sped strategies k-8 viviana arias, instructional supervisor education transformation office (eto)
TRANSCRIPT
SPED STRATEGIES K-8
Viviana Arias, Instructional Supervisor
Education Transformation Office (ETO)
Set up Appointments SPED Background Curriculum Testing for Students with
Disabilities Inclusion of Students with
Disabilities Instructional Techniques and Best
Practices
Today’s Agenda
Set Up Appointments with Clock Buddies
http://www.online-stopwatch.com/full-screen-stopwatch/
KEY COMPLIANCE REQUIREMENTS in SPED
Cumulative Record Folder
ISIS
IEPMatrix
Accessing General Education
Each student’s Individual Educational Plan (IEP) provides details about the supports and services that the student receives and indicates accommodations or modifications that are needed. The IEP is developed by teachers, parents, the student,
and others as appropriate, and is reviewed annually.
FAPE A free appropriate public education (FAPE) is available
to all students with disabilities upon determination of need.
The district assures provision of full educational opportunity to all children with disabilities, aged three through 21
Accessing the General Education Curriculum
According to NCLB and IDEA, students with disabilities must access the general education curriculum. In Florida, that means all students must receive instruction driven by the Sunshine State Standards (SSS).
Both NCLB and the IDEA provide guidance about how to educate students with disabilities. Neither laws, mention the word inclusion.
Instead they say that students with disabilities should be placed in the Least Restrictive Environment (LRE) and they should have access to general education curriculum and settings.
LRE – Where Are We? Where Do We Need to Go?
The District’s 2010 LEA Profile LRE Inclusion Data for % of students served 80% or more of their time with non- disabled peers is 51%
The State’s Average is 67%
What’s your school’s inclusionpercentage?
Florida Department of Education Bureau of Exceptional Education and Student Services Local Education Agency (LEA) ProfileSelected Performance Plan Indicators
Indicator 3- Participation and Performance of
Students with Disabilities on Statewide Assessments
Indicator 4- Rates of Suspensions of Students with
Disabilities Indicator 5-
FAPE IN the LRE, Students Ages 6-21
Best Practices for Indicator 3 Participation and Performance of Students with Disabilities on
Statewide Assessments Analyze FCAT and reports on progress/proficiency. Compare/contrast subgroups, grade levels, for SWD Ensure that school leadership teams are monitoring data and using
it wisely to drive decisions Try something different if it is not working for individual or groups of
SWD in the learning communities) Train staff to making appropriate decisions when developing IEPs
and properly align to the students’ curriculum/instructional pathway, course schedule with the appropriate SSS standards and statewide assessment
Make sure teachers of SWDs who met exemption criteria are trained for the administration of the FLAA
Disseminate Accommodations: Services for Students with Disabilities, Next Generation Sunshine State Standards and Resources
Best Practices for Indicator 4
Rates of Suspensions of Students with Disabilities
Review the Code of Student Conduct and Procedures or Maintaining a Safe Learning Environment and make sure there is a universal understanding of it at School, Region and District.
Clearly Define the terms, “What is disruptive?” Strive for implementing policies with consistency throughout
School, Region and District Analyze existing sources of behavioral data Conduct Functional Assessments of Behavior and Develop
Behavior Intervention Plans for all Students Review Suspension Reports for SWD Monitor reports and use the problem solving approach to
implement strategies to provide alternatives to suspension Implement PBS (district wide/school wide)
Best Practices for Indicator 5
FAPE IN the LRE, Students Ages 6-21
Analyze your schools LRE Data with a focus on Inclusion (e.g. Adequate yearly progress (AYP), student growth
Expand the implementation of more inclusive practices Always consider general education first Provide for a continuum of services Ensure teachers are implementing Differentiated Instruction, Inclusive
Practices, Accommodations, Flexible Scheduling, Collaborative Practices, problem Solving and Response to Intervention
Maximize efficiencies of instructional resources through scheduling Use SPED teachers to both provide resource (pull out) or (push in)
instructional support such in class support, support facilitation and provide direct instruction to SWD in regular Ed classroom
Participate in training and support provided through the Florida Inclusion Network to increase the school’s capacity
Implement co-teaching when appropriate
Possible Strategies before deciding to give Outdoor Suspension to a Student with Disabilities
Strengthen the use of SCSI programs within schools
Utilize Alternative to Suspension Program Limiting outdoor suspensions to fewer
than ten days for minor infraction Review and revise, if needed Behavioral
Intervention Plan (BIP) and Positive Behavioral Supports and Interventions
PBS, PBS, PBS
CURRICULUM
Sunshine State Standards (SSS) With accommodations
SSS Access Points With modifications
Accommodations
Change HOW students are taught and demonstrate what they have learned
Use the SSS to set the goals and expectations
Allow students to work toward a standard diploma.
Modifications
Change WHAT students are expected to learn and demonstrate.
Focus on different objectives. Lead to a special diploma. Align with the SSS Access Points
The Use of 7700, 7800, and 7900 Course Codes
The 2010-2011 Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses maybe used.
The newly adopted language is: "Access courses are intended only for
students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A-1.0943."
Course Requirement Continued
To meet these new FLDOE compliance requirements, only students with disabilities who meet exemption criteria from the FCAT and are assessed using the Florida Alternate Assessment may be enrolled in the 7700, 7800, and 7900 Access core courses. SEE IEP
•Students with disabilities who do not meet exemption criteria from the FCAT or other state assessments may NOT be enrolled in the 7700, 7800, and 7900 core courses. Core courses include all math, reading, language arts, English, science, and social studies courses.
What are Access Points?
•Expectations written for students with significant cognitive disabilities (SWSCD) to access the general education curriculum.
•Aligned directly to Sunshine State Standards.•Reflect the “core intent” of the standards with
reduced levels of complexity. •Have three levels of complexity:
Participatory, Supported and; Independent
Participatory level being the least complex.
Who are access points designed for?
•Only students with significant cognitive disabilities
•Students who meet criteria for alternate assessment
•Other students with disabilities should be working on the regular SSS with accommodations as necessary
Access Points
Testing for Students with
Disabilities
STATE ASSESSMENT
FCAT Must be given to all SPED students
grades 3 to 10 that do not meet exemption criteria
Florida Alternate Assessment Must be given to all SPED students
grades 3 to 10 that are exempt from the FCAT
Sunshine State Standards with Access Points For students on a modified curriculum
PAY ATTENTION TO SWD SUBGROUPS ACHIEVEMENT DATA
Florida Assessment for Instruction in Reading (FAIR)Interim AssessmentsFCATSAT-10Criterion Referenced TestsFlorida Alternate Assessment
Florida Alternate Assessment
Results from the Florida Alternate Assessment will be available via SPI.
Reminder
Scores for students who take the Florida Alternate Assessment will count toward AYP AND School Grades!
How can I increase student achievement
for SWDs at my school?
Think- Pair- Share
Implement Inclusive Practices
Research and Data Supports that SWDs spending 80% or more of their time with non-disabled peers out perform on state assessments those SWDs served in more restrictive educational learning environments.
Work with your school staff through the IEP process to identify more SWDs that could be served and scheduled in general education settings with supports.
The results of both reading gains (for two years 2009 and 2010) and the average Developmental Scale Scores indicate that
students in the 80-100% inclusion settings are scoring higher.
Inclusion
Preference for educating students with disabilities in general education classrooms with appropriate aids and services.
Requirement that the general education classroom be the first placement considered by IEP team.
Removal of a student from the general education classroom only when the nature of a student's disability makes education in that setting unsatisfactory, even with supports and serves.
A Closer Look at Inclusion
Inclusion of students with disabilities
#1 TEAM APPROACH
INCLUDE ALL KEY PERSONNEL PRINCIPAL, AP, APC, COUNSELORS,
GENERAL ED DEPT CHAIRS, SPED PROGRAM SPECIALIST, REGISTRAR, CURRICULUM, SUPPORT PERSONNEL
IN-DEPTH UNDERSTANDING OF INCLUSIONARY PRACTICES
#2 MODELS OF SUPPORT
How are the inclusion models determined?
What are the roles of the teachers? What type of students get
“included”?
Collaborative Instructional Models
One Teach One assist One teacher takes primary responsibility for delivering instruction, while
other monitors. Station Teaching
Student rotation through academically based teacher directed centers. Rotations every 15-20 minutes.
Parallel Teaching Option 1- Class is divided into 2 groups. Each teacher presents a lesson to
the groups. After a period of time, teachers switch groups and present lesson to other groups.
Option 2- Class is divided into 2 groups. Each teacher is teaching the exact lesson.
Alternative Teaching Teacher A- works with a large group of students. Teacher B- Works with a small group of students for enrichment, remedial
or targeted instruction. Teaming
Teacher A and B present a lesson together, showing students different ways to process the same concept.
#3 PREPARE SCHOOL PERSONNEL
OPTIONS FOR PREPARING STAFF:ADMINISTRATIVE AND FACULTY AWARENESS
FACULTY OVERVIEW STUDY GROUPS TEACHERS’ INPUT
COLLABORATIVE TEACHING PROFESSIONAL DEVELOPMENT TRAIN THE TRAINERS AT SCHOOL SITE EMPOWER / SUPPORT TEACHERS
SCHEDULING ASSISTANCE SCHOOL SITE FLEXIBLE SCHEDULING PD
INSTRUCTIONAL PRACTICES MEETING THE NEEDS OF DIVERSE LEARNERS DIFFERENTIATED INSTRUCTION STUDY GROUPS ACCOMMODATIONS AND ACCESS
#4 IMPLEMENTATION STRUCTURE FOR FOLLOW-UP
ONGOING PARTNERSHIPS Is there time allotted at faculty
meetings? Is inclusion addressed at all? Is it a special education issue?
Offer Inclusive Practices “Tune-Ups”
#5 CONTINUOUS MONITORING
Regularly scheduled follow-up centered around student issues
Opportunities for collaboration between general education and SPED partners
What to Look For in Secondary Collaborative Classrooms?
Collaborative Environment The names of both teachers appear on the
board/documents Inclusive language is used (us, we, our) Respect between adults and students Students appear to accept and seek out both
teachers’ help in the learning process Both teachers enforce/ model expectations Space, materials, and equipment are
equitably shared
What to Look For in Secondary Collaborative Classrooms? (Continued)
Collaborative Instruction and Assessment The voices of both teachers are heard during the teaching/
learning process. Both teachers and students are actively engaged. Instruction is presented in a variety of ways. Instructional intensity is greater than in classrooms with 1
teacher Collaborative Planning is evident Accommodations/ Modifications are provided. Multiple methods are used. Students know what they are learning and how it is
connected to what they already know. Research based instruction. Data Driven Instruction
Best Practices and Useful Techniques
Best Practices to Support Inclusion
Differentiated Instruction (DI) Multiple Intelligences Multi-Sensory Instruction Interactive Learning Cooperative Learning Flexible Grouping Integrated Curriculum Scaffolding Accommodations & Modifications Tiered Lessons Partial Participation Positive Behavioral Supports Assistive/Instructional Technology Peer Supports
Universal Design for Learning (UDL)
According to the National Center on Universal Design for Learning, educators must strive to develop multiple paths for learning, since not all students are able to learn in identical ways.
This occurs through three basic principles: providing multiple means of representation, providing multiple means of action and expression and also providing multiple means of
engagement. Video Clip
Ways to Differentiate:
Content: What is taught
Process: How it is taught
Product: How learning is assessed
Accommodations
Presentation Use a video to accompany a mini-lecture. Provide a note-taking guide for use during a lecture. Demonstrate expected student work on a transparency or whiteboard in addition to
describing it. Response
Have students use graphic organizers or diagrams rather than write notes of what they see.
Provide practice worksheets that let students have a preview of how assessments will be conducted.
Provide additional practice opportunities. Structure student responses by providing clues on worksheets. Use performance assessments rather than exclusively paper-and-pencil testing. Provide individual feedback when criteria are not met.
Scheduling Allow students additional time and practice to gather information or practice.
Setting Take students out of the classroom to observe in addition to hearing about
information. Let students work in pairs or groups rather than individually.
Useful Techniques
Activate background knowledge Connect new information or skills to what students have
already learned. Provide additional instruction or support to students who lack necessary background knowledge.
Ask questions to prompt student recall of relevant prior knowledge.
Make comparisons between the new concept and things students already know.
Relate the topic to current or past events that are familiar to students.
Relate the concept to a fictional story or scenario known to the students.
Use instructional materials that provide easy access to critical background knowledge.
Techniques:
It is important to help students make connections between concepts and learn to use higher order thinking skills. problem-solution-effect
Graphic organizers: Important ideas and details are laid out graphically to help students see connections between ideas. Semantic webs and concept maps are examples of graphic organizers. Give clear verbal explanations and use visual displays
flow charts, diagrams, or graphic organizers to portray key concepts and relationships.
Help students use techniques like outlining or mind mapping to show connections among concepts.
Increase the use of Anchors to help students
Techniques
Make linkages obvious and explicit Actively help students understand how key
concepts across the curriculum relate to each other as you are teaching.
Thematic instruction: Instructional units combine subject areas to make themes and essential ideas more apparent and meaningful. Lessons and assignments can be integrated or coordinated across classes.
Techniques
Provide temporary support for learning Provide support scaffolding while students are
learning new knowledge and skills, gradually reducing the level of support as students move toward independence.
Provide verbal or written prompts to remind students of key information or processes.
Provide study or note-taking guides to support learning from text or lectures.
Use mnemonics to help students remember multiple steps in a procedure.
What would be your
Collaborative Teaching Plan?
Create Action Plan
We are for difference,for respecting
difference,for valuing difference,
until difference no longer makes a
difference.
SPED Websites
K-8 Access Center http://www.k8accesscenter.org
CAST Universal Design for Learning http://www.cast.org
Florida Reading Association http://flreads.org/ Florida Inclusion Network
http://www.floridainclusionnetwork.com/ Inclusive Educational Practices
http://inclusion.dadeschools.net CEC Division of LD http://teachingld.org/
Education Transformation Office (ETO) Viviana Arias, Instructional
Supervisor [email protected]
305-995- 4894
Thank you for what you do!
Questions?