for STEM anymore: The research is clear that social studies and literacy are fertile ground for robust project-based learning units. Phi Delta Kappan, 98(1), 14-19.

Glynn, S.M., & Winter, L.K. (2004). Contextual teaching and learning of Science in elementary schools. Journal of Elementary Science Education, 16(2), 51-63.

Scogin, S.C., Kruger, C.J., Jekkals, R.E., & Steinfeldt, C. (2017). Learning by experience in a standardized testing culture: Investigation of a middle school experiential learning program. Journal of Experiential Education, 40(1), 39-57.

Selmer, S.J., Rye, J.A., Malone, E., Fernandez, D., & Trebino, K. (2014). What should we grow in our school garden to sell at the Farmer’s Market?: Initiating statistical literacy through Science and Mathematics integration. Science Activities, 51(1), 17-32.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University, where she prepares future Special Education teachers and conducts research in the areas of early childhood behavior management and the use of UDL in online teacher preparation. She can be contacted at MLohmann@ccu.edu.

How Will They Know?

Author: Elizabeth Reimers

I looked in the mirror and took a deep breath. “Lord… How and I going to do this?” I thought.

I was about to begin my first full day of shadowing at the school where I would eventually be teaching within a few weeks. The previous afternoon I had narrowly missed being spat on, witnessed one student strike another, and seen staff physically restrain students. There was no doubt I felt called to work with youth who struggled with emotional and behavioral issues – but that didn’t mean I wasn’t a little uneasy about what was to come.

Instinctively, I reached for my favorite cross necklace to put on. Just as quickly I withdrew my hand as I recalled being warned not to wear any jewelry. “Necklaces can be used to strangle you and earrings can be ripped out” a staff person had cautioned at training. I felt a small pang of anxiety knowing I couldn’t wear something which would be of comfort. Then it dawned on me that I was also losing the opportunity to discreetly convey my faith by wearing a cross. Since I wasn’t allowed to speak about my faith, I wondered how people might come to learn what was most dear to me. Before I could form another thought, the chorus of an old Christian folk song came to me “… and they’ll know we are Christians by our love, by our love, yes they’ll know we are Christians by our love.” I walked away from the mirror with a bare neck but a heart that felt full and recharged.

Later, on-site at the school, the first bus with students arrived. As the day-treatment students filed in, one large young man stopped the line and broke into a broad smile when he saw me. “Miss Lizzie! Do you work here now?”

“Yes, I do. It’s good to see you!” I replied, smiling back.

I knew the student from a previous residential program – moving to day-treatment was a positive step for him. As he continued to walk down the hall I heard him say to a classmate, “I know her! You’re gonna love Miss Lizzie. She’s cool. She cares.”

The words of the song echoed in my mind again, “They’ll know we are Christians by our love…” They will know. Just like the smiling student knew – I cared. I showed God’s love in how I cared.

As the last of the students paraded past me, I followed down the hallway. It was a new school, a new day, a new group of students and I had a heart full of love to share.

Elizabeth Reimers is a Master’s of Special Student at Colorado Christian University.

December 2017 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Happy December, CEC-FBSO members. I hope that your semester is ending well and that you have plans for rest over the upcoming break. Remember that it is critical for teachers to take time for themselves during school holidays; rested and rejuvenated teachers are better able to support their students.

I enjoyed catching up with a few of you at the CEC-TED conference last month; we had some great conversations about supporting faith-based professionals in higher education.

The annual CEC Convention, as well as the CEC-FBSO meeting, will be happening in February. As discussed at our meeting last spring, we will have a handful of presentations this year. If you are interested in providing a 5-8 minute presentation, please sign up on the Google Doc. In addition, please let me know if you are able to work for a few hours in the CEC-FBSO booth in the exhibit hall.

Enjoy the rest of 2017!

Resources for Learning More About “Brain Breaks”

Refocus and Recharge! 50 Brain Breaks for Middle School by Responsive Classroom

Movers & Shakers: Brain Breaks Physical Activity Game by Andrew Frinkle

Brain Breaks for the Classroom: Help Students Reduce Stress, Reenergize, & Focus by Michelle Gay

20 Three-Minute Brain Breaks

Take a Break

The Impact of Movement for Students with Autism Spectrum Disorder

Author: Jennifer Rossman and and Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Autism spectrum disorder (ASD) is a growing diagnosis that refers to a group of neurological conditions (Srinisavan & Baht, 2013). These conditions can impact language, social skills, motor skills, and can lead to behavioral issues, such as inability to focus and enhanced aggression (Srinisavan & Baht, 2013). These symptoms often prevent students from fully participating in academic learning (Case-Smith & Arbesman, 2008). In an attempt to provide free appropriate public education (FAPE) to students with autism, researchers and educators strive to understand the unique and diverse needs of these students. A growing sum of research is being conducted on the impact of movement breaks within the classroom and the positive effect they have on both general education students, as well as students with autism and other disabilities. Movement has proven to be effective for addressing behaviors that are incompatible with learning, including aggression, hyper activity, and deficits in attention.

Literature surrounding the positive impacts of physical activity on student performance holds the common theme that physical activity is related to improvement in academic performance and behavior for students. Such literature deals primarily with general education classrooms in upper elementary grades, but the implications are that physical activity improves learning and behaviors for all students.

Research suggests that the classroom is an optimal environment to provide students with structured movement breaks (Dinkel, Lee & Schaffer, 2016). Structured movement breaks have been proven to increase student’s time on task and lead to improved scores in math, reading, and spelling (Dinkel, Lee & Schaffer, 2016). A study conducted on students measured the impact that physical activity had on standardized test scores and found that students who had initially scored the lowest on standardized tests saw favorable effects from the intervention (Resaland et al., 2016). Other studies have found a strong correlation between increased physical activity and improved academic performance (Trost, 2007) and report findings of reduced stress in students who had access to regular classroom movement, as well as reduced disruptive behaviors within physically active classrooms (Braniff, 2011).

For students with ASD, many of the interventions outlined in literature suggest various forms of structured movement and play for addressing symptoms (Srinivasan & Baht, 2013; Case-Smith & Arbesman, 2008). Additional literature concludes that regular physical activity breaks improve on-task behavior during times of instruction (Mahar, Murphy, Rowe, Golden, Shields & Raedeke; 2006). This overlap in evidence suggests that students benefit from movement and activity, regardless of developmental ability or classroom type. Of the literature available on interventions for ASD specifically, activity having structure seems the most central theme.

While literature shows that movement and activity can offer a variety of behavioral improvements and increase academic achievement in both neuro-typical and ASD students, the types of movements that are appropriate for learning vs counterproductive to learning must be defined. An article reporting on evidence-based physical activity programs finds that the central theme of structure and an emphasis on motor skills come together to provide the most effective and comprehensive physical activity program for students with autism (Schultheis, Boswell & Decker, 2000). This finding aligns thematically with the idea that structured activity improves overall behavior, learning and motor skills for students with ASD.

Literature reports that regular physical movement within the classroom improves both student academic and behavioral outcomes. When paired with a structured environment, physical activity within the classroom can positively impact behavior and gross motor skills for students with ASD. The combined literature leads to the inference that improved behavior and motor skills will lead to increased academic performance to students with ASD, and that the benefits of activity on academic performance are universal to each classroom when used with structure and fidelity. With this in mind, it is imperative that teachers incorporate more movement into both the General and Special Education classroom environments. It is the authors’ recommendation that teachers plan to incorporate “brain breaks” into classroom instruction during every lesson and when they notice that students are having a hard time focusing. The “brain breaks” can be related to the lesson, such as jumping while reciting math facts or marching while singing a History song, or they can be fun games that provide both a break from sitting still and a break from the academic instruction. In addition, we recommend that teachers use movement as a part of their transition routine between activities and lessons throughout the day.

References and Additional Resources

Braniff, C. (2011). The effects of movement in the classroom: exploration of movement and collaboration with fourth grade students. Networks: An Online Journal for Teacher Research, 13, 1-6. https://dx.doi.org/10.4148/2470-6353.1089

Brusseau, T.A., & Hannon, J.C. (2015). Impacting children’s health and academic performance through comprehensive school physical activity programming. International Electronic Journal of Elementary Education, 7(3), 441- 450.

Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62, 416–429.

Dinkel, D.M., Lee, J.M., & Schaffer, C. (2016). Examining the knowledge and capacity of elementary teachers to implement classroom physical activity breaks. International Electronic Journal of Elementary Education, (9)1, 182-196.

Lang, R., Koegel, L.K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4, 565-576. doi:10.1016/j.rasd.2010.01.006

Mahar, M.T., Murphy, S.K., Rowe, D.A., Golden, J., Shields, A.T., & Raedeke, T.D. (2006). Effects of a classroom-based program on physical-activity and on-task behavior. Medicine & Science in Sports & Exercise, 2086-2096. DOI: 10.1249/01.mss.0000235359.16685.a3

Resaland G.K., Aadland, E., Moe, V.F., Aadland, K.N., Skrede, T., Stavnsbo, M., Suominen, & L. Andressen, S. (2016). Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial. Preventive Medicine, 91, 322-328. https://doi.org/10.1016/j.ypmed.2016.09.005

Schultheis, S.F., Boswell, B.B., & Decker, J. (2000). Successful physical activity programming for students with autism. Focus on Autism and Other Developmental Disabilities, 15, 159-162. doi=10.1.1.909.7097

Srinivasan, S. & Bhat, A. (2013). A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development. Frontiers in Integrative Neuroscience, 7, 22. doi:10.3389/fnint.2013.00022

Trost, S.G. (2007). Active education: Physical education, physical activity and academic performance Active Living Research. Retrieved from https://folio.iupui.edu/bitstream/handle/10244/587/Active_Ed.pdf?sequence=2

Learning God’s Lessons in Leadership Through Reflective Journaling

Author: Dr. Stephen Byrd

“Then Samuel told the people the rights and duties of the kingship, and wrote them in a book and laid it before the Lord…” I Samuel 10:25

In our Christian walk we are encouraged to take time to journal. Here we write down verses of Scripture that help us in our walk with God. We also write prayer requests, notes about Bible studies or sermons that we have heard. Some of us may actually do some reflection on those things just mentioned but also the spiritual challenges or trials we are facing. We may write out prayers or even write goals for the future. This approach is very important for our Christian walk. In fact Donald Whitney in his classic book, Spiritual Disciplines for the Christian Life, gives a whole chapter to this topic.

However, I would like to suggest the great value of using reflective journaling as leaders. Our purpose is to write, remember, think on what God is saying and doing in the work that he has given to us.

I will remember the deeds of the Lord; yes, I will remember your wonders of old. I will ponder all your work, and meditate and your might deeds. Your way, O God, is holy… Psalm 77:11-15 ESV

For me, I try to write several times throughout the week on issues in leadership that I am facing or opportunities that are ahead. Doing this helps me to see the decisions ahead through a Christian lens. It also promotes a greater understanding of myself.

I feel busy with family, and church, and work. However, when I find time to think, consider, and even write about His hand in my life; the value is great. It is here that I worship and know His will.

Dr. Stephen Byrd teaches at Elon University. He serves as the director of graduate studies and program coordinator for special education in the School of Education. He also serves as a lay pastor at Grace Reformed Baptist Church.

November 2017 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Happy November, CEC-FBSO members. The school year is in full swing. This week is the CEC Teacher Education Division conference in Savannah, GA. If you happen to be there and would like to chat about collaborating with other faith-based teacher educators on research projects, please let me know.

The annual CEC Convention, as well as the CEC-FBSO meeting, will be happening in February. As discussed at our meeting last spring, we will have a handful of presentations this year. If you are interested in providing a 5-8 minute presentation, please sign up on the Google Doc. In addition, please consider supporting our group by taking a turn working at the CEC-FBSO table in the exhibit hall (we will have more information on that in the coming months).

I am still looking for a few volunteers to share their faith stories or their expertise by writing an article for an upcoming newsletter and the blog. The blog is a great way to let other professionals know about our organization and grow as a group, so I am looking for submissions from a variety of perspectives.

Have a great month. I am so thankful for all of you!

Universal Design for Learning: An Overview for Special Education Teachers

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

As Special Education teachers, we are constantly searching for the best ways to support not just our students, but all students in the school. We look for teaching strategies that meet the needs of a variety of learners in various settings within the school and the community. One strategy that is currently considered an evidence-based practice for meeting the needs of all learners is Universal Design for Learning, known as UDL (Meyer, Rose, & Gordon, 2014). Evidence suggests that UDL is effective for all students, from preschool through college, and in a variety of classroom and school settings (Glass, Meyer, & Rose, 2013). UDL is a proactive approach to instruction that anticipates the potential needs of learners and prepares for those needs before students arrive (Basham, Israel, Graden, Poth & Winston, 2010). It is best described as a mindset about teaching, not a particular curriculum or set of practices. UDL often includes the use of technology, but technology is not a requirement for effective implementation; similarly, UDL is not a form of Assistive Technology (Edyburn, 2010).

Universal Design for Learning includes strategies in three key areas: multiple means of representation, multiple means of expression, and multiple means of engagement; these areas address the “what”, “how,” and “why” of learning (Meyer & Rose, 2005). The concept of multiple means of representation includes the various techniques teachers use to deliver the course content; this might include providing print and audio books or computer-based text that students can customize to the size that best meets their needs, designing illustrations that go with written texts, using outlines, and scaffolding learning (CAST, 2011). Multiple means of expression involves the ways that students demonstrate their knowledge about a particular concept; teachers use this component of UDL when they create assignments in multiple formats, such as papers, oral presentations, and multimedia presentations or when they give students the choice of completing a paper via handwritten text or computer-based text (Rao & Meo, 2016). Finally, teachers utilize the UDL concept of multiple means of engagement when they offer choices, connect learning to relevant real-world experiences, promote student motivation, include group work and collaboration, and teach students to self-assess and reflect on their learning (CAST, 2011).

Like many effective teaching practices, the decision to implement a UDL mindset in your classroom cannot (and should not) be done all at once. Start small by adding one idea to your classroom instruction. Once you are comfortable with that, add something else. Then, something else. Over time, you will transform your classroom into a space that meets the needs of all learners.

References

Basham, J.D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RtI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it?: Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

Glass, D., Meyer, A., & Rose, D. (2013). Universal design for learning and the arts. Harvard Educational Review, 83(1), 98-119.

Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open,6(4), 1-12.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University, where she prepares future Special Education teachers and conducts research in the areas of early childhood behavior management and the use of UDL in online teacher preparation. She can be contacted at MLohmann@ccu.edu.

Finding Time for My Personal Faith Journey

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

The world of Education, like all career fields these days, is busy. It always feels like there is just not enough time – not enough time to complete the required work, address the needs and requests of students and other stakeholders, and also meet my own professional growth and learning needs through continued study in the field and through growing in my faith. Every day feels like a battle between completing the necessities and making time for the “nice to dos.” I am a morning person and like to start my day with bible study and prayer. However, as things got busy over the spring and summer, I found that I did not dedicate the time I needed to my personal faith journey. I would get up in the mornings and immediately start grading papers or responding to student emails. And, starting my days this way impacted my work. I was tired and unpleasant. And, I was unable to share my love for Christ with my students. Not taking the time for my walk with Jesus made me a less effective teacher. As this fall semester has started, I have committed to returning to my previous habit of starting my day with bible study and prayer. And, it is making a huge difference. I don’t get as many papers graded before my family wakes up and needs me in the mornings, but I am still getting everything that is truly necessary done. And, I feel more successful in both my personal and professional lives. Taking the time for our own personal faith journeys is critical for all educators, but especially for those of us who are faith-based SPED professionals.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University, where she is blessed to prepare faith-based teachers for careers in Special Education. She can be contacted at MLohmann@ccu.edu.

October 2017 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Happy fall, CEC-FBSO members. I don’t know about you, but this fall has started with a bang for me! We are almost 6 weeks into the fall semester and I am finally having time to catch my breath.

The annual CEC Convention, as well as the CEC-FBSO meeting, will be happening in just 4 months and it is time to start planning! As discussed at our meeting last spring, we will have a handful of presentations this year. If you are interested in providing a 5-8 minute presentation, please sign up on the Google Doc below.

I am still looking for a few volunteers to share their faith stories or their expertise by writing an article for an upcoming newsletter and the blog. I would love to hear more about how faith guides your careers and learn from all of your knowledge. Sign up here to write an article.

Finally, the CEC TED conference is next month. If anyone is interested in meeting for coffee to discuss being a faith-based professor, let me know. We can organize an informal coffee chat.

Have a great week. I am so thankful for all of you!

Classroom-Wide Universal Supports for Behavior Management

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

It’s almost the beginning of the school year. Teachers are busy planning for the learning that will occur this year. They are creating bulletin boards, designing the daily schedule, making copies of get-to-know-you sheets for the first day of school, and imaging what their class will be like. The school atmosphere is filled with excitement and anticipation for the year to come.

In addition to preparing for learning and decorating the classroom environment, this is also the time of year when teachers should be thinking about how they will address behavior challenges that arise in their classrooms. As is the reality for teaching academic skills, behavior management should be designed around the use of evidence-based practices. One of the most effective practices for behavior management is the use of Positive Behavior Interventions & Supports, also known as PBIS. PBIS includes three tiers as outlined in the figure below.

When designing a classroom for the upcoming school year, teachers should take the time to design effective Tier 1 Universal Support for all students in the classroom. These supports will include classroom rules and routines, building relationships, and consistency in implementation. Tier 1 supports are used for all students in the classroom and in all classroom activities and settings; the same general expectations exist in the classroom during the math lesson and on the playground during recess (Horner, Sugai, & Anderson, 2010).

Tier 1 supports involve the use of classroom rules and expectations that are explicitly taught and consistently reinforced. Ideally, your classroom should have 3-5 overarching rules that encompass everything you expect from students (Stormont, Lewis, Beckner, & Johnson, 2008). The rules should be stated in positive terms and tell children exactly what you want them to do instead of what you don’t want them to do. Many schools use an acronym or create a saying to help students remember the rules. Before the school year begins, the rules should be created and posted where students can see them. For younger children, it is beneficial to include visual cues along with the words. Personally, I like the rules “Bee Respectful, Bee Responsible, & Bee Honest” and I use a buzzing bee as a visual. When we practice the rules, we buzz like bees – this makes learning the rules fun for the students and they are more likely to remember them because of the fun activity associated with the rules. Everything that I want my students to do falls into the three categories that I have established in my rules, so after teaching my rules, I will teach my students what it means to be respectful, responsible, and honest.

Once the school year begins, teachers should dedicate time to teaching the rules to students. Classroom rules and expectations should be taught in the same way that we teach academic skills; teaching behavior requires explicit instruction (Evertson, Emmer, & Worsham, 2000). Teachers should design lesson plans to teach behavior that include instruction (Sugai & Horner, 2006), modeling (Stormont, 2002), immediate practice (Carter & Ellis, 2016), continued review and practice throughout the school year (Hester, Hendrickson, & Gable, 2009), and immediate feedback (Sugai & Horner, 2006). When my students are not following the rules, I might ask them if their actions show that they are “bee-ing” responsible and buzz like a bee as I ask. This will serve as a gentle reminder of the classroom rule and will show students that I recognize that they are not following that rule.

When good quality Tier 1 universal supports are in place, over 80% of students will behave as expected the majority of the time (Horner & Sugai, 2015). This will leave teachers with more time for academic instruction and more time to address the challenging behaviors from just a few students. Ideally, PBIS should be implemented school-wide and all adults in the school building should have the same expectations for all students. However, when this is not an option, classroom-wide implementation is a viable alternative.

References

Carter, M.A., & Ellis, C. (2016). Work ‘with’ me: Learning prosocial behaviors. Australasian Journal of Early Childhood, 41(4), 106-114.

Evertson, C., Emmer, E.T., & Worsham, M.E. (2000). Classroom management for elementary teachers (5th ed.). Needham Heights, MA: Allyn and Bacon.

Hester, P.P., Hendrickson, J.M., & Gable, R.A. (2009). Forty years later- The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education and Treatment of Children, 32(4), 513-535.

Horner, R.H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80-85.

Horner, R.H., Sugai, G., & Anderson, C.M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.

Stormont, M. (2002). Externalizing behavior problems in young children: Contributing factors and early intervention. Psychology in the Schools, 39(2), 127-138.

Stormont, M., Lewis, T.J., Beckner, R., & Johnson, N.W. (2008). Implementing positive behavior support systems in early childhood and elementary settings. Thousand Oaks, CA: Corwin Press.

Sugai, G., & Horner, R.H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University, where she prepares future Special Education teachers and conducts research in the areas of early childhood behavior management and the use of UDL in online teacher preparation. She can be contacted at MLohmann@ccu.edu.

Meeting Students Where They Are With Their Faith

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

This summer, I conducted a pilot research study of graduates from my university to examine how Christian teachers’ faith impacts their collaboration with parents. As I waited for the surveys to be returned to me, I imagined all of the great activities the teachers would report as doing in order to effectively partner with families. Sadly, I was disappointed, and the survey respondents’ reactions to school-family collaboration did not sound different than the responses of any other teacher. The teachers complained about parents and judged parents.

As I looked at the survey responses, my heart broke a little. I didn’t like what I saw. I wanted the responses to be different. I wanted Christian teachers to look vastly different from other teachers in their interactions with other people. But, they didn’t. Their responses were indistinguishable from those of any other teachers.

The only thing I knew to do at that point was to pray. And, after a few weeks of prayer and reflection, I realized something. All students, in every school and at all age levels, need their teachers to meet them where they are. I’ve always known that was the case for academic and behavior skills – we must meet students where they are. This summer, though, I realized that this same reality exists for their faith – we, as faith-based teachers, must meet our students exactly where they are. They will grow in their faith and in their ability to integrate their faith into other aspects of their lives, including their careers. But, many of them will only learn to do so if we meet them where they are in their faith and intentionally teach them and help them grow. We must meet students exactly where they are in all areas – learning, behavior, and faith. Doing so will help to ensure that we are effective educators in faith-based environments.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University. She can be contacted at MLohmann@ccu.edu.

August 2017 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Wow! This summer went fast! Is anyone else wondering where the summer went? It is hard to believe that it will soon be time to put away the swimsuits and sand buckets and trade them in for snow boots and sleds.

Now that the summer is coming to a close, it is time to prepare for a new school year. Personally, I love this time of year. Thinking about implementing new ideas and imagining what the new school year will bring always gets me so excited!

This year, I am feeling excited for the good things to come at my university and also for the Council for Exceptional Children Faith Based Schools & Organizations Caucus. I have loved connecting with some of you over the past few months and am looking forward to hearing more of your stories. Please keep telling your friends about CEC-FBSO and ask them to join you in being more involved.

Blessings on the start of the school year. This is going to be a great year!

Resources for Share with SPED Paraprofessionals

National Resource Center for Paraeducators

Frequently Asked Questions for Paraprofessionals

Overview of IDEA

Evidence-Based Practices

Teaming with Paraprofessionals for Student Success

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

As Special Education teachers, we are charged with ensuring that students with disabilities receive an appropriate education in our schools. This is not an easy task, nor is it a job that can be done alone. Successful implementation of our jobs necessitates the ability to work collaboratively with other school personnel, especially with paraprofessionals and classroom assistants. Paraprofessionals, also known as paraeducators, are a valuable resource for ensuring that students with disabilities can access the grade-level content, particularly in the inclusive classroom (Liston, Nevin, & Malian, 2009). The research literature has provided us with several evidence-based practices for effective collaboration with paraprofessionals in the Special Education classroom (Table 1).

Table 1: Evidence-Based Practices for Successful Collaboration with Paraprofessionals

• Demonstrate respect
• Be specific when assigning tasks to paraprofessionals
• Clearly define the roles and responsibilities of each person in the classroom
• Provide ongoing training to paraprofessionals
• Have regularly scheduled meetings
• Thanking paraprofessionals for their work

As in any collaborative relationship, it is critical that interactions with paraprofessionals are based on respect. While paraprofessionals may have less education and training than do SPED teachers, they are still Education professionals and should be treated as such. Paraprofessionals view respect from teachers as essential for their own job success; this respect can be identified by teachers who are willing to work as a team with their paraprofessionals and are open to the teaching and learning ideas that others bring (Biggs, Gilson, & Carter, 2016).

A second strategy is to be specific when asking paraprofessionals to complete a task and have necessary materials organized for them (Biggs et al., 2016). A 3-ring binder or an expandable folder may be a good resource for storing all materials the paraprofessional will need both in the Special Education classroom and in the inclusion setting (Hogan, Lohmann, & Champion, 2013).

Paraprofessionals often express frustration because they are unclear of their exact job responsibilities and the responsibilities of the teachers in the classroom; in addition, they feel that those responsibilities may change on a regular basis with little communication (Patterson, 2006). While it can be time-consuming on the front end, it is important to outline the roles and responsibilities of each adult in the classroom. In particular, responsibilities in the following areas need to be clearly outlined: (a) lesson planning, (b) instruction, (c) behavior management, and (d) ongoing communication, and (e) student evaluation (Doyle, 2002). Over 85% of paraprofessionals report having the responsibility for small or large-group instruction on a regular basis, but the majority of paraprofessionals believe that behavior management for all students in the classroom, not just the Special Education students, is their primary responsibility (Patterson, 2006). If your expectations for the paraprofessionals in your classroom differ from this, you will need to clearly outline what you expect.

Another critical aspect of teacher-paraprofessional collaboration is ensuring ongoing professional development for paraprofessionals. The majority of paraprofessionals believe that continued professional development is critical for their job success (Biggs et al., 2016; Patterson, 2006) and need specific training in the areas of (a) behavior management, (b) collaboration, and (c) instructional strategies (Downing, Ryndak, & Clark, 2000). This can be a challenge as many districts do not have a budget for these trainings and paraprofessionals often do not personally have the funds to attend trainings. One potential solution is for SPED teachers to provide a mini-training and notes to their paraprofessionals after they attend a professional development experience, thus ensuring that all adults in the classroom have knowledge on the concept (Hogan et al., 2013). In general, paraprofessionals appreciate trainings and continued professional development opportunities from teachers and other educators in their school buildings (Patterson, 2006).

Another suggestion is to schedule regular meetings with each paraprofessional in the classroom to discuss current issues and collaboratively plan solutions to problems, as well as share ideas about future lessons (Hogan et al., 2013; Liston et al., 2009). These meetings are also a good opportunity to provide feedback to paraprofessionals on their job performance. Many paraprofessionals report only receiving feedback once per year in their annual evaluation from the school principal, but they seek more specific and timely feedback from the teachers in the classrooms where they work (Wasburn-Moses, Chun, & Kaldenberg, 2013). It is important, though, the both positive and negative feedback be provided. Paraprofessionals need to hear the good things they are doing in addition to areas for improvement.

Finally, it is important to ensure that paraprofessionals are thanked for their hard work and effort in the classroom. A simple “thank you” leads paraprofessionals to feel valued and appreciated for their work, which in turn leads to more job satisfaction for them (Biggs et al., 2016). Teachers can say “thank you” verbally or through written thank you notes and small gifts, such as a candy bar or soda (Hogan et al., 2013).

While sharing your classroom with other adults can be challenging, successful collaboration with the paraprofessionals in your classroom will improve student outcomes and make your job more manageable. It is worth your time and effort to form partnerships with the paraprofessionals in your classroom and your school.

References

Biggs, E.E., Gilson, C.B., & Carter, E.W. (2016). Accomplishing more together: Influences to the quality of professional relationships between special educators and paraprofessionals. Research & Practice for Persons with Severe Disabilities, 41(4), 256-272.

Downing, J.E., Ryndak, D.L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21, 171-181.

Doyle, M. B. (2002). The paraprofessionals guide to inclusive education: Working as a team (2nd Ed.). Baltimore: Paul H. Brookes.

Hogan, K.A., Lohmann, M.J., & Champion, C.R. (Spring/Summer, 2013). Effective inclusion strategies for professionals working with students with disabilities. Journal of the American Academy of Special Education Professionals, 27-41.

Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. TEACHING Exceptional Children Plus, 5(5), Article 1. Retrieved July 1, 2017 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art1.

Patterson, K.B. (2006). Roles and responsibilities of paraprofessionals: In their own words. TEACHING Exceptional Children Plus, 2(5) Article 1. Retrieved July 4, 2017 from http://escholarship.bc.edu/education/tecplus/vol2/iss5/art1.

Wasburn-Moses, L., Chun, E., & Kaldenberg, E. (2013). Paraprofessional roles in an adolescent reading program: Lessons learned. American Secondary Education, 41(3), 34-49.

Dr. Marla J. Lohmann is an Assistant Professor of Special Education at Colorado Christian University. She can be contacted at MLohmann@ccu.edu.

Integrating Faith and Career - Marvin's Story

Author: Rev. Dr. Marvin J. Miller

It’s been twenty years, but I still remember.

Before I had kids, before I worked in education, I had a senior management position in human resources for a sizeable company. My appointment that morning was with a young lady from the local job resource center and a gentleman who was the friend of my boss. The proposition they laid before me was if there was a way that I could redesign any job descriptions to enable a young man with nonverbal Autism to gain job experience in a real working environment. As a bi-vocational minister, I had always preached from I Corinthians 12 – encouraging my congregants to use their gifts and graces in ways that complemented each other and positively impacted the local community. I also had adopted that as my credo in filling personnel needs at my workplace – I was confident that I everyone had abilities and just had to be coached to the right spot where they could be productive and happy members of a growing workforce. Confronted with this request, this time, for the first time, I wasn’t sure.

But the ironic thing about exterior challenges to one’s faith precepts, it requires an insightful reflective look at what the demands of scripture really are. As we stumbled along the next month, finding just the right fit and tasks, I began to realize that I was not only the giver, but also the receiver – of grunts, patience, a fleeting smile. It dawned on me, oh so slowly, that human interrelations were not to be defined by productivity alone – but by so many other human dimensions themselves. Every person, formed in their Creator’s image has a vital place in the full complement of society. Today, when I teach a targeted lesson in fluency, guide a student in the latest assistive technology, or de-escalate a young man from another violent outburst, I always remember the lessons I learned twenty years ago: Every student I work with is just as much my teacher as I am theirs.

Rev. Dr. Marvin J. Miller is the Pastor of Wellington First Assembly (Kansas) and serves as the President of the CEC-FBSO. He can be reached at mjmiller@abilityed.com.

July 2017 CEC-FBSO Newsletter

Author: Dr. Marla J. Lohmann, CEC-FBSO Caucus Chair

Happy United States Independence Day, CEC-FBSO members. I hope you are all having a great summer!

This summer saw an interesting legal development for faith-based organizations with the Supreme Court case regarding the preschool playground at Trinity Lutheran Church in Columbia, MO. The Supreme Court ruled that religious organizations are entitled to the same grant funding as other non-profit organizations, as long as the funds are being used for the common good and not for religious purposes. For those of us working in religious organizations, this is great news. This means that our programs for students with disabilities are eligible for the same government grants as similar services provided by secular non-profit organizations.

Thank you to everyone who has responded to the Interest Survey; so far, we have had nine responses and we are hoping for at least a few more before we create small networking groups. Based on your answers to the survey, I am thrilled that so many of you are interested in writing articles for our monthly newsletter (the articles are also posted on the blog). To allow you more freedom to choose when you write, I have created an online sign-up sheet, where CEC-FBSO members can sign up to share their personal faith-career integration story or to share their research/passion (or both). The link to the sign-up sheet is located in the email members received via email. Please email us if you would like to write an article for our blog.

Have a great summer!