Videos

The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. In this session Dr. Carter focuses on the importance of fostering relationships along with rigorous, relevant learning opportunities for students with complex instructional needs.

The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. This session focuses on peer partner programs which are one type of peer mediated approach for promoting inclusion, friendships and learning.

This presentation will introduce steps A and B of the standards-aligned unit planning process, which include learning targets.

This presentation introduces steps 2C and D of the standards-aligned unit planning process, which include the identification of prioritized vocabulary and ideas.

Executive skills refer to the cognitive processes required to plan and organize activities, including task initiation and follow through, planning/organization, working memory, performance monitoring, inhibition of impulses, and self-regulation. Executive skills involve the integration of information across brain regions, particularly the frontal lobes, and therefore any type of significant acquired brain injury is likely to negatively impact executive skills. These skills are at the heart of what is seen as independent problem solving, goal directed persistence, and motivation. Students with executive skill deficits have problems in all these domains, and they present tremendous challenges to both parents and teachers who often find themselves frustrated by children whose problems in school seem to have little to do with how smart they are or how easily they learn.

Executive skills refer to the cognitive processes required to plan and organize activities, including task initiation and follow through, planning/organization, working memory, performance monitoring, inhibition of impulses, and self-regulation. Executive skills involve the integration of information across brain regions, particularly the frontal lobes, and therefore any type of significant acquired brain injury is likely to negatively impact executive skills. These skills are at the heart of what is seen as independent problem solving, goal directed persistence, and motivation. Students with executive skill deficits have problems in all these domains, and they present tremendous challenges to both parents and teachers who often find themselves frustrated by children whose problems in school seem to have little to do with how smart they are or how easily they learn.

In this first book study session Dr. Louise Spear-Swerling reviews and elaborates on Chapter 1: An Introduction to Structured Literacy and Poor-Reader Profiles. Link to all materials: https://drive.google.com/drive/folders/1bI2_dgerLc2h2T-OUC3bbvq_k-qgGDqz

This video presentation by Dr. Stephanie Al Otaiba and Dr. Jill Allor is part of a PaTTAN book study series. This ten-week series focuses on structured literacy topics in the book, Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6. In this second book study session Dr. Stephanie Al Otaiba and Dr. Jill Allor review and elaborate on Chapter 2: Structured Literacy Interventions for Phonemic Awareness and Basic Word Recognition Skills

Link to all materials: https://pattan.padlet.org/pamkastner/x10f9kplpu9dq66r This video presentation is part of a PaTTAN book study series. This ten-week series focuses on structured literacy topics in the book, Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6. In this ninth book study session Dr. Susan L ambrecht Smith and Dr. Charles Haynes review and elaborate on Chapter 9: Structured Literacy Intervention for Written Expression

Link to all materials: https://pattan.padlet.org/pamkastner/x10f9kplpu9dq66r This video presentation is part of a PaTTAN book study series. This ten-week series focuses on structured literacy topics in the book, Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6. In this tenth book study session Dr. Louise Spear-Swerling reviews and elaborates on Chapter 10: Structured Literacy Intervention for Mixed Reading Difficulties