The purpose of this letter is to inform school districts and open-enrollment charter schools of a new online tool available to assist Texas teachers of all grades and courses in integrating technology to accommodate students with dyslexia.
In accordance with Texas Education Code (TEC) §38.0031, added by Senate Bill 866 (82nd Texas Legislature), the Texas Education Agency (TEA) established a committee to develop a plan for integrating technology into the classroom to help accommodate students with dyslexia. The plan was developed as an interactive online tool which is now available at no cost to all Texas educators. The tool is organized into three sections:
Section One: An overview of the benefits of integrating technology into the classroom to help accommodate students with dyslexia, including research to support the plan
Section Two: A list with descriptions of classroom technologies that are useful and practical in assisting public schools in accommodating students with dyslexia, considering budget constraints of school districts
Section Three: A methodology for providing the technologies to students with dyslexia
In addition to this resource, other statewide dyslexia assistance is available to districts, charter schools, universities, parents, service centers, and other entities. To contact the State Dyslexia Consultant, Virginia Gonzalez, please call the state dyslexia hotline, (800) 232-3030, ext. 1410 or email firstname.lastname@example.org. To contact the Statewide English Language Arts and Reading Coordinator, Karin Miller, please call (512) 463-9581 or email email@example.com.
Anita Givens Associate Commissioner Standards and Programs
Beginning May 15 and for one week, my iBook 180 Questions will be on sale for just 99 cents USD in almost all iTunes stores across the globe. Now is your chance to got this book right before summer at an incredible price! Just 99 cents! 1/4 of a grande latte at Starbucks! Less than a 20 ounce Coke! Less than half the price of a big Mac! Almost half a cent a question! What a deal!
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Most teachers t think that students today have a problem paying attention. They seem impatient, easily bored. Iâve argued that I think itâs unlikely that they are incapable of paying attention,…
Daniel Willingham is starting to turn into the 21st Century equivalent of the old man that sits on his porch and yells at kids to get of his lawn. In this essay, he waxes poetic about kids that used to be able to pay attention to things in order to learn them. That those darn kids these days are too quick to judge if something is worthwhile or not to study,
What he completely ignores of course, is whether the kids are correct or not. Perhaps the material IS not interesting. Perhaps the material IS not relevant. Perhaps it IS boring.
He essentially is saying the same old tired “You should do it because I told you to” routine that probably his great great grandteacher told him 100 years ago.
The other point he misses in his mind dropping is that while there is a lot of content (which amazingly he kind of dismisses as a bad thing) the skills we should be teaching kids is how to dig through all that content for what is good and what is bad, not just ignore all of it and stare at walls.
Maybe that is the real reason kids hate school…old people teaching old ways to a future that does not exist.
“Here’s a rundown of the best s’cool tools from the first quarter of 2013. These are the tools that had you clicking, sharing, and tweeting away. Per the usual, we’re only highlighting those tools that are free to use (in some capacity) or currently in beta.
How to use nonfiction texts to teach writing techniques Nonfiction works can be used to teach literary techniques and model quality writing styles, such as using strong introductions and conclusions, metaphor and onomatopoeia, educators Myra Zarnowski, Marc Aronson and Mary Ann Cappiello write in this article. They offer examples from children’s nonfiction books that highlight approaches taken by six writers of nonfiction to engage young readers. “The more students consider a writer’s craft in nonfiction, the more they will see that elements of good writing overlap,” they write.School Library Journal/On Common Core (5/2)
The Superintendent led school district is not an ideal method for leading large urban districts. Here is why
Power to the schools
Robert Slavin’s latest blog post explores a structural problem that inhibits the progress of large urban school districts. According to Slavin, this problem is the power of superintendents. He says, “School boards across the country seek wise, good, honest, and capable people to serve in this outsized job. Then in two to three years they chuck them out and start over. The process causes endless turmoil and undermines faith in the whole school district.” Slavin suggests that the solution to this problem lies within each school: “To put [Philadelphia] and other urban districts on the mend, we need to build on their strengths - the teachers and principals dedicated to their kids - and give school staffs powerful, proven tools to get the job done.” Read more on the Huffington Post.
I wonder how long it will take before this message is finally taken seriously? Starting with Alfie Kohn and others a few years back, there is a growing silent minority of educators that are beginning to see that homework’s value is limited, especially with specific populations.
What are your feelings on homework? Valuable or valueless?
About Holt Think: Ed, Creativity, Tech, Administration
Tim Holt shares his views on education, creativity, education administration, technology and the merger of all of them here. Whether it is links, articles, essays, or news, he shares a ton of information. He hopes you can keep up.
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