STANDARDS-BASEDINSTRUCTION

May 13, 2020

Why Are We Here Today?

Who Is Here to Support You?

•  FLDepartmentofEducation•  BureauofExceptionalEducationandStudentServices•  BureauofStandardsandInstructionalSupport

•  FLDiagnostic&LearningResourcesSystem(FDLRS)•  FLInclusionNetwork(FIN)•  FLStatePersonnelDevelopmentGrant(SPDG)• ProblemSolving/ResponsetoInterventionProject(PS/RtI)

•  StudentSupportandAcademicAchievementUnit•  TechnologyLearningConnectionsUnit

What do you need immediate support with?

5.MTSS/DifferentiatedInstruction/UDL4.Accommodations/Modifications3.StrategiesforAllStudents/SpeciallyDesignedInstruction2.LessonPlanning1.Assessment

What is the biggest obstacle? MTSS/Differentiated Instruction/UDL

Share a solution… •  Concise and engaging lessons •  Clear collaboration •  Focus on clarity of the learning goal

What is the biggest obstacle? Accommodations/Modifications

Share a solution… •  Create videos of teaching (using

a backwards design) •  Share notes

What is the biggest obstacle? Strategies for All Students/Specially Designed Instruction

Share a solution… •  Collaboration between the general

education and special education teachers

•  Access to IEPs •  Understanding annual goals •  Understanding access points

What is the biggest obstacle? Lesson Planning

Share a solution… •  Focus on clarity of the learning goal •  Multiple means of support •  Resources

What is the biggest obstacle? Assessment

Share a solution… •  Understanding testing/assessment

accommodations

Who Is Here to Share/Learn?

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What is Special about Special Education? ●  StudentswithDisabilitiesaregeneraleducationstudentsfirst!

●  SpeciallyDesignedInstructionforonechildisjustgoodteachingforanother!

Howdowemakeitspecialforthatstudentinthegeneraleducationclassroom?

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Laws...

EveryStudentSucceedsAct(ESSA2015)

●  Allstudentsaregeneraleducationstudentsfirst●  Allstudentsmustbetaughttohighstandards●  Schoolsmustaddressneedsofthoseatriskofnotmeetinghighstatestandards

●  UniversalDesignforLearning,includingtechnology,supportslearningneedsofallchildren

https://www.ed.gov/essa

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Laws... IndividualswithDisabilitiesEducationAct(IDEA2004)

●  Preferencestatedabouteducatingstudentswithdisabilitiesinregularclasseswithappropriateaidsandservices

●  GeneraleducationclassroommustbethefirstplacementconsideredbytheIEPteam

●  Removalshouldonlybeconsideredifneedscan’tbemetwithuseofaidsandservices

●  TheIEPteamplansfortheextentthatastudentisincluded

http://idea.ed.gov/16

Laws... Section1003.57(1)(a),F.S.:Definesinclusiontomean...

“...astudentwithadisabilityreceivingeducationinageneraleducationregularclasssetting,reflectingnaturalproportionsandageappropriateheterogeneousgroupsincoreacademicandelectiveorspecialareaswithintheschoolcommunity;astudentwithadisabilityisavaluedmemberoftheclassroomandschoolcommunity;theteachersandadministratorssupportuniversaleducationandhaveknowledgeandsupportavailabletoenablethemtoeffectivelyteachallchildren;andaccessisprovidedtotechnicalassistanceinbestpractices,instructionalmethods,andsupportstailoredtothestudent’sneedsbasedoncurrentresearch.”

www.fldoe.org

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Quick Review – Common Language ●  Collaboration:Astylefordirectinteractionbetweenatleasttwocoequalpartiesvoluntarilyengagedinshareddecisionmakingastheyworktowardacommongoal.Friend&Cook(2017)

●  Co-Teaching/TeamTeaching:Twoormoreteachersareassignedtoagroupofstudentsandeachteacherisresponsibleforallofthestudentsduringtheentireclassperiod.Inordertobeconsideredteamteachingorco-teaching,eachteacherisresponsibleforplanning,delivering,andevaluatinginstructionforallstudentsintheclassorsubjectfortheentireclassperiod.Section1003.03(5),F.S.

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Quick Review - Common Language ●  InclusionTeaching/SupportFacilitation:Twoormoreteachers

areassignedtoagroupofstudents,butoneoftheteachersisresponsibleforonlyonestudentorasmallgroupofstudentsintheclassroom.Section1003.03(5),F.S.

●  Accommodations:Accommodationsarechangesthataremadeinhowthestudentaccessesinformationanddemonstratesperformance(Rule6A-6.03411(1)(a),FloridaAdministrativeCode[F.A.C.]).

●  Modifications:Modificationsarechangesinwhatastudentisexpectedtolearn,andmayincludechangestocontent,requirementsandexpectedlevelofmastery(Rule6A-6.03411(1)(z),FloridaAdministrativeCode[F.A.C.]).

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Accommodations ●  Ifyoutypicallyassign20reviewproblemstotheclass,an

accommodationwouldbetoassign“Billy”10problems.However,itisimportantthatyouincludeallofthestandardsthatarebeingcovered.

●  Onyourtest,putan*ormarkbytheproblemsyouwant“Billy”tocompletefirst.Itisagainimportantthathecoverallstandards,however,hedoesnotneedtocompletemultipleexamplesofeachstandardtothepointofbeingoverwhelmed.

●  Studentsneedtobeencouragedtoattemptasmanyproblemsastimeallows(maybeevenforbonuspoints)butwedonotwantthemtogetboggeddownonproblemsthatmaytakesomuchtimetheywillnotcompleteenoughtodemonstratemasteryofthestandards.

WhatdoMathAccommodationslooklikeinthevirtualsetting?

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Modifications ●  Ifyoutypicallyassign20reviewproblemstotheclass,anaccommodationwouldbetoassign“Billy”sevenproblems.Andyoumaynotbeaddressingallofthestandards.

Youcanfind“RelatedAccessStandards”directlyonCPALMS.

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Modifications

●  Ifyoutypicallyassign20reviewproblemstotheclass,anaccommodationwouldbetoassign“Billy”7problems.Andyoumaynotbeaddressingallofthestandards.

●  Youcanfind“RelatedAccessStandards”directlyonCPALMS.

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Quick Review - Common Language ●  SpeciallyDesignedInstruction:SpeciallydesignedinstructionasdefinedbyIDEAregulationsreferstoadaptationstothecontent,methodologyordeliveryofinstructionthat:○  Addresstheuniqueneedsofachildthatresultfromthe

child’sdisability○  Ensureaccesstothegeneraleducationcurriculumsothat

thechildcanmeettheeducationalstandardsthatapplytoallchildren(34CodeofFederalRegulations(CFR)300.39(b)(3))

○  AreguaranteedbyIDEAandimplementedinaccordancewiththeindividualeducationalplan(IEP)process

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Quick Review - Common Language ●  InClassSupports:SpeciallyDesignedInstructionprovidedinthegeneraleducationclassroom,asdesignatedbythestudent’sIEP.Includesco-teaching,supportfacilitation,anddual-certifiedmodels.

*requiresthatteachersbetrainedinteam-teachingstrategieswithin1yearF.S.1003.03(05)

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ContinuumofIn-ClassServiceDeliveryModels

Indirectsupport In-classsupports(generaleducationclassroom)

Consultation Co-Teaching* SupportFacilitation*

DualCertified

IDEA and Specially Designed Instruction IDEAdefinesspeciallydesignedinstructionas:

“adapting,asappropriatetotheneedsofaneligiblechild,

●  thecontent,●  methodology,or●  deliveryofinstruction

toaddresstheuniqueneedsofthechildthatresultfromthechild’sdisabilityandtoensureaccessofthechildtothe

generalcurriculum,sothatthechildcanmeettheeducationalstandardswithinthejurisdictionofthepublicagencythatapplytoallchildren.”34CFR§300.39(b)(3)

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Why Focus on Specially Designed Instruction? “Morethan90%(inFlorida)ofstudentswithdisabilitiesdonothaveintellectualdisabilities,andsotheyarecapableoflearningthestandardcurriculum,albeitwithspecializedinstructionandaccommodationsasneeded.Further,nearlyallstudentsareexpectedtotakethestandardhigh-stakestests.”~M.Friend,2019,p.126

Ourfocustodayisplanningsupportsandaccommodationsthatthe90%ingeneraleducationsettingsneedinordertolearn.

Iftherearestudentswithdisabilitiesinyourschoolinaself-containedsettingthataretakingtheFSA,howareyoumakingsuretheyarereceivingstandards-basedinstruction?

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Characteristics of SDI 1)  TailoredtomeetstudentneedsinPLEPandaddress

disabilityarea/IEPgoals.2)  Changesincontent,methodology,ordeliveryof

instruction.3)  Systematic,carefullyplanned,monitoredfor

StudentsWithDisabilities.4)  Providesaccesstothegeneralcurriculum.5)  RequiresESEexpertise

IftheyALLneedit,it’snotSDI!!

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Providing SDI 1.  InstructionalPrograms(Read180,ReadingMastery,WilsonReadingSystem,SaxonMath,Skillstreaming,CoolKids)2. IncreasedInstructionalIntensity(taskanalysis,moreexamples,morepractice,systematicreview,smallergroup)*SpecializedTechniques(chaining,socialstories,behavioralcontracts)*IntegratedPractices(engagementandparticipation)(choralresponding,turn-n-talk,cooperativelearning,technology-basedapps)3. LearningStrategies(STOP,RAP,SPLASH,POSSE,SQ4R,KWL,QAR)

~M.Friend,2019

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ExamplesofSDI

CurriculumandLearning

EmotionalandSocial

IndependentFunctioning

Communication

· LearningStrategies

· Modeling

· RepeatedPractice

· ScaffoldedInstruction

· Multi-SensoryTeachingStrategies

· InstructiononUsingaGraphicOrganizer

· SmallGroupInstruction

· DirectInstructioninReplacementBehavior

· DirectInstructioninSocialSkills

· TeachSelf-Regulation

· IndividualBehaviorProgram

· SocialStories

· RelaxationStrategies

· De-escalationStrategies

· DifferentialReinforcement

· Self-MonitoringStrategies

· Hand-Over-HandGuidance

· InstructioninUseofEquipment

· VerbalPrompting

· TaskAnalysis

· Mnemonics

· Cueing(verbal,nonverbal,visual,photo,etc.)

· SocialScripts

· V e r b a l / G u i d e dRepetition

· A u d i t o r yD i s c r i m i n a t i o nTraining

· AugmentativeandAlternativeCommunication(AAC)Usage

· InstructionofAmericanSignLanguage

· TimeDelayStrategies

· ClozeProcedures

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ProvidingSDIGenerally, SDI can be integrated into a

collaborative classroom. It is the primary responsibility of the ESE teacher to identify techniques needed to meet IEP goals

and services, and incorporate them into a lesson.

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Example - Secondary FourstudentswithIEPgoalsformathareinaco-taughtmathclassandarestrugglingwithfunctions.Thetopichasalreadybeentaughttothelargeclass.

Tripleparallelteachinggroupsarearranged.Worksheetproblemsalllookthesame,buthavedifferentlevelsofproblems.Theadvancedgroupworksindependentlytoextendtheirknowledge,whileasecondgroupworkswiththeteachertoaskquestionsastheyoccur,withguidanceasneeded.Thethirdgroup,withsixstudents(thefourwithIEPsandtwoothers),isreviewingstep-by-stepwhatafunctionis,andhowtodetermineoutputbasedonspecificinput.Theyactoutthefunctions,andworkwithpartnerstosolveproblemsrelatedtofunctions.Theteachersusealternativeteachingthenextdayandseveraltimesoverthenextweekstoprovideadditionalpracticeforvaryinggroupsofstudents.Warm-upactivitiesarevariedtomatchstudentneedseachday,whichprovidesyetmoretargetedpractice.

Assessmentincludesformativemeasurestocheckforaccuracy,alongwiththeunitsummativeassessments.

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LuannbyGregEvans

April1,2002

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Reassessing1.   Earlyintheschoolyearmakestudentsandparents

awaretheworkcanberedoneattheteacher’sdiscretion.

2.   Requirestudentstosubmitaplanforrelearning.

3.   Requireparentstosigntheoriginal,poorlydoneattemptwiththesubsequentcopies.

4.   Youmayneedtocomebackandaddressthiscontentatalaterdateifthestudentisnotready.

“Fair isn’t Always Equal” 2nd edition by Rick Wormeli

.

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Reassessing1.   Youcanonlyhavethemredotheportiontheydid

poorlyon.

2.   Youreservetherighttogiveanalternateversion.Wedonotwantthemtosimplymemorizeatestandretakeit.

3.   Ifthesamestudentisalwaysinneedofthe“redo”weneedtoinvestigatethecause.

4.   Ifitistoooverwhelming,donotallowretakesthelastweekofthegradingperiodorrightbeforereportcardsgoout.

“Fair isn’t Always Equal” 2nd edition by Rick Wormeli

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Latework1.  Doestheschoolpolicydictatehowtogradelate

work?Ifnot,considertakingoffpointsbutnotsomanythatitchangestheaccuracyofthegrade.

2.   Ifthestudentischronicallylate,weneedtoinvestigatethecause.Weneedtoworkwiththemtoteachthemtheimportanceofbeingontime.

Howdoyoudealwithlateworkinavirtualenvironment?

“Fair isn’t Always Equal” 2nd edition by Rick Wormeli

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SWDs1.   Themosteffectiveandaccurateapproachisto

considerallstudentsintheclassroomasregulareducationstudents(NotonlytheESEteacher’sstudents).

2.   Bothteachersneedtoreviewthestudent’sworkandseeifwhataccommodationsareneededforthestudenttosuccessfullymasterthestandard.

3.   Ifneeded,identifywhatisneededtosupportthestudent.

“Fair isn’t Always Equal” 2nd edition by Rick Wormeli

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GradingScales–ConsiderUsingaRubric1.   Studiesshowthatagradebasedonfrequentuseof

rubricswithcleardescriptorsresultsinamoreaccuraterenderingofstudents’masteryattheendofthegradingperiod.

2.   Considerusinga3.0,5.0,or6.0rubric.Studentsandparentstendtoviewthe4.0rubricas4=A,3=B,2=C,etc.

3.  Differentiatingteacherstendtouserubricsmorethanpercentages.“Fair isn’t Always Equal” 2nd edition by Rick Wormeli

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Helpful Hints Ø  ProvidetheTorFforstudentsandletthemcircle.Thenyou

arenotlefttoguesswhattheymeant.Ø Writedefinitionsontheleftandlistofwordsontheright.This

ishelpfultoSWDs.Ø  Forstudentsstrugglingwithreadingcomprehensionitis

beneficialtohavethe“blanks”attheendofthesentences.”Ø  Highlightkeywords(three,most,least,not)sostudentsdonot

losefocusontheexpectations.Ø  Becarefuloftimedtests.WorktowardsmasteryØ  Incorporatestudents’namesandtheirculturalreferencesinto

testitems.Ø  CircleormarkspecificquestionsthatSWDsneedtofocuson.

Wedonotwantthemtogetboggeddownononequestionandnotanswertheonestheycouldtackle.

“Fairisn’tAlwaysEqual”2ndeditionbyRichWormeli

CEC Quick Takes: What to Know About Student Privacy

• Virtualuserscantakestepsbeforeameetingbeginstobesurethattheywon’taccidentallysharesensitiveinformationorallowoutsidepartiestoaccesstheirmeetings.

• PleasemakearrangementstoviewtheYouTubesessiondealingwithStudentPrivacy

• Hosts:AttorneyJulieWeatherlyandDr.KellyGrillo

https://www.youtube.com/watch?v=VG1ZWhnaXcI

Resources •  FLDOECOVID-19ResourcePage

http://www.fldoe.org/em-response/index.stml•  FDLRSWebsite

•  http://www.fdlrs.org•  FINWebsite

•  https://www.floridainclusionnetwork.com•  Technology&LearningConnectionsWebsite

•  www.tlc-mtss.com•  https://at-udl.com/tools/udlideas/

•  ReachingandTeachingAllMathStudentshttps://ttaconline.org/Document/zxbIhX_YCJOCyOtYSnAMFnyrDA2ffCU2/Reaching_and_Teaching_All_Math_Students-1.pdf

•  BEESSPDPortalhttps://fl-pda.org/Title:MathDifficulties,Disabilities,andDiscalculia

•  AccessWeebly•  https://accesstofls.weebly.com

•  FLDepartmentofEducation

•  BureauofExceptionalEducationandStudentServices•  Karrie.Musgrove@fldoe.org•  Thomas.Garrett@fldoe.org

•  BureauofStandardsandInstructionalSupport•  Courtney.Starling@fldoe.org

•  FLDiagnostic&LearningResourcesSystem(FDLRS)•  schmitgesh@duvalschools.org(HenrySchmitges)

•  FLInclusionNetwork(FIN)•  Caren.prichard@paec.org

•  FLStatePersonnelDevelopmentGrant(SPDG)•  medicic@pcsb.org(CindyMedici)

•  ProblemSolving/ResponsetoInterventionProject(PS/RtI)•  StudentSupportandAcademicAchievementUnit

•  srobertson@usf.edu(ShelbyRobertson)•  TechnologyLearningConnectionsUnit

•  tjeffs@usf.edu(TaraJeffs)

Evaluation

TherecordinglinkwillbeavailableonPS/RtI’swebsiteat:http://www.floridarti.usf.edu/resources/presentations/2020/math_webinars/math_webinars.html