Showing posts with label IEP. Show all posts
Showing posts with label IEP. Show all posts

Sunday, September 9, 2018

Three Good Tools for Scheduling Meetings With Students, Parents, and Colleagues

Trying to schedule a meeting with just one other party can sometimes be challenge. Throw in a second, third, or fourth party as often happens with IEP meetings and picking a meeting time can feel like an impossible task. Fortunately, there are some tools that can make scheduling meeting times a little bit easier than exchanging volleys of email messages.

Choice Eliminator
Choice Eliminator is a Google Forms Add-on that lets you create a Form on which choices disappear after they have been used. For example, if I create a Google Form that has ten meeting times listed on it, once a meeting time has been selected it will disappear from the options available to subsequent visitors. Using Choice Eliminator is a good option for teachers who have personal Google Accounts, but don't have G Suite for Education accounts. Watch the following video to learn how to use Choice Eliminator.



Doodle
Doodle is a free tool for scheduling group meetings with the input of all group members. Doodle is essentially a polling platform. To use Doodle you create a meeting title, select a series of dates and times for a possible meeting, then invite people to choose the dates and times that work best for them. As the administrator of a scheduling poll you can set the final meeting time based on the most commonly selected date and time. Watch the video below for complete directions on how to use Doodle.



Calendly
Calendly is a tool that integrates with your Google Calendar and makes it easy to create appointment slots with just a click or two. More importantly, people who want to schedule an appointment with you just have to click a time on your calendar and enter their names in order to reserve an appointment. Visitors do not have to have a Google Account to view or enter information into an appointment slot. Visitors who make appointments with you through Calendly can sync the appointment to their own Google Calendars, iCal, or Outlook calendars.

Wednesday, January 11, 2012

My IEP Meeting - An App for IEP Meetings

Update: Yikes! The pricing of this app has changed since I wrote this post. Thanks to Olga LaPlante for pointing that out. 

My IEP is an iPhone and iPad app designed to help parents and guardians to gather and organize information before, during, and after IEP meetings. (For those unfamiliar with the term IEP, in the US, means Individualized Education Program. IEP meetings are held with parents and teachers of students in special education programs). My IEP offers tools for categorized note-taking, creating checklists, behavior tracking tools, calendar sync, and file storage. Users of My IEP can take pictures of meeting documents and store them in their My IEP files folders.

Applications for Education
My IEP could be a good app for parents to use not only during meetings, but also throughout the school year to keep track of important information and questions that they want to share during an IEP meeting. I think that classroom teachers could also use the app for recording information to share during IEP meetings.

H/T to Suzanne Bartel for sharing My IEP on Twitter. 

Saturday, May 14, 2011

Individualized Technology Plan Helps Student with Autism Achieve Learning Goals

October 3, 2010:
“Michael, what is 2 plus 0?”
“O.”
“What is 2 plus 1?”
“1?” “2?”
“What is 1 plus 1?”
“1.”

January 10, 2011:
“Michael, what is 7 plus 8?”
“15.”
“5 plus 5?”
“10.”
“9 plus 3?”
“12.”

Michael is a third grade student with severe Autism Spectrum Disorder. At the beginning of the year, the extent of Michael’s math knowledge was filling out a number chart from 1 to 100 with 80% accuracy. He was not able to do simple addition, tell time, identify coins, put together puzzles, or identify shapes.
Michael’s parents were adamant that he attend a public school and be placed in a regular class and Michael enjoyed being with his classmates. However, Michael was not learning. He had a short attention span and the teacher covered new material very quickly. As Michael’s Dedicated Aide, I worked hard to keep him on track. I rarely had time to teach him fundamental skills.

Six weeks into the school year, Michael was still trying to learn addition, while the rest of the class was working on identifying quadrilaterals and solving word problems. I realized that if I did not take charge of Michael’s learning, he would continue to fall farther and farther behind. I knew he was capable of reaching his Individualized Education Program (IEP) goals; he just needed more individualized instruction and something to engage him in learning. I got permission from the Principal, his parents, and his teacher to pull him from the classroom for two hours every afternoon.

I brought my laptop and iPod Touch to school to see if technology would peak Michael’s interest in learning. I was amazed at how quickly Michael picked up the basics of using different technologies. Within minutes, Michael was using a mouse to navigate the computer and operating the touch screen on my iPod touch to find applications and play games.

Technology became the optimal learning tool for Michael. I used Michael’s IEP goals to create 3-4 smaller weekly goals. Then, I searched the Internet (and the FreeTech4Teachers blog!) to find online games, resources, and activities as well as iPod applications. I created a blended learning environment for Michael. He would spend 20-30 minutes on a computer game or iPod app, then I would give him a written quiz, and we would review his answers. Then, we would move on to the next skill set.

Here is an example of a typical 2-hour lesson plan:

Addition (0’s, 1’s, 2’s)
Time (Hours and Half Hours)
Motor Visual/Spatial Skills
Numbers to 1000
If we had time left over, I would let Michael play Angry Birds as a reward. He fell in love with this game and he worked extra hard every day just to play it for 5 minutes at the end of the learning block.

What Did Michael Learn?
Within two months, Michael achieved four out of five of his math IEP goals. He was able to add single digit numbers with 80% accuracy, tell time to the half hour, and write, count, and indentify numbers up to 1000 with 80% accuracy. He also solved 6 and 12-piece puzzles in less than 5 minutes and he was able to identify coins with 100% accuracy.

What Did I Learn?
I learned that it does not matter how far students are behind, if you engage them in learning and provide them with the right tools, they can achieve their academic goals. For Michael, technology was the ideal learning tool. The online games and iPod apps gave him instant feedback. He knew within seconds whether his answer was right or wrong. The games also provided Michael with a low-pressure learning atmosphere where he could try, fail, start over, and try again until he mastered the level or solved the problem. This kept him engaged and gave him the chance to succeed. While Michael was never able to put more than two physical puzzle pieces together without getting frustrated and giving up, he could solve a puzzle on the Let’s Tans iPod app in seconds. He would tap pieces to turn them, double-tap to flip them, and then slide them into the shape. His mind worked incredibly fast and Let’s Tans allowed him to try as many times as possible at a rapid pace. 

Technology changed the way that I taught. I learned how to mentor and guide rather than lecture. Instead of telling Michael how to solve a problem, I would let him try it on his own. When he couldn’t figure it out, I would teach him how to find the solution. Then he would try again. He would continue working until he needed my help again. Allowing Michael to control his learning pace and reducing the amount of new information he learned at one time helped Michael process the information better and retain it in his memory.

Finally, I realized that technology is only part of the learning experience. While technology engaged Michael in learning and provided him with feedback, I still guided and supported him. I spent time reviewing answers with him and helping him learn new material. I conducted ongoing assessments to determine how much time Michael should spend on each activity and whether he needed to learn additional skills. It was a combination of individualized instruction and new technologies that helped Michael achieve his learning goals.

My Advice to Teachers, Aides, and Educators
If you have students with disabilities or students that are below grade level in a certain subject, find technology tools that will help them achieve their academic goals and let them spend 20-30 minutes using those tools every day. Be available to answer questions, but wait until they come to you for help. Make sure to check in with these students when they finish to assess their progress toward their academic goals. You will be pleasantly surprised with how fast students learn to use new technology tools and how this opportunity will help the students become more self-sufficient and responsible learners. This will also allow the students to learn in a low-pressure, student-centered atmosphere.


Torrey Trust (http://www.torreytrust.com) has a Masters of Arts in Educational Technology from San Diego State University. As the Technology Coordinator at an elementary school in Washington, D.C., Trust designed a database of technology tools (K-12 Tech Tools) categorized by subject, grade level, and standard to connect teachers with technology resources and make it easier for them to integrate technology into their lesson plans. This fall, she will be pursuing a Ph.D. in Education (Teaching and Learning) with a specialization in Technology and Society at the University of California, Santa Barbara.