EXPLICIT INSTRUCTION WEBINAR #6: DELIVERING INSTRUCTION: ELICITING - - PowerPoint PPT Presentation

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EXPLICIT INSTRUCTION WEBINAR #6: DELIVERING INSTRUCTION: ELICITING - - PowerPoint PPT Presentation

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EXPLICIT INSTRUCTION WEBINAR #6: DELIVERING INSTRUCTION: ELICITING RESPONSES P R E S E N T E D B Y: G I N A H O P P E R D I R E C T O R S E S TA ACKNOWLEDGEMENTS The content of this session is expanded in Chapter 6 of this book: Archer,

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SLIDE 1

EXPLICIT INSTRUCTION WEBINAR #6: DELIVERING INSTRUCTION: ELICITING RESPONSES

P R E S E N T E D B Y: G I N A H O P P E R D I R E C T O R S E S TA

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SLIDE 2

ACKNOWLEDGEMENTS

  • The content of this session is expanded in Chapter 6 of this book:

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient

  • Teaching. NY: Guilford Publications.
  • Videos that illustrate explicit instruction can be found on this website.

www.explicitinstruction.org

  • The slides in this presentation were designed by Anita Archer and modified as

needed by Gina Hopper.

  • Special thanks to the Idaho Department of Education, Special Education

Division, and Boise State University’s, The Center for School Improvement & Policy Studies.

2

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SLIDE 3

PURPOSES OF SESSION

Pa rtic ipa nts will b e a b le to :

  • De sc rib e a lte rna tive pro c e dure s fo r e lic iting

re spo nse s fro m stude nts during a le sso n.

  • De sc rib e a lte rna tive pro c e dure s fo r re a ding

pa ssa g e s in c la ss.

  • Utilize pa rtic ipa tio n pro c e dure s in the ir o wn

te a c hing .

3

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SLIDE 4

ACTIVE PARTICIPATION - WHY?

Why is it impo rta nt to c o nsta ntly e lic it re spo nse s fro m stude nts?

4

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SLIDE 5

ACTIVE PARTICIPATION - WHY?

Opportunitie s to re spond re la te d to:

  • I

nc re a se d a c a de mic a c hie ve me nt

  • I

nc re a se d o n-ta sk b e ha vio r

  • De c re a se d b e ha vio ra l c ha lle ng e s

Ca ve a t

  • Only suc c e ssful re spo nding b ring s the se re sults

I

nitia l I nstruc tio n - 80% a c c ura c y Pra c tic e / Re vie w - 90% o r hig he r a c c ura c y

5

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SLIDE 6

ACTIVE PARTICIPATION - WHAT?

Oppo rtunitie s to Re spo nd

Ve r bal Re sponse s Wr itte n Re sponse s Ac tion Re sponse s All Stude nts Re spond. Whe n po ssib le use

re spo nse pro c e dure s tha t e ng a g e a ll stude nts.

6

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SLIDE 7

ACTIVE PARTICIPATION - THINK PAIR SHARE

Ho w c a n stude nts re spo nd in a le sso n?

Ve r bal Re sponse s Wr itte n Re sponse s Ac tion Re sponse s

7

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SLIDE 8

ACTIVE PARTICIPATION

  • T

hink

  • Ha ve stude nts think a nd re c o rd re spo nse s.
  • As stude nts a re writing , mo ve a ro und the c la ssro o m

a nd write do wn stude nts’ ide a s a nd the ir na me s.

  • Pair
  • Ha ve stude nts sha re the ir ide a s with the ir pa rtne rs.
  • Ha ve the m re c o rd the ir pa rtne rs’ b e st ide a s.
  • As stude nts a re sha ring , c o ntinue to c irc ula te

a ro und the ro o m, re c o rding ide a s a nd na me s.

  • Shar

e

  • Displa y the ide a s a nd na me s o n the sc re e n. Use

this a s the ve hic le fo r sha ring .

8

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SLIDE 9

VIDEO

  • Wha t a c tive pa rtic ipa tio n pro c e dure s

we re dire c tly ta ug ht?

9

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SLIDE 10

VIDEO- PRACTICE FOLLOW UP

  • Re c ord be st pra c tic e s a nd misse d
  • pportunitie s a fte r wa tc hing vide o be low:
  • http:/ / e xplic itinstruc tio n.o rg / ? pa g e _id=92

10

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SLIDE 11

VERBAL RESPONSES - CHORAL RESPONSES

(USE WHEN ANSWERS ARE SHORT & THE SAME.)

  • Stude nts ar

e looking at te ac he r

  • Ask q ue stio n
  • Put up yo ur ha nds to indic a te sile nc e
  • Give thinking time
  • L
  • we r yo ur ha nds a s yo u sa y, “E

ve ryo ne ”

11

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SLIDE 12

VERBAL RESPONSES - CHORAL RESPONSES

USE WHEN ANSWERS ARE SHORT & THE SAME

  • Stude nts ar

e looking at a c ommon stimulus

  • Po int to stimulus
  • Ask q ue stio n
  • Give thinking time
  • T

a p fo r re spo nse

  • Stude nts ar

e looking at the ir

  • wn book/ pape r
  • Ask q ue stio n
  • Use a udito ry sig na l (“E

ve ryo ne ”)

12

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SLIDE 13

VERBAL RESPONSES - CHORAL RESPONSES

  • Hints for

Chor al Re sponse s

  • Pro vide a de q ua te thinking time
  • Ha ve stude nts put up thumb s to indic a te e no ug h

thinking time OR

  • Ha ve stude nts lo o k a t yo u
  • I

f stude nts do n’t re spo nd o r b lurt o ut a n a nswe r, re pe a t (Ge ntle Re do )

13

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SLIDE 14

VERBAL RESPONSES - CHORAL RESPONSES

Wha t a re b e ne fits o f struc ture d c ho ra l re spo nse s?

14

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SLIDE 15

CHORAL RESPONSES

Be ne fits to Cho ra l Re spo nse s Be ne fits to Cho ra l Re spo nse s Sa fe to g ive a nd re c e ive De c re a se s b e ha vio r issue s Quic k c he c k Builds in ro utine F

  • rm o f fo rma tive a sse ssme nt

Pra c tic e Cre a te s c o mmunity Give s fe e db a c k Co nfide nc e E ffic ie nc y o f time

15

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SLIDE 16

VERBAL RESPONSES - PARTNERS

USE WHEN ANSWERS ARE LONG OR DIFFERENT

Par tne r s

  • Assig n pa rtne rs
  • Pa ir lo we r pe rfo rming stude nts with middle

pe rfo rming stude nts

  • Give pa rtne rs a numb e r (# 1 o r # 2)
  • Sit pa rtne rs ne xt to e a c h o the r
  • Utilize tria ds whe n a ppro pria te

16

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SLIDE 17

VERBAL RESPONSES - PARTNERS

  • Pro vide a se nte nc e sta rte r

Option 1: T

e a c h stude nts to re spo nd in a c o mple te se nte nc e using wo rding fro m the q ue stio n

Option 2: Pro vide a ve rb a l se nte nc e sta rte r Option 3: Pro vide a writte n se nte nc e sta rte r

17

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SLIDE 18

VERBAL RESPONSES - PARTNERS

  • Othe r

hints for par tne r s

  • T

e a c h stude nts ho w to wo rk to g e the r L OOK , L E AN, AND WHI SPE R

  • At sma ll g ro up ta b le , ta pe c a rds o n ta b le

with numb e rs # 1 a nd # 2 a nd a rro ws po inting to e a c h pa rtne r

  • Cha ng e pa rtne rships o c c a sio na lly (e ve ry

thre e to six we e ks)

18

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SLIDE 19

VERBAL RESPONSES- PARTNER USES

1. Sa y a nswe r to pa rtne r 2. Re te ll c o nte nt o f le sso n using g ra phic o rg a nize r o r Po we rPo int slide s 3. Bra insto rm (T

hink, Pair , Shar e )

4. T e a c h-Pa use

5. Study, T e ll, He lp, Che c k

6. E xpla in pro c e ss, stra te g y, o r a lg o rithm using e xa mple 7. Re a d to o r with pa rtne r

19

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SLIDE 20

VERBAL RESPONSES- PARTNERS

  • Study
  • Give the stude nts a minute o r two to study no te s, te xt ma te ria l, g ra phic
  • rg a nize r, o r ha ndo ut
  • T

e ll

  • Ask pa rtne rs (# 1 o r # 2) to re te ll wha t the y re me mb e r a b o ut to pic
  • He lp
  • Ha ve the se c o nd pa rtne r a ssist b y:
  • Asking q ue stio ns
  • Giving hints
  • T

e lling a dditio na l info rma tio n

  • Che c k
  • Whe n b o th pa rtne rs ha ve e xha uste d re c a ll, the y c he c k with the ir no te s,

te xt ma te ria l, g ra phic o rg a nize r, o r ha ndo ut

20

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SLIDE 21

VERBAL RESPONSES - PARTNERS

Othe r Use s of par tne r s

1. Mo nito r pa rtne r to se e if dire c tio ns a re fo llo we d 2. Sha re ma te ria ls with pa rtne rs 3. Assist pa rtne rs during inde pe nde nt wo rk 4. Co lle c t pa pe rs, ha ndo uts, a ssig nme nts fo r a b se nt pa rtne rs 5. Pro vide struc ture d fe e db a c k to pa rtne r o n writte n pro duc t

21

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SLIDE 22

VERBAL RESPONSES - PARTNERS

Othe r Use s of par tne r s

1. 2. 3. 4. 5. 6.

22

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SLIDE 23

VERBAL RESPONSES- PARTNERS OTHER USES

Othe r Use s

Mo nito r pa rtne r to se e if dire c tio ns a re fo llo we d Sha re ma te ria ls with a pa rtne r Assist pa rtne rs during inde pe nde nt wo rk Co lle c t pa pe rs, ha ndo uts, a ssig nme nts fo r a b se nt pa rtne rs Pro vide struc ture d fe e db a c k to pa rtne r o n a writte n pro duc t— Ha ttie ’ s re se a rc h o n e ffe c tive ne ss. (0.74 e ffe c t size o n stude nt fe e db a c k.) # 1 a nd # 2 pa rtne r muc h mo re e ffic ie nt tha n inc re a sing g ro up size

23

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SLIDE 24

VERBAL RESPONSES - INDIVIDUAL TURNS

  • L

e ss de sira ble pra c tic e s

#1. Calling on volunte e r s

Guide line s:

  • Ca ll o n vo lunte e rs o nly whe n a nswe r re la te s to pe rso na l

e xpe rie nc e

  • Do n’t c a ll o n vo lunte e rs whe n a nswe r is pro duc t o f

instruc tio n o r re a ding

  • Ra ndo mly c a ll o n stude nts

24

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SLIDE 25

VERBAL RESPONSES - INDIVIDUAL TURNS

  • L

e ss de sir able pr ac tic e s

#2. Ca lling on ina tte ntive stude nts

Guide line s:

  • Do n’t c a ll o n ina tte ntive stude nts
  • Wa it to c a ll o n stude nt whe n he / she is a tte ntive
  • T
  • re gain atte ntion of stude nts:
  • Use physic a l pro ximity
  • Give dire c tive to e ntire c la ss
  • Ask stude nts to c o mple te q uic k, physic a l b e ha vio r

25

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SLIDE 26

VERBAL RESPONSES - INDIVIDUAL TURNS

Option #1 - Pa rtne r F irst

1.

Ask a q ue stio n 2. Give stude nts thinking time

  • 3. Ha ve stude nts sha re a nswe rs with

pa rtne rs using se nte nc e sta rte r 4. Ca ll o n stude nt to g ive a nswe r 5. E ng a g e stude nts in disc ussio n

(Se e slide s o n disc ussio n)

฀ ฀ ฀ ฀

26

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SLIDE 27

VERBAL RESPONSES - INDIVIDUAL TURNS

Option #2 - Que stion F irst

1.

Ask a q ue stio n 2. Ra ise yo ur ha nds to indic a te sile nc e 3. Give thinking time 4. Ca ll o n a stude nt

27

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SLIDE 28

VERBAL RESPONSES- INDIVIDUAL TURNS

  • Pr
  • c e dur

e s for r andomly c alling on stude nts

Proc e dure #1 - Ca ll o n stude nts in diffe re nt pa rts o f ro o m Proc e dure #2 - Write na me s o n c a rds o r stic ks Proc e dure #3 - Use iPa d o r iPho ne a pp (e .g ., T

e ac he r’s Pic k, Stic k Pic k, o r Pic k Me !) Proc e dure #4 - Use two de c ks o f pla ying c a rds. T a pe c a rds fro m o ne de c k to de sks. Pull a c a rd fro m

  • the r de c k a nd c a ll o n stude nt.

28

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SLIDE 29

VERBAL RESPONSES- INDIVIDUAL TURNS

Option #3 - Whip Around or Pa ss

  • Use whe n ma ny po ssib le a nswe rs
  • Ask a q ue stio n
  • Give stude nts thinking time
  • Sta rt a t a ny lo c a tio n in the ro o m
  • Ha ve stude nts q uic kly g ive a nswe rs
  • Go up a nd do wn ro ws, limiting c o mme nts
  • Allo w stude nt to pa ss

29

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SLIDE 30

VERBAL RESPONSES - DISCUSSION

1. T e a c h disc ussio n b e ha vio rs using “L

  • o ks like -

So unds like c ha rt” 2. I ntro duc e ta sk

a . Pre se nt a sa lie nt que stion o n wha t the y ha ve re a d. T he q ue stio n sho uld ta ke stude nts I NT O the te xt. Ha ve the m think a b o ut the a nswe r o r write do wn a nswe r. b . Ha ve stude nts c o mple te a wr

iting fr ame .

3. Ha ve stude nts sha re with pa rtne rs 4. Ha ve stude nts sha re with the c la ss 5. Pro vide “se nte nc e sta rte rs” fo r disc ussio n

30

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SLIDE 31

VERBAL RESPONSES - DISCUSSION

Disc ussion se nte nc e star te r s

Disagre e ing

I disa g re e with ________ b e c a use ____________. I disa g re e with ________. I think ______________.

Agre e ing

I a g re e with ____________ b e c a use _____________. I a g re e with ___________ a nd I a lso think _________. ฀

฀ ฀ ฀

31

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SLIDE 32

VERBAL RESPONSES - DISCUSSION

Struc ture d Disc ussio n

Agr e e ing

My ide a is simila r to __________ ide a . I think____________ My ide a s e xpa nd o n _________ ide a . I think ____________ I a g re e with ___________ a nd wa nt to a dd_______________

Disagr e e ing

I do n’t a g re e with __________ b e c a use ________________ I ha ve a diffe re nt pe rspe c tive fro m _______. I think________ My vie ws a re diffe re nt fro m ____________. I b e lie ve ______

32

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SLIDE 33

VERBAL RESPONSES - DISCUSSION

Struc ture d Disc ussio n

Clar ifying

Will yo u ple a se e xpla in _________________________? Wha t did yo u me a n whe n yo u sta te d ______________? Co uld yo u ple a se c la rify yo ur ide a fo r me ?

Par aphr asing

Wha t I he a r yo u sa ying is ________________________ So yo u b e lie ve ________________________________

33

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SLIDE 34

Mate r ials Re sponse T ype

  • Pa pe r
  • Answe rs
  • Gra ph pa pe r
  • Se nte nc e sta rte r
  • Jo urna ls
  • Writing fra me
  • Vo c a b ula ry lo g s
  • Pe rso na l no te s
  • Po st - its
  • Pa rtia l no te s
  • Po ste rs
  • Bra insto rming
  • Co mpute rs
  • Quic k write s
  • E

le c tro nic ta b le ts

  • Wa rm-up a c tivity
  • White b o a rds
  • E

xit T ic ke t

  • Sla te s
  • Gra phic o rg a nize r

34

Written Responses

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SLIDE 35

WRITTEN RESPONSES

  • Wr

itte n r e sponse

  • Ga ug e le ng th o f writte n re spo nse to a vo id “vo ids”
  • Ma ke re spo nse fa irly sho rt OR
  • Ma ke re spo nse “e te rna l”
  • T
  • ke e p stude nts fro m “sne a king ” a he a d
  • E

xpo se limite d ite ms o n sc re e n OR

  • Ha ve stude nts put pe nc ils do wn to indic a te

c o mple tio n OR

  • T

urn pa pe r o ve r

35

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SLIDE 36

WRITTEN RESPONSES

  • Re sponse Slate s (white b o a rds)
  • Give dire c tive
  • Ha ve stude nts write a nswe rs o n individua l

white b o a rds

  • Whe n a de q ua te re spo nse time ha s b e e n g ive n,

ha ve stude nts displa y sla te s

  • Give fe e db a c k to stude nts

36

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SLIDE 37

WRITTEN RESPONSES

Re sponse c a rds

  • Ha ve stude nts write po ssib le re spo nse s o n c a rds o r pa pe r o r

pro vide pre pa re d c a rds E xa mple s:

Simple re spo nse s: Ye s, No ; Ag re e , Disa g re e ; a .b .c .d ., I.2.3.4 Punc tua tio n Ma rks: . ? ! , Ma th Ope ra tio ns: + - X T ype s o f Ro c ks: Ig ne o us, me ta mo rphic , se d ime nta ry Bra nc he s o f Go ve rnme nt: L e g isla tive , E xe c utive , Jud ic ia l Vo c a b ula ry T e rms: pe rime te r, a re a

  • Ask a q ue stio n
  • Ha ve stude nts se le c t b e st re spo nse a nd ho ld it unde r the ir c hin
  • Ask stude nts to ho ld up re spo nse c a rd
  • Mo nito r re spo nse s a nd pro vide fe e db a c k

37

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SLIDE 38

ACTION RESPONSES

  • T
  • uc h
  • Ask stude nts to “Put yo ur fing e r o n ______”
  • I

nc re a se s a tte ntio n o n stimulus

  • Allo ws mo nito ring to de te rmine if stude nts a re lo o king a t the

de sire d stimulus

  • Ac t out
  • Stude nts a c t o ut sto ry, vo c a b ula ry te rm, c o nc e pt,
  • r pro c e ss
  • Stude nts pa rtic ipa te in simula tio n

38

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SLIDE 39

ACTION RESPONSES

  • Ge sture s
  • Stude nts indic a te a nswe rs with g e sture s
  • F

a c ia l e xpre ssions

  • Stude nts indic a te a nswe r with fa c ia l e xpre ssio n
  • E

xa mple : “Sho w me g lum.”“Sho w me no t g lum.”

  • Ha nd sig na ls
  • Stude nts indic a te a nswe r b y ho lding up fing e rs to ma tc h

numb e re d a nswe r

39

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SLIDE 40

ACTION RESPONSES

Hand signals

  • T

humb s up/ thumb s do wn to indic a te ye s/ no

  • r a g re e / disa g re e
  • L

e ve l o f unde rsta nding

  • Stude nts pla c e ha nd to indic a te le ve l o f

unde rsta nding (hig h-fo re he a d , OK

  • ne c k, lo w-

a b do me n)

  • Stude nts displa y o ne (no unde rsta nding ) to five

(c le a r unde rsta nding ) fing e rs

40

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SLIDE 41

ACTION RESPONSES

Hand signals

  • Displa y numb e re d ite ms o n the sc re e n

E xample : 1c o nc e ntra te 2 a b surd 3 e ne my 4 disg usting

  • Ca re fully intro duc e a nd mo de l ha nd sig na ls
  • Ask a q ue stio n
  • Ha ve stude nts fo rm a nswe r (e .g ., 3 fing e rs to indic a te

ite m # 3) o n the ir de sk

  • Whe n a de q ua te thinking time ha s b e e n g ive n,

stude nts ho ld up ha nd

Clic ke rs a re the e le c tro nic ve rsio n o f ha nd sig na ls

41

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SLIDE 42

PASSAGE READING PROCEDURES

  • Wha t a re so me disa dva nta g e s o f “ro und-ro b in

re a ding ” whe n the g ro up size is la rg e ?

42

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SLIDE 43

RESPONSES

Re ade r L iste ne r

Anxie ty Pa c ing issue s T ime Co nc e ntra tio n Co mpre he nsio n Co mpre he nsio n De c re a se in c o nfide nc e a nd suc c e ss Off ta sk b e ha vio r L a c k o f re he a rsa l No t liste ning to g o o d mo de ls So me re a d a he a d

43

See page 49 in Explicit Instruction book to see more.

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SLIDE 44

PASSAGE READING - SILENT READING

Augme nte d Sile nt Re ading (Whispe r Re ading)

  • Po se pre -re a ding q ue stio n
  • T

e ll stude nts to re a d a c e rta in a mo unt a nd to re re a d ma te ria l if the y finish e a rly

  • Mo nito r stude nts’ re a ding
  • Ha ve individua ls whispe r-re a d to yo u
  • Po se po st- re a ding q ue stio n

44

slide-45
SLIDE 45

PASSAGE READING - ECHO READING

  • E

c ho Re a ding

  • T

e a c he r re a ds a wo rd, phra se , o r se nte nc e

  • Stude nts “e c ho ” re a d the wo rd, phra se , o r

se nte nc e

  • Use ful fo r b uilding flue nc y a nd e xpre ssio n
  • Be ginning Re ade r

s: F

a de a s stude nts g ro w in re a ding skills

  • Olde r

Re ade r s: Use to intro duc e diffic ult

wo rds

45

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SLIDE 46

PASSAGE READING - CHORAL READING

Chor al Re ading

  • Re a d se le c tio n with stude nts
  • Re a d a t a mo de ra te ra te
  • T

e ll stude nts“K e e p yo ur vo ic e with mine ”

  • Be ginning Re ade r

s: Cho ra lly re a d te xt a fte r sile nt

re a ding

  • Olde r

Re ade r s: Cho ra lly re a d wo rding o n slide ,

dire c tio ns, ste ps in stra te g y, initia l pa rt o f sto ry/ c ha pte r

46

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SLIDE 47

PASSAGE READING - CLOZE READING

Cloze Re a ding

  • Re a d se le c tio n
  • Pa use a nd de le te “me a ning ful” wo rds
  • Ha ve stude nts re a d the de le te d wo rds
  • Be ginning Re ade r

s: Use fo r a dditio na l pra c tic e

  • Olde r

Re ade r s: Use whe n yo u wa nt to re a d so me thing

q uic kly a nd ha ve e ve ryo ne a tte nding

47

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SLIDE 48

PASSAGE READING - INDIVIDUAL TURNS

Individual T ur ns

  • Use with sma ll g ro ups
  • Ca ll o n individua l stude nt in ra ndo m o rde r
  • Va ry a mo unt o f ma te ria l re a d

If use d with lar ge gr

  • up,
  • Assig n pa ra g ra phs fo r pre vie w a nd pra c tic e OR
  • Utilize the me o r we stra te g y

48

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SLIDE 49

PASSAGE READING - PARTNERS

Par tne r Re ading

Assig n e a c h stude nt a pa rtne r

Re ade r whispe r re a ds to pa rtne r

Na rra tive - Pa rtne rs a lte rna te b y se nte nc e , pa g e , o r time I nfo rma tio na l te xt - Pa rtne rs a lte rna te b y pa ra g ra ph

Re ad - Sto p - Re spo nd Coac h c o rre c ts e rro rs

  • Ask - Can yo u fig ure o ut this wo rd?
  • T

e ll - T his wo rd is _____. What wo rd? Re re ad the se nte nc e .

49

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SLIDE 50

PASSAGE READING - PARTNERS

Sc affolding lowe st r e ade r s

  • L
  • we st re a de r pla c e d o n tria d a nd re a ds with a no the r

stude nt

  • F

irst re a de r (b e tte r re a de r) re a ds ma te ria l Se c o nd re a de r re a ds the SAME ma te ria l

  • Stude nts re a d the ma te ria l to g e the r
  • Pa rtne rs a llo we d to sa y “me ” o r “we ”

Be ginning r e ade r s: Additio na l pra c tic e Olde r r e ade r s: Afte r initia l pa rt o f sto ry/ c ha pte r is re a d with c la ss

50

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SLIDE 51

QUESTIONS

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SLIDE 52

SPECIAL EDUCATION STATEWIDE TECHNICAL ASSISTANCE (SESTA)

CENTER FOR SCHOOL IMPROVEMENT & POLICY STUDIES, BSU

Gina Ho ppe r Dire c to r

g ina ho ppe r@ b o ise sta te .e du

Sydne y F

  • x

Pro g ra m Ma na g e r

sydne yfo x@ b o ise sta te .e du

K a tie Bub a k Co o rdina to r

ka tie b ub a k@ b o ise sta te .e du

Da vid K lung le Pro g ra m Co o rdina to r

da vidklung le @ b o ise sta te .e du

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SLIDE 53

WWW.IDAHOTC.COM

Find the following on the ITC:

  • Statewide Calendar
  • Online Training Registration
  • Online Communities
  • Webinars
  • Resource Links
  • In-service Credit Offerings

Cari Murphy

Project Director

Shawn Wright

Webmaster/ISD

Jesse Hewitt

Web Specialist

Ben Troka

Web Specialist

Email: itc@uidaho.edu

Housed at: Center on Disabilities and Human Development, University of Idaho

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SLIDE 54

I da ho T ra ining Cle a ring ho use

Ca ri Murphy

carilee@uidaho.edu

Autism Suppo rts

Ba rb a ra Bro yle s

b b ro yle s@ uida ho .e du

Pro fe ssio na l De ve lo pme nt

Ro b in Gre e nfie ld

rgreen@uidaho.edu

Assistive T e c hno lo g y T e c hnic a l Assista nc e

Ja nic e Ca rso n

janicec@uidaho.edu