Essential Bulletin for Educators

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With appreciation for all you do,

The Pennsylvania BSE and PaTTAN Staff

Our time is important. The kids that we teach are precious to us, and they need to know that our time together was worth it. So don’t just let the year end: celebrate learning, celebrate the moments you’ve had, and savor the time you have left together.

From Edutopia

1. Making Space for You
2. Embodying Resilience
3. Sketching Serenity
4. Savoring Silence
5. Noticing Nature

From Greater Good Science Center

Explore 20 engaging ways to help bring the school year to a close using the many tools by Google such as Google Slides, Google MyMaps, Google Drawings and more!

From Ditch That Textbook

Learn about the benefits of reflection and four levels of questioning to help students reflect in the educational setting. The webpage has a link at the bottom to download a PDF of 40 sample questions based on the four levels.

From Edutopia

1. Obtain Student Documents

Collect progress monitoring reports and other data from each student's previous teacher. Make sure the IEP of each student is accessible.

2. Schedule Time for Observations

Before the end of the school year, schedule time to visit each student's classroom to observe the student and talk with the teacher. Focus should be placed on the student’s behavior, social interactions, accommodations, and any specific materials the student will require.

3. Communicate with Paraeducators

Paraeducators are often assigned to the ESY program. Reach out to the paraeducators prior to the start of the program and share important information about the students, the organization of the classroom, teaching philosophies, the process for communication, and the approaches to behavior that will be used.

4. Teach Through Learning Centers

Since ESY teachers are assigned a diverse group of students regarding age, grade, ability, and physical needs, grouping students homogeneously and providing instruction in smaller groups can be helpful (Cooper et al., 2000). Teaching within a small group learning center structure gives students a higher number of opportunities to respond to the content being presented (Kern & Clemens, 2007).

5. Clarify the Roles of Paraeducators

Being that the teacher and students are new to the paraeducators, it can be helpful to review both the academic and behavioral expectations of the classroom. Discussing each paraeducator’s specific role in the classroom can be extremely beneficial to the flow of the class (Maggin et al., 2009). The roles of paraeducators can be changed throughout the course of the program, if these changes are articulated clearly to the paraeducators (Giangreco et al., 2010).

6. Ensure Lesson Plans are Goal-Based

Content within the centers and groups should be based on the student's areas of need according to their IEP goals, teacher input, previous grades, and any local assessment data. Placing a folder with the daily lesson plans and a list of the student's target skills at each center can help ensure the instruction and materials match each student's instructional level (Kern & Clemens, 2007).

7. Incorporate Clear Routines

Since the students are unfamiliar with the new classroom, it can be helpful to follow the same sequence of events each day to help reduce confusion and increase predictability (Kern & Clemens, 2007). Using consistent visuals can also help students understand the classroom expectations and participate with more independence. Rohrer and Samson (2014) recommend offering visuals and schedules within three domains: the classroom, the individual, and the staff.

8. Provide Social Interactions and Physical Movement

Students with disabilities can greatly benefit from explicit instruction on social skills and time to practice in a variety of environments (Elliot et al., 2002). Within the program, it is important to include some type of movement into the students’ daily routine. Movement activities both give students a break from demanding cognitive tasks and serve to encourage creative development (Skoning, 2008). Social skills training and physical movement are two ways to foster important skills while also having fun.

9. Collect Data

Data collection is a vital part of any education program, including ESY (Gregg, 2009). Since most ESY programs are typically only four to five weeks in duration, it is important to collect baseline data during the first several days of the program to establish a consistent pattern of responding (Horner et al., 2005). This response pattern reveals where the student is currently performing, prior to the start of the ESY program. Data should then be collected weekly. End of the program data should be graphed, and a copy should be given to the school and to the students’ parents.

Excerpt from Nine Tips for Creating an Effective Extended School Year Program for Students With Disabilities by Emily Sobeck, Ph.D., Associate Professor of Special Education, Franciscan University of Steubenville. (Used with permission)

As a mentor, Masie reads books and participates in activities with other students in the Carbondale Area School District that promote inclusivity. Being a co-presenter allows her to put a face to the organization’s mission of being inclusive and accepting of others.

“I really wanted to talk to them and let them know I can do everything,” Masie said.

In school, Masie is involved in junior varsity cheerleading, student council, Pennsylvania Junior Academy of Science, and science club. She said she hopes to inspire people to be more inclusive with others and doesn’t mind answering people’s questions about her wheelchair.

Courtesy of The Times-Tribune

Run by a small group of mathematicians, content is carefully selected to meet their high standards. Select a puzzle by type, skill level, or topic. When ready, click the solution to find puzzle answers.

This resource is also good for schools and families. One can use it with or without creating a Free Account. The free account lets the user participate in their forums, save posts, and more. Grades 6-12.

Keeping students active can help many students to focus better and to lead a healthier, more active lifestyle. Whether used in PE, during movement breaks, or other times in your lessons, this curated list includes resources to get students moving and learning about sports, dance, exercise, and other forms of movement. The list includes resources for all grades.

From TeachersFirst

Curated lists are based on NCTM standards and divided by grades K-2, 3-5, 6-8, and 9-12. Topics include Numbers & Operations, Algebra, Geometry, Measurement, and Data & Probability. Each reviewed resource includes a description and technology integration ideas for your classroom.

From TeachersFirst

The toolkit also includes a policy analysis that summarizes how each accommodation was included in states’ accessibility policies. The resources in the toolkit are designed to support the work of state education agencies, but may also be helpful to technical assistance providers, researchers, and others. Individualized Education Program (IEP) team members should refer to their state's policy when making decisions about a student's assessment accommodations.

Were you like Trevor growing up, thinking you hated school or that the teachers hated you? And now that you look back, you realize the impact teachers actually had on you and why they did what they did? Watch Trevor talk about his experiences as a student with teachers who he later recognized as having a profound impact on his life.

This year's Academy, Transforming Lives Through Leadership, will provide leaders with time to engage in conversations, learn from practitioners, and share effective practices to improve results for students with disabilities and meet the targets of the Pennsylvania State Performance Plan. Session presenters will share their experiences of designing and implementing practices, procedures, and policies to improve results.

Session Dates

Tuesday July 09, 2024 1:00 PM - 4:30 PM - Wyndham Gettysburg
Wednesday July 10, 2024 8:30 AM - 4:45 PM - Wyndham Gettysburg
Thursday July 11, 2024 8:30 AM - 12:00 PM - Wyndham Gettysburg

To learn more and to register:

https://www.pattan.net/Events/Conferences/Course-3337/Events/Session-39742

• NEW! Certified Orientation and Mobility Specialist
• NEW! Speech Language Pathologist
• School Psychologist
• Special Education Administrator
• Special Education Teacher
• Teacher of the Deaf
• Teacher of the Visually Impaired

If you're willing to share your knowledge and expertise with a novice special education professional as they navigate their new role, the APR Mentoring Project is for you!

The mentor application will open in June 2024. Interested mentors can learn more by visiting the APR Repository – Retaining page. Participating mentors will receive training and ongoing support from PaTTAN educational consultants. Stipends will be provided to mentors at the conclusion of the project.

Questions regarding the APR Mentoring Project may be directed to the APR State Lead, Christine Moon at cmoon@pattanpgh.net.

This three-day, in-person training is available at the PaTTAN East office from June 4-6. In the sessions, a review of effective instructional strategies and procedures for the delivery of high-quality instruction for students across all settings will be provided.

The focus will be on evidence-based interventions applicable to students of all instructional levels and in all settings that include direct instruction, establishing instructional control, teaching cooperation skills as well as communication skills and academic content. Emphasis will be placed on effective instruction methodologies, school-wide positive behavioral interventions and supports (PBIS), token economies, behavior contracts, self-monitoring checklists, implementation of positive behavior support plans, and behavioral skills training for increasing staff performance.

Participants will be required to demonstrate acquisition of conceptual skills through brief pre- and post-assessments, complete application activities assigned, and practice implementation of various evidenced-based teaching procedures.