Understanding and Special Education Reform€¦ · Special Education Reform Heidi Bjorgan, PhD DAY...

Understanding and

Responding to the

Special Education Reform Heidi Bjorgan, PhD

2012 - 2013 DAY 1

The Dunderheads by Paul Fleischman

Remember:

Every student is unique & has a talent

Pay attention to:

Each of the students’ names

To establish some common vocabulary and understanding of how

to educate children with diverse needs in general education

settings

To build understanding of and to create first steps so schools

can begin to plan using Direct and Indirect Services

To introduce and review models of Co-Teaching

To use whole-class, inclusive lesson-planning techniques

To build skills in planning for individual goals and using Adaptive

Materials

Our Goals…

Agenda Day 1

Introductions

Community Building: The Dunderheads

Our Goals

Historical Context

BREAK

LRE Activity

Continuum of Services Activity

Role of the SETSS Teacher, as an example of Direct and Indirect Services

12:15-1:15pm (approximately) LUNCH

Co-Teaching Models (BREAK)

Exit Ticket

Agenda Day 2

• Community Building

• Planning Tools for Push-In / Co-Teaching Models

• Inclusion Vocabulary

• BREAK

• Quick Look at Universal Design & Barrier-Free Learning

• Inclusive Lesson-Planning for the Whole Group

• 12:15-1:15pm (approximately) LUNCH

• Inclusive Lesson-Planning for the Whole Group

• BREAK

• Inclusive Lesson-Planning Template

• Adaptive Material Teaser

• Exit Ticket

Agenda Day 3


• Inclusive Lesson-Planning for the Individual Student

• BREAK

• Adaptive Materials- What they are & how to use them



• Flexible Scheduling/Programming Samples

• Putting It All Together for a Student

• Workshop Evaluations

A little history…

Plessy vs. Ferguson, 1896

Louisiana (1890)

passed a law that

required separate

accommodations on

railroads, including

separate railway cars.

U.S. landmark case,

Supreme Court

Created the doctrine.

"separate but equal”

http://encyclopedia.kids.net.au/page/lo/Louisiana

http://encyclopedia.kids.net.au/page/ra/Railroad

http://encyclopedia.kids.net.au/page/se/Separate_but_equal

http://encyclopedia.kids.net.au/page/se/Separate_but_equal

Set precedent for a free and

public education for

People in the disabilities

community began to

become aware of the

application to their own

lives

Children with disabilities were

not in school and were the

responsibilities of the

family

1954: Brown vs. The Board of Education

Children with disabilities were typically not in

school and were the responsibilities of the family

Infants born with Down’s Syndrome were

routinely institutionalized at birth

“Idiot Savant,” “EMR,” “TMR,” “Deaf and

Dumb”

“Refrigerator Moms”

Sheltered workshops were standard

1950s – 1960s

Burton Blatt and Fred Kaplan

photo essay of the conditions

inside residential institutions

Geraldo Rivera (1972) exposed

Willowbrook School

People were left homeless

The first public outrage in defense

of people with disabilities

http://www.disabilitymuseum.org/lib/docs/1782card.

htm

1966: Christmas in Purgatory

Result of a movement of parent and educators

Individual Education Program (IEP)

Least Restrictive Environment (LRE)

Gave a tremendous amount of potential power to

the parent in the form of the Impartial Hearing

A lot of ambiguous language:

“Supports and services”

“Making progress”

Empowered Special Educators to practice

Created “Special Education” as a separate system,

both financially and functionally

1975: PL-94-142 The Education for

All Children Act (now IDEA)

Dr. Lou Brown from University of Wisconsin

If you can’t do everything, doing a part of something is

equally valuable to the individual and the community

This was a direct challenge to educators and the current

Special Education Readiness model

Provided a context for the LRE discussion

Formalized the idea of Inclusion

http://www.iod.unh.edu/Libraries/Research/Principle_of_Partial_Participation_and_Individualized_Adaptations_in_Educat

ional_Programs_for_Severely_Handicapped_Students.sflb.ashx

1982: Partial Participation

First Impartial Hearing to be decided in favor of the parents. Raphael was an 8-year-old boy with Down’s Syndrome. He had significant cognitive delays and learning challenges and presented some uncomfortable behavioral challenges.

Additional adult support (paraprofessional)

Schools to acquire new professional expertise

Judge rules: “Public education is a right not a privilege for a select few.”

Significant mention of “supports and services”

Noted that segregation may in fact be harmful to both student and community

Precedent was set!

1992: Oberti vs. The Board of Education

Collaborative Team Teaching

Fully Co-Taught Model

Initially implemented by Zones

No articulation of philosophy or vision

No professional development

Originally only intended for children with mild disabilities

Provided an avenue for a lot of parents with the means, resources and information to exercise their rights

A lot of high-performing schools ended up with CTT programs

1998: CTT in NYC

Keeping students in their neighborhood, zoned schools

Keeping students in LRE (and using RTI & proper documentation to move them within the Continuum)

Offering the full Continuum of Services, including Flexible (Indirect) Services & Programming, “double-dipping,” etc.

The Special Education Reform reminds us that:

Students should attend their home-zoned school

Students should first be educated in their LRE

Students should receive any and all Services they need to make progress

Special Education is a SERVICE not a place!

The “I” in “IEP” stands for INDIVIDUALIZED!

THAT BRINGS US TO TODAY &

THE MAJOR POINTS OF THE REFORM…

Inclusion Vocabulary

LRE (Least Restrictive Environment):

School districts are required to educate students

with disabilities in regular classrooms with their

nondisabled peers, in the school they would

attend if not disabled, to the maximum extent

appropriate.

(wrightslaw.com)

So, how is the history

and this Special Education Reform

reflected in the Continuum?

----------- NON-SPECIAL EDUCATION

STRATEGIES TO MAINTAIN STUDENTS IN GENERAL EDUCATION AND TO SUPPORT ACHIEVEMENT OF STANDARDS

(Examples of services which may be provided are: Educationally Related Support Services, Reading Intervention/Remedial Instruction and Behavioral Support/Social Skills Program)

DECLASSIFICATION SUPPORT SERVICES

----------- REFERRAL FOR SPECIAL EDUCATION

GENERAL EDUCATION WITH RELATED SERVICES

GENERAL EDUCATION WITH SPECIAL EDUCATION TEACHER SUPPORT SERVICES (Formerly Consultant Teacher & Resource Room)

COLLABORATIVE TEAM TEACHING (CTT or ICT)

------------ SPECIAL CLASS SERVICES

GENERAL EDUCATION PART-TIME & SPECIAL CLASS SUPPORT PART-TIME IN COMMUNITY SCHOOL DISTRICTS / HIGH SCHOOLS

SPECIAL CLASS FULL-TIME IN COMMUNITY SCHOOL DISTRICTS / HIGH SCHOOLS

SPECIAL CLASS FULL-TIME IN SPECIALIZED PUBLIC SCHOOLS

STATE SUPPORTED / OPERATED SCHOOLS AND SED APPROVED NON-PUBLIC SCHOOLS

HOME / HOSPITAL INSTRUCTION (TEMPORARY)

SETSS Teacher Responsibilities

DIRECT SERVICES:

PUSH-IN

(Gen Ed

or CTT class)

PULL-OUT

(SETSS office, OT room,

hallway, etc.)

INDIRECT SERVICES:

Planning & Collaborating

Accommodations

Supporting Colleagues

(sharing expertise)

New York City

Department of Education’s Definition of

Special Education Teacher Support Services (SETSS)

(SETSS) combines the services of “Consultant Teacher” and “Resource

Room.” SETSS provides:

• Specially designed and/or supplemental instruction to support the

participation of the student with a disability in the general education

classroom (Direct).

• Consultation to the student's general education teacher (Indirect).

Services are designed to be flexible, helping students remain in the

general education classroom and utilize the combined expertise of both

the general and special education teacher. SETSS services may be

provided within the general education classroom (i.e., push-in) or in a

separate location (i.e., pull-out). SETSS services may be direct, or a

combination of direct and indirect.

Resource Room

Consultant Teacher

SETSS Special Education Teacher Support

Services


DIRECT SERVICES:

Push-In Pull-Out


DIRECT SERVICES:

Push-In and Pull-Out

•delivered by a Special Education teacher, in individual (1:1) and/or small group

•provide specially designed instruction and/or supplementary instruction

•provide student with compensatory skill development and remediation activities

•address identified areas of deficit and strengthen student's cognitive skills

•address educational needs directly related to student's disability

SETSS can be given to students in a General Education and/or CTT classroom!


INDIRECT SERVICES:


Accommodations


(sharing expertise)


INDIRECT SERVICES:

•provide collaborative consultation between Special Education and General

Education teachers

•focus on adjusting the learning environment and/or modifying and adapting

instructional techniques and methods to meet individual needs of student in

General Education classroom

•are agreed upon strategies that are delivered by Special Education and/or

General Education classroom teacher

SETSS can be given to students in a General Education and/or CTT classroom!

to assist the General Education teacher

in adjusting the learning environment

and/or modifying his/her instructional methods

to meet the individual needs of a student

with a disability who attends the general education class

consultation


INDIRECT SERVICES:


Accommodations


(sharing expertise)


INDIRECT SERVICES:



INDIRECT SERVICES:

Accommodations


INDIRECT SERVICES:


(sharing expertise)


DIRECT SERVICES:

PUSH-IN

(Gen Ed

or CTT class)

PULL-OUT

(SETSS office, OT room,

hallway, etc.)

INDIRECT SERVICES:


Accommodations


(sharing expertise)

What are the structures that best support Indirect

and Push-In (Direct) Services from the SETSS teacher,

Co-Teachers and other Related Service Providers?

For an answer, we first look to the Co-Teaching

Models…

Adapted from the work of

Dr. Marilyn Friend and Lynne Cook

Co-Teach!: A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools

by MARILYN FRIEND (2007) NPR

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1. One Teach/One Observe

2. One Teach/One Support

3. Parallel Teaching

4. Station Teaching

5. Team Teaching

6. Alternative Teaching

Friend & Cook (2000). Interactions http://www.nprinc.com/co-teach/cthc.htm

Co-Teaching Models…

http://www.nprinc.com/co-teach/cthc.htm



Maximum levels of engagement

Close teacher proximity

Hands-on materials

High levels of differentiation

Each Co-Teaching Model

offers a different level of

Each Co-Teaching Model offers

the opportunity for

to varying degrees in terms of…

Group size

Collaboration and personal interaction

Required co-planning

Flexibility to differentiate

Options for instructional strategies

True partnership

Professional Satisfaction

Professional Growth

Productive Classroom

The

allows for…

One Teach/One Observe

Advantages:

• Allows for real data collection

• Allows both teachers the opportunity to lead instruction

• Allows for teachers to learn from each other

• Heterogeneous

Challenges:

• Usually dominated by one teacher

• Whole-group structure

• Can be used as job sharing

Co-Teach!: A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools by MARILYN FRIEND (2007) NPR

- Whole group

- One teacher leads instruction

- Second teacher conducts purposeful observation for a specific

reason

One Teach, One Observe

GoldMansour and Rutherford Coaching 2012

Turn and Talk

When could you use/have you used

this Model with a Related Service Provider?

What are some things the observing teacher could

be looking for?

How would you use the information collected?

One Teach/One Support

Advantages

• Individual students provided with teacher support

• Both teachers have opportunity to lead whole group instruction

• Opportunity to introduce individualized supports

• Heterogeneous

Challenges:

• Can appear as job sharing

• Can be dominated by one teacher

• Space

• Whole group instruction

- Whole group

- One teacher leads instruction

- Second teacher supports one or more students


One Teach, One Support


Turn and Talk



What are some things the supporting teacher could

do while the lesson is presented?

How would you use the information collected?

Parallel Teaching

Advantages

• Smaller group instruction

• Both teachers actively teaching

• Increased opportunity for differentiation

• Honors individual teaching styles

Challenges:

• Both teachers must have equal competence

• Timing

• Noise level

• Space

• Planning

- Two half groups/heterogeneous

- Each teacher leads instruction

- Duplicate, identical instruction takes place in both groups

simultaneously


Parallel Teaching heterogeneous groups, same lesson, same time


Considerations for setting up Parallel Teaching:

1. Arrange the room environment to allow for 2

comfortable meeting areas

2. Make sure each meeting area has the

necessary supplies:

•Easel, chart, white board, etc.

•Markers, tape, highlighters, etc.

•Pointer

•Reference charts within reach


3. Create a whole class visual support to keep

the class organized and as independent as

possible. Visual should include:

•Name of students in each group

•Name of teacher for each group

•A method for adults and students to keep track

of time

•Student partnerships

•An indication of where each group will meet

(different colored rugs, table numbers, etc.)


4. Co-teachers should discuss and come to

some common agreements about:

•Noise level

•Student movement

•Students leaving the room

5. Plan and review the lesson so the teaching

points are the same.


Turn and Talk



What are some lessons and/or activities that easily

lend themselves to this Model?

Station Teaching

Advantages

Smaller group instruction

Both teachers actively teaching

Greater opportunity for differentiation

Planning

Challenges:

Planning

Timing

Noise level

Space

Sequencing

- Two or more small groups arranged in Stations/heterogeneous

- Each teacher leads instruction

- One Station is independent or led by paraprofessional

- Students rotate through small group lessons/work


Station Teaching heterogeneous groups


STATION TEACHING

Teacher

Directed

Group

Activity #1

Teacher Directed

Group

Activity #2

Student

Directed

Group

Independent

Activity # 3


1. Create heterogeneous groups

• Separate your students who need the most

academic support into different groups

• Separate your students who need the most

1:1 adult support into different groups

• Make sure all of your groups can work

independently on some level

• Be explicit who the partnerships will be within

the group, if applicable

Considerations for setting up Station Teaching:


2. Create non-sequential stations as all

groups will have a different starting point.

Station 1

Station 2 Station 3


3. Create a whole class visual support to keep the class

organized and as independent as possible.

Visual should include:

• Classroom maps to clarify how seating should be arranged

during station teaching

• Name of students in each grouping

• Name of activity for each station

• Name of teacher directing the station

• Clear layout so students understand the sequence of the

rotation

• The independent station should have visual or written

directions provided or be supported by an aide

• Provide a structure to build in accountability for the

independent group


4. Plan for where the adults will be stationed:

• Remember stations are your opportunity for

direct teaching and small group work

• The location of your adults should reflect this

element of the co-teaching structure


5. Teach the process of rotating before expecting

students to rotate through the stations with maximum

independence

• Very often we start stations with non-academic tasks

so students can first master the structure of the activity

• You can have the students stay in their locations and

teachers can rotate and move through the room

• Rotation can be within one day or they can take place

over the course of a few days

• Provide a support to help student groups keep track of

time if you plan to rotate during one period


6. Co-teachers should discuss and come to

some common agreements about:

• Noise level

• Student movement

• Students leaving the room

• Who will monitor independent group(s)


7. Other considerations:

• Consider if any students will need

individualized adapted materials such as, a

checklist or a graphic organizer in order to

participate.

• Some students might not go to every station

at first.

• You might want to begin stations with only

two groups in order to teach the rotation

without an independent group. GoldMansour and Rutherford Coaching 2012

Turn and Talk



What are some different types of Stations you could

run?

Team Teaching

Advantages

Both teachers actively teaching

Unique instructional opportunities

Heterogeneous

Challenges

Whole group instruction

Can be confusing for students

Requires detailed co-planning

- Whole group

- Both teachers deliver instruction together

- Shared/joint planning


Team Teaching


Turn and Talk





Alternative Teaching

Advantages

• Whole group instruction

• Students provided with small group instruction

• Both teachers are actively engaged in planning and teaching

• Opportunity to target specific skills

Challenges

• Members of the small group could miss instruction

• Small group membership, leader, and purpose really needs to change

• Stigma if group is stagnant

- Whole group structure, with small group

- One teacher conducts large, whole group

- Second teacher conducts small group

- Purpose, membership and leadership of the small group must be

flexible


Alternative Teaching


Turn and Talk





There are no Collaboration Police!

However, in order to meet the demands of a diverse group of learners and deliver good instruction, it is crucial to take advantage of all professional resources and to develop various effective methods of collaboration.

Exit Ticket

3 - 2 -1

Please complete your

Exit Ticket and turn it in

before you leave.

Thank you!

[email protected]

SPED Reform:

Planning from the

WHOLE GROUP to the

Individual Student

Heidi Bjorgan, PhD

2012 - 2013 DAY 2

Agenda Day 2


• Planning Tools for Push-In / Co-Teaching Models

• Inclusion Vocabulary

• BREAK

• Inclusive Lesson-Planning for the Whole Group: • UDL & Barrier Free


• Inclusive Lesson-Planning for the Whole Group: • Co-Teaching & Lesson Presentation

• BREAK

• Inclusive Lesson-Planning Template

• Adaptive Material Gallery Walk (a teaser…)

• Exit Ticket




The NYC Special Education Reform reminds us that:








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4. Station Teaching

5. Team Teaching


Friend & Cook (2000). Interactions

Push-In / Co-Teaching Models…

Planning Tools

for Push-in /

Co-Teaching

Models…

PARALLEL VISUALS

Inclusion Vocabulary:

Terms and Definitions…


Continuum of Services:

The full array of professional services and service

delivery models offered to students. The continuum is

organized from Least Restrictive Environments to Most

Restrictive Environments.

http://schools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7-AD00-

70440820661D/0/ContinuumofServices.pdf


Person First Language:

Person First Language (PFL) represents more

respectful, accurate ways of communicating.

People with disabilities are not their diagnoses

or disabilities; they are people first.

(Kathie Snow)


Flexible Services:

To use all available human and material resources,

instructional expertise and environmental opportunities

to provide an individualized and goal oriented

program for a student, regardless of placement.

http://www.uft.org/files/attachments/flexible-programming-guide.pdf


SETSS (Special Education Teacher Support Services):

Specially designed and/or supplemental instruction to

support the participation of the student with a

disability within the general education classroom.

Consultation with the student’s general education

teacher (formerly: Consultant Teacher and Resource

Room).

http://www.uft.org/files/attachments/unified-service-delivery-system.pdf


Partial Participation:

The idea that if someone is not able to master what

might be considered ALL of a task or job, that doing

what one is capable of or “a part” of that task or job,

is still valid, important and valuable to the community.

Dr. Lou Brown

http://www.iod.unh.edu/Libraries/Research/Principle_of_Partial_Participation_and_Individualized_Adaptati

ons_in_Educational_Programs_for_Severely_Handicapped_Students.sflb.ashx


LRE (Least Restrictive Environment):

School districts are required to educate students with

disabilities in regular classrooms with their nondisabled

peers, in the school they would attend if not disabled,

to the maximum extent appropriate.

(wrightslaw.com)


Universal Design:

Universal Design for Learning (UDL) is a set of

principles for curriculum development that give all

individuals equal opportunities to learn.

(cast.org)


Direct Service:

Direct services usually refers to hands-on, face-to-face

interactions between the related services professional

and the student. These interactions can take place in a

variety of settings, such as the classroom, gym, health

office, resource room, counseling office, or playground.

(wrightslaw.com)


Indirect Service:

Indirect Services may involve teaching, consulting with,

and/or directly supervising other personnel (including

paraprofessionals) so that they can carry out therapeutically-appropriate activities.

(wrightslaw.com)


Differentiated Instruction:

The idea of differentiating instruction to accommodate the different ways

that students learn involves a hefty dose of common sense, as well as sturdy

support in the theory and research of education (Tomlinson & Allan, 2000).

It is an approach to teaching that advocates active planning for student

differences in classrooms.

Differentiation is responsive teaching rather than one size fits all teaching

(Tomlinson, 2005). To put it yet another way, it means that teachers

proactively plan varied approaches to what students need to learn, how

they will learn it, and/or how they will show what they have learned in

order to increase the likelihood that each student will learn as much as he or

she can, as efficiently as possible (Tomlinson, 2003).

http://www.caroltomlinson.com/

http://differentiationcentral.com/whatisdi.html



Common problems when lesson-planning…

We don’t know where to begin, so we…

over-modify, over-support, over-individualize pull-out of general class setting

Or worse, we under-support because we…

don’t have anything to offer besides our personal, 1:1 support

think the only way to help is to sit next to him or her

don’t effectively utilize push-in services

Differentiation and modifications

must be thought through from…

Whole Class Supports

• Barrier-Free Environment

• Co-teaching Models

• Lesson Presentation

to

Individual Student

Supports • Workload

• Individual Academic Goals

• Embedded Goals

Individual

Academic Goals

Co-Teaching / Push-In

Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual

Embedded Goals Planning to

Support Students

with & without Special Needs

in Inclusive, Flexible

Classrooms Lesson Presentation

(multi-sensory & tiering)


Let’s first think about ourselves as learners.

TURN and TALK to a neighbor about the following two questions:

What is a good environment for you to learn in?

What makes it difficult for you to learn?

Barriers in Our Classrooms…

Obvious Barriers Invisible Barriers

Looking for Barriers…

Think of a student you have this year or had last year,

who had a really hard time functioning in your classroom…

Now think about WHY that student might have had such a hard time…

Universal Design: Origin and Definitions

http://www.cast.org CAST© 2003

Drawbacks of Retrofitting

• Each retrofit solves only

one local problem

• Retrofitting can be costly

• Many retrofits are UGLY!

“Consider the needs of the broadest possible

range of users from the beginning”

Architect, Ron Mace

Main staircase and elevator in Louvre Museum, Paris

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






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4. Station Teaching

5. Team Teaching


Friend & Cook (2000). Interactions http://www.nprinc.com/co-teach/cthc.htm

Push-In / Co-Teaching Models…




Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






30%

60%

10%

Who are we?

Auditory

Visual

Kinesthe c/Tac le

"Children enter Kindergarten as kinesthetic and tactual

learners, moving and touching everything as they learn.

By second or third grade, some students have become

visual learners. During the late elementary years some

students, primarily females, become auditory learners.

Yet, many adults, especially males, maintain kinesthetic

and tactual strengths throughout their lives.”

Teaching Secondary Students Through Their Individual Learning Styles,

Rita Stafford and Kenneth J. Dunn; Allyn and Bacon, 1993

Approximately 20 to 30 percent of the school-aged population remembers what is heard;

40 percent recalls well visually the things that are seen or read;

many must write or use their fingers in some manipulative way to help them remember basic facts;

other people cannot internalize information or skills unless they use them in real-life activities, such as actually writing a letter to learn the correct format.”

- Teaching Students to Read Through Their Individual Learning Styles, Marie Carbo, Rita Dunn, and Kenneth Dunn

Lesson Presentation for the Whole Class: MULTI-SENSORY TEACHING and TIERED GOALS

For many students their ability to access the instruction is impeded not by their intellectual capacity but by their inability to process information presented in certain formats.

Students with processing and attention challenges need material presented in a variety of modes, including visual and kinesthetic.

If we increase and enrich our presentations to students, we allow for increased access and processing of instruction.

We also must develop lessons that incorporate a variety of

instructional goals that are on different levels or tiers.

Help students to organize and sift through written material with visual aids…

Using bullets or stars:

Important information

Facts to remember

Adding pictures and simple graphics:

arrows

Speech bubbles

shapes

photos of objects,

materials,

students & teachers clip art universal

symbols

Boardmaker

Draw attention to key words, main ideas, maps, graphs, charts,

important names, places, dates, and the order of steps…

Highlighting or underlining

Using different font styles (with handwriting or print)

Using boldface, CAPITALS, size, etc.

Color coding - use different colors to emphasize key elements

Reflect and Process

What are some ways you have addressed visual, kinesthetic and tactile learners in your lessons?

How might you incorporate more multi-sensory strategies into your lessons?

How might students demonstrate their understanding of the same content in different ways?

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






Everyone is working

on the same

Common Core

Standard..

but they are

explored at

different levels

(usually three levels.)

By keeping the focus of the

activity the same but

providing routes of access at

varying degrees of difficulty,

the teacher maximizes the

likelihood that each student will

have..

**an ENTRY POINT into the

lesson..

** PARTICIPATED in the lesson

and

** left having PRACTICED an

essential skill

Carol Tomlinson

http://www.caroltomlinson.com/index.html

Tiered Learning Goals

Highest Level of Understanding

SOME

Average Level of Understanding

MOST

Essential Level of Understanding

ALL

Everyone is working on the same common core standard just

accessing it in different ways and different levels of

complexity

Adapted from the work of Carol Ann Tomlinson

Learning Goal: Writing a how-to book (late Kindergarten)

Common Experience & Mini Lesson: Small groups made play dough and charted ingredients and procedure

Group 1: Students benefit from structure and direct instruction

Students receive 3 page documents with boxes on

them. They glue photographs of the

process of making play dough into the books in the

correct order. Then they label as many items as

possible in the books (with one or more letters).

Group 2: Students can organize ideas without

too much prompting

Students choose a topic to write a how-to

books about. They receive structured

paper (ingredients, step 1, 2, etc.) and draw pictures and add one word per

page.

Group 3: Students thrive on high levels

of challenge

Students choose topics for how-to books and receive blank or lined paper. They determine the order they want to

write their how-to book and add at least

one drawing and sentence per page.

Lesson

Planning

From

Whole Group

To

Individual

Whole Class Teaching Point (what is the big idea?):

Language Arts Standards: Writing Grade 1

· W.1.3. Write narratives in which they recount two or more appropriately sequenced events,

include some details regarding what happened, use temporal words to signal event order, and

provide some sense of closure

Highest level of understanding: Students will write a narrative with a central character in which they recount at least three appropriately sequenced events with details/descriptors (i.e., color, smells, sounds

etc.) using some of the following words: first, next, then, after, last, etc. and will

provide a sense of closure.

Average level of understanding:

Students will write a narrative in which they recount two appropriately sequenced events including at least one detail about each event using the words: first and then, and

providing a sense of closure.

Most essential level of understanding: Students will write a narrative in which they recount two events including at least one

basic detail for each event using at least the words: first and then. Which model will you choose and why?

Groupings: Which grouping systems from your classroom will you use? How will you

create partnerships?

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






SPED REFORM:

PLANNING FROM THE WHOLE GROUP TO

THE INDIVIDUAL STUDENT

&

PUTTING IT ALL TOGETHER!

HEIDI BJORGAN, PHD

2012 - 2013 DAY 3

Agenda Day 3


• Inclusive Lesson-Planning for the Individual Student

• BREAK

• Adaptive Materials • Gallery Walk

• Go To list

• Lesson Planning


• 3 Card Search Activity

• Flexible Scheduling/Programming Samples

• Putting It All Together for a Student

• Closing & Workshop Evaluations




The NYC Special Education Reform reminds us that:









Models

Barrier Free & UDL

Environment

Planning to

Support Students






Before you create

individualized

STUDENT supports

STOP and RE-THINK

the original lesson format

for the WHOLE GROUP!

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






Individualized supports: WORKLOAD

Make changes to the amount of work or the amount of time a student has to complete the task

This modification still requires that the student is capable of finishing the task

Individualized supports: WORKLOAD

Many students have the intellectual ability to

complete most tasks but lack organizational or

processing skills to attend to or complete the

entire task

Many students also have anxiety or other

emotional needs that can interfere with task

completion

For these students we can reduce the workload

and effectively increase their task completion

Reflect and Process

Think of your students…

How might you have used a workload modification (time and/or quantity)

for one of them?

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






Individualized supports: INDIVIDUALIZED ACADEMIC GOAL

Change the academic focus to better suit the student’s functional level and/or individualized academic goal

This is most often done for students who are functioning on very different levels than the rest of the class

Individualized supports: INDIVIDUALIZED ACADEMIC GOAL

Made on an individualized basis, by looking at the student and the particular lesson

If a student has an individualized academic goal in one area or for one particular lesson, it is not to be assumed that is true for every lesson

It is important to provide the student with adaptive supportive materials

An IEP Matrix may be completed when we are making this kind of modification for students with more significant academic needs.

Reflect and Process


How might you have addressed one of their individualized academic goals within a group

setting (not 1:1)?

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






Individualized Supports:

EMBEDDED INDIVIDUALIZED GOALS

Often students need to build skills in developmental

areas, not formally addressed in the general

education classrooms or curriculum.

Find ways, within the curriculum and daily life of the

classroom, to support learning in other

developmental areas: organization, behavior, fine

motor, speech and language, and social-emotional

learning.

Individualized Supports:

EMBEDDED INDIVIDUALIZED GOALS

FOR OTHER AREAS FROM THE IEP

In order to address these needs, we must create

individualized, systematic instructional plans that teach

to the deficit skills in areas outside of our regular

classroom curriculum.

We do this by using the regular classroom curriculum

as our vehicle, using our IEP Matrix and providing

Adaptive Materials to embed these goals.

Reflect and Process


How might you have addressed one of their embedded goals within

a general education setting?

Individual

Academic Goals


Models

Barrier Free & UDL

Environment

Individual Workload

Modifications

Individual


Support Students






Adaptive Materials

Adapted Materials will not be successful

if they are not

TAUGHT INTO and

GIVEN ENOUGH TIME.

Teachers must spend time

(approximately two weeks!)

consistently teaching into

the Adapted Material

on a daily basis in order to help the

student use the Adapted Material

correctly and independently.

The Go - To List

1. Individual Copies & Materials

2. Participation & Focus Tools

3. Graphic Organizers & Modified Academic

Materials

4. Verbal & Visual Prompts

5. Personal Schedules & Checklists

6. Timers

1. Individual Copies & Materials

Provide students with duplicate and supporting material that

matches the whole class model and teacher presentation

Why? Focus

Kinesthetic connection

Closer view/visual tracking needs

Concretize thinking

Help in sharing

Opportunity for extension and higher order thinking

Examples:

•Whiteboards

•Text/books in hand

•Photocopies of textbook pages

•Pictures in hand

•Personal folders

•Notebooks or clipboards for note-taking

•Reduced versions of charts and graphic organizers

Individual Copies & Materials: Writing Materials

2. Participation & Focus Tools Provide students with visual, kinesthetic support

to focus on a particular skill or concept

Why? Focus

Kinesthetic connection

Maintain connection to lesson or discussion

Provides language

Prioritizes specific learning goal

Helps with recall and retention

Opportunity for extension and higher order thinking

Supports self-regulation

Examples: •Fidget/focus materials

•Key word cards

•Key concept cards

•Self-monitoring materials

•Doodle board, notebook, wipe board

•Participation cards/tickets

•Sharing tools

•Class list

Participation & Focus Tools Participation Card

3. Graphic Organizers &

Modified Academic Material

Why? Organization

Visual clarity

Concretize thinking

Allow for non-linear thinking

Can be individualized for learning style

Sequencing

Compare and contrast

Open-ended

Examples: •Webs

•5 W’s chart

•5 senses chart

•Flow chart

•Graphs

•Venn diagrams

•KWL charts

Remember

to provide

variety!

Name: ______________________________________

“Just Right” Paper

for Writing Workshop…

crunchy sweet cripsy salty juicy sour

crumbly healthy cold hot sticky round

long fast slow heavy light bumpy

smooth rough curly fries flat like a pancake

wiggly wooden

sharp tall short square it melts yummy

Visual Support for Writing (using describing words)

red orange yellow green blue purple pink

gray brown black rainbow

red orange yellow green blue purple pink

gray brown black rainbow

Visual Reference for Learning Colors

4. Verbal and Visual Prompts Provide students with cues for

behavior, language and learning

Why? Supports verbal participation

Especially useful for students with social and language disabilities

Conversational support

Social-emotional support

Helps with recall

Provides language needed for conversation and response

Holds students accountable for participation

Examples: •Turn and talk cards

•Sentence starters

•Social language charts

•Behavior prompts

I need help with…

5. Personal Schedules & Checklists

Why? Organization

Provides predictability

Particularly useful for students with ADHD and Spectrum disorders

Preview of content

Non-verbal directives

Breaks down multi-step tasks

Provides ownership and sense of control

Examples:

•Personal daily or weekly schedules

•Arrival and pack-up directions

•Activities with more than one task

•Step-by step directions for independent work

First Then

First Then

Schedule

6. Timers

Why?

Provide extended or reduced time

Structure student work-time

Allow for breaks

Opportunities for self-monitoring

Examples:

•Sand timers

•Digital timers

•Visual timers

•Clocks

•Stopwatches

Timers

Timetimer.com

Lesson

Planning

From

Whole Group

To

Individual

Special Education is

a Service

not a Place

(Is this just a catch phrase

or the truth?)

Now let’s take a look at

Flexible Programming…

Putting it all together

for a student…

Child Study

and Adaptive

Materials

Description of student:

Areas of need:

Current supports and strategies:

One priority goal to work on:

Think of

a

student


Jake is a 1st grade boy who seeks interaction with other

students, but lacks appropriate social skills. He enjoys adult

attention. He may have vision issues – possible tunnel vision. He

can be very disorganized, and often seems “lost” in the

classroom. Jake’s academic skills are on or near grade level.

Areas of need:

Organization; social skills (friendship building).


Verbal prompting and redirection. Uses computer for writing.

O.T.

One priority goal to work on:

Organization

Develop a short-term goal

Goals should:

be observable

be measurable

be attainable

include conditions - what prompts and materials will be provided?

include criteria for evaluation - what will determine success?

include context – when and where will goal be implemented?


Jake is a 2nd grade boy who seeks interaction with other students, but lacks appropriate social skills. He enjoys adult attention. He may have vision issues – possible tunnel vision. He can be very disorganized, and often seems “lost” in classroom. Jake’s academic skills are on or near grade level.

Areas of need:

Organization; social skills (friendship building).


Verbal prompting and redirection. Uses computer for writing. O.T.

One priority goal to work on: Organization

Goal: Given a daily schedule and checklist to follow, Jake

will gather necessary materials for 4 out of 6 activities

independently during the school day, over two consecutive

weeks.

Remember: Special Education

is a Service not a Place!

Be creative and flexible in your planning!

Keeping students in their LRE, in terms of services and program

Being flexible and appropriate with services and program

Whole group > individual differentiated lesson-planning

How to use and create and Adapted Materials

With this Reform, and the ideas we have reviewed, we hope that teachers and providers will collaborate and co-teach (push-in) together more. We hope that people will share their expertise and support one another so that schools can build capacity across grades, teams and disciplines. With this should come less referrals, more students returning to and staying in their LRE, and more appropriate and flexible instruction and services for IEP students (which will lead to a higher graduation rate!).

The message of the Reform is a positive one: children, with varying types and degrees of disabilities, can and should be educated alongside their nondisabled peers in their community schools, in their least restrictive setting!

Reflecting on the Reform and the Workshop…

THANK YOU!

Understanding and Special Education Reform€¦ · Special Education Reform Heidi Bjorgan, PhD DAY...

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