NW+GLRS+Autism+Academy+(EIC-ASD)

Welcome to the FY 11 NW Georgia Learning Resources System (GLRS) Enhancing Instructional Contexts for Students with Autism Spectrum Disorders (EIC-ASD) / Autism Academy!
Autism Spectrum Disorders (ASD) is a complex developmental disability that typically appears during the first three years of life and affects a person's ability to communicate and interact with others differently and to varying degrees. The prevalence of autism is on the rise with the Centers for Disease Control and Prevention reporting in 2009, the prevalence of ASD had risen to 1 in every 110 births in the United States and almost 1 in 70 boys. As you know, enhancing instructional practices for students with Autism Spectrum Disorders continues to be a critical focus for school systems in NW Georgia, NW GLRS, and for the Georgia Department of Education's Division for Special Education Services and Supports. Therefore, NW GLRS is pleased to announce the third year of the EIC-ASD / Autism Academy Professional Learning Community for educators in Northwest Georgia named after the book, tool, and online interactive module, written and developed by Juane Heflin, PhD. and Kristen Hess, MA. Participants in the NW GLRS EIC-ASD / Autism Academy will learn to identify critical elements needed to establish environments conducive to learning for students with ASD by demonstrating improvement in mastery levels of teaching and learning, using research-based instructional practices and the EIC-ASD as an instrument to guide instruction.

NW GLRS will provide a hybrid model of support which will consist of a combination of face-to-face professional learning, classroom observations, and web-based on-going coaching and support. NW GLRS will provide extensive educational support to teachers of students with ASD in collaboration with the local school system Special Education Director and/or designee, and the building Principal. Monthly web-based on-going coaching and support will be provided using various Web 2.0 technologies inclusive of, but not limited to: Wikis, Blogs, Skype, Connect Pro, Google Chat & Video, Google Talk, Conference calls, etc. Congratulations on being selected to participate in the NW GLRS EIC-ASDE / Autism Academy by your Special Education Director, Principal, and/or your District Level Administrators! You and expected to become one of your school/districts Autism Experts who will help to lead and improve instructional practices for students with ASD to lead to increased student achievement! Congratulations and welcome aboard!


 * Be safe, be appropriate, be responsible and please make sure you remain professional and follow ALL your district policies and procedures. **

** Meeting & Assignment Due Dates ** ** Participant Version ** ||
 * ** FY11 NW GLRS EIC-ASD Mentoring Academy **
 * **On-Site Meeting Dates** ||
 * Thursday, September 9, 2010 || Gordon County Convention & Visitors Bureau, Calhoun, GA

Instructors: Dr. Cassandra Holifield & Heather Hightower || 9:00 – 4:00 · Effective Instructional Practices for Students with Autism Spectrum Disorders (ASD) · Enhancing Instructional Contexts for Students with ASD · Characteristics of Autism Spectrum Disorders · Autism Eligibility · Introduction to Web 2.0 Tools to Differentiate Instruction and Provide Specialized Instruction for Students with ASD · Develop an ASD Instructional Wikispace · Collaborative Teams · Using Formative & Summative Assessment Data in the Teaching & Learning Process · Complete Pre-Self Assessment using the EIC-ASD instrument ||
 * Two (2) NW GLRS Staff EIC-ASD On-site Observations || ** Fall: TBD **

** Winter/Spring: TBD ** || Dates and times unannounced to teachers, but are prearranged with Principals and Special Education Directors ||
 * Thursday, March 31, 2011 || Gordon County Convention & Visitors Bureau, Calhoun, GA

Instructors: Dr. Cassandra Holifield & Heather Hightower || 9:00 – 4:00 · NW GLRS Presentation of FY 11 NW GLRS EIC-ASD Group Walk Through Observation Pre/Post Results · Participant Presentations of their “Autism Spectrum Disorders Instructional Wikispaces”: 15-minute individual or group presentations · Complete Post-Self Assessment using the EIC-ASD instrument ||
 * **Overview of the EIC-ASD / Autism Academy PLC Assignments and Due Dates:** ||
 * Identifying & Describing Individuals with ASD

Historical Perspectives & Etiology of ASD

Collaborating to Develop Effective Programs || Chapters 1, 2, 3 || Due Date: 10/07/10

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources · Read Chapters 1, 2, 3, 4, & 5. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs and upload to your ASD Instructional Wikispace. · Update your EIC-ASD Instructional Wikispace. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: []. Briefly discuss the tool and how you plan to use it   · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 10/28/10 from 3:00 to 4:30 PM. Login information will be emailed to you. ||
 * Environmental Elements || Chapters 4 & 5 ||^  ||
 * Behavioral Change Elements || Chapters 6 & 7 || Due Date: 11/18/10

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources · Read Chapters 6 & 7 and complete a web-based assignment, “Understanding Problem Behavior: An Interactive Tutorial – OSEP/PBIS: []. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs and upload to your ASD Instructional Wikispace. · Update your EIC-ASD Instructional Wikispace · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: []. Briefly discuss the tool and how you plan to use it   · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 12/09/10 from 3:00 to 4:30 PM. Login information will be emailed to you. ||
 * Targeting Core Deficits || Chapters 8 & 9 || Due Date: 12/17/10

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources · Read Chapters 8 & 9. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs and upload to your ASD Instructional Wikispace. · Update your EIC-ASD Instructional Wikispace. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: []. Briefly discuss the tool and how you plan to use it   · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 01/13/11 from 3:00 to 4:30 PM. Login information will be emailed to you. ||
 * Comprehensive Instructional Programming, Instruction, & Data Collection & Use || Chapters 10 & 11 and re-examine the EIC-ASD Instrument || Due Date: 02/11/11

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources · Read Chapters 8 & 9. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs and upload to your ASD Instructional Wikispace. · Update your EIC-ASD Instructional Wikispace. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: []. Briefly discuss the tool and how you plan to use it   · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior · There will not be a NW GLRS EIC-ASD planned webinar on Thursday, 02/24/11. However, this date has been reserved for teachers to meet and update their EIC-ASD Instructional Wikispace. NW GLRS Staff will be available via Google Chat or Google Voice & Video from 3:00 to 4:30 PM. Be prepared to present your final EIC-ASD Instructional Wikispace to the group at our final face-to-face meeting on March 31, 2011. || ** (Information for Joining the Sessions will be Emailed to You) ** || October 22, 2010 || NW GLRS Administrators || 1st EIC-ASD on-site observations results e-mailed to participants and administrators || October 28, 2010 || 3:00PM – 4:30PM || 1st EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus ** : · 1st EIC-ASD Walk-through Results · Chapters 4 & 5 Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || December 9, 2010 || 3:00PM—4:30PM || 2nd EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus ** : · Chapters 6 & 7 and “Understanding Problem Behavior: An Interactive Tutorial – OSEP/PBIS: [] Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || January 13, 2011 || 3:00PM – 4:30PM || 3rd EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus: ** · Chapters 8 & 9 Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || February 24, 2011 ||  || 2nd EIC-ASD on-site observations results e-mailed to participants and administrators & EIC-ASD Team Member Meetings to Complete EIC-ASD Instructional Wikispace due Thursday, March 31, 2011. Contact NW GLRS Instructors if you need our assistance. This meeting is scheduled for you by you. Good Luck! ||
 * **Overview of the EIC-ASD / Autism Academy Webinar Dates & Times**
 * Friday:
 * Thursday:
 * Thursday:
 * Thursday:
 * Thursday:

** Meeting & Assignment Due Dates ** ** & ** ** Instructions for the Development of Your ** ** Autism Spectrum Disorder Instructional Wikispace ** ** Detailed Participant’s Version ** ||
 * ** FY11 NW GLRS EIC-ASD Mentoring Academy **
 * **On-Site Meeting Dates** ||
 * Thursday, September 9, 2010 || Gordon County Convention & Visitors Bureau, Calhoun, GA

Instructors: Dr. Cassandra Holifield & Heather Hightower || 9:00 – 4:00 · Effective Instructional Practices for Students with Autism Spectrum Disorders (ASD) · Enhancing Instructional Contexts for Students with ASD · Characteristics of Autism Spectrum Disorders · Autism Eligibility · Introduction to Web 2.0 Tools to Differentiate Instruction and Provide Specialized Instruction for Students with ASD: Introduction to 21st Teaching Tools for Teachers of Students with ASD: Google Docs, NW GLRS Wikispace, NW GLRS Blog, & Introduction to Google Docs For additional information visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ or the NW GLRS Blog at : [] · Form a collaborate team of no more than 3 to 4 teachers of students with ASD and exchange contact information. Teams can work collaboratively to complete and submit chapter summaries and develop one “Autism Spectrum Disorders Instructional Wikispace”. However, ALL participants will be required to access and participate in the NW GLRS Wikispace and Blog. Participants DO NOT have to be a part of a collaborative team if they do not want to. They can complete all assignments individually. · Develop an ASD Instructional Wikispace that can be used by teachers, parents, and students with ASD. Content is to include instructionally relevant information gained by participating in the NW GLRS EIC-ASD / Autism Academy. Instructional practices are to focus on enhancing instructional contexts for students with ASD while teaching the GPS as it relates to increasing student achievement in the areas of reading, math, and/or behavior. EIC-ASD Instructional Wikispaces are to include appropriate and relevant ASD Web 2.0 technologies as a means to differentiate instruction to provide greater access to and success in mastering grade level GPS for students with ASD · Using Formative & Summative Assessment Data in the Teaching & Learning Process: Collecting Data on 3 to 5 students with ASD in the area of reading, math, and/or behavior · Complete Pre-Self Assessment using the EIC-ASD instrument ||
 * **Things to Do Immediately Following The 1st Face-to-Face Session:** ||
 * 1. Sign up for a free //Google Gmail// account at: [] and email NW GLRS at: cjohnston@nwgaresa.com. Email your name, GMail address and other contact information. Also download //Google Talk// and //Google Video Chat// as a means of conferencing with the instructors and EIC-ASD collaborative team members.

2. All EIC-ASD participants are to sign up for a free WikiSpace at: http://www.wikispaces.com/. Make sure you also email Charlsie Johnston the name of your Wikispace and its address so a master list can be developed and shared with the other EIC-ASD / Autism Academy participants. Also please don’t forget to add the NW GLRS Instructors as a member to your Wikispace and Collaborator on your Google Doc assignments. Once you have registered for a Gmail account and have emailed that information to Charlsie Johnston, she will email you a master list of participant and instructor Gmail addresses and Wikispace addresses.

3. All EIC-ASD Teams and/or individual teachers of students with ASD are to create a Wikispace that they __actually plan to use__ to “Enhance Instructional Context for Students with Autism Spectrum Disorders” in the classroom setting. Content for your ASD Wikispaces must include:

A) One page in your Wikispace dedicated to uploading your chapter summary submissions. You are to upload your chapter summaries (one chapter per chapter summary page) which are to be completed “collaboratively” in Google Docs. Once the chapter summaries are completed, you are to upload your chapter summary to your Wikispace and provide a “brief” explanation of how the information obtained from reading the chapter will enhance your teaching and learning as it relates to teaching students with ASD. Please make sure your comments are not global, but are specific to the content in each chapter.

B) The EIC-ASD Instructional Wikispace is to be used as an informational resource and interactive instructional tool to be used by teachers of students with ASD, students with ASD, and may also include resources and/or information for parents of students with ASD. The teacher developed EIC-ASD instructional Wikispace is to be developed with the intent that it will be a tool that they plan to use as an effective teaching tool for teaching the GPS to students with ASD using appropriate and relevant Web 2.0 tools to differentiate content, process, and product (as appropriate) in the areas of reading, math, and/or behavior.

C) Make sure your EIC-ASD Instructional Wikispace is updated in a timely. Your Wikispace will be tracked by the instructors on a monthly basis. Periodic checks will also be conducted by the NW GLRS instructors on the student data. Each participant in the NW GLRS EIC-ASD / Autism Academy is to collect formative and summative data on 3 to 5 of their students with ASD in the area of reading, math, and/or behavior. Each teacher is free to decide what type of formative and summative assessments to use (formal or informal) and when they will administer them. However, it is highly recommended that teachers use formative and summative measures they already use in their classrooms or schools that fit the criteria for progress monitoring student achievement, so you do not create extra work for yourself. However, you are to create a data collection reporting tool in Google Docs or use the example provided to you by NW GLRS to report progress on the 3 to 5 students with ASD that you will plan to collect data on throughout the year in the area of reading, math, and/or behavior. You are to use the data collected to drive instruction. Don’t forget to make the NW GLRS instructors collaborators in your Google Docs.

D) Attend all sessions (face-to-face and webinars) and complete all assignments on time. Please remember, your Wikispace will evolve over the course of the year and should be completed by or before May 15, 2011. ||
 * Two (2) NW GLRS Staff EIC-ASD On-site Observations || Fall: TBD

Winter/Spring: TBD || Dates and times unannounced to teachers, but are prearranged with Principals and Special Education Directors ||
 * Thursday, March 31, 2011 || Gordon County Convention & Visitors Bureau, Calhoun, GA

Instructors: Dr. Cassandra Holifield & Heather Hightower || 9:00 – 4:00 · NW GLRS Presentation of FY 11 NW GLRS EIC-ASD Group Walk Through Observation Pre/Post Results · Participant Presentations of their “Autism Spectrum Disorders Instructional Wikispaces”: 15-minute individual or group presentations · Complete post-self assessment using the EIC-ASD instrument ||
 * **EIC-ASD & Book Study Chapter Alignment and Due Dates** ||
 * Identifying & Describing Individuals with ASD

Historical Perspectives & Etiology of ASD

Collaborating to Develop Effective Programs || Chapters 1, 2, 3 || Due Date: 10/07/10

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources such as: podcasts, videos, handouts, etc. Then complete all assignments. · Read Chapters 1, 2, 3, 4, & 5. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs. Then one team member is to submit __one chapter summary report form per chapter,__ to the team EIC-ASD Instructional Wikispace. Make sure all participants’ names are listed on each chapter form. Also, please make sure the NW GLRS Instructors are added as members to your Wikispace and collaborators to your Google Docs. · Update your EIC-ASD Instructional Wikispace to include relevant instructional content obtained after reading these chapters that will help to improve teaching and learning for your students with ASD in the areas of reading, math, and/or behavior. Feel free to add podcasts, links, upload documents, etc. Make your ASD Instructional Wikispace your own. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: [] and to your EIC-ASD Instructional Wikispace that you plan to use as a means of differentiating instruction for your students with ASD (as appropriate). Briefly discuss the tool and how you plan to use it. · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond to the instructors’ post. Visit two other students Wikispaces to get ideas and then respond to at least 2 other participants’ blog postings. This is a true example of participating in a professional learning community. All assignments listed below are to be completed by the due date listed in this section. · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior. You are free to decide what type of formative and summative measures to use (formal or informal) and when you are to use them. I highly recommend something you already use in your classroom or school so you do not create extra work for yourself. However, you are to create a data collection reporting tool in Google Docs or use the example provided to you by NW GLRS to report progress on the 3 to 5 students with ASD that you will plan to collect data on throughout the year in the area of reading, math, and/or behavior. You are to use the data collected to drive instruction. Don’t forget to make the NW GLRS instructors collaborators in your Google Docs. · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 10/28/10 from 3:00 to 4:30 PM. Login information will be emailed to you. ||
 * Environmental Elements || Chapters 4 & 5 ||^  ||
 * Behavioral Change Elements || Chapters 6 & 7 || Due Date: 11/18/10

· Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources such as: podcasts, videos, handouts, etc. Then complete all assignments. · Read Chapters 6 & 7 and complete a web-based assignment, “Understanding Problem Behavior: An Interactive Tutorial – OSEP/PBIS: []. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs. Then one team member is to submit __one chapter summary report form per chapter,__ to the team EIC-ASD Instructional Wikispace. Make sure all participants’ names are listed on each chapter form. Also, please make sure the NW GLRS Instructors are added as members to your Wikispace and collaborators to your Google Docs. · Update your EIC-ASD Instructional Wikispace to include relevant instructional content obtained after reading these chapters that will help to improve teaching and learning for your students with ASD in the areas of reading, math, and/or behavior. Feel free to add podcasts, links, upload documents, etc. Make your ASD Instructional Wikispace your own. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: [] and to your EIC-ASD Instructional Wikispace that you plan to use as a means of differentiating instruction for your students with ASD (as appropriate). Briefly discuss the tool and how you plan to use it. · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond to the instructors’ post. Visit two other students Wikispaces to get ideas and then respond to at least 2 other participants’ blog postings. This is a true example of participating in a professional learning community. All assignments listed below are to be completed by the due date listed in this section. · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior. You are free to decide what type of formative and summative measures to use (formal or informal) and when you are to use them. I highly recommend something you already use in your classroom or school so you do not create extra work for yourself. However, you are to create a data collection reporting tool in Google Docs or use the example provided to you by NW GLRS to report progress on the 3 to 5 students with ASD that you will plan to collect data on throughout the year in the area of reading, math, and/or behavior. You are to use the data collected to drive instruction. Don’t forget to make the NW GLRS instructors collaborators in your Google Docs. · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 12/09/10 from 3:00 to 4:30 PM. Login information will be emailed to you. || · Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources such as: podcasts, videos, handouts, etc. Then complete all assignments. · Read Chapters 8 & 9. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs. Then one team member is to submit __one chapter summary report form per chapter,__ to the team EIC-ASD Instructional Wikispace. Make sure all participants’ names are listed on each chapter form. Also, please make sure the NW GLRS Instructors are added as members to your Wikispace and collaborators to your Google Docs. · Update your EIC-ASD Instructional Wikispace to include relevant instructional content obtained after reading these chapters that will help to improve teaching and learning for your students with ASD in the areas of reading, math, and/or behavior. Feel free to add podcasts, links, upload documents, etc. Make your ASD Instructional Wikispace your own. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: [] and to your EIC-ASD Instructional Wikispace that you plan to use as a means of differentiating instruction for your students with ASD (as appropriate). Briefly discuss the tool and how you plan to use it. · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond to the instructors’ post. Visit two other students Wikispaces to get ideas and then respond to at least 2 other participants’ blog postings. This is a true example of participating in a professional learning community. All assignments listed below are to be completed by the due date listed in this section. · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior. You are free to decide what type of formative and summative measures to use (formal or informal) and when you are to use them. I highly recommend something you already use in your classroom or school so you do not create extra work for yourself. However, you are to create a data collection reporting tool in Google Docs or use the example provided to you by NW GLRS to report progress on the 3 to 5 students with ASD that you will plan to collect data on throughout the year in the area of reading, math, and/or behavior. You are to use the data collected to drive instruction. Don’t forget to make the NW GLRS instructors collaborators in your Google Docs. · Don’t forget to login and participate in the upcoming EIC-ASD webinar on 01/13/11 from 3:00 to 4:30 PM. Login information will be emailed to you. || · Visit the NW GLRS Wikispace at: http://nwglrs.wikispaces.com/ at least one month prior to the assignment due date and review the instructions and supplemental resources such as: podcasts, videos, handouts, etc. Then complete all assignments. · Read Chapters 8 & 9. Collaborative Teams are to “collaboratively complete” their chapter summaries using Google Docs. Then one team member is to submit __one chapter summary report form per chapter,__ to the team EIC-ASD Instructional Wikispace. Make sure all participants’ names are listed on each chapter form. Also, please make sure the NW GLRS Instructors are added as members to your Wikispace and collaborators to your Google Docs. · Update your EIC-ASD Instructional Wikispace to include relevant instructional content obtained after reading these chapters that will help to improve teaching and learning for your students with ASD in the areas of reading, math, and/or behavior. Feel free to add podcasts, links, upload documents, etc. Make your ASD Instructional Wikispace your own. · Provide the link to at least three relevant Web 2.0 Teaching Tools to the NW GLRS Blog at: [] and to your EIC-ASD Instructional Wikispace that you plan to use as a means of differentiating instruction for your students with ASD (as appropriate). Briefly discuss the tool and how you plan to use it. · After all assignments for the month have been completed, then visit the NW GLRS Blog at [] and respond to the instructors’ post. Visit two other students Wikispaces to get ideas and then respond to at least 2 other participants’ blog postings. This is a true example of participating in a professional learning community. All assignments listed below are to be completed by the due date listed in this section. · Don’t forget to collect formative and summative data on 3 to 5 of your students with ASD in the area of reading, math, or behavior. You are free to decide what type of formative and summative measures to use (formal or informal) and when you are to use them. I highly recommend something you already use in your classroom or school so you do not create extra work for yourself. However, you are to create a data collection reporting tool in Google Docs or use the example provided to you by NW GLRS to report progress on the 3 to 5 students with ASD that you will plan to collect data on throughout the year in the area of reading, math, and/or behavior. You are to use the data collected to drive instruction. Don’t forget to make the NW GLRS instructors collaborators in your Google Docs. · There will not be a NW GLRS EIC-ASD planned webinar on Thursday, 02/24/11. However, this date has been reserved for teachers to meet and update their EIC-ASD Instructional Wikispace. NW GLRS Staff will be available via Google Chat or Google Voice & Video from 3:00 to 4:30 PM. Be prepared to present your final EIC-ASD Instructional Wikispace to the group at our final face-to-face meeting on March 31, 2011. || **Webinar Dates & Times** **(Information for Joining the Sessions will be Emailed to You)** || October 22, 2010 || NW GLRS Administrators || 1st EIC-ASD on-site observations results e-mailed to participants and administrators || October 28, 2010 || 3:00PM – 4:30PM || 1st EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus ** : · 1st EIC-ASD Walk-through Results · Chapters 4 & 5 Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || December 9, 2010 || 3:00PM—4:30PM || 2nd EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus ** : · Chapters 6 & 7 and “Understanding Problem Behavior: An Interactive Tutorial – OSEP/PBIS: [] Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || January 13, 2011 || 3:00PM – 4:30PM || 3rd EIC-ASD Webinar (login information will be emailed to participants and posted on the NW GLRS Wikispace & NW GLRS Blog) ** Focus: ** · Chapters 8 & 9 Discussion · Differentiating Instruction for Students with ASD Using Web 2.0 Technologies & Relevant Tools · Progress Reports on the development of EIC-ASD Instructional Wikispaces · Reminder: Using Data to Drive Instruction (Data Collection on 3 to 5 Students with ASD in the area of reading, math, or behavior and recording progress in Google Docs) · Open Forum/Q&A || February 24, 2011 ||  || 2nd EIC-ASD on-site observations results e-mailed to participants and administrators & EIC-ASD Team Member Meetings to Complete EIC-ASD Instructional Wikispace due Thursday, March 31, 2011. Contact NW GLRS Instructors if you need our assistance. This meeting is scheduled for you by you. Good Luck! ||
 * Targeting Core Deficits || Chapters 8 & 9 || Due Date: 12/17/10
 * Comprehensive Instructional Programming, Instruction, & Data Collection & Use || Chapters 10 & 11 and re-examine the EIC-ASD Instrument || Due Date: 02/11/11
 * **EIC-ASD Professional Learning Community Ongoing Coaching & Support**
 * Friday:
 * Thursday:
 * Thursday:
 * Thursday:
 * Thursday:

FY 11 NW GLRS EIC-ASD / Autism Academy Meeting Dates & Assignments for NW GNETS Coordinators