Overview of Special Education

1
Overview of Special Education

• Texas Teachers
• Summer 2008
• Presented By
• Steve Hamman

2
AGENDA

• WELCOME AND INTRODUCTIONS
• REVIEW OF AGENDAS

3
DAY 1 AGENDA

• SPECIAL EDUCATION REFERRAL AND ELIGIBILITY
• SPECIAL EDUCATION SERVICES AND LRE
• LUNCH
• SPECIAL EDUCATION LAW
• ARD

4
DAY 2 AGENDA

• IEP
• MODIFICATIONS
• TEKS
• LUNCH
• LESSON PLANS/DIFFERENTIATED INSTRUCTION
• BEHAVIOR MANAGEMENT

5
DAY 3 AGENDA

• GOALS AND OBJECTIVES
• IEP CASE STUDY
• CASE STUDY PRESENTATIONS
• LUNCH
• TEAM HOYT VIDEO/DISCUSSION
• COMMUNICATION W/PARENTS
• ROLE PLAY
• BEGINNING OF YEAR ACTIVITIES
• REVIEW FOR TEXES SP.ED. EXAM

6
Special Education Referral Process

• Referral Process
• Notice and Consent
• IMPACT Team Process
• Evaluation Process
• Response To Intervention
• Timelines

7
Referral Process

• Referral can be by parent, teacher,doctor and
  other professionals
• Includes review of existing data on the student
• Must provide parents with Notice of Refusal if
  student doesnt qualify

8
Notice and Consent

• Parents receives Notice in writing
• The notice must include what the school has
  tried, a description of the tests, data use to
  make the referral
• Parents must receive copy of the Notice of
  Procedural Safeguards
• Notice must be provided in native language
• Parent must give written consent for initial
  evaluation to occur
• Parent can revoke the consent

9
IMPACT (Child Study) Team Process

• Special Education Referral Process is much more
  clearly defined (AISD requires Associate Supt.
  Approval of all Sp.Ed students)
• The Child Study team carefully considers the
  needs of each student that is referred and
  provides recommendations and develops a specific
  action plan for each student

10
Evaluation Process

• Once Notice has been provided and written
  parental consent received the school may begin
  evaluation
• The evaluation is called a Full and Individual
  Initial Evaluation
• The child must be evaluated in all areas of
  suspected disability
• The tests administered can not discriminate based
  on race, culture, language or mode of
  communication

11
Evaluation Process

• The evaluation is the first step of determining
  the childs needs and guides the development of
  the Individual Educational Plan if the child
  qualifies for Sp.Ed.
• A written report is compiled which highlights the
  students present level of performance and
  specific recommendations

12
RTI Response to Intervention

• To ensure that under achievement in a child
  suspected of having a learning disability is not
  due to lack of appropriate instruction in reading
  or math. Data must demonstrate that the child has
  been provided appropriate instruction in regular
  education and has been provided instruction
  utilizing scientific, research based interventions

13
Historical Practice In Special Education

• Struggling student was traditionally referred to
  special education testing if they did not respond
  to traditional, large group instruction in the
  general education setting
• Most interventions were campus developed and not
  research based methods and were often very short
  termed

14
RTI Definition

• The RTI process is a multi-step approach to
  providing services and interventions to students
  who struggle with learning
• The progress students make at each stage is
  closely monitored
• Results of the monitoring are used to make
  decisions for further research-based instruction
  or interventions

15
Benefits of RTI

• Has potential to limit the amount of academic
  failure that any student experiences
• Reduce inappropriate identification of learning
  disabled students related to culture or lack of
  educational opportunity
• Provide earlier identification of children who
  have true disabilities

16
Essential Components of RTI

• Progress monitoring in the general curriculum
• Use of scientifically proven interventions
• Progress monitoring of response to specific Tier
  2 interventions
• Assure that the interventions are provided
  consistently and that they align with the
  students needs

17
Tiered Intervention Model

• Tier 1 Classroom level interventions such as
  modifications, small group instruction
• Tier 2 Academic Interventions that are very
  specific and prescriptive for the learner often
  provide outside of the classroom
• Tier 3 Very intensive instruction that aligns
  with students needs

18
Tiered Teaching and Learning

• Tier 2 Interventions are generally monitored
  between 8 and 12 weeks
• Tier 3 Interventions are very individualized and
  intensive and students who do not respond are
  considered for special education services
• The Discrepancy Model is no longer recommended as
  an accurate method of identifying students with
  Learning Disabilities

19
Timelines for the Child Centered SpEd Process

• FIIE is to be completed within 60 days of written
  consent being received
• The ARD committee must convene within 30 days of
  completion of the evaluation.

20
Special Education Eligibility

• Physical Sensory Disabilities
• Learning Disabilities
• Mental Retardation
• Autism
• Emotional Disturbance

21
Physical/Sensory Disabilities

• Orthopedic Impairment
• Determined by a physician
• Body functions are so impaired the child cant be
  adequately served in general education w/out
  special service (educational need)
• Most common etiology or cause is cerebral palsy
• Gross and Fine Motor deficits and may feel
  isolated and inadequate

22
Physical/Sensory Disabilities

• Other Health Impaired
• Determined by physician
• Chronic or acute health problems which adversely
  affect educational performance (educational need)
• Common health related conditions heart, asthma,
  diabetes, epilepsy/seizure disorder, leukemia
• Since 1991 ADD and ADHD are now included this
  represents the largest group under this
  disability category

23
Physical/Sensory Disabilities

• Speech Impaired
• Determined by Speech Therapist
• Speech is so impaired cant be educated in
  regular classes w/out special services
  (educational need)
• 3 Major communication disorders
  Stuttering(fluency),articulation(oral
  motor),voice impairment(vocal cords)
• Structural malformation- cerebral palsy and cleft
  palate

24
Physical/Sensory Disabilities

• Speech Impaired
• Speech Impairment is often the gateway into
  Sp.Ed.
• Unable to comprehend meaningful ideas- receptive
  deficit
• Unable to use spoken words or augmentative
  communication to express meaningful ideas
  expressive deficit

25
Physical/Sensory Disabilities

• Teacher strategies related to these type of
  disabilities
• Accept child as is
• Look at child (eye contact)
• Encourage but dont ever force them into a
  situation
• Build self confidence by emphasizing students
  strengths
• Encourage participation in groups

26
Physical/Sensory Disabilities

• Auditorially Impaired
• Determined by an Otologist or physician
• Serious hearing loss even after corrective
  treatment or use of amplification(educational
  need)
• Certified audiologist required to evaluate
• Poor articulation and frequent academic delays

27
Physical /Sensory Disabilities

• Visually Impaired
• Determined by licensed ophthalmologist or
  optometrist
• Adversely affects educational performance even
  after correction
• Awkwardness in movement and fine and gross motor
  deficits
• Academic delays

28
Physical/Sensory Disabilities

• Deaf-Blind
• Combination of severe hearing and visual losses
  after best correction
• Must meet both AI and VI criteria
• Services for AI, VI and Deaf Blind must be
  available from ages 0 - 21

29
Physical/Sensory Disabilities

• Multiply Impaired
• Does not include deaf-blind
• Any 2 or more impairments are present
• Combination of disabilities causes severe
  educational deficits
• Results in multi-sensory or motor deficits
• Condition expected to continue indefinitely

30
Learning Disabilities

• Student has average or above average IQ ( not MR)
• Achievement assessment indicated severe
  discrepancy(more than one standard deviation)
  below intellectual ability in one of eight areas
  
• 1. Oral expression
• 2. Listening comprehension
• 3. Written expression
• 4. Basic reading skills (decoding)

31
Learning Disabilities

• 5. Reading Fluency Skills
• 6. Reading Comprehension
• 7. Math calculations (operations)
• 8. Math problem solving
• Student has had appropriate learning experiences
  in reading and math and other problems such as
  culture, economic status, native language and
  attendance do not appear to be cause of academic
  delays

32
Learning Disabilities

• IDEA 2004 requires a multidisciplinary team
  assessment and specifies that the LEA may not
  require use of a discrepancy between intellectual
  ability and achievement, but must permit the use
  of a process based on the childs response to
  scientific, research-based interventions
• Review examples of students Joe and Mary (old
  model)
• New model incorporates a pattern of strengths and
  weaknesses and may include discrepancy model

33
Learning Disabilities

• General Characteristics
• Disorders of attention
• Lack of organization
• Conceptual disorders unable to organize
  thoughts
• Poor motor abilities
• Perceptual and Information processing deficits
• Reading difficulties decoding
• Reading comprehension

34
Learning Disabilities

• Written Expression handwriting challenges
  dysgraphia
• Math difficulties problems with operations
  related to memorization and word problems related
  to reading challenges
• Learning Disabilities are often what we call the
  invisible disability students often over
  compensate to cover up disability

35
Mental Retardation

• Determined by a licensed psychologist or
  diagnostician
• Two or more standard deviations below mean on
  scales of verbal performance or nonverbal ability
  (Below 70 IQ)
• Assessment must specify the degree of retardation
• Assessment must consider adaptive behavior and
  deficits in this area should exist concurrently
  with other deficits

36
Mental Retardation

• The main etiology or causes include trauma,
  anoxia, chromosomal anomalies, premature birth
• Levels of Mental Retardation include Mild,
  Moderate, Severe and Profound

37
Mild Mental Retardation

• IQ range 55-69
• Behaviors near norm
• Educable can be self sufficient
• Can hold jobs
• Physical appearance normal
• Difficulty handling leisure time and or change

38
Moderate Mental Retardation

• IQ range 40 54
• Serious developmental delays
• Able to learn self help skills
• Can hold jobs but will need job coaching and
  support
• Functional academic skills
• Motor and coordination problems
• Requires support for social skill development and
  leisure skills

39
Severe Mental Retardation

• IQ range 25 39
• Very serious developmental delays
• Serious language delays or non-verbal
• May have multiple disabilities
• Little or no social interaction
• Repetition helps build self help skills
• Long term care is indicated

40
Profound Mental Retardation

• IQ range 0 24
• Extremely serious delays in all areas of
  development
• Very few if any self help skills
• Very little or no language
• No social interaction
• May self mutilate
• Lifetime care needed
• Quality of Life is the biggest program area for
  both the severe and profound population

41
Autism

• Onset before 30 months of age
• Pervasive lack of responsiveness to other people
• Often have significant deficits in language
  development
• Disturbances of responses to sensory stimuli or
  bizarre responses to environment
• Determined by a multidisciplinary team

42
Autism

• Often have delayed onset of speech of elective
  mutism
• The use of visuals including objects, pictures
  and picture symbols are an essential strategy for
  supporting this disability
• The visuals are often used to create a schedule
  of routines and activities
• Must be explicit and intentional in the teaching
  of social skills
• Autism supplement is required in state of Texas
  as part of the IEP It addresses 11 areas of
  consideration for this disability

43
Autism

• This disability is often referred to as a social
  communication disability
• There are many sensory issues with this
  disability and this must be addressed with an
  appropriate sensory diet embedded in the
  educational program in the most natural way
  possible
• The range of sensory deficits goes across all
  sensory areas and is either hypoactive or
  hyperactive in response

44
Emotional Disturbance

• One or more of the following characteristics over
  a long period of time and to a marked degree
  which adversely affects educational performance
• Inability to learn not due to intellectual
  factors
• Inability to maintain satisfactory relationships
  with peers or adults
• Inappropriate feelings/behaviors in normal
  situations

45
Emotional Disturbance

• Pervasive mood of unhappiness or depression
• Tendency to develop physical symptoms or fears
  (phobias)
• Must be determined by psychiatrist or licensed
  psychologist
• Report must reflect functional implications and
  behavior management recommendations
• Includes schizophrenia

46
Emotional Disturbance

• Main causal factors include chemical imbalance,
  trauma, and genetic predisposition
• Often have few if any friends
• Often very rigid in responses
• Little trust and operate with an external locus
  of control (always blaming others)
• The Anxiety/Withdrawal component is often
  overlooked

47
Traumatic Brain Injury

• TBI is defined as an acquired injury to the brain
  caused by an external force, resulting in total
  or partial functional disability or psychosocial
  impairment, or both that adversely affects a
  childs educational performance.
• The two age groups at highest risk for TBI are
  0-4 year olds and 15-19 year olds. TBI is the
  leading cause of death and disability in children
  and young adults.

48
Special Education Services and LRE

• Determination of Services
• Accommodations and Modifications
• ESY
• Related Services
• Medical Procedures / AT
• Instructional Arrangements

49
Determination of Services

• ARD committee considers the needs of the student
  and determines the types of programs and services
  that align with the assessed needs
• ARD considerations include statement of aids and
  services based on scientific based research, a
  statement of the school support and personnel to
  be provided, a statement of the related services
  and a statement of the interventions,
  modifications and accommodations

50
Determination of Services

• Modification a change in WHAT the student is
  expected to learn
• Accommodation - a change in HOW the teaching or
  testing are provided to the student
• Additional considerations must be considered for
  students with Autism Spectrum Disorder in the
  State of Texas

51
ESY Extended School Year Services

• Must be considered for all students receiving
  special education
• ARD committee must review and consider data on
  critical objectives that a student has exhibited
  severe or substantial regression that cannot be
  recouped within a reasonable time period
• A reasonable recoupment period is generally a
  reporting period of 6 9 weeks

52
Related Services

• Definition Developmental, corrective and
  supportive services including transportation,
  needed so student can benefit educationally on
  their IEP

53
Types of Related Services

• Adaptive Equipment/Assistive Technology
• Speech Therapy
• Special Transportation
• School Health and Medical Services
• Occupational and Physical Therapy
• Adaptive PE
• Art and Music Therapy
• Audiological Services/ Visual Therapy
• Counseling Services

54
Obtaining Related Services

• Decided and Reviewed by the ARD committee
• Provided by qualified personnel
• Medical procedures are required for students to
  have equal access (Review types of medical
  procedures)
• Assistive Technology must be considered for every
  student in SpEd
• Assistive Technology covers a full continuum from
  low to high tech

55
Obtaining Related Services

• A statement of the related services must include
  the dates of service and the frequency, duration
  and location of the services
• IDEA 97 and 2004 support the development of a
  collaborative IEP for related services

56
LRE Least Restrictive Environment

• The law requires that every student in SpEd
  receive a free and appropriate education which
  includes full access to the general curriculum,
  all facilities and extracurricular activities and
  the opportunity to be educated with non-disabled
  peers to the extent possible

57
Instructional Arrangements

• Continuum of Least to Most Restrictive
• Regular Class with consult/co-teach/inclusion
  teacher
• Regular Class with Modifications/Accommodations
• Regular Class and Resource class combination
• Self contained class with inclusion
  opportunities
• Self contained class on special campus

58
Instructional Arrangements

• Homebound Instruction
• Hospital or special setting classroom at a
  facility
• Residential Centers or community centers
• The law requires that all students in SpEd be
  educated as close to home as possible and that
  access to general curriculum and non-disabled
  peers must always be considered

59
Special Education Law

• PL 94-142
• IDEA Six Principals of the Law
• Major Changes of IDEA 2004
• History and Significant Individuals
• Major Legislation
• Parent and Student Rights

60
94-142 and IDEA

• 94-142 Education for All Handicapped Students
  Act was passed by Congress in 1975
• 1990 the law was reauthorized and became IDEA
  Individuals with Disabilities Education Act
• IDEA was reauthorized again in 1997 and 2004

61
6 Principals of SpEd Law

• Free Appropriate Public Education
• Appropriate Evaluation in all areas of suspected
  disability
• Individualized Education Program is required for
  all students receiving Special Education
• Least Restrictive Environment
• Parent/Student as decision makers
• Procedural Safeguards

62
Major Changes in IDEA 2004

• Protection of Gen Ed student who is referred to
  SpEd
• Services of transfer students
• Resolution Meeting Required when due process is
  filed
• ARD members dismissed early
• IEP amendments outside of ARD
• Response to Intervention model is determined as
  best practice for identifying students with
  Learning Disabilities

63
Major Changes of IDEA 2004

• Change in liability of district related to parent
  consent
• Increased focus on general curriculum and
  alignment with No Child Left Behind legislation

64
History of Special Education

• Individuals with disabilities were ignored,
  rejected and often punished
• Institutionalized
• Parents played key role in development of
  programs
• Federal grants were put in place prior to law
• Much of the work in early Special Education was
  based on learning theorists such as Piaget,
  Pavlov and Skinner and Bandura
• Increased focus on LRE
• Services must be based on research based practice
• Changes in Special Education Discipline and
  Manifestation Determination process

65
Major Legislation

• Section 504 Prohibits any qualified person with
  a disability from being excluded from
  participation in any program which receives
  federal funds Emphasis is on accommodations
• Americans with Disabilities Act Broad
  legislation protecting the rights of all persons
  with disabilities emphasis is on access

66
Major Legislation

• FERPA Family Education Rights and Privacy Act
  right to inspect records and to request copies of
  records
• NCLB No Child Left Behind requires special
  education teachers to meet highly qualified
  standards, requires participation of all students
  with disabilities in state assessment (only 3 of
  students can take off level or modified
  assessment) in order for campuses and district to
  make Adequate Yearly Progress-AYP

67
Parent Rights

• Must receive written notice before assessment
• Must given written consent before assessment
• Must be given description of all procedures
• May request due process if they disagree with
  results
• May request Independent Educational Evaluation if
  they disagree with district report

68
Parent Rights

• Must receive copy of Notice of Procedural
  Safeguards annually and upon initial referral or
  when an evaluation is requested or when a due
  process is filed (www.tea.state.tx.us/special.ed/)
  
• This document is designed to help parents
  understand their rights and the rights of their
  child under the law

69
Student Rights

• Right to be assessed in all areas of suspected
  disability
• Assessed with instruments that are related to the
  suspected disability and are not culturally or
  racially biased
• Assessed by qualified personnel

70
ARD Admission, Review and Dismissal

• Required Members
• ARD Agenda
• Role of Chairperson
• Determination of Eligibility
• Present Levels of Performance
• Other ARD considerations

71
ARD Required Members

• Parent or Surrogate Parent
• Student (When deemed appropriate and always by
  age 16
• Administrator or Designee
• General Ed Teacher
• Special Ed Teacher
• Assessment Staff (when discussing assessments)
• LPAC
• CATE
• AI and VI teachers

72
ARD Agenda

• Introductions
• Review Information and Determine Eligibility
• Transition Planning (by age 16)
• Review and Develop IEP
• Special Education Services
• LRE
• Additional Supplements
• Closing Activities

73
ARD Role of Chairperson

• Room arrangement and IEP materials ready (tape
  player and tapes)
• Have meeting agenda prepared
• Begin on time
• Do introductions and state purpose of ARD
• Ensure that required members are present
• Check for understanding throughout meeting to
  ensure consensus
• End on time and provide copies

74
ARD Determination of Eligibility

• Two major considerations are always the assurance
  that the student meets the disability eligibility
  criteria and that the student has an identified
  educational need that can only be provided
  through special education
• ARD committee must review information from a
  variety of sources
• A student may not be eligible if determined that
  they have had a lack of instruction in reading
  and math or determination is based on LEP

75
ARD Present Levels of Academic Achievement and
Functional Performance

• Consider strengths of student
• Consider concerns of parents
• Consider all current assessments
• Consider performance on state assessments
• Consider communication needs
• Consider behavior needs
• Consider assistive technology needs
• Consider AI and VI needs if appropriate

76
Other ARD Considerations

• LRE Assurances
• Reaching Consensus
• ARD Disagreement and 10 day recess
• Decisions and issues which are outside of the
  scope or authority of the ARD

77
IEP Individual Education Plan

• Components of the IEP
• IEP Planning
• IEP Development
• Types of Meetings
• IEP Characteristics
• Goals and Objectives
• State Assessments
• Transition/Graduation Sequence

78
Components of the IEP

• Present Levels of Academic Achievement and
  Functional Performance
• Measurable annual goals and objectives
• Special education and related services and
  supports
• Consideration and discussion of the Least
  Restrictive Environment most appropriate for the
  student

79
IEP Planning

• Assessment is the prerequisite to quality
  planning and includes both formal and informal
  assessment
• Purpose of assessment is to develop IEP goals and
  objectives which align with student needs
• Consider what environment will be the least
  restrictive for the student to make progress
• Assessment and progress monitoring are a
  continuous process

80
IEP Development

• The ARD committee must consider the method of
  evaluation which will be used to measure progress
  and how data will be collected and reported
• State assessment must be carefully considered
  TAKS, TAKS-A, TAKS-M, TAKS-Alt The SDAA and
  LDAA no longer exist

81
Types of ARD Meetings

• Admission Determine if eligibility and
  educational need are present and develop IEP and
  identify services and placement
• Review Annual meeting required for every SpEd
  student- review eligibility and IEP and develop
  IEP and services if still eligible
• Dismissal Review of data determines that
  student is no longer eligible for SpEd due to
  lack of educational need or doesnt meet criteria
  for disability

82
IEP Characteristics

• Description of services and location of services
• Identifies performance criterion
• Sets timeline for evaluation
• Identifies modifications and accommodations for
  the student
• Identifies persons responsible for implementing
  the IEP and related services

83
Goals and Objectives

• Annual measurable goals are statements developed
  from current levels of performance that state
  what a student should accomplish in a year
• Objectives or benchmarks are statements that
  relate to the goal and define where a student
  will be at a certain period of time
• Goals and objectives are required for all areas
  in which the disability adversely affects
  performance

84
Goals and Objectives

• IEP goals and objectives must correlate with
  current levels of performance and must align with
  student needs and assessment decisions
• New goals and objectives must be developed
  annually

85
State Assessments

• According to NCLB by 2014 the proficiency
  standard for all state assessments must be 100
• All students must be held to the same high
  standards of academic achievement
• There is a 3 cap that states are allowed which
  refers to the of SpEd students who are test
  takers and who may take a modified assessment

86
State Assessments

• 2 cap refers to students that are performing
  very significantly below grade level and in Texas
  will probably take the TAKS-M which is a modified
  achievement standard
• 1 cap refers to students with significant
  cognitive delays who will take the TAKS-Alt
• The TAKS-A is a regular achievement standard but
  just has more allowable accommodations than TAKS

87
Transition/Graduation Sequence

• Transition services that prepare students for
  post-graduation must be in place by the 16th
  birthday for all SpEd students
• Transition planning focuses on 4 major areas
  Education, Employment, Independent Living and
  Community and Recreation skills
• Course of study should align with transition
  goals and ARD pre-planning is required
• Consider community agencies

88
Modifications

• Definitions of Modifications and Accommodations
• Levels of Performance
• Strategies for Selecting Modifications and
  Accommodations
• Gallery Walk Activity
• Modifications for Tests
• Modification Documentation

89
Definitions

• MODIFICATION A change in what the student is
  expected to learn and or demonstrate. It is WHAT
  the student is expected to learn
• ACCOMMODATION A change made to teaching or
  testing procedures in order to increase the
  students access to information and to create an
  equal opportunity to demonstrate knowledge and
  skills. It is HOW instruction is delivered and or
  learning is assessed.

90
Levels of Performance

• Before we provide accommodations or modifications
  we must have a true picture of the students
  level of performance
• Our modifications and accommodations should be
  very prescriptive

91
Gallery Walk Activity

• Review of Process for Selecting
  Modifications/Accommodations handout
• Number off 1-12
• Read the Level of Performance at each station
• As a group select a couple of appropriate
  modifications
• Rotate from station to station every 2 minutes
• Reflections on the activity

92
Modifications for Tests

• Explain directions orally
• Underline directions
• Provide examples of how student is to respond
• Give untimed tests
• Grade on amount completed
• Give an outline for essay questions
• Read tests
• Give a practice test
• Adjust readability to students needs

93
Modification Documentation

• As a case manager teacher you are responsible for
  sharing the required modifications/accommodations
  with all staff who are expected to implement the
  IEP
• You should assist the general ed teachers and
  paraprofessional staff in developing data
  collection tools that are easy to use and provide
  needed information to ensure compliance- It is
  good to follow up frequently to assure
  implementation

94
TEKS Texas Essential Knowledge and Skills

• TEKS Strand
• Year Overview
• Instructional Planning Guide
• Small Group Activity and Discussion of TEKS
  implementation
• Reading /Literacy Core Program and Interventions

95
TEKS Strand Overview

• STRAND TWO Patterns, Relationships and Algebraic
  Thinking Handout
• TEKS 208
• Algebra II
• Describe functional relationships for given
  problem situations and write equations or
  inequalities to answer questions arising from
  situations
• Review Overview

96
Instructional Planning Guide

• Locate TEKS 208 Patterns, Generalizations,
  Relationships, Proportional Reasoning and Making
  Prediction
• Locate TEKS 208 b1 The student understands that
  a function represents a dependence of one
  quantity on another and can be described in a
  variety of ways
• Review other categories of the IPG

97
Lesson Plans and Differentiated Instruction

• Components of DI
• DI Model
• Multiple Intelligences Activity
• Tools/Websites
• Design Tool
• Instructional Design Activity
• Other DI Strategies

98
Differentiated Instruction

• 4 Components of Differentiated Instruction
• Student Learner Characteristics
• Deep and Rich Content Knowledge
• Repertoire of Strategies for DI
• Classroom Organization and Management

99
Differentiated Instruction Model

• Pre Assessment of Prior Knowledge
• Content What the Teacher plans to teach
• Process How Teacher plans instruction
• Assessment Measurement of Content
• Analysis of Student Learning (ongoing)
• You cant differentiate instruction until you
  know how your kids differ

100
Multiple Intelligences Activity

• This is one example of Differentiated Instruction
  related to Learner Characteristics
• Complete the Assessment
• Share your results with the person next with you
• Discuss how this type of activity would help you
  differentiate instruction in your classroom

101
Tools and Websites for Learner Characteristics

• Categories of Learner Characteristics
• Readiness Levels www.earlyreading.info
• Interests/Hobbies/Motivators-www.familyeducation.c
  om
• Self-Management- www.educationplanet.com
• Learning Styles- www.howtolearn.com/lsinventory

102
Instructional Design Tool 6 steps

• 1 What am I teaching
• 2 Pre-Assessment Tool/Activity
• 3 Lesson Design Instructional Activities
• 4 Grouping
• 5 Assessment/ Product
• 6 Additional Instructional Decisions Students
  who require additional supports/Accommodations/
• Modifications/In-class support/Individual
  assessment

103
Instructional Design Activity

• Get in a group of 4
• See handouts on Science 4th grade planning guide
  and 4 student case studies
• Using Design Tool fill in the following
  information 1 4th grade science scientific
  method 2 Review computer based data on each
  student, 3,4 Activity 1a- Label environment
  using vocabulary-whole group, Activity 1b
  Accountable Talk/Gallery Walk small group

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Instructional Design Activity

• 3,4 Activity 2a Develop criterion chart with
  partner, Activity 2b Identify steps of the
  inquiry or scientific method large group,
  Activity 3 Complete interactive journal
  individual
• 5 Activity 1a assessment product is labeled
  environment, Activity 2a,b assessment is
  completed criterion chart and steps of scientific
  method,Activity 3 assessment is completed
  journal

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Instructional Design Activity

• 6 Using handout on 4 student case studies
  design the accommodations, modifications,
  in-class support and individualized assessment
  that will be needed for each of these students to
  participate in the science lesson
• Share reflections about this activity in the
  large group

106
Other DI Strategies

• Organizers for Concept Teaching
• Use of checklists for writing, math
• Response Cards and benefits
• Tiered Learning Activity
• Graphic Organizers
• Created Differentiated Learning environments

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Behavior Management

• TBSI-Texas Behavior Support Initiative
• Schoolwide/Classroom Interventions
• Individual Interventions
• Use of Time Out
• Severe Behavior

108
Behavior Management

• Functional Behavior Assessment
• Behavior Intervention Plan
• Manifestation Determination
• Positive Behavioral Interventions
• Sample Contracts

109
FBA-Functional Behavior Assessment

• A FBA is a process of analyzing the behaviors of
  a student in terms of what happens immediately
  before and after the behavior of concern. The
  purpose is to determine the function of the
  behavior. A FBA is a team effort and should
  include all team members who work directly with
  the student. The FBA can be done outside an ARD
  but its results should be discussed in an ARD
  because it is the driver of the BIP.

110
FBA-Functional Behavioral Assessment

• Components of the FBA
• Identify strengths of the student
• Identify student interests
• Identify behaviors of concern
• Identify the context in which behavior occurs
• Identify the antecedents and triggers that occur
  prior to behavior
• A FBA must be developed for a SpEd student who
  has been removed for 10 days or more

111
Behavior Intervention Plan

• If a student has a BIP they must have a FBA also
• The FBA guides the development of the BIP
• The BIP clearly indicates the strategies and
  consequences which apply to each problem behavior
• The law requires the use of positive behavior
  supports and strategies for all problem behaviors
• IEP goals are developed to support the BIP

112
Manifestation Determination

• A Manifestation Determination ARD must be held
  when a SpEd students removal is for more than 10
  days or when a student has committed a special
  circumstance offense (weapons, drugs or serious
  bodily injury)
• See handout for procedures for preparation for
  Manifestation ARD and activities carried out
  during the ARD

113
Manifestation Determination

• The following two standards must be considered to
  determine if the behavior of a student is a
  manifestation of the students disability
• Standard 1 Is the behavior subject to
  disciplinary action a direct result of failure of
  the school to implement the IEP (Were the SpEd
  services and BIP strategies provided consistent
  with the students IEP and placement?)

114
Manifestation Determination

• Standard 2 Based on the information presented
  to this committee , does there appear to be a
  direct and substantial relationship between the
  incident in question and the students
  disability?
• If either of the 2 standards are met the behavior
  is considered to be a manifestation of the
  students disability and the student cant be
  removed to an AEP but must remain in current
  placement

115
Manifestation Determination

• Because the student remains in the current
  placement the ARD committee must problem solve
  and revise the FBA and BIP
• If the behavioral infraction falls into a special
  circumstance category(drugs, weapons, serious
  bodily injury) the student can be removed for up
  to 45 days
• If the 2 standards are not met the SpEd student
  may be removed with the same procedures used for
  GenEd

116
IEP Development and Case Study

• Writing Measurable Goals and Objectives
• Sample IEP
• Data Collection

117
Measurable Annual Goals

• Goals must be aligned with student needs,
  strengths, preferences and interests
• Goals should be written based on estimated
  progress on an annual basis
• Goals should relate to general curriculum and
  provide a sequence of meaningful learning
  experiences

118
What Makes up an Objective

• Measurable precise statements of expected
  achievements
• The subject or person expected to act
• An observable action verb that can be verified
• Conditions that should be present to act upon
  objective
• Criterion on how the action will be measured and
  how you will know the skill has been mastered

119
Sample IEP and Data Collection

• Review of IEP on Charlie and identification of
  the components of measurable goals and objectives
• The main purpose of data collection is to
  establish a baseline or present level of
  performance and to create a system to determine a
  students progress toward achievement of the
  goals and objectives

120
Types of Data Collection

• Narrative/descriptive
• Use of numbers to tally, date, count or score
• Permanent products such as tests, projects,
  observation records, point sheets, portfolios and
  other assignments
• There are 4 types of recording systems
  frequency, interval, duration and latency
• Ways of organizing data include graphs, charts
  and summary tables

121
IEP Case Study

• Divide into groups of four-number off 1-4
• Read the case study
• Complete the IEP Worksheet
• Develop one data collection form
• Discuss in Groups 1-4
• Large Group Share

122
Team Hoyt Video

• View Video
• Discussion
• Introduction of Stages of Grief
• 1. Denial
• 2. Anger
• 3. Bargaining
• 4. Depression
• 5. Acceptance

123
Guidelines for Positive Communication with Parents

• To Parents/ To Teachers
• Principles of Collaboration
• Taking Care of Yourself
• Moving Toward the Roar
• Interest Based Problem Solving
• Summarizing and Reframing
• Steps of IBPS

124
Parent Guidelines for Communication

• Respect Teachers Time
• Provide Information about your child
• Respect the Teachers Expertise
• Be honest and polite
• Talk to the right person about concerns
• Talk about the present
• Value the unique qualities of the teacher
• Realize teacher has emotional needs
• Teacher cannot fix disability

125
Teacher Guidelines for Communication

• Be available
• Communicate as often as needed
• Respond as quickly as you can to parents
• Show parents that you value input
• Help parents prepare for transitions
• Be sensitive to cultural differences
• Respect the parents child rearing skills
• Be positive about the child
• Try to walk in parents shoes

126
Principles of Collaboration

• Focus on the child
• Allow enough time for meetings
• Think creatively
• Focus on strengths
• Work to reduce defensiveness
• Every encounter matters
• Maintain a sense of humor
• Avoid talking negative about others
• Build a culture of acceptance

127
Taking Care of Yourself

• Both parents and school staff need to take breaks
  from children
• Remember the only person you can change is
  yourself
• Take a break after a difficult encounter
• Debrief with a friend or colleague after a
  difficult encounter
• Be accepting of yourself and others
• Dont try to have all of the answers
• Listen carefully and say Thanks

128
Moving Toward the Roar

• Read this Masai Tribal story to the large group
• Reflect on how this relates to our work with
  families and coworkers and our ability to resolve
  conflicts

129
Interests Based Problem Solving

• Types of Questions
• Open Ended These help people speak more freely
• Closed These questions result in short answers
  and limited info
• Leading Leads the person to answer the way the
  questioner wants
• Why These questions seek the reason behind some
  action or thought may cause defensive response

130
Summarizing and Reframing

• Reflecting- parroting the speaker
• Paraphrasing reflect thoughts of the speaker in
  your own words
• Neutral Language changes strong emotional words
  to more neutral terms Ex. Angry becomes upset
• Summarizing - using neutral language does not
  require the speaker to repeat every word but
  rather gives an overview

131
Steps of Interests Based Problem Solving

• Stage One Prepare for the Discussion (
  Negotiation)
• Stage Two The Discussion (Negotiation) Steps of
  this process include
• 1. Opening
• 2. Gather and Share Information
• Including the position and interests of both
  parties
• 3. Define the Problem based on interest of each
  party

132
Steps of Interests Based Problem Solving

• 4. Generate and Discuss Options
• 5. Create the Solution
• 6. Closure
• Communication Skills that Facilitate IBPS/
  Negotiation
• Active Listening
• Asking Open Ended Questions
• Using I statements
• Summarizing using Neutral Language
• Separating Positions from Interests

133
Role Play Activity

• Select a partner
• Determine who will be the parent and the
  principal
• Read The Unhappy Parent
• Role Play utilizing the IBPS skills
• Discuss your responses to the process
• Large Group discussion

134
Beginning of Year Activities

• Compliance
• Communication and Planning
• ESY
• TAKS
• Surrogate Parents
• Other Language
• Transition

135
Study Tips for TeXes SpEd Review Exam

• Review of Typical Development
• Review of Disabilities
• Review of Strategies/Methods
• Review of Test Taking Strategies
• Practice Test Questions

136
THANK YOU !!!

• Youve Been a Great Group to Work With !!!!
• Please feel free to contact me
• Steve Hamman
• 512-258-4208
• skhamman_at_msn.com