Kyrene School District Special Education Advisory Council (KSEPAC) November 19, 2015 Presented by Cindy Walters ESS Special Education Teacher Specialist Specially Designed Instruction What’s Special About Special Education?

Kyrene Special Education Parent Advisory Council (KSEPAC) The Kyrene School District established the Kyrene Special Education Parent Advisory Council (KSEPAC) to promote collaboration between parents and educators and to improve the positive outcomes for students with disabilities in preschool through eighth grade.

Kyrene Special Education Parent Advisory Council (KSEPAC) The KSEPAC mission is to promote the academic and non- academic achievement of our children with disabilities through collaboration among parents, educators and the community. To achieve this, KSEPAC will: – Encourage the implementation of best practices and evidence based resources with consistent application across all schools – Advocate for the continuous improvement of clear and open communication – Provide educational opportunities for stakeholders – Develop a series of activities that promote inclusive practices and a sense of community

Objectives of Meeting Briefly review Standards-Based IEPs To understand what Specially Designed Instruction (SDI) is To understand how SDI is determined for an individual student To understand where SDI is documented in and IEP To understand what resources are available to support you with understanding SDI

High Standards for Every Child “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers….Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.” CCSS ELA Standards Appendices in section titled “What is not covered”

Standards - IEP Connection The content of the IEP should be tied directly to providing the student with access to the same challenging standards that grade level peers without disabilities are receiving. McLaughlin, M., (2009) The Special Edge, Vol.23 No. 1.

7 Steps for Creating Standards-Based IEPs 1. Consider the grade-level content standards for the grade in which the student is enrolled. 2. Examine classroom and student data to determine where the student is functioning in relation to the grade level standards. Identify the present level of academic achievement and functional performance using multiple data points. 3. Identify the critical standards for individual student progress. 4. Unwrap the standard/cluster and based on student strength/need/interest determine entry point. 5. Identify specially-designed instruction, including accommodations and/or modifications needed to access and progress in the general education curriculum. 6. Develop measurable annual goals aligned with grade-level academic content standards and objectives for students taking alternative assessment. 7. Assess and report the student’s progress through the year.

“ Research has demonstrated that students with disabilities learn more when taught a standards-based curriculum, with appropriate accommodations, supports and services.” (Cathcart, Bertrando, DeRuvo, (2009). Special Edge, Vol.23, No. 1. Insert, pg. 1)

How Do We Bridge the Achievement Gap? Arizona College and Career Ready Standards/Preparedness Standards Present Levels of Educational Performance (where the student is now) Arizona College and Career Ready Standards/Preparedness Standards

Specially Designed Instruction 200.6(A)(1) Students with disabilities shall be provided special education in the least restrictive environment, as defined in section 200.1(cc) of this part. To enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate, specially designed instruction and supplementary services may be provided in the regular class, including, as appropriate, providing related services, resource room programs and special class programs within the general education classroom.

Specially Designed Instruction 200.6(A)(1) Adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the education standards that apply to all students.

Specially Designed Instruction (SDI) is what makes special education “special.” SDI is what is done by the teacher, not the student, to help close the academic performance gap between students with disabilities and their general education peers. SDI is what a teacher does to present information to the student that is different than what other students receive.

Specially Designed Instruction Adapting: making changes matched to student need or condition Content: knowledge and skills that comprise curriculum to be mastered Methodology: actions by the teacher intended to produce or facilitate learning which includes the art and science of instruction Delivery of Instruction: teaching that results in access to, participation in, and progress in the curriculum for students with disabilities

Specially Designed Instruction is NOT… SDI is NOT a restatement of the academic content standard being taught. SDI is what unique teacher instruction is written on the IEP that will be provided to the student to support him/her in being able to perform the measurable annual goal. SDI is NOT meant to give a student an unfair academic advantage in the classroom. It is to help level the “playing field” for the student with disabilities. SDI is NOT about getting homework done. SDI is NOT about having an extra person in the general education classroom or about having an extra person around just in case something might happen.

Specially Designed Instruction IS… SDI is what becomes absolutely necessary in order to support the needs of students with disabilities beyond “good, effective instruction”.

How do we determine what SDI is necessary for a child? SDI is to be based upon the specific skills the student does not have which are necessary for them to improve their academic performance and is required to make progress toward mastery of measurable annual goals.

Your Turn Read through the Present Level of your child’s IEP. – Is there specific data and student information documenting the skills your child does not have which are necessary for him/her to improve their academic performance and to make progress toward academic standards?

SDI in the IEP Accommodations: – Accommodations are adjustments made in how a student with a disability is taught or tested. – Allow students to complete the same assignment or test as others, but with some changes. – Accommodations do not change what the student is taught or what he is expected to know. – The standard stays the same, but we can change the pathways for the child Common examples: highlighted textbooks, extensions of time for a student who writes slowly, or seating close to the teacher.

SDI in the IEP Modifications: – Changes what the student is expected to learn. – Changes made to the curricular content or skill. – Changes the standard significantly. – Changes are made to provide a student with opportunities to participate meaningfully and productively along with other students in the general education classroom. Modifications include changes in: instructional level, content/curriculum, performance criteria

SDI in the IEP Adaptive Equipment: – Assist students with independence to be able to interact with the environment and have access to education. – Specialized equipment and/or adaptive technology- item. – Piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a student with a disability. Examples: proper seating, trays, positioning and stabilizing techniques, specialized swings, writing tool.

SDI in the IEP Assistive Technology: – Any device that helps a person complete or have access to an everyday task. Examples: AAC device, word prediction software, text-to-speech software, digital books, visual timer, FM system

SDI in the IEP Strategy Instruction: – Instruction in strategies to learn new concepts or skills. – Explicitly teaching students about strategies and how and when to use strategies, helping students identify personally effective strategies and supporting them as they make strategic behaviors part of their learning. – Provides clear cognitive strategies to help a student process a problem or assignment. Examples: taking notes, highlighting, asking questions, completing a chart, how to calm self, articulate difficult sounds, enter a conversation

SDI in the IEP Structured, systematic research-based methodology: – Effective researched-based methodology for teaching classroom routines, behavior expectations, academic content and skills and cognitive learning strategies. – Necessary for students with disabilities and novice learners – Characterized by a series of scaffolds, explanations, demonstrations, and supported practice with embedded feedback (explicit teaching)

Where is SDI Found in the IEP? Standards-based present levels and goals lead us to Specially Designed Instruction in the IEP. SDI is indicated in the IEP: Services Supplemental Aids and Services Program Modifications and Supports for Personnel Accommodations To be Specially Designed each component must be individualized, based on a student's need and specific.

SDI - Supplementary Aids and Services § Supplementary aids and services. Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education- related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ through Examples: orientation and mobility training, assistive technology devices, adult support

SDI - Program Modifications or Supports for School Personnel Program modifications refer to changes in the environment or curriculum that allows the student with the disability to be educated with nondisabled peers. Program Modification Examples: extended due dates, use of aac device, textbook written at a different level Supports for School Personnel Supports refers to what the adults need to be able to support a child in accessing education Supports Examples: Training, consult, medical training, assistive technology training

Your Turn Read through your child’s IEP in the sections with SDI documented: – Services – Supplementary Aids and Services – Program Modifications and Supports for Personnel – Accommodations Is the SDI documented individualized, based on the student's need and specific? Is it justified in the present levels?

How do we ensure SDI is being delivered? Team collaboration Making connections between the present levels, goals, service times, and accommodations Focus is on the unique instructional needs of the child Explicit Instruction is being delivered Progress Monitoring is taking place

Questions?

Resources – Student Learning and Support Services (SLSS) – KSEPAC (Upcoming Meeting Dates and Archived Meeting Materials) – Join the KSEPAC listserv To receive information about KSEPAC directly to your address visit and check the KSEPAC box. – Raising Special Kids (RSK) – Arizona Department of Education (Special Education)

Resources AzMERIT AIMS Science NCSC AIMS A Science Accommodations Testing-Accommodations-2015_rev-Feb-2015.pdf

Next KSEPAC Meeting….. January 7, 2016 – Transition Process: Preschool to Kindergarten – Transition Process: 5 th -6 th and 8 th -9 th – Special Education Process: New to IEP March 24, 2016 – Topic to be Determined