Great Ideas Convention 2015
Learning Labs
Adapting Instruction for Students with Special
Needs to Gain Equal Access to the General
Education Curriculum
Sheri Maston and Tamera Walker, Pasadena ISD
ADAPTING INSTRUCTION FOR
STUDENTS WITH SPECIAL NEEDS
WITHIN THE GENERAL EDUCATION
CURRICULUM
A DISTRICT MOVING FORWARD
What do you mean there’s no
modified test??!!!!
Our Focus
• How to incorporate Differentiated Instruction / Specially Designed
Instruction
• Assisting teachers in utilizing research based strategies and theories
• Alternative ways of assessing mastery of a particular skill
• More collaborative teaching (general ed and special ed)
• Training on the law
• Explaining the need for keeping students in the general education
setting as much as possible (LRE)
• Vertical collaboration
• Clarifying what a “modification” of content truly looks like as opposed
to a high-support accommodation
S t e p b y S t e p T e a m Training:
Day One
r oday "s Con-tit1UUtM of Ser v ices
In - C l a s s S u p p o r t :
E x t :e r n a l
Support
Monitoring
Adapted
---------
Only
Materials
S p e c ia l iz e d
S u p p ort:
In - C la s s S u p p o r t
Peer
Support
Tutor
Facilitator
Resource
Co-Teacher
--
Room
Self-
Off
Contained Campus
- -------
--:::::0-
0-en er a l Educai9ion
Classr ootM
Al4tern a4tive
Locai9ion
Member
V i s it:o r
UTILIZATION OF RESOURCE
• Students who are working multiple levels below their current grade level in math and reading (including
those students identified as having dyslexia, but whose IEP states he/she receives those supports through
special education).
• Students lacking the basic, foundational knowledge to apply skills
• Students who need direct, intense instruction to build those basic reading and math skills
This is the basis for incorporating resource services into PIE time or
Enrichment time!! This setting is where we may modify the instruction in
order to address deficit area skills.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations are changes
to the WAY
Students access
Instructions and
demonstrate
performance
Modifications are changes
to WHAT
Students are expected
to learn
Determining whether it’s an accommodation or a modification…
It depends ☺
• What is the intent of the goal/standard?
•
How does the teaching
strategy/practice/procedure impact the integrity
of the content standard?
Accommodation – it offsets the impact of
the disability without changing the content
standard or performance expectation.
Modification – when applied, it changes or
alters the content standard or performance
expectation.
(2013 Region 4 Education Service Center)
SO WHAT??!!
• The words “Modification” and “Accommodation” have been used
interchangeably (even though they are very different)
Don’t get hung up on the wording
• Teachers need an understanding of WHAT TO DO for students
ADAPTING INSTRUCTION incorporates both modifications and
accommodations
ACTIVITY
Low Support Accommodations
Moderate Support
Accommodations
High Support Accommodations
ADAPTED INSTRUCTION
• Adapted instruction is based on the SDI required as a result of the student’s
disability. It is a blending of accommodations and modifications to the way a
skill is presented, assessed, and reinforced.
•
Using reduced complexity text (on the student’s independent reading level) for practicing a skill
•
Providing correctly-completed examples directly on assignment/homework pages for the student to reference
•
Reducing assignments to reduce anxiety about being able to finish (quality over quantity…what do you really want
the student to get out of this assignment?)
•
Reducing the complexity of the skill – the skill is reducing fractions…using a smaller set of numbers to practice the
skill
•
Provide extended time to complete assignments (with built-in breaks if necessary)
Adapted Instruction, continued…
•
•
•
•
•
•
•
•
•
Allowing for oral responses to gauge understanding of a skill
Allowing for graphic representations to demonstrate understanding of a skill
Providing a copy of notes (cloze-style, using a highlighter to identify key terms and
concepts, skeletal notes)
Using visual supports/anchor charts/drawings to reinforce skill development and to
provide visual reminders of skills
Assistance with making connections (using KWL charts, pictures to connect word with
concept)
Opportunity to talk it out before responding in writing
Graphic organizers to organize information for writing assignments, to break down
word problems into manageable pieces, to categorize information for deeper
understanding
Chunking assignments
Pre-teaching vocabulary and concepts for upcoming lesson (can be done during warmup time)
Our Education System
FOR A s:."Af A S E L E CT IO N
6 V £RY&ODY HA
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THAT
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If you jud ge a fish by its 'abilit y' to clim b a tree, it w ill spend its
entire life believing its stup id - A lbert Einstein
District Push
Make Instruction Relevant and Effective Through ResearchBased Strategies and Theories
• Specially Designed Instruction (SDI)
• Differentiated Instruction
• Co-Teach/Support
Facilitation Instructional
Models
• UDL (Universal Design for Learning)
SPECIALLY DESIGNED INSTRUCTION
• Specially Designed Instruction (SDI) for children
with disabilities is a requirement under the
Individuals with Disabilities Education Act (IDEA),
the federal law governing special education
programs. SDI refers to the teaching strategies
and methods used by teachers to instruct
students with learning disabilities and other
types of learning disorders.
IDEA’S DEFINITION
Specially Designed Instruction means adapting, as appropriate to the
needs of the eligible child…, the
• Content
• Methodology
• Delivery of instruction
• To address the unique needs of the child that result from the child’s
disability and
• To ensure access to the general curriculum, so that the child can meet
the educational standards…that apply to all children
A FEW EXAMPLES
• Strategic Notes
• Coding for Visualization
• X Marks the Spot
• 5 Minute Pause
• Verbal Reasoning
• Pre-Writing
• Nonlinguistic Representations
• Anticipation Guide
TABLE CONNECT
• How can SDI strategies be incorporated
into your instructional planning and
practices
DIFFERENTIATION
“Differentiation really means trying to make sure that teaching
and learning work for the full range of students, which really
should be our goal as teachers. We’ve often taught as though
all the kids in the classroom are wired exactly alike to learn, as
though they should come in programmed to learn on the
teacher’s schedule. Really, to me, differentiation is the common
sense of saying, if we take on the responsibility of teaching, we
accept the responsibility of making sure that every kid learns
as well as he or she possibly can.”
Carol Tomlinson
DIFFERENTIATION EXAMPLES
• Pre Assessing
• Curriculum Compacting
• Flexible Grouping
• Questioning
• Open-Ended Tasks
• Tiering
• Choice Boards
• Alternative Assessments
WHAT’S BEING SAID?
The “traditional” resource students on my campus are out in
general education classes, and they are failing!!!
• Develop rubrics to determine the SE (Student Expectations)
that must be mastered to address the grade level TEKS. Use
them to attach a grade to the skills!
• Paper / Pencil is not the only way to assess!
This is an example of a graphic
organizer for determining the change
in a character from the beginning of
the story to the end of the story.
(Note: this activity could be in the form of
a graphic representation on a poster, an
oral presentation, a slide show, etc…)
Students are to provide text
evidence from the story to show
what caused the character to change
(motivation).
They are then to explain why the
character’s change in the story is
important.
This is an example of a rubric
which could be used to assess
understanding of the skill.
It includes 3 SEs which fall
under TEK 5.6
Reading/Comprehension of
Literary Text/Fiction.
This is adapting instruction
and using alternative
assessments to determine
understanding of concepts.
This rubric can be used as the
grade for these SEs.
Benefits of using Alternative ways of assessing
understanding:
• Students experience success – they see evidence of their own understanding through grades
provided based on established set of criteria (rubric).
• Student work is meaningful – they know what’s expected.
• Students are less likely to shut down if they don’t see their class grade constantly in the
failing domain.
• Student behavior may improve – if I can experience success in the classroom, and
demonstrate in a way other than on a test that I understand, I’m less likely to draw attention
to myself for negative attention. Attention is on my success in class and not on my diverting
behavior.
• The more the student experiences success, the more likely he/she is to continue to be
engaged in learning. This may naturally lend itself to more success on the tests.
• Student experiences ownership in task if he/she is given a choice (offering 2-3 assessment
tasks)
TABLE CONNECT
• How can Differentiation be incorporated
into your instructional planning and
practices?
CO-TEACH/SUPPORT FACILITATION INSTRUCTIONAL
MODELS
• 1 Teach : 1 Assist
• 1 teach : 1 Observe
• Parallel Teaching
• Station Teaching
• Alternative Teaching
• Team Teaching
SF INSTRUCTIONAL MODELS
Team Teaching
13%
No Evidence of Instruction
3%
Station Teaching
10%
1 Teach:1 Assist (Student)
42%
Parallel Teaching
0%
1 Teach:1 Observe
29%
1 Teach: 1 Assist (Teacher)
3%
UNIVERSAL DESIGN FOR LEARNING
• Universal Design for Learning (UDL) is a framework for teaching and
learning that includes proactive planning of curricula (goals,
assessments, methods, and materials). Planning with UDL does not
assume a one-size-fits-all approach; instead it takes into account
the variability of all learners. UDL is based on research from a
variety of fields (e.g., education, psychology, and neuroscience),
and is organized around three learning networks of the
brain: recognition network, strategic network, and affective
network
National Center on Universal Design for Learning
Univer sal Design or Learning Guidelines
I. Provide Multiple Means of
Representation
II. Provide Mult iple Means of
Action and Expression
111. Provide Multiple Means of
Engagement
1 : Provide options for perception
4: Provide options for physical action
7: Provide options for recruiting interest
1 .1 Offer ways of customizing the display of information
1. Vary the methods for response and navigation
1. Optimize individual choice and autonomy
2. Offer alternatives for auditory information
2. Optimize access to tools and assistive technologies
2. Optimize relevance, value, and authenticity
3. Offer alternatives for visual informat ion
3.
2: Provide options for language, mathematical
expressions, and symbols
8 : Provide options for sustaining effort and persistence
5.1 Use multiple med ia for communication
1. Heighten salience of goals and objectives
2.1 Clarify vocabulary and symbols
2.Use multiple tools for construction and composition
2.Clarify syntax and structure
Minimize threats a nd distractions
5: Provide options for expression and communicatio n
2. Vary demands and resources to optimize challenge
3.Build fluencies with graduated levels of support for
practice and perf ormance
3. Foster collabor a tion and community
3: Provide options for comprehensio n
6: Provide options for executive functions
9: Provide options for self- regulation
3.1 Activate or supply background knowledge
1. Guide approp riate goal- setting
1.Promote expectations and beliefs that optimize
motivation
3.2. Highl ight patterns, critical features, big ideas, and
relationsh ip s
2. Support planning and strategy development
3.Support decoding of text, mathemat ical notation,
and symbols
4. Increase mastery-oriented feedback
4. Promote understanding across languages
2.5 Illustrate thro ugh multiple media
3. Facilitate managing information and resources
3. Guide information process ing, visualization, and
manipulation
2. Facilitate personal coping skills and strategies
9.3 Develop self- assessment and ref le ction
6 .4 Enhance capacity for monitoring progress
4. Maximize transfer and generalization
Strategic, goal-directed learners
Purposeful, mot ivated learners
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Table Talk
Does your district have a current focus on any of
these strategies/theories? Which ones would you
be committed to moving forward with?
What are your concerns about using alternative
assessments like the example given as a basis for
grades?
Can you see any of this being beneficial to students
who do not qualify for special education services?
How?
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RESOURCES
• Support Facilitation Instructional Models
o Co-Teaching: Concepts, Practices, Logistics – Marilyn Friend, PhD., August 2006
• Differentiated Instruction
o Assessment and Student Success in a Differentiated Classroom – Carol Ann Tomlinson and Toya R. Moon
• Universal Design for Learning
o http://www.udlcenter.org/
o Nelson, L.N. (2014). Design and Deliver: Planning and Teaching Using Universal Design for Learning. Baltimore, Maryland:
Brookes Publishing Company.
o
http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Questions/Comments/Suggestions?
Sheri Maston
Special Education Instructional Specialist Resource
and Support Facilitation, Middle Schools Pasadena
ISD
[email protected]
713-740-0095
832-570-9670
Tamera Walker
Special Education Instructional Specialist
Resource and Support Facilitation, High Schools
Pasadena ISD
[email protected]
713-740-0230
832-465-6433
Name ____________________________
Campus ____________________
Before today’s meeting:
What changes, if any, has your district made since gaining knowledge of the STAAR-M being eliminated? _____________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What research based strategies are you teachers currently utilizing? Have you seen proof of them using them with
fidelity? ___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Do your general education teachers struggle with reading and understanding accommodations, goals and objectives? If
so, is it because of terminology of lack of knowledge of how to use the strategies? ______________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
During today’s meeting:
The Prescription
Key Points
4 Types of research based
strategies/Theories
Specially Designed Instruction
examples
Differentiated Instruction
examples
Co-Teach/Support Facilitation
Instructional Models examples
UDL examples
At the end of today’s meeting:
Does your district have a current focus on any of these strategies/theories? Which ones would you be
committed to moving forward with?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What are your concerns about using alternative assessments like the example given as a basis for grades?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Can you see any of this being beneficial to students who do not qualify for special education services? How?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name: ___________________________
Reading: Mercury News editorial: Teen-agers will perform better with later school start times
Food for thought:
Class at FAKE high school currently starts at 7:15 AM. Is this too early for you to come to prepared to
learn? What are the benefits and negative effects of starting school later? Would you be more prepared
to learn if you came to school early?
During Reading:
Closing the achievement gaps.
Potential Benefits
Potential Obstacles
Key Points
Starting school late could help American schools catch up with
education systems around the world that are beating us. It could
also help close the education gaps that are currently between
different races within the United States.
Students are routinely falling asleep during class and at home while
attempting to study. Later start times could allow for more rest.
This could lead to students being more attentive at school.
The later start time could negatively impact the routines that are in
place, like bus routes. It could also take time away from extracurricular activities that take place after school.
Summarize on your own:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4: Provide options for physical action
7.1 Optimize individual choice and autonomy
7: Provide options for recruiting interest
III. Provide Multiple Means of
Engagement
4.1 Vary the methods for response and navigation
8.2 Vary demands and resources to optimize challenge
8.1 Heighten salience of goals and objectives
8: Provide options for sustaining effort and persistence
7.3 Minimize threats and distractions
7.2 Optimize relevance, value, and authenticity
5.2 Use multiple tools for construction and composition
5.1 Use multiple media for communication
5: Provide options for expression and communication
4.2 Optimize access to tools and assistive technologies
II. Provide Multiple Means of
Action and Expression
Universal Design for Learning Guidelines
I. Provide Multiple Means of
Representation
1: Provide options for perception
1.1 Offer ways of customizing the display of information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2: Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
8.4 Increase mastery-oriented feedback
8.3 Foster collaboration and community
5.3 Build fluencies with graduated levels of support for
practice and performance
9: Provide options for self-regulation
2.2 Clarify syntax and structure
6: Provide options for executive functions
2.5 Illustrate through multiple media
2.4 Promote understanding across languages
2.3 Support decoding of text, mathematical notation,
and symbols
3: Provide options for comprehension
9.1 Promote expectations and beliefs that optimize
motivation
Purposeful, motivated learners
9.3 Develop self-assessment and reflection
9.2 Facilitate personal coping skills and strategies
6.1 Guide appropriate goal-setting
Strategic, goal-directed learners
6.4 Enhance capacity for monitoring progress
6.3 Facilitate managing information and resources
6.2 Support planning and strategy development
3.1 Activate or supply background knowledge
3.2. Highlight patterns, critical features, big ideas, and
relationships
3.3 Guide information processing, visualization, and
manipulation
3.4 Maximize transfer and generalization
Resourceful, knowledgeable learners
© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.