TRANSCRIPT Ð Tech Tea Time Ð 11/16/23 >>Cathryn: So this is using active learning approach to teach academics. The expanded core curriculum and transition concepts. I'm not, I mean I don't have Like a lot of examples to share with everybody. On here's what it looks like. Not my way here. But hopefully I can explain to you how I go about. Making those connections. When I am trying to work with. This population of students that since we murdered learners. And needing to teach. Their academics to them or work on the expanded core or work on some of those transition concepts. So we're going to talk about why this topic. Looking at how to find those prerequisite skills, brainstorming a few ways to use the active learning approach. I'm going to show you some of the tools that I use for planning instruction. Or just for some of those practicing some of those skills. And then I've got some resources there for. Academics, ECC, and transition that I They're really just, I mean, there's tons of stuff out there. These are some of my favorites. So. In the spirit of like she said it's a collaborative community. So. If you guys have other resources, please share them. Because I may use them, I may share them with other people as well. So first of all, why are we looking at this topic? So I've linked here the November sixteenth, 2,015 letter from. Osip that Many of you have probably already seen before. That tells us kind of why. Why we're doing this. We have to give all kids access to the general education curriculum. We can't just say, oh, they can't do this, so we're not gonna worry about addressing it. And it also states in there. And it's stated in other places as well. We need to have high expectations for our students. It's really because For kids who are sensory motor learners, it's so difficult. To determine. Really what they do know a lot of these kids are non vertical. They don't have a lot of motor skills. And so for us to say, oh, they can't do this. That's, we, we can't know that. We they don't have a way to express everything so we can't know for sure that that they don't understand everything that we're sharing. So we need to have those high expectations for our kids. We need to presume competence. In the absence of definitive. Proof that they aren't there, we need to have those high expectations for them. So we need to give them access. To what their same age peers. Are getting access to. But. At the same time, I'm not saying, oh, just go and put them in a genet class. Where they're sitting in lecture style because we know that for our sensory motor learners That's not appropriate. They're not going to absorb all that information if they're just sitting in a desk. They need to be actually working with things and doing things and be very hands on. So that's one of our letters of. Why this topic and In Texas, we also have the grading and progress monitoring. For Students with Disabilities Document. I actually took a screenshot of it. I've linked it here. But I took a screenshot because I wanted to make sure that I remembered. These 2 quotes from it. That we needed to, we need to show growth. That's why we have grading these students are part of our education system. So we do have to show grades for them. Show how they're progressing. In that curriculum. And it gives us the data to show what we need to work on. So, because of that. Then we need to. Look at how are we going to Give our students at this level. Access to the curriculum. A long, long thing, long intro. I should probably put on here. Wetness topic also why me why am I the one talking about it. So I do work for region 10, that's where I'm. Met Donna when she was working there also. I am the low incidence disabilities assistive technology consultant here at region 10. My background is I was also a teacher student with visual impairments. So. I got to work with lots of these kids that that have these very complex needs. So that's kind of my background. I'll say the background of why this topic. I see in the chat let me double check. Make sure I'm not missing any questions that come up. So looking at those prerequisites skills because we know that Some of our students are not going to be able to access. The grade level. There may be some topics that they do. They may be this is their high interest. They are right there. They can tell they could be the teacher. On that topic. I've had students in the past who Thank you. You anything you wanted to know about trains and how trains worked. If you ask them about you know, what's the appropriate? Clothing for cold weather. They can tell you that, but they can tell you what to do with the trains. So. Many times we're having to take those skills that are at At student grade level, we need to know what those are. At their enrolled grade level. Then determine what. What level are students are at? To see. Where those where they are on that particular scale. So it's not just a saying, okay, well, my students usually at the kindergarten 11. It's a high school student enrolled grade level, ninth grade. But he's he's at a kindergarten level. He may be at a kindergarten level on this skill. He may be at a fourth grade level. On another skill, he may be at. A pre K or, 3 or 4 year old level. On another scale. So always looking at what the current skill is and then looking back. At those prerequisite skills. And again. Following those students interests. Lot of times we can find those interests and we can find those strengths that they have. And use those as an access point. To help teach that grade level content. So I have some. Resources that we'll look at here in a little bit. For this that help with this step, but it's also part of my planning step. So with our students who are. Use active learning approach. We need to find out where they are on the dynamic learning circle. And if anybody has questions about what these are, please let me know because I've also got some links on there too and I can go a little more in depth. In that section. Where they are in that dynamic learning circle. And use those 5 phases of educational treatment. So use that offering where I just Just wanting them to. Have exposure to whatever concept it is. We're just offering it. We're not expecting anything from them. Except allowing us to be in the same space with them. And then all the way up to. That phase 5 where They're learning the consequences of their. Their choices and their decisions. Use those perceptualizing aids and those high interest materials. So. If they are using the position boards, use those to help them access. I've seen those used to access literacy concepts, checks as math concepts. And yes, we are having a tour. We're just wanting them to explore, but using those things. I'm using additional assistive technology. Items there too, you know, begin to have switches on there. Just having those. Those items to help them be the ones who are interacting. With what they're learning. And then set up the environment for them to do that. Making sure that those materials are within their reach. It doesn't, it doesn't help the student if we set up this great, amazing visual. We've got visuals, but they're high where the kids can't see them or they're. Tucked away in this little corner where they can't really get to them, making sure that they are able to actually engage with those materials. And then move at their pace, not try to rush them through. They made me to take a little bit longer than what we had planned. For this topic or this unit. But going at their pace. And allowing them multiple opportunities to. Explore so that they have a chance to really learn from that and that's part of that dynamic learning circle is. Them moving through those stages and really learning it. And then there was on the active learning space. They do have this document that's really nice for talking about can it be used to teach. The general education curriculum and they have some Examples. Okay, and I see and then there somebody would like to know a little more about the dynamic learning circle and I believe that's on one of the If it's not the next slide, it's one of the ones coming up. So. We will definitely look at that. So these examples again are from Texas because that's where I am and that's where the person who wrote this is from and they have some of the same resources here that are going to be shown, but it's neat because I show fine arts. And then. What that looks like. And then there's some additional ones. I'm trying to scroll, but I don't want to scroll too fast. >>Donna: And Kate, sorry to interrupt. I've, allowed everyone to unmute now if they would like to ask some questions and could you zoom in just a little bit on that page for Perfect, thank you. >>Cathryn: Absolutely. There we go. That's a little better. Alright, so then there's an example of a language arts. Goal and sense. My focus now is a little bit more on. Academics, and things like. Writing and math and reading. That's why I wanted to scroll down to one of these from. I know the fine arts is there and that's a great one. That's not my background, so. Not going to be able to. Tied to it as much myself. I'm so you can see they did a functional scheme assessment. They found the students level there. This one is from Active Learning Space. And we will be sharing all of the handouts. The little Texans big futures I believe that's maybe one of the ones that's being Updated, they did update the pre-K guidelines. So some of these others that are linked to that are being updated as well. But you can see then they found where they were on that one and then the Texas Early Learning Pathways. Talking about their grade levels and then they have this grade level. Texas essential knowledge and skill. And that's what they used to develop that goal. So then they have that goal. Showing. The student. Is in fourth grade. But we've aligned back to where they are. In that level of development. To give them access to. That skill. I believe there's a couple of others. I think there's a math one and maybe a science. Example in there as well. So this is not anything official or fancy or anything. This is somebody asked me. If I could share. Just write down the steps because they're like, hey, you tell us to do this. You tell us this and then. What all are you actually doing? So I wrote down the steps. Playing Google Doc here. So. What is the student's enrolled grade level? Step one. What is the enrolled grade level? TEAK statement or the text is essential knowledge and skill statement. That aligns to that content and topic. And then you need to see just which alignment document you use. So this used to have a couple of different ones now. The way that the star alternate 2 alignment documents are housed. It's all one link. I can show you again here's that little Texans big. Futures, early childhood outcomes. Site here is probably one that I reference. Many times, multiple times a day. I know that's not everybody who's gonna be doing that, but. I frequently come to, I use a lot of these resources. So. Star, alternate 2 resources if you scroll down it's about halfway down the page Here's where they now have their curriculum framework. So you click on that one. And it pulls them up. For each of those grade levels. Essence statements if you're using those. And the vertical alignment documents. This one is probably one of my favorites because it has it. It's 4 documents. That has all of the mathematics ones. Let's get a writing language art, so we'll go ahead and do mathematics here. So you can see it starts with this pre-K. Skill and then it goes up it takes you from okay we need to do Let's go on here. I know that objects or parts of an object can be counted. That, that statement there. Aligns with this high school statement. When we get up here. So far I'm seeing lots of the up to eighth grade. But it does go up to algebra one. Simplifying numeric and algebraic expressions using the laws of exponents, including integral and rational exponents. So. I like that it takes you from that early. Skill and this one of has several. Early skills that get to that level of algebra one. But one of the early one was, earliest ones was. That they just recognize you can count objects. And a lot of our students are Doing that. Realizing that there are multiple objects. Hanging multiple objects from the position board or from a little room. Or just having them in a tray for them to explore multiple objects. Is helping them to to get that concept to work on that concept. Sometimes having just a few objects and then You know, maybe you have 2 buckets. One has. 2 items in it and the other one has 15 items. So then they can start to compare those numbers. So again, that's one of my favorites just because it's all in one. Curriculum framework on that one you can go to the different grade levels. So if you are in a situation where you're like, I only teach. Let's see, let's only teach seventh grade. So I only have to look at those. Those are the teaks that all of my students would be at at the general. Level. That this document is really good for that because then you can find that particular skill. And then you can kind of look backwards to see, okay. So developing and sustaining foundational language skills. Let's see, my student is. Using a resource such as a picture dictionary to find some words. So you can see, okay, here's where they're at. But it connects to. This skill up here at the top. So you have that alignment. You can see, okay, here's how we're going to get. Them access to what they're. Same age peers, you're getting. Sorry, I was on this one for my. Aligning here. The early childhood outcomes to pre K guidelines alignment. This one's another one that's really nice because sometimes our students are working on some of those skills. That are. Younger than a kindergarten level. So this one takes you from those early childhood outcomes so that ECI. Birth to age 3. Those all the way up through those Texas pre-kindergarten guidelines in this document. If you're from another state I'm sorry, I don't have examples of that. Personally, but I know that there are other resources. Out there for for different areas. The OSEP letter came to All of us here in the US, so. Try not to scroll too fast. I want to get you to where you can see. What those. Alignment pages look like. So on this particular one. It shows, here's what that. Early childhood outcome. Looks like social relationships. How does the student, how does the child respond to touch from others? The end of pre-K outcome is the child is aware of where their own body is in space and respects others personal boundaries and then it gives you what that looks like. At a four-year-old level at a 3 year old level, and then some different things that you can do to work on that with that student. That's another one that went back to that smaller size. So hopefully that wasn't. Small but you're able to see the columns was the main thing. This is another one that does a similar type thing. I'll just show you the, the. The pretty graphic but it does get into the text part further down. You can just pick the area that you're interested in. But it shows you from the birth to 3, which is the Early childhood outcomes to the pre K. Guidelines so that 3 and four-year-olds And then the kinder through second grade, which gets you into. Where those. Tee's documents would actually help you with that alignment. And you can see that it sometimes it kind of changes. So the birth to threes, language and communication in pre-K, it's divided into different sections. And then in kindergarten and up. It's under the English language arts and reading. So it's just nice to see how those. A line. Little Texans Big Futures, similar. Type thing, it does infant toddler. And three-year-old that just goes to their guidelines. And this one here. It is not linked right now. Because they've moved everything. We're gonna be looking at the Texas Sped support. Website here in just a few minutes. Because there are so many resources, so many resources on that website. To start with, I was a little overwhelmed and now I, I love that website. This one is going to be there. They took the self-determination. Skills and they aligned those as well from. The pre K level. Through the. High school. So that's, it's a great document. Right now we can access it because they're moving everything from their old Texas transition website to the new Texas Sped Support website. So you have several documents you can use. Just you don't need to use all of them at once, just picking one that works for you and. And for the skills that you're looking at. Use that and like I said, I know that this is these are mostly my favorites, so I recognize there's others, so I just put a list in there for other because somebody may suggest one and I need to add it in there. Then looking at the prerequisite skill alignment. For that student for that skill. Again, they may have different levels at different. Skills and different topics. Looking at what accommodations or modifications the student may need to use. Do they need? Assistive technology to help them access this. Do you need some of those perceptualizing aids? What do you need to have in place? The last step. Is kind of reflecting on. For what you're doing for that lesson. What do you want to change next time? So like I said, sometimes these kids need multiple, they Need multiple times to practice. So, okay, we may need to tweak something from this time. Maybe they didn't like those materials quite as much. Perhaps we can try to add in some others that they do like to help them actually. Get a chance to explore that topic. Like I said, Texas Sped support has a lot of resources. These next 2, that's exactly where they came from. The Texas Complex Access Network. Created. Some forms. This one is the instructional support planning form. Okay, okay. Okay. Find a way to enlarge this one. Here we go. So again, it kind of takes you through some of the same steps and it adds a few other things. So I want you to look at general education. What are the kids in the genet setting at that student grade level doing? What is that teak that they're learning? Or what is that essential skill that they're learning right then. Any vocabulary that's used. Sometimes you want to have the same vocabulary, we don't wanna. Change it up and confuse the kids because they're still learning. That receptive and expressive communication. We don't wanna. Throw too much out there. We would have it pretty consistent. So here's a spot you can put in those. That vocabulary, whether it's tied to. That particular lesson. Or if it's just vocabulary that you're working on. In general, what is the activity? I think this is an important column to always remember the resources and materials. What do you need to have ready? And then for your students, cause you may not just have the one student but you're teaching that same. Lesson. What is the essence of that? T that skill that you're wanting them that you're wanting to focus on for this student. What is that? Target for them. Again, do we need to have a specific vocabulary? To use with that student. How, what a lesson is there gonna be? Is it gonna be a little different? And then again. What resources are going to be needed. And this one includes who is responsible for it. Is that something you need to? Talk to the the classroom teacher or the occupational therapist or the physical therapist, you need to bring in other people. See, where am I going? This UDL lesson plan. Also from the Texas Sped Support website. And it's another one that I've already. Already pulled up here. Okay, let me zoom in a little bit. This one is another way of looking at it. Trying to design a universally designed lesson. So maybe you have multiple kids that you're wanting to work on and you're wanting to have them all get that same lesson. So again, you want to find out what is that. Curriculum skill that you're wanting. To teach. What are the objectives? One of those essential parts from that that you're really wanting to make sure This is what I want them all to get. What vocabulary are we using? And then rather than doing a separate lesson for each of those students. Or it may just be one student, but you don't know how they're going to be doing that day. So thinking of, okay, how are they going to access this multiple means of engagement? How are they going to be a part of this lesson? How are they going to, are you going to? Represent this skill, this concept to them. So this one, it gives you those choices in that lesson, which again, you may be good for if you teach more than one student. And so you want to have that. Universal design so you don't have to plan 1010 10 lessons for 10 students. On the same concept, but it may just be you have that student. You don't know how they're gonna be doing when they come in that morning. You know, maybe it's just maybe it's. It's not a good vision day that day. They have CVI. Just today we need more tactile. If you've designed your lesson this way, then you can pull that option. Okay, these are the options that all have. More. Tactile ways that they we can share with the student and then for the students to share back with us. Or Yes. >>Donna: Hey, this is Donna. Sorry, you wrapped. I think this is a great document for when we're working with our with our kiddos who are in our life skills classroom are in any of our classrooms where we have more than one student or we have a student with CPI where We're kind of working with our teachers to differentiate that instruction and. We, you know, we are taking that low tech approach of where adapting what we have to make it work for our student. And so I love this document. Thank you for sharing this one with us. >>Cathryn: I, when they shared it with me, I was like, oh my goodness, this is great. Because I love UDL, but. It seems like when you feel like you have to go through. All of those lessons and all of those steps, they've really simplified it. In this document to show. This is really what it's, what it all comes down to. Is. Having multiple. Options, I guess. It gives you that flexibility. And it could just be a. You know, a personal thing. I like to have flexibility in a lot of stuff. What are we gonna have for lunch today? Okay, well I brought my lunch, but then I've also got some where I can go for lunch or they brought in lunch. I like to have those options. So I like having that. Here as well. And then again, that lesson reflection. Just what went well, what didn't go well. What do we need to do next time? Get back to this one. And I'll show you guys on that website quickly how to find some of these things. Again, these are not. Tools for trying to plan the instruction. These are some tools for ideas. Again, one of my favorites, I probably say that way too much. Somebody is going to say, What did you say was your favorite? Oh, which time? What day? What was our topic? But I love this one, the Paul V. Sherlock. Center on Disabilities for Books. Something we learned recently you can search guide and it will pull up the books that somebody's made a guide for. And I did that specifically. There's the CVI, PowerPoint, CVI movie. These are adapted books with the adapted print. A lot of them have the picture supported text. But these guides and I'm going to pull up one because I also like looking at stuff that's beyond that pre-K level if my students beyond per K. So we have a student. 12 plus yes And I didn't know you could search by God. >>Donna: Love this site. Yeah. >>Cathryn: I was like, oh, I need to get all of these. So the book title was the Christmas Carol, tells a little bit about the book, and then it tells you what to use if you are wanting to make a book that's a book in a bag or a book in a box, you know, the tactile materials to go along with that story. It goes ahead, they've decided, hey, here's some things that will. Connect for many kids. Of course you can adapt this. This is just their ideas. Where it applies to in the story. So when to present the coins and money. And then some of the skills that the kids are working on. When you're doing that with that story. Because I love these and there's So many of them and if You are a TVI like me, you probably recognize some of these tactile symbols here. Project core and Tactile connections there. But you don't have to use those. You use whatever symbols the students familiar with. So they have. >>Donna: I love this, Kate. This gives us a place to start and then we can customize it. >>Cathryn: Yes, and there are so many. There's 498. Ones that they've already got something for. They don't want the guide. But they've got either the book or the CBI PowerPoint or the CVI movie. They have something. And they're all books that Other kids are getting from the library, which is one of my favorite things about it. I love Tar Heel Reader. A lot of those are books that people have written specifically for that topic for that kid. Or for that individual. And I love that. I love that because there's if you have a question you have a topic. They probably have a story for it. But I love that the Sherlock Library is the same books that they're their siblings might be looking at that they're. Janet peers might be looking at. So it's another way to get them that connection. Practical AAC. There's a lot of different strategies that she has in here. I just picked this one because I thought it was a fun one. Connecting again to literacy. And they have the squishy books. So they're making books using ziploc bags. And the materials. So again, it's, it may be Just more of a tactile book. Or it may actually be a a book that is a not just a tactical book, but the object. Book. And that you can just put the objects in there. And you can see some of them have. Print here some of them that they have kind of print. Glued it down to 2, there's a blood bag. So another fun resource just for some ideas and again they have other stuff too. Yes, ma'am. >>Donna: Hey, this is Donna. I love that practical AAC, cause there's always new stuff on it. >>Cathryn: Yes, new strategy every month. Yes. >>Donna: It's not a static site. New stuff every month and there's videos of the week and there's so much cool stuff on >>Cathryn: It is an awesome, awesome website. So many ideas. It was hard to hold myself to 3 because I think I had the paths to literacy one on there and Like, oh, I. I've got to limit it. You guys can't have my entire internet bookmarks. But there's a lot of them that I flag. This one I Oh, it was shared with me by one of my colleagues several years ago. And I thought this is amazing. And then I was looking back at it again today. And let's see if I can find that page. There's a page that shows the different skills. Here we go. The target skills and the different activities. So here's the activities that they have. And then it shows you across the top what skill it's working on. Ball handling skills, body imagery. Let me zoom in a little bit. So you guys can see these. So these might be ways that you see, oh. We're working on vocal play. I think there's only one in here that works on vocal play. But we can scroll through. And find they're using. Looks like a little room. Let's see, metal lap tray works on several different skills. Cause and effect concepts, eye hand coordination. Find motor skills. So this one was a neat one so that if you're looking for, hey, we're working on. This level and this is their activity that they enjoy, how can we combine those 2 and then adding in some of those. Other things that would tie directly to. The curriculum or to the transition skill. So again, just some of those resources. So I tying to academics. You want to line to the grade level, instruction through those prerequisite skills you want to utilize those perceptualizing aids. To provide the student access to the curriculum. So I link there again the start up to resources which we looked at and the early childhood vertical alignments. Chicken, we've already looked at those. Expanded core curriculum. Look at the students current skills in each of those 9 areas. And then use the active learning approach to build. Instructional activities to work on them again. So once again, I'm gonna share some of these. This is another one that's not. Real pretty or anything. And it's not tied to the updated skills because I haven't had a chance to update it. This was a project I did. In 2019, I think, 2018, 2019. I went through all of the Texas pre-K guidelines. And tried to see if they addressed. Some of the areas of the expanded core curriculum. And There were a lot of them that it was yes so motivation to read skills. Child self selects books and other written materials to engage in pre-reading behaviors. That can address some IT skills. That addresses some compensatory skills. That addresses some direct leisure skills. Self-determination. Sensory efficiency, maybe. So this is one that. I've linked it. You guys are welcome to look at it if you're interested in getting that deep into seeing how The pre-K guidelines and or the previous pre-K guidelines and They expanded core curriculum kind of a line. Because there's so much overlap. That's the other thing that I've noticed. The more I look into all of this. It all overlaps so much. Especially for kids who are working on things at the active learning. Level. This one is Perkin School for the Blind looking at the expanded core curriculum. I pulled it up here just because I already had it. Hmm. In a See if I can zoom in a little bit. Not sure how the zoom this in closer, but I want to just I'll just tell you what these columns are So this first column does the, there we go. The first column has the areas of the expanded core curriculum. And then what it looks like at the different levels. So we don't have to say, oh no, they're not at this level. They're an infant toddler. They're not ready to work on. Career education. But they are. Here's what career education looks like. At that level, learning the responsibility, putting their toys away, understanding the different roles. So there is. Something that they're learning at that level. And then it does elementary school, middle school, and high school. So I think that that's really neat way for them to for you to see. The alignment of the ECC skills. I haven't seen an actual, any document that. That does that more you know the vertical alignment of ECC. But just thinking about what does it look like at that level, sensory efficiency. At the level of an elementary school student. Assistive technology looks different for a high school student than for an infinite toddler. But there is some alignment there. So finding where the students are. >>Donna: Hey, this is Donna. Yeah, the, I love how this one points out that. Even at infinite toddler, there's an component and we could be teaching those pre skills. >>Cathryn: Yeah. That the expanded core curriculum I believe on here if you're looking at it online I think it's page Maybe 8 and 9. See that jumps to it? Yes. Starts on page 8. Did it separate to just because I wanted to be able to do that 2 page view. So that you can see it all the way across. If you happen to have a print copy. It is page number 6. Is where that shows. Transition thinking about first our students. They're going to end up leaving school. We don't get to keep them. With us forever in public school. So finding out what those post-secondary goals are for your students. Figuring out ways to build those skills that are going to help the student have a greater independence. But also greater autonomy. I know those 2, sound very similar. But sometimes they may not be independent. They may be dependent on other people for so many things. But to know that they are their own person. So that's why I've listed them separately with independence and autonomy. And transition is applicable for students at all ages, like the ECC. It's all ages. There's not an age where it's like, oh no, this doesn't apply to them. We're always in transition. So this one was. Another one from that Texas bed support website. That was just shared with me recently. From our transition consultant here. And When I told her, okay, this is what I'm looking for. She's like, oh, I have the perfect document. Because this one shows birth to age 3. Choice making, goal setting, self-management. Self-determination, self-advocacy. But then if you scroll up It is tell some. Awesome things for families and for the, teachers who are working with the student on these skills that give some ideas. But then you can go up. To age 3 through 5 all the way up. All the way up until they are out of school. And it gets those same areas choice making decision making, goal setting and independence. Self-management, self-awareness, self-determination and self-advocacy. So this is kind of an alignment document for those transition skills too. And it's kind of a checklist so you can go through. To see this is something that they don't need to work on right now because they've got it. They're currently working on it. Or they've they've got it they're done. It's completed. So I think that is. Going to be one of my new favorite documents. I'm gonna keep saying that it's my favorite, it's my favorite. This is that same transition resources. But I wanted to show you. The whole page. Let's see. I will go to the transition. Page there. This is that Texas bed support website. And I'll show you a quick way to do some searches on here. You do topics, you can pull up. Different topics, several of the ones that I've shared today are from the significant cognitive disabilities. And it'll pull up, they have. The monthly instructional guys. Just this will bring up just a list of different ones. You can go to. Resources and get a little more specific in your topics. So maybe we want some assistive technology. Significant carnage of disabilities and we want it to be a tool or a template or a video. And you can click on those. They do have parent videos that are English, Spanish, and Vietnamese, I believe. But you can pull up. Things doing a search that way. If you're looking for other courses, you're like, I wanna know more in depth on this topic. Then you can go to this learning one and again. The same way as to do that filter or just doing a search. People have asked about. Picture exchange. Social narratives and it will pull up the course that's aligned. With that topic. So there's other things, I think one of the topics that you can. Actually pull on the Resources is. Instruction. So if you're looking for instruction and evaluation. It'll pull up those resources too. So it doesn't just have to be. A specific disability category. So again, some of these resources. We've looked at the alarmment documents, the birth 2. Vertical alignments. For those of you who ask about the dynamic learning circle. There's this one here and there are some videos. Active learning space has so many resources. And I know a lot of people also go to them, which is why I didn't want to go too in depth. On them here because it's like, I don't know which I've already had. But I do know that there are so much that sometimes it's hard to just go and search through if you don't know what all is there. That the dynamic learning circle one has lots of different images to help. Lots of people made different posters and things like that. So stage one is aware and interested. Stage 2, they're curious and active. Stage 3. There it's the completion of learning it's that habituation they're just doing the same type things over and over and over again. Stage 4, they're ready for new learning and this is what it looks like. They're just bored. They're tired of that same Okay, if they're tired of that same thing. Let's take him to the next one and we're going to start with a where it interested just having them Allow us to be in the same room with this new. Thank you. So there's a video of what what that looks like and when things go wrong. It goes a little more in depth and I think I'm gonna keep scrolling again, try not to go too fast. I don't want anybody to be like, oh, it all was blurry. Again, there's some different. Posters there's this one that's, there's an interactive one, but also a link to an accessible copy. That's one that I did. That if you click on it, it pulls up. Little more information on those. Genetic learning circle and I think I talked about Oh, some other things from. Their the content domains So looking at all of those. Core areas. Final arts, language arts, math, science, social studies. On the web page here, I believe. They have some examples that are not just the Texas, I think they did tie 2. Is the common core I think is what they tied to on some of those. But still some good examples, so. Just if you're in Texas, make sure that you. Fine that where it matches up to the teaks. >>Donna: Awesome, Katie. >>Cathryn: Yeah, I believe this is the same one. >>Donna: We have about 3Â min. >>Cathryn: Steps. And there's my contact information. >>Donna: There's your contact too. Thank you. Perfect. Thank you so much for coming and joining us today, Katie. >>Cathryn: Perfect timing. It was. >>Donna: Alright guys, I am going to Share my screen for our wrap up. There we are. Okay, if you want the handouts, K is gonna get those over to me. They are on my site or will be on my site. More than likely they will be after Thanksgiving, so If you go looking tomorrow, they're not going to be there yet. So. On my site after Thanksgiving. Or after the holidays. I will get them up ASAP. So you can do the QR code or the link is in the chat.