TEA High Quality Instructional Materials Introduction Video

Welcome to the introductory video about the Texas education agency's high quality instructional materials h q I m and specially designed instruction, SDI field user guides. Did you know that there are tools and activities included in the Texas education agency's high quality instructional materials? Also called the TEA's HQIM. These HQIM can help you provide specially designed instruction. Also call SDI for a student with an individualized education program known as an IEP. The TA HQIM, and SDI field user guides provide information and suggestions for making actions between the tools and content already available in each content specific HQIM and the components of SDI. These guides are tailored to match the different contents and grade level spans. Let's take a look inside the field user guide for the h q I m, amplify Eilar, Texas six through a. Each of the h q I m features The components of STI. These include content, methodology, and delivery of instruction. The field user guides provide a brief definition of the components of SDI and examples of some of the features that are embedded in each of the HQIM. In an inclusive environment, the collaboration between the special education teacher and the general education teacher is crew The field user guides provide ideas for possible collaborations between the general education and special education. Planning for teaching new concepts, it is important to consider students' learning from previous grade levels. Reviewing subsequent lessons are also important as they give teachers a view of what learning comes next in the students educational journey, and helps to ensure appropriate mastery at students' current levels. As on any journey, there will be bumps in the road and roadblocks along the way anticipating these hurdles allows you to prepare for any misconceptions or confusion the students may have about the content. The field user guides provide teachers with examples of how the HQIM map out previously taught knowledge in skills, the knowledge and skills, to be taught in the current lesson, and what the student will learn next The HQIM also identifies possible roadblocks or misconceptions the students might have during the less and suggest strategies to address these misconceptions. Meet Chaya. She is a student in seventh grade with an identified disability in written expression. The Amplify Elar Texas six through eight, and specially designed instruction field user guide includes excerpts from Chaya's individual education program, her IEP. Let's take a look at how the specialty does find instruction required by her IEP can be implemented during lesson from Amplify Eilar, Texas. On this page of the field user guide, you will see examples of how Chaya's specially designed instruction can be embedded in the Amplify ELAR Texas lesson to ensure her instructional needs are met. Ideas for differentiation techniques for all students are all included in the field user guide. Let's talk about modifications. Modifications are changes to what a student will be learning and are provided when accommodations adaptations to how aren't sufficient to meet the student's needs. Modifications can only be implemented when they ARD Committee determines there is a need. Using the reading language arts, Teek's vertical alignment for star alt two document This field user guide illustrates how to match a grade level standard with a prerequisite skill from a previous grade level. Additionally, Teacher moves are suggested for instruction. Effective implementation of a student's IEP relies on the use of evidence based practices. Evidence based practices are those that are supported by research and have positive outcomes for students. Included in the field user guides are several suggested evidence based practices for intervention, and scaffolding. The side by side example in each field user guide shows how all the previously mentioned information comes together. The example on the screen is a compare of an Amplify Eilar, Texas six through eight lesson, and a lesson that has been specially designed, including suggest on how teachers can collaborate before the lesson. Each field user guide includes additional resources and lesson embedded ports for accommodations, modifications, and differentiation, English language development, and other specialized supports. Each document provides multiple ways to approach and plan for the provision of SDI and presents multiple lenses through which reader can examine the connections between the tools and content in the HQIM and the components of SDI. Each section of the document provides ways to connect high quality instructional materials to student plans and leverage the tools found in each HQIM. These SDI field user guides provide examples of how to support students in content areas, sample students, prerequisite teaching strategies, and more. The guides also include examples of collaboration between professionals to support student growth and provide connections to the core content in order to provide the most robust instruction using each resource. Additionally, the SDI field user guides are quick reference documents that can be used by both general and special education educators to identify some of the support options within each content platform. While a few of the more utilized supports are outlined, they are not representative of all supports that are available. For more information, please visit w w w dot inclusion in Texas dot org.