Developing Independence Using Specially Designed Instruction

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					Developing Independence
 Using Specially Designed
                     August 2010
Can’t see the forest……..
Getting the “Big Picture”
Bureau of Labor Statistics

 Oct. 2009, 70.1 % of those who had graduated high school
  were attending some type of post secondary training. (All

 Unemployment rate for drop outs in 2009, 54.9% (All

 May of 2010, Persons with a disability only 19.1% were
  employed. (Civilian non- institutionalized)
                                    Achievement Gap



                                                                     Expected achievement

6                                                                    Low performing Students



       1    2     3    4    5   6     7    8   9      10   11   12

     This is the reality
     How do we close the gap!
Where is the “special” in
Special Education?
State Regulation
 State Regulation: K.A.R. 91-40-1(kkk) "Special education" (1)
   means specially designed instruction, at no cost to the parents,
   to meet the unique needs of an exceptional child, including: (A)
   instruction conducted in the classroom, in the home, in
   hospitals and institutions, and in other settings; and (B)
   instruction in physical education; and (2) shall include: (A)
   paraeducator services, speech-language pathology services and
   any other related service, if it consists of specially designed
   instruction to meet the unique needs of a child with a disability;
   (B) occupational or physical therapy and interpreter services for
   deaf children, if without any of these services, a child would
   have to be educated in a more restrictive environment; (C)
   travel training; and (D) vocational education.
Specially Designed Instruction

 Accommodations the IEP team has deemed appropriate.

 Help level the playing field.

 Not meant to give any students an unfair advantage.

 Provide necessary supports for students to make progress in
   the general ed. Curriculum.
Student Support Plan

Checklist of

 What supports does a student need

 Too much, too little, just right

 How they will be carried out

 Who is going to carry it out

 Must meet the “stranger” test

 Does it make a difference?
Pitfalls to Success
When you reach the end of your rope, tie a knot and hang on.
What the research says

 Use of paraeducators is not linked to increased student
 Peer Support strategy produces higher levels of social
  interaction and increases active classroom engagement
 Excessive proximity by paraeducators result in
  separation from classmates, interference with teacher
  ownership of student’s instructional goals by the gen ed
  teacher and loss of control by the individual student
SDI is not a “who” it’s a “what”.

 How do you know when you            If Paras are providing the
  have gone too far?                    support
   Para know more about the                more than a schedule of time
    student than the teacher                and place
   Teacher defer important                Directed
    curricular, instructions and           Specific
    management decision about a
    student to the para                    Team with both special
                                            education teachers and
   Para has better relationship            general education teachers.
    with family than teacher.
                                           Provide adequate training for
   The absence of the para                 the para to carry out the plan
    creates a crisis because other
    school personnel don’t know or
    are not comfortable working
    with the student.
Students Encounter Educational “Failure
to Thrive”

 Lack of success in school

 High risk for dropout

 No paras after high school

 Learned helplessness

 Lack of self advocacy skills

 Absenteeism
Becoming More
Moving in the right direction.
Keeping end goals in mind
Moving Students Toward Independence

 Specially Designed Instruction

 Writing better IEPs

 Student support plan

 Teach specific skills

 Don’t spend your time doing homework

 Appropriate use of paras

 Fade supports
Moving Students Toward Independence

 Self-determination/Self Advocacy

 Student involvement in IEP

 Transition

 Success multiplies exponentially
How do I know I am making progress?

 IEP goals
   Progress monitoring
   Increased expectations
   Objectives met

 State Assessment Data
   Improving scores

 Talk to the student

 Is the student more independent?

 Talk to the general ed teacher to see if the student is making
   progress in the general ed curriculum.
Timing is Everything
Doing what is needed---When it is needed.
Timing is Everything

 Pre—                           Post—
   Pre-Read                       Review
   Pre-View                       Question
   Pre-Teach                      Reteach
   Activate prior knowledge       Repeat
                                   Relevance to prior
 Present—                          knowledge
   Read
   Clarify
   Repeat
   Attach to prior knowledge
Making it work

         Examples                       Non-examples
 Scaffold text for worksheets    I find it, you write this down

 Teach indicators                Homework/catch up

                                  Do the same as everyone else
 Modify the work
                                  “I can’t do this, its too hard.”
 Chunk work
                                  “I can’t do this, its too much.”
 Cueing, encouragement
                                  “Get to work, get to work, get
                                    to work!”
Varying Degrees of
See attached chart
Why is specially designed
instruction so important?
What is the target?
How will I know when I get there?
We want students to….

 Graduate from High School

 Go on to some form of post secondary education or training

 Be gainfully employed

 Live as independently as possible

 Be contributing members of our society
Marcy Fierstein
           August 2010

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