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New Special Education Teacher Training

TRAINER’S MANUAL

2012-2013

(PRINTED July 27, 2012)

New Special Education Teacher Training

Day 1 – August 21-22

2012-2013

(PRINTED July 27, 2012)

New Special Education Training – 2012-2013

AGENDA

Day 1: August 21-22, 2012

Time Content

8:00-8:30 Registration and Check-In

8:30-8:45 Intro/Ice Breaker

8:30-9:45 Structure of Support

(Sped Manual)

9:45-10:45 Danielson Framework

10:45-11:00 Break

11:00-12:00 Getting Started Binder

12:00-12:30 Lunch

12:30-2:00 Classroom Management

2:00-2:15 Break

2:15-2:45 Challenging Behaviors

2:45-3:30 Burning Questions

3:30-4:00 Wrap-up

Partner Interview Partner’s Name: ______________________________________

3 pieces of professional information.

2 pieces of personal information.

1 thing he/she especially enjoys doing or that he/she is

particularly successful at.

Topic: Structure of Support Outcomes This section is to help new special education teachers become aware of resources and supports available to them when they have questions or are seeking information. Topic Summary Help the new teacher:

Know who can answer questions o At their building level o At their district level o At a statewide level

Know resources o Within their district o At a statewide level

Understand the role of the regional coordinators and how to contact them Understand the state organizational structure Become familiar with the Idaho Training Clearinghouse (ITC) Become familiar with the Idaho Special Education Manual

Module Materials Current state organizational rosters Internet connection to ITC Idaho Special Education Manual Manual treasure hunt worksheet Related Topics None Supplementary Resources None

1

Structure of Support

Idaho Special Education Supports for Teachers

Structure of Support[to answer your questions]

•Your own research•Files•Idaho Special Education Manual•Idaho Training Clearinghouse

•Building Level•District Special Education Department•Regional Coordinators•State Department of Education

2

• What door should I use if I am the “duty?”

• What is the procedure for Ellie to get her medication?

• How do I invite parents to an IEP meeting?

• Are there resources or training available for working with students with autism?

• When do I begin to gather data for the ISAT-Alt?

• This parent needs more support than I can give.

All Sorts of Questions

Organizational Structure

Superintendent Luna

Steve Underwood

SSOS

Marcia Beckman

ESEA, Title I

Richard Henderson

Special Education

SASI Deputy Director Nick Smith

3

State Department of Education (SDE)Division of Student Achievement & School Improvement (SASI)

Division of Special Education

Regional Special Education Offices

Coeur d’Alene

Moscow

Boise

Twin Falls

Pocatello

4

Special Education Regional Coordinators

Regional Coordinators assist each district to provide high quality programs for students with disabilities.

Coordinators: provide technical assistance via telephone, e-mail, mail offer on-site technical assistance schedule and deliver in-service trainings coordinate to ensure that all information shared throughout the

state is consistent and thorough participate in meetings and conferences

5

Special Education Statewide Technical Assistance (SESTA)

Center for School Improvement & Policy Studies, BSU

Gina Hopper Katie BubakDirector Statewide Coordinator

[email protected] [email protected]

6

www.idahotc.com

•Training Calendar•Online Registration•Webinars•Learning Communities

The Manual Is Our Friend!

Handouts

New Teacher Training

Idaho Special Education Manual Treasure Hunt

Directions: Pairs of New Teachers (or individuals or small groups, depending on numbers of attendees) are assigned a question below. Take 5 minutes to find the answer to the question in the Idaho Special Education Manual. Take turns to share the answers and the page reference. 1. A parent has requested an independent educational evaluation from the district. What is the district required to do? 2. Must you write objectives/benchmarks for each IEP goal? 3. A student whose parents speak Spanish at home is struggling in school. How can the district determine if the issues are due to a disability or to cultural and linguistic diversity? 4. A parent has provided a written objection to an entire IEP eight days following the annual review. What must the district do? What should you do? 5. How do Idaho IEP teams reach decisions? 6. The IEP team has determined that a paraprofessional will assist a student to meet his needs. What skills and knowledge are required of the person hired? 7. A student has a visual impairment. Does the student automatically qualify to receive special education services in Idaho? 8. The district has made several attempts to invite parents of a student to an annual IEP meeting but has been unable to make contact. Is it possible to continue to provide services to the student? 9. Where does the IEP team note what accommodations or adaptations a student may receive when participating in statewide or district-wide assessments? 10. A student is suspected of having a specific learning disability. How can the district determine if the student is making sufficient progress in the core curriculum?

11. Your school board wants to expel a student who receives special education. What actions must be completed before expulsion can be considered?

Evaluating Effective Teaching Practices: The Charlotte Danielson Model

Topic: Evaluating Effective Teaching Practices Outcomes Evaluating Effective Teaching Practices, Using the Danielson Model: Users will understand how to utilize the Charlotte Danielson’s Framework for Teaching: Components of Professional Practice, Topic Summary This topic emphasizes the importance of a standardized teacher evaluation process. Activities and tools are included for participants to self-reflect on their teaching practices, identify and collect evidence of good practices, and help Special Educator teachers articulate the Danielson’s model in a special education classroom. Materials PowerPoint: New Teacher Day One: Evaluating Effective Teaching Practices: The

Charlotte Danielson Model Handouts:

1. Charlotte Danielson’s A Framework for Teaching 2. Evaluation rubric 3b: Using questioning and discussion 3. Bloom’s Revised Taxonomy 4. Special Educator Self-Reflection

Activities Sheet: Formative Assessment Tool Self-Assessment Summary: The Framework for Teaching

Activity: Evidence of Best Practice in Special Education using Charlotte Danielson’s Framework for Effective Teaching

Related Topics Professional Learning Communities Common Core State Standards Supplementary Resources Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, Alexandra, VA: ASCD Danielson, C & McGreal, T.L (2000). Teacher Evaluation: To Enhance Professional Practice, Alexandra, VA: ASCD

7/25/2012

1

Evaluating Effective Teaching Practices

The Charlotte Danielson Model

The Framework for Teaching: Charlotte Danielson

• Accountability

• State adoption

• Complexity and significance

OVERVIEW

• Impacting student achievement

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1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professional Responsibilities

Domains


The Framework for Teaching:Components of Professional Practice

Domain 1: Planning and Preparation Domain 2: The Classroom Environment

Demonstrating Knowledge of Content& Pedagogy Demonstrating

Knowledge of StudentsSetting Instructional OutcomesDemonstrating Knowledge of ResourcesDesigning Coherent InstructionDesigning Student Assessments

Creating an Environment of Respect and Rapport Establishing a Culture for LearningManaging Classroom ProceduresManaging Student BehaviorOrganizing Physical Space

Domain 4: Professional Responsibilities Domain 3: Instruction

Reflecting on TeachingMaintaining Accurate RecordsCommunicating with FamiliesParticipating in a Professional CommunityGrowing and Developing ProfessionallyShowing Professionalism

Communicating with StudentsUsing Questioning and Discussion TechniquesEngaging Students in LearningUsing Assessment in InstructionDemonstrating Flexibility and Responsiveness

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Evaluation Criteria(Four levels of performance)

1) Unsatisfactory

2) Basic

3) Proficient

4) Distinguished


Equity Cultural sensitivity High expectations Developmental

appropriateness Accommodating

individual needs Appropriate use of

technology

Danielson’s embeds the following:

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Element Unsatisfactory Basic Proficient Distinguished

Quality of Questions Teacher’s questions are virtually all of poor quality, with low cognitive challenge, single correct responses, and asked in rapid succession.

Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.

Most of teacher’s questions are of high quality. Adequate time is provided for students to respond.

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Examples

Discussion Techniques Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.

Teacher creates a genuine discussion among students, stepping aside when appropriate.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Examples

Student Participation A few students dominate the discussion.

Teacher attempts to engage all students in the discussion, but with only limited success.

Teacher successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion.

Examples


Formative Assessment ToolSelf-Assessment Summary

The Framework for Teaching

Name:___________________ Grade Level/Subject Area: ___________________

Plans for your classroom Domain How you will evaluate

Domain 1: Planning and Preparation •Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

ACTIVITY

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5

Placemat Moment


The Danielson Model is:• a research-based definition of good teaching;• a context, perspective, structure; and• a framework for new teachers through accomplished

teaching practices.

Summary

Handouts

Danielson, 2007

A Framework for Teaching Components of Professional Practice

Domain 1: Planning and Preparation 1a. Demonstrating knowledge of content and pedagogy

knowledge of content and the structure of the discipline knowledge of prerequisite relationships knowledge of content-related pedagogy

1b. Demonstrating knowledge of students knowledge of child and adolescent development knowledge of the learning process knowledge of students’ skills, knowledge and language

proficiency knowledge of students’ interests and cultural heritage knowledge of students’ special needs

1c. Setting instructional outcomes value, sequence and alignment clarity balance suitability for diverse learners

1d. Demonstrating knowledge of resources resources for classroom use resources to extend content knowledge and pedagogy resources for students

1e. Designing coherent instruction learning activities instructional materials and resources instructional groups lesson and unit structure

1f. Designing student assessments congruence with instructional outcomes criteria and standards design of formative assessments

Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport

teacher interaction with students student interactions with one another

2b. Establishing a culture for learning importance of the content expectations for learning and achievement student pride in work

2c. Managing classroom procedures management of instructional groups management of transitions management of materials and supplies performance of non-instructional duties supervision of volunteers and paraprofessionals

2d. Managing student behavior expectations monitoring of student behavior responses to student misbehavior

2e. Organizing physical space safety and accessibility arrangement of furniture and use of physical resources

Domain 4: Professional Responsibilities 4a. Reflection on Teaching

accuracy use in future teaching

4b. Maintaining accurate records student completion of assignments student progress in learning non-instructional records

4c. Communicating with families information about the instructional program information about individual students engagement of families in the instructional program

4d. Participating in a professional community relationships with colleagues involvement in a culture of professional inquiry service to school participation in school and district projects

4e. Growing and developing professionally enhancement of content knowledge and pedagogical skill receptivity to feedback from colleagues service to profession

4f. Showing professionalism integrity and ethical conduct service to students advocacy decision making

Domain 3: Instruction 3a. Communicating with students

expectations for learning directions and procedures explanations of content use of oral and written language

3b. Using questioning and discussion techniques quality of questions discussion techniques student participation

3c. Engaging students in learning activities and assignments grouping of students instructional materials and resources structure and pacing

3d. Using assessment in instruction assessment criteria monitoring of student learning feedback to students student self-assessment and monitoring of progress

3e. Demonstrating flexibility and responsiveness lesson adjustment response to students persistence

Element Unsatisfactory Basic Proficient Distinguished

Quality of Questions Teacher’s questions are virtually all of poor quality, with low cognitive challenge, single correct responses, and asked in rapid succession.

Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.

Most of teacher’s questions are of high quality. Adequate time is provided for students to respond.

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Examples

Discussion Techniques Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.

Teacher creates a genuine discussion among students, stepping aside when appropriate.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Examples

Student Participation A few students dominate the discussion.

Teacher attempts to engage all students in the discussion, but with only limited success.

Teacher successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion.

Examples

Bloom’s Revised Taxonomy

http://projects.coe.uga.edu/epltt/images/1/1e/Bloom_1.jpg

• designing, constructing, planning, producing, inventing, devising, making Creating

• checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring Evaluating

• comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

Analyzing

• Implementing, carrying out, using, executing Applying

• Interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Understanding

• Recognizing, listening, describing, identifying, retrieving, naming, locating, finding Remembering


Adopted from: Setting Professional Goals @2011 New Teacher Center: All rights reserved. www.newteachercenter.org

Formative Assessment Tool Self-Assessment Summary

The Framework for Teaching

Name:__________________________________ Grade Level/Subject Area: _______________________ Plans for your classroom Domain How you will evaluate

Domain 1: Planning and Preparation 1 a: Demonstrating Knowledge of Content and Pedagogy

• Content and the structure of the discipline

• Prerequisite relationships • Content-related pedagogy

1 b: Demonstrating Knowledge of Students

• Child an adolescent development • The learning process • Students’ skills, knowledge, and

language proficiency • Students’ interests and cultural

heritage • Students’ special needs

1 c: Setting Instructional Outcomes

• Value, sequence and alignment • Clarity • Balance • Suitability for diverse learners

1 d: Demonstrating Knowledge of Resources

• Classroom use • To extend content knowledge and

pedagogy • For students

1 e: Designing Coherent Instruction

• Learning activities • Materials and resources • Groups • Lesson and unit structure

1 f: Designing Student Assessments

• Congruence with instructional outcomes

• Criteria and standards • Design of formative assessments • Use for planning



Domain 2: The Classroom Environment

2 a: Creating an Environment of Respect and Rapport

• Teacher interaction with students • Student interaction with other

students 2 b: Establishing a Culture for Learning

• Importance of the content • Expectations for learning and

achievement • Student pride in work

2 c: Managing Classroom Procedures

• Management of Instructional groups

• Management of transitions • Management of materials and

supplies • Performance of non-instructional

duties • Supervision of volunteers and

paraprofessionals 2 d: Managing Student Behavior

• Expectations • Monitoring of student behavior • Response to student misbehavior

2 e: Organizing Physical Space

• Safety and accessibility • Arrangement of furniture and use

of physical resources



Domain 3: Instruction 3 a: Communicating with Students

• Expectations for learning • Directions and procedures • Explanations of content • Use of oral and written language

3 b: Using Questioning and Discussion Techniques

• Quality of questions • Discussion techniques • Student participation

3 c: Engaging Students in Learning

• Activities and assignments • Grouping of students • Instructional materials and

resources • Structure and pacing

3 d: Using Assessment in Instruction

• Assessment criteria • Monitoring of student learning • Feedback to students • Student self-assessment and

monitoring of progress 3 e: Demonstrating Flexibility and Responsiveness

• Lesson adjustment • Response to students • Persistence



Domain 4: Professional Responsibilities

4 a: Reflecting on Teaching

• Accuracy • Use in future teaching

4 b: Maintaining Accurate Records

• Student completion of assignments • Student progress in learning • Non-instructional records

4 c: Communicating with Families

• Information about the instructional program

• Information about individual students

• Engagement of families in the instructional program

4 d: Participating in a Professional Community

• Relationships with colleagues • Involvement in a culture of

professional inquiry • Service to the school • Participation in school and district

projects 4 e: Growing and Developing Professionally

• Enhancement of content knowledge and pedagogical skill

• Receptivity to feedback from colleagues

• Service to the profession 4 g: Showing Professionalism

• Integrity and ethical conduct • Service to students • Advocacy • Decision making • Compliance with school and district

regulations

Adapted from: Special Education Mentoring Toolkit: Chapter IV, N. Dakota DPI, October, 2009 25

Special Educator Self-Reflection

I. Planning and Preparation Seldom Sometimes Often Always 1. I possess knowledge of content and am able to

make connections between my content area and other disciplines.

2. My classroom plans and practices reflect an understanding of prerequisite learning.

3. I apply instructional practices that reflect current research within the content discipline.

4. I display an understanding of the developmental age groups I teach.

5. I display an understanding of the different approaches to learning that my students exhibit.

6. I display knowledge of students’ skills and abilities.

7. I display knowledge of the interests or cultural heritage of each student.

8. My goals represent high expectations for students and reflect important learning and conceptual understanding of curriculum standards.

9. My goals are clearly stated as student learning and permit sound assessment.

10. My goals reflect the needs of all my students.

11. My goals reflect several different types of learning and provide opportunities for integration.

12. I make use of school, district and community resources to enhance instruction.

13. I am aware of and access school, district and community resources to assist students.

14. I design learning activities and instructional goals that reflect current research and are relevant to students.

Special Educator Self-Assessment


15. I use materials and resources that support instructional goals and engage students in meaningful learning.

16. I employ instructional groups that are varied and appropriate to the instructional goals.

17. I employ lesson and unit structures that are clear and based on student needs.

18. My content and methods of assessment are compatible with my instructional goals.

19. I employ assessment criteria and standards that are clear and have been communicated to students.

20. I use assessment results in my planning for individuals and groups of students.

II. The Learning Environment Seldom Sometimes Often Always 1. I respect the dignity of all my students, and my

students respect me as an individual.

2. My students respect each other as individuals.

3. I have a genuine enthusiasm for my subject, and my students understand the importance of the subject areas.

4. My students take pride in the quality of their work.

5. My instructional goals and activities, interactions and the classroom environment convey high expectations for student achievement.

6. I allow students to work in groups with all students being engaged, productive and responsible for academic activities.

7. My students and I make transitions occur smoothly without losing instructional time.



8. My students and I have routines for handling materials and supplies without losing instructional time.

9. The volunteers and paraprofessionals in my classroom are productively engaged during the entire class.

10. My students have a clear understanding of the standards of conduct for the classroom.

11. I promote an environment in which students monitor and correct their own behavior.

12. I respond to student misbehavior appropriately, maintain the student’s dignity.

13. My room is a safe place for all students.

14. My room is set up to provide equal access to learning for all of my students.

III. Instruction 1. My directions and procedures are clearly stated

and understood by my students.

2. My spoken and written language is clear, correct and age-appropriate.

3. The questions I use with students are of high quality, and I give my students adequate time to respond.

4. The discussion techniques I use provide students with the opportunity to discuss topics, initiate topics and make unsolicited contributions.

5. I encourage classroom discussion and allow students to take the lead when appropriate.

6. My lessons are appropriate and link well with students’ knowledge and experience.

7. My assignments are cognitively engaging and connect learning with relevant activities.



8. My instructional groups are productive and meet the needs of the students and the instructional goals of the lesson.

9. My instructional materials and resources are suitable to the instructional goals and engage students.

10. My lessons have a defined structure for organizing activities, and the pacing of the lessons is appropriate for all students.

11. I provide my students with specific and helpful feedback on the quality of their work.

12. I provide my students with consistent feedback on their work in a timely manner.

13. I make necessary adjustments to my lessons to ensure student learning.

14. I make adjustments in my lesson plans and teaching to accommodate students’ questions or interests.

15. I differentiate my instruction to meet a wide range of learning styles and abilities.

IV. Professional Responsibilities Seldom Sometimes Often Always 1. I make accurate assessments of my lessons’

effectiveness and can cite general references and examples.

2. I am able to make specific suggestions and changes to improve instructional practices.

3. I maintain effective systems for accurately tracking the completion of assignments.

4. I maintain effective systems for tracking student progress to ensure learning is effective.

5. I maintain an effective system for recording non-instructional information: permission slips, seating charts, inventories, etc.



6. I communicate the instructional program requirements to parents.

7. I communicate with parents about student progress.

8. I solicit input from students and parents.

9. I maintain supportive and cooperative relationships with colleagues.

10. I volunteer to participate in school events and activities.

11. I volunteer to participate in school and district projects.

12. I seek out professional development opportunities to enhance content knowledge and pedagogical skills.

13. I actively participate in activities in my school and district to support other teachers and the profession of teaching.

14. I make positive contributions to the overall culture and climate of the school.

Topic: Getting Started Binder Outcomes Help new special education teachers become familiar with GSB and how it can be a resource to them. Topic Summary

1. Provide tools to help teachers collect critical information needed the first week of school. 2. Assist new teachers in developing organizational tools for managing information,

responsibilities and procedures. 3. Help teachers have systems and resources in place when school starts to be prepared for

students.

Module Materials:

• PowerPoint presentation • Getting Started Binder • Flip chart paper and markers

Related Materials None

Supplemental Resources

• Classroom Instruction That Works, Research Based Strategies for Increasing Achievement, (Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, 2001)

• A Handbook for Classroom Instruction that Works, (Robert J. Marzano, Jennifer S. Norford, Diane E. Paynter, Debra J. Pickering, and Barbara B. Gaddy, 2001)

1

Getting Started Binder2012-2013

Purpose Provide tools to help teachers collect critical

information needed the first week of school.

Assist new teachers in developing organizational tools for managing information, responsibilities and procedures.

Help teachers have systems and resources in place when school starts to be prepared for students.

2

Table of Contents• Introduction• Getting to know my school and district• Getting to know my students• Time management• Special education process• Classroom climate• Communicating with parents• Comprehensive evaluations• Curriculum and instruction

Cooperative Learning Activity

• Introduction to the instructional strategy • Determine groups• Group work – review a chapter and prepare a 5

minute presentation– What is in the section?– Why and how to use the contents?

• Group presentations

3

Closing

• Questions, Comments & Feedback

• Turn to your neighbor and share one way you will use this binder.

Getting Started Binder Special Education

Boise State University * Center of School Improvement & Policy Studies * Idaho State Department of Education

Table of Contents

INTRODUCTION ..................................................................................................................................... INTRO

IDAHO STATE DEPARTMENT OF EDUCATION ................................................................................................ INTRO.A GETTING STARTED CHECKLIST ................................................................................................................... INTRO.B

GETTING TO KNOW MY SCHOOL/DISTRICT .................................................................................................. 1

RESOURCE CONTACT LIST .............................................................................................................................. 1.1 TEACHING ENVIRONMENT ............................................................................................................................. 1.2 SCHOOL AND DISTRICT PROCEDURES ............................................................................................................... 1.3 BEFORE SCHOOL CHECKLIST ........................................................................................................................... 1.4 CONFIDENTIALITY PRACTICES ......................................................................................................................... 1.5 CO-TEACHING PARTNERSHIP CHECKLIST ........................................................................................................... 1.6 CO-TEACHING LESSON PLAN .......................................................................................................................... 1.7 TEACHER WORK STYLES AND PREFERENCES ....................................................................................................... 1.8 PARAPROFESSIONAL WORK STYLE AND PREFERENCES ......................................................................................... 1.9 WORK STYLE SCORE COMPARISON SHEET ....................................................................................................... 1.10 TIPS TO SHARE WITH PARAPROFESSIONALS ..................................................................................................... 1.11 RESPONSIBILITY MATRIX FOR PARAEDUCATORS AND TEACHERS ......................................................................... 1.12 TEACHER’S SELF-EVALUATION CHECKLIST ....................................................................................................... 1.13

GETTING TO KNOW MY STUDENTS ............................................................................................................... 2

INDIVIDUAL STUDENT SUMMARY FORM ........................................................................................................... 2.1 STUDENT AND CLASSROOM PROFILE ................................................................................................................ 2.2 SNAPSHOT OF YOUR CASELOAD ...................................................................................................................... 2.3 SPECIAL EDUCATION GROUP LESSON PLAN SAMPLE ............................................................................................ 2.4

TIME MANAGEMENT .................................................................................................................................... 3

YEARLY INDIVIDUAL EDUCATION PROGRAM TIMELINE ......................................................................................... 3.1 YEARLY REEVALUATION TIMELINE ................................................................................................................... 3.2 YEARLY INDIVIDUAL EDUCATION PROGRAM AND REEVALUATION TIMELINE ............................................................. 3.3 INDIVIDUAL EDUCATION PROGRAM MEETING CHECKLIST ..................................................................................... 3.4 INDIVIDUAL EDUCATION PROGRAM MEETING NOTES .......................................................................................... 3.5 SPECIAL EDUCATION CASE MANAGEMENT (WITH CODES) .................................................................................... 3.6 MEETINGS AND IMPORTANT DATES ................................................................................................................. 3.7

SPECIAL EDUCATION PROCESS...................................................................................................................... 4

SPECIAL EDUCATION PROCESS TABLE OF CONTENTS………………………………………………………………………………………4.0 INITIAL REFERRAL ........................................................................................................................................ 4.1 INITIAL REFERRAL CHECKLIST .......................................................................................................................... 4.2 INITIAL ELIGIBILITY ....................................................................................................................................... 4.3 INITIAL ELIGIBILITY CHECKLIST ......................................................................................................................... 4.4 REEVALUATIONS ......................................................................................................................................... 4.5 REEVALUATION CHECKLIST ............................................................................................................................. 4.6 INITIAL INDIVIDUAL EDUCATION PLAN (IEP) ...................................................................................................... 4.7 INITIAL INDIVIDUAL EDUCATION PLAN (IEP) CHECKLIST …………………………………………………………………………………. 4.8

INDIVIDUAL EDUCATION PLAN (IEP) AMENDMENT ............................................................................................. 4.9 INDIVIDUAL EDUCATION PLAN (IEP) ANNUAL REVIEW ...................................................................................... 4.10

INDIVIDUAL EDUCATION PLAN (IEP) ANNUAL REVIEW CHECKLIST…………………………………………………………………….4.11

NEW STUDENT TRANSFER (IN-STATE) ............................................................................................................ 4.12 NEW STUDENT TRANSFER (OUT-OF-STATE) ..................................................................................................... 4.13 DISCONTINUATION OF SERVICES ................................................................................................................... 4.14 BEHAVIOR AND DISCIPLINE .......................................................................................................................... 4.15 EXTENDED SCHOOL YEAR (ESY) ..................................................................................................................... 4.16

CLASSROOM CLIMATE................................................................................................................................... 5

CLASSROOM MANAGEMENT INVENTORY .......................................................................................................... 5.1 CLASSROOM ORGANIZATION CONSIDERATIONS ................................................................................................. 5.2 GUIDE TO DEVELOPING CLASSROOM EXPECTATIONS ........................................................................................... 5.3 CLASSROOM EXPECTATIONS MATRIX ............................................................................................................... 5.4

COMMUNICATING WITH PARENTS ............................................................................................................... 6

COMMUNICATING WITH PARENTS .................................................................................................................. 6.1 SUGGESTIONS FOR PARENTS .......................................................................................................................... 6.2 GRIEF CYCLE ................................................................................................................................................ 6.3 COMMON REACTIONS……………………………………..………………..…………………………………………………………………….6.4

CULTURAL DIVERSITY…………………………………………………………………….……………………..…………………………………6.5 STUDENT PROFILE ....................................................................................................................................... 6.6 DISPUTE RESOLUTION……………………………………………………………………………………….…………………………………….6.7

COMPREHENSIVE EVALUATIONS .................................................................................................................. 7

ELIGIBILITY REQUIREMENTS CHECKLIST ............................................................................................................. 7.1 INITIAL EVALUATION PLANNING WORKSHEET .................................................................................................... 7.2 REEVALUATION PLANNING WORKSHEET ........................................................................................................... 7.3 AVAILABLE ASSESSMENT TOOLS IN MY SCHOOL/DISTRICT .................................................................................... 7.4 STUDENT OBSERVATION FORM ....................................................................................................................... 7.5 STUDENT OBSERVATION WITH PEER COMPARISON FORM .................................................................................... 7.6 TEACHER INTERVIEW QUESTIONS .................................................................................................................... 7.7 ASSESSMENT TOOLS FOR A COMPREHENSIVE EVALUATION .................................................................................. 7.8

CURRICULUM & INSTRUCTION ..................................................................................................................... 8

AVAILABLE CURRICULUM RESOURCES IN MY SCHOOL………………………………………………………………........................8.1 CONSIDERATIONS FOR SPECIALLY DESIGNED INSTRUCTION & AIDS AND SERVICES………………………………………………….8.2 FIVE KEY COMPONENTS OF DI DEFINITIONS……………………………………………………………………………………………….....8.3 FIVE KEY COMPONENTS OF DI STRATEGIES…………………………………………………………………………………………………….8.4 GLOSSARY OF DEFINITIONS: DI……………………………………………………………………………………………………………………8.5 BLOOM’S REVISED TAXONOMY……………………………………………………………………………………………………………………8.6 BLOOM’S –R TAXONOMY PLANNING FRAMEWORK………………………………………………………………………………………….8.7 NINE RESEARCH BASED STRATEGIES……………………………………………………………………………………………………………..8.8 COOPERATIVE LEARNING ACTIVITY TEMPLATE………………………………………………………………………………………………..8.9 21ST CENTURY CLASSROOM LESSON PLAN…………………………………………………………………………………………………..8.10 FIVE STEP LESSON PLAN TEMPLATE…………………………………………………………………………………………………………….8.11 MY INSTRUCTIONAL INTERVENTIONS & STRATEGIES……………………………………………………………………………………….8.12 SPECIAL EDUCATOR SELF ASSESSMENT………………………………………………………………………………………………………..8.13

Intro A

Introduction

The Special Education Division of the Idaho State Department of Education (ISDE) provides general supervision and support to schools and districts to ensure a free appropriate public education (FAPE) for students with disabilities, ages 3-21, resulting in improved post-school outcomes.

The Special Education Statewide Technical Assistance (SESTA) Project provides statewide coordinated assistance and high quality professional development opportunities to Idaho special education personnel and other education professionals.

The New Teacher (NT) Orientation and Training Project provides ongoing training, support, and resources to new special education teachers through a variety of induction, mentoring, and professional growth opportunities.

The Getting Started Special Education Binder is intended to:

□ Provide critical information and tools new teachers will need to get started in the first two weeks of school and throughout the school year.

□ Assist new teachers in developing organizational tools for managing information, responsibilities, and procedures.

□ Help teachers have systems and resources in place to be prepared for students when they start school.

The forms provided in this binder are optional resources that can be adapted and used to meet the specific needs of your job assignment. Please be aware that these resources are not intended to replace any required school and/or district procedures and forms.

A “Getting Started Checklist” has been provided to help guide your attention to the areas covered in this binder.

1. Getting to know my school and district

Resource contact list

Teaching environment profile

School and district procedures

Before school checklist

Confidentiality

Co-teaching checklist

Co-teaching lesson plan

Teacher, para work style & preference

Tips to share with paraprofessionals

Teacher & para responsibility matrix

Teacher self evaluation checklist 2. Getting to know my students

Individual student summary form

Student and classroom profile

Snapshot of your caseload

Special education group lesson plan 3. Time Management

Yearly IEPs timeline

Yearly reevaluation timeline

IEP meeting checklist

IEP meeting notes

Special education case management (codes)

Meetings/important dates

4. Special Education Process

Initial referral

Initial eligibility

Reevaluation

Initial IEP

Annual review

IEP amendment

New student (in state transfer)

New student (out of state transfer)

Discontinuation of services

Behavior and discipline

Extended school year Intro B

5. Classroom Climate

Classroom management inventory

Guide to developing classroom expectations

Classroom expectations matrix

Classroom organizational checklist

Classroom organization expectations 6. Communicating with Parents

Communicating with parents

Suggestions for parents

Grief cycle

Common reactions

Cultural diversity

Student profile

Dispute resolution 7. Comprehensive Evaluations

Initial evaluation planning worksheet

Reevaluation planning worksheet

Available assessment tools in my school/district

Student observation form

Student observation with peer comparison

Teacher interview questions

Assessment tools for a comprehensive assessment

8. Curriculum and Instruction

Available Curriculum Resources in My School

Considerations for SDI

Five Key Components of DI Definitions

Five Key Components of DI Strategies

Glossary Of Definitions: DI


Bloom’s –R Taxonomy Planning Framework

Nine Research Based Strategies

Cooperative Learning Activity Template

21st Century Classroom Lesson Plan

Five Step Lesson Plan Template

My Instructional Interventions & Strategies

Special Educator Self Assessment

Getting Started Checklist

Section 1: Getting to Know My School/District

o Section 1 – Tools to help you to get to know the people, resources, and procedures in your school and district. There is a page on the legal and ethical considerations around confidentially. Following that are the handouts for the webinar archived on the ITC on working with paraprofessionals. Supervision of paraprofessionals is a critical skill, and we strongly urge you to attend the webinar.

Getting Started Binder

Adapted from: Copyright @ 2005 by Corwin Press. Reprinted from Mentoring New Special Education Teachers, by Mary Lou Duffy and James Forgan. Getting to Know My School/District 1.1

Resource Contact List

Position Name Phone Email Principal Assist.Principal

SpEd Director

Consulting Tcher

SpEd Coordinator

SpEd Coordinator School Psych Social Worker

Teacher/LD

Teacher/MR

Teacher/ED Teacher/HI Teacher/VI

Trans. Specialist

EC Specialist

Behav. Specialist

SLP SLP OT

PT

Gen Ed Teacher

Gen Ed Teacher Gen Ed Teacher Gen Ed Teacher

Gen Ed Teacher

Gen Ed Teacher

SpEd Secretary

School Nurse Counselor Tech Specialist

Head Custodian

504 Coordinator

Title 1 Teacher

other:

other:

Getting to Know My School/District 1.2

TeachingEnvironmentProfileLooking at your teaching area, school and district will help you get an overview of your environment. Complete this information with help from your mentor, if you have one. Please consult with administrators and colleagues to answer questions.

School Information

Y N Title I school-wide program ⁄ ⁄ When do report cards go out?

Y N Title I targeted assistance ⁄ ⁄ When are Parent Teacher Conferences?

Y N District reading program

What are my school’s Adequate Yearly Progress results? http://apps.sde.idaho.gov/AYP/Home/SelectPublic Y N Multi-age/multi-grade classes

Y N Teaching teams Is your caseload typical or atypical of the overall school population? In what ways? Are there schools within your district that transition children into your school?

Y N Department groupings Y N Houses/teams

— Number of students who attend your school

— Percentage of the students in your school(s) from the local neighborhood

— If students come from elsewhere, what brings them to this school? School Name Grade Phone Number

% Percentage of students in your school(s) that are identified in special education?

— Number of teachers/specialists within the Special Education Department

Support Staff Counselor(s)

School psychologist

School nurse(s)

Paraprofessional(s)

RTI coach(s)/staff

District and Community Enrollment Information

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

Are there schools within your district into which your students will transition?

List district or community information that may support you in your role as a special educator: (e.g. School-business partnerships? City or Parks & Recreation partnerships? Before/after school programs? Poverty rates? Drop-out rates?)

School Name Grade Phone Number


School and District Procedures Checklist

I know where and how to find information about the procedures in my district regarding:

— Confidentiality Procedures

— Playground duty

— Ordering supplies

— Students transferring into my services

— From in state

— From out of state

— Students transferring out of my services

— Making a referral to special education

— Making a referral to Response to Intervention (RTI)

— Making a referral for a 504 plan

— Making a referral for English Learners (EL)/Culture and

Linguistically Diverse (CLD) services

— Making a referral for Title 1 services

— Making a discipline referral

— Teacher evaluations

— Working with paraprofessionals

— Coordinating with related service personnel

— Other:

— Other:

— Other:


Before School Checklist

Prepare your room/teaching area

Arrange room in a manner that supports effective classroom management

— All students can be seen and see presentations

— Students can be easily divided into small groups

— Frequently used materials are easily accessible

Set up special writing areas, learning centers, etc.

Put up bulletin boards

Order teacher supplies, classroom materials (keep a copy of materials ordered)

Post expectations and consequences

Make sure textbooks, workbooks are available for all students

Check all electronics and computers

Get organized

Review your students’ IEPs and eligibility reports

Become familiar with contents and organization of cumulative file and special education file

Create your caseload/student list with parent/guardian information

Send a welcome letter or postcard to students

Create student folders

Prepare day of the week folders

Set up data collection systems for each student

Organize filing cabinets (lock cabinets with special education records)

Develop a class schedule

Organize a teacher binder

Share required schedules and preparations with principal

Review school policies and procedures


Develop Procedures and Routines

Lunch count and attendance

Beginning class

Getting students’ attention

Clean up

Small group work

Ending class

Dismissal

Grading

Hall behavior

Homework

Make-up work

Fire drills and other safety precautions

Emergency kit


Confidentiality

The Family Educational Rights and Privacy Act, FERPA, is a federal law that protects

the privacy of students’ “education records.” The term “education records” is broadly defined to

mean those records that are: (1) directly related to a student, and (2) maintained by an

educational agency or institution. Confidential information refers to all information about a

student including personal and family information, social, behavioral, and psychological

information, academic performance and progress, and programs goals. Confidentiality regarding

any student is of utmost importance and is especially essential in the case of students who

receive special education. Through the process of determining eligibility and placement,

designing an individualized educational program (IEP) and providing that program, very

personal and sensitive information about students and families is created, collected, and shared.

This often includes information about the social, emotional, and educational status of the student.

All such information must be held confidential and must only be shared with individuals who

need the information to provide services to the student or who have a legitimate educational need

for the information.

The issue of confidentiality is an important ethical consideration for all district employees

who represent the district by performing duties with competence, presenting a positive image,

complying with legal requirements, and maintaining professional integrity as they interact with

members of the community, both in and outside of school. District employees should not discuss

staff members or school or administrative concerns with members of the community or in the

presence of students. They also should never discuss student concerns with anyone not

authorized to be a part of those discussions.

As a new teacher in the district, be sure to acquire and read the board policies regarding

confidentiality.

Co-Teaching Preparation: Keys to Success Lee County Curriculum and Staff Development Center FY 07


CO-TEACHING PARTNERSHIP CHECKLIST What must be done and who does what? The best way to answer this is to plan with your co-teacher or team and develop a list of all tasks and responsibilities necessary to the smooth running of the classroom. Initial assignment may change as the student and teacher needs change, and as the team gains experience. Co-Planning

A. Collaborative Relationship

___ Your strengths

___ Limitations

___ Things that push your buttons

B. Processes

___ Time to co-plan

___ Place to co-plan

___ Frequency of co-planning

___ Way to contact one another

___ Long term goals for collaboration

___ Lesson plans for curriculum

___ Modification documentation

___ Substitute plans

C. Classroom Management

___ Physical arrangement

___ Classroom expectations

___ Noise and movement tolerance

___ How to achieve joint ownership of behavior management



Co-Instruction

Instructional Design

___ Pre/Post organizers

___ Lesson presentation

___ Small group/Large group

___ Learning centers

___ Learning strategies

___ Computer instruction

___ Audio-visual presentation

Modifications

___ Study guides

___ Graphic organizers, written outlines

___ Talking books/Recorded texts

___ Organization

Co-Evaluation

Grading Daily Assignments

___ Determine grading philosophy and scale

___ Determine evaluation content and format

___ Checking homework

___ Recording grades

___ Alternative/Portfolio Assessment

___ Report cards

___ Cum file

Conferences

___ Type of conference (Teacher-led, Student-led)

___ Who will contact parents?

___ Academic and behavioral concerns

___ IEPs, Eligibility, BIPs, staffing



End of the Year

1) Evaluate program for strengths and needs

2) Determine and obtain staff development follow-up

3) Expand and create



Additional Considerations and Tips When Co-Teaching

• Open House • Computer Usage (if sharing) • Personal space/belongings • Leaving the room • Making copies • Weekly newsletter • Homework • Parent calls/conferences • Class work • Gathering materials • Modifications for individual students • Noise level in classroom • Cooperative learning • Giving and receiving feedback • Network for multiple teams • Both teachers in the classroom • Examine student data • Understand co-teaching is an on-going process • Homework policies and procedures • Must have a substitute teacher if one of the co-teachers is absent • Have a plan for when disagreements occur in the classroom • Classroom procedures (Harry Wong) • Diagnosis of student needs (how, when, who) • Grading (philosophy, weighting) • Both teachers perceived as equals (sharing responsibilities, how

introduce selves to class, setting the “co-teaching tone,” maybe combine names to form a new name, accountability as a team)

• Consider taking a co-teaching training (CSDC or school-based) • Be aware of “perceived” power situations (i.e. male/female pair) • Plan for delivery • Plan for parent understanding (pre-planning & communication) • Room set-up • Agreement on procedures, responses, set-up • Discipline-agreement on management • Principals consider personalities in matching teams



If one of you is doing this... Then, the other can be doing

this… Lecturing Modeling note taking on the

board/overhead; Ensuring “brain breaks” to help students process lecture information

Taking roll Collecting and reviewing last night’s homework; Introducing a social or study skills

Passing out papers Reviewing directions; Modeling first problem on the assignment

Giving instructions orally Writing down instructions board; Repeating or clarifying any difficult concept

Checking for understanding with large heterogeneous group of student

Checking for understanding with small heterogeneous group of students

Circulating, providing one-on-one support as needed

Providing direct instruction to whole class

Prepping half of the class for one side of a debate

Prepping the other half of the class for the opposing side of the debate

Facilitating a silent activity Circulating, checking for comprehension

Providing large group instruction Circulating, using proximity control for behavior management

Running last minute copies or errands Reviewing homework; Providing a study or test-taking strategy

Re-teaching or pre-teaching with a small group

Monitoring large group as they work on practice materials

Facilitating sustained silent reading Reading aloud quietly with a small group; Previewing upcoming information

Reading a test aloud to a group of students

Proctoring a test silently with a group of students

Creating basic lesson plans for standards, objectives, and content curriculum

Providing suggestions for modifications, accommodations, and activities for diverse learners

Facilitating stations or groups Also facilitating stations or groups Explaining new concept Conducting role-play or modeling

concept; Asking clarifying questions Considering modification needs Considering enrichment opportunities

Villa, R. (2011) Effective Co-Teaching Strategies. Retrieved from http://www.teachhub.com/effective-co-teaching-strategies


Co-Teaching Lesson Plan Planning week__________________

1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. 4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently. 5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. 6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles. Individual Preplanning: Content to be covered

Learning goals/objectives

Possible Presentation or Practice Activities Presentation Practice activities

Possible monitoring/evaluation

Possible resources and additional needs

Questions/Concerns

Villa, R. (2011) Effective Co-Teaching Strategies. Retrieved from http://www.teachhub.com/effective-co-teaching-strategies


Day: (break up duties of each teacher) Preparation Teacher A: Teacher B:

Warm-up Teacher A: Teacher B:

Content Presentation Teacher A: Teacher B:

Practice Activities Teacher A: Teacher B:

Closure Teacher A: Teacher B:

Progress Monitoring Teacher A: Teacher B:

Day: (break up duties of each teacher) Preparation Teacher A: Teacher B:

Warm-up Teacher A: Teacher B:

Content Presentation Teacher A: Teacher B:

Practice Activities Teacher A: Teacher B:

Closure Teacher A: Teacher B:

Progress Monitoring Teacher A: Teacher B:


Paraprofessionals assisting in the provision of special education and related services are the backbone of our programs. Your working relationship with paraprofessionals can make the entire program run smoothly, and supervision of the paraprofessional is part of your job. In order to begin your professional collaboration with open communication, this activity can create the opportunity for contemplation, conversation, and collaboration. You and the paraprofessional individually fill out the appropriate Work Styles and Preferences worksheets. Then, you complete the Work Style Score Comparison Sheet together. This activity is intended to be a vehicle for communication about how the two of you (or your team) will work together. Comparing scores encourages teamwork. Items where the scores vary by only a point tend to be fairly easy to discuss. Items where the score differences are greater need to be discussed further.

Teacher Work Style and Preferences Directions: Circle the number that indicates your level of agreement/disagreement with each statement.

Disagree Agree

1 2 3 4 5

1. I supervise paraprofessional closely. 1 2 3 4 5

2. I like a flexible work schedule. 1 2 3 4 5

3. I let paraprofessional know exactly what is expected. 1 2 3 4 5

4. I provide (or at least determine) all the materials that will be used. 1 2 3 4 5

5. I provide a written work schedule. 1 2 3 4 5

6. I expect the paraprofessional to think ahead to the next task. 1 2 3 4 5

7. I determine the instructional methods that will be used. 1 2 3 4 5

8. I encourage the paraprofessional to try new activities independently. 1 2 3 4 5

9. I give explicit directions for each task. 1 2 3 4 5

10. I always do several things at one time. 1 2 3 4 5

11. I like working with paraprofessionals that willingly take on new challenges. 1 2 3 4 5

12. I like taking care of details. 1 2 3 4 5

13. I require the paraprofessional to be very punctual. 1 2 3 4 5

14. I like to get frequent feedback on how I can improve as a supervisor. 1 2 3 4 5

15. I like to bring problems out in the open. 1 2 3 4 5

16. I like to give frequent performance feedback to the paraprofessional. 1 2 3 4 5

17. I like to discuss activities that do not go well. 1 2 3 4 5

18. I like working with other adults. 1 2 3 4 5

19. I encourage paraprofessionals to think for themselves. 1 2 3 4 5

20. I am a morning person. 1 2 3 4 5

21. I speak slowly and softly. 1 2 3 4 5

22. I work best alone with little immediate interaction. 1 2 3 4 5

23. I need a quiet place to work without distractions. 1 2 3 4 5

24. I prefer that no one else touches my things. 1 2 3 4 5

25. I prefer to work from a written plan. 1 2 3 4 5


ParaprofessionalsWorkStyleandPreferences

Directions: Circle the number that indicates your level of agreement/disagreement with each statement.

Disagree Agree 1 2 3 4 5

1. I like to be supervised closely. 1 2 3 4 5

2. I like a flexible work schedule. 1 2 3 4 5

3. I like to know exactly what is expected. 1 2 3 4 5

4. I prefer to decide which materials to use. 1 2 3 4 5

5. I like having a written work schedule. 1 2 3 4 5

6. I need time to think ahead on the next task. 1 2 3 4 5

7. I like to determine the instructional methods I use. 1 2 3 4 5

8. I like to try new activities independently. 1 2 3 4 5

9. I like to be told how to do each task. 1 2 3 4 5

10. I like to do several things at one time. 1 2 3 4 5

11. I like to take on challenges and new situations. 1 2 3 4 5

12. I like taking care of details. 1 2 3 4 5

13. I like to be very punctual. 1 2 3 4 5

14. I like to give frequent feedback on how I prefer to be supervised. 1 2 3 4 5

15. I like to bring problems out in the open. 1 2 3 4 5

16. I like to get frequent feedback on my performance. 1 2 3 4 5

17. I like to discuss when activities do not go well. 1 2 3 4 5

18. I like working with other adults. 1 2 3 4 5

19. I like to think things through for myself. 1 2 3 4 5

20. I am a morning person. 1 2 3 4 5

21. I like to speak slowly and softly. 1 2 3 4 5

22. I like to work alone with little immediate interaction. 1 2 3 4 5

23. I need a quiet place to work without distractions. 1 2 3 4 5

24. I prefer that no one else touches my things. 1 2 3 4 5

25. I prefer to work from a written plan. 1 2 3 4 5


Work Style Score Comparison Sheet

Directions: Now transfer your individual preferences to this comparison sheet. Your combined profile is unique; there are no "correct" scores. Decide whether your combinations are okay or need further discussion. Have a conversation in which you strive to determine how you will proceed to work together in light of your areas of agreement and disagreement. Write out your decisions for each item that pose an area of difficulty for you. Remember that scores are not absolutes. Everyone is capable of adapting their own preferences to those of their teammates. Openly discussing work style preferences and making decisions about how you will work together, will set a collaborative tone as you begin your working relationship.

Disagree Agree Item Content Disagree Agree 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5

1. Closeness of supervision

1 2 3 4 5

1 2 3 4 5

2. Flexibility of work schedule

1 2 3 4 5

1 2 3 4 5

3. Preciseness of expectations

1 2 3 4 5

1 2 3 4 5

4. Decisions on which materials to use

1 2 3 4 5

1 2 3 4 5

5. Written work schedule

1 2 3 4 5

1 2 3 4 5

6. Time to think ahead on the next task

1 2 3 4 5

1 2 3 4 5

7. Decisions on instructional methods

1 2 3 4 5

1 2 3 4 5

8. Trying new activities independently

1 2 3 4 5

1 2 3 4 5

9. Specifying how to do each task

1 2 3 4 5

1 2 3 4 5

10. Doing several things at one time

1 2 3 4 5

1 2 3 4 5

11. Taking on challenges

1 2 3 4 5

1 2 3 4 5

12. Taking care of details

1 2 3 4 5

1 2 3 4 5

13. Punctuality

1 2 3 4 5

1 2 3 4 5

14. Giving /getting feedback on supervision

1 2 3 4 5

1 2 3 4 5

15. Dealing with problems out in the open

1 2 3 4 5

1 2 3 4 5

16. Giving / getting frequent feedback

1 2 3 4 5

1 2 3 4 5

17. Discussing activities that do not go well

1 2 3 4 5

1 2 3 4 5

18. Working with other adults

1 2 3 4 5

1 2 3 4 5

19. Thinking things through for myself

1 2 3 4 5

1 2 3 4 5

20. I am a morning person

1 2 3 4 5

1 2 3 4 5

21. Speak slowly and softly

1 2 3 4 5

1 2 3 4 5

22. Working alone - little interaction

1 2 3 4 5

1 2 3 4 5

23. Quiet place to work / no distractions

1 2 3 4 5

1 2 3 4 5

24. Touching others' things

1 2 3 4 5

1 2 3 4 5

25. Working from a written plan

1 2 3 4 5


Tips to Share with Paraprofessionals • The special educator is the primary decision-maker in the room.

• Helping students in the classroom is the first priority. The student you are assigned to is most important, but also help others as you see the need.

• Use common sense—what students are not allowed to do, adults should not do either (ex. chewing gum or visiting.)

• Please use a quiet voice. When working with individuals, use a low voice or whisper. (Set a good example of how students are to talk.)

• Show respect to the students. Your tone of voice and body language communicates more than you realize to the students and adults around you.

• Please ask questions when the teacher is not teaching, if possible. Interruptions can really throw off the momentum of the lesson and cause students and teachers to lose concentration.

• Be flexible. Things do not always go according to plan and schedules may be off.

• Offer to help with other jobs in the classroom if you have some time when your student is absent or doesn’t need assistance.

• If the student you are paired with is disruptive, try early redirection to change behavior.

• Please save social discussions with other adults for break and lunch times. Students pick up more than we realize from such conversations.

• Listen to class instructions, so you can clearly pass them on to students.

• Make students use their skills. Say, “What do you think it is?”, “How do you think it sounds?”, “What are you supposed to do?”, “Let’s read the directions again.” This gives students responsibility for their listening and learning.

• A goal is for the student to no longer need special assistance in the classroom. Use good judgment to step back when the student is working well independently, but be available if he/she starts to struggle. If you circulate in the classroom, other students will ask for assistance and there will be fewer stigmas attached to your student.

• We all like to hear positive comments about how we did. Find time to notice the good things the student does so they will accept correction more positively. “Let’s see you do the next one,” is more positive than, “You haven’t done any since I left, so get busy.”

Discussion topics for special educators and paraprofessionals:

• Grading student work • Monitoring students during

recess • Handling students who play you

against each other • Monitoring student behavior and

maintaining behavior records • Assisting students with school

bus routines • Contacting parents • Providing individual and group

assistance • Ensuring confidentiality • Using cell phones


Responsibility Matrix for Paraeducators and Teachers

Paraeducator Teacher Lesson plans Assists in the implementation of

student's plans. May include instruction, material preparations, teacher support, etc.

Creates and implements daily lesson plans. Supervises paraeducators implementation of lesson plan.

Classroom management plans

Assists in implementing student behavior and classroom management plans.

Creates and implements student behavior and classroom management plans. Supervises paraeducators implementation of management plans.

IEP Attends IEP meetings when invited. Provides information regarding a student’s progress. Supports the delivery of services as assigned.

Develops and may conduct IEP meetings, implements and monitors IEP services.

File maintenance When part of the job description, accesses or maintains files after being trained. Keeps file information confidential.

Maintains student files and records. Keeps file information confidential.

Communication with parents

When assigned, may contact parents to obtain or present information. Should NOT make recommendations or express personal opinions without direct assignment by the teacher.

Communicates with parents about student progress. Reviews ALL letters and other communications sent home to parents.

Assessments When trained, administers assessments as assigned by the teacher.

Determines and administers appropriate assessments. Summarizes results and takes appropriate action.

Progress monitoring Collects and records data as assigned by the teacher.

Reviews and monitors the academic and behavioral progress of all students and makes data based decisions. Trains paraeducators in data collection procedures.

Confidentiality Discusses student issues only with the teacher and other people only when authorized by the teacher.

Discusses student issues only with authorized individuals. Reviews the requirement of maintaining confidentiality with paraeducators, volunteers, and peer tutors.

Conflict resolution Learns and follows the "Chain of Command" appropriately. Takes responsibility for resolving conflicts constructively.

Effectively communicates expectations. Follows the "Chain of Command" appropriately. Resolves conflicts using appropriate problem solving strategies.

Adapted from Utah Paraeducator Handbook


Teacher's Self Evaluation Checklist

Adapted from Ashbaker & Morgan (2006)

Teacher: Ask yourself…

Rate yourself: List your ideas for improvement or note the things that you do especially well.

Needs work

Okay, but not great

Great

1 2 3 Do I have clearly defined roles for the paraprofessional(s)?

Have I checked to see that the paraprofessional(s) understands these roles?

Do I know the school, district, and state standards for paraprofessionals?

Does the paraprofessional(s) know the standards concerning paraprofessional roles?

Does the paraprofessional(s) know those roles that are strictly teacher roles (e.g., writing lesson plans, designing curriculum changes, etc.)?

Have I identified the responsibilities which I can appropriately delegate?

Have I clearly communicated my priorities for student learning to the paraprofessional(s)?

Do I communicate clearly and problem solve with the paraprofessional(s)?

Do I clearly share my vision and take steps to ensure effective teamwork?

Do I meet regularly with the paraprofessional(s) to plan and discuss student progress?

Do I monitor the paraprofessional(s) performance on a daily basis?

Do I provide ongoing constructive feedback through coaching and modeling?

Do we celebrate student learning and other accomplishments of our goals?

Section2:GettingtoKnowMyStudents

o Section 2 – This section is intended to help you organize your student caseload and plan instruction based on variety of skill and ability levels.


Getting to Know My Students 2.1

Individual Student Summary Form

This form should provide you with details of a student’s level of instruction and other pertinent

information.

Name: Phone:

Address: Grade Level:

I. Reading level and text _________________________

Units to be covered: Skills introduced: Vocabulary words:

II. Math/Level _________________________ Chapter ______________________________

Skills introduced: Review:

III. Spelling and /or writing:

IV. Behavior:

V. Available Eligibility scores:

Progress monitoring scores:

VI. Medical notes:

VII. Other contacts:


Student and Classroom Profile

This form will allow you an opportunity to look at your classroom/teaching area, students, and school, and it

will help you get an overview of your environment. Complete this information with the help from your mentor.

Please consult with administrators and colleagues to answer them.

A. Student and Classroom Information

1. Number of students on your case load: _____________

2. Ethnicities that are represented among your students (check all that apply);

_____ American Indian/Alaskan Native _____ White, not Hispanic _____ Asian _____ Black, not Hispanic _____ Pacific Islander _____ Hispanic _____ Filipino _____ Multiracial _____ Other ________________________________________________________________

3. Disabilities that are represented among your students (check all that apply):

_____ SLD Read. _____ Math ______ W. L. ______ _____ LD Read. _____ Math ______ W. L. ______ _____ Aut _____ CI _____ Deaf‐Blind ______Deaf ______DD _____ ED _____ Health _____ Hearing ______Multiple ______Ortho _____ Lang _____ Speech _____ TBI ______Vision

4. Number of students that are: English proficient ____ English Learners ____ Comments:

5. Resources that are available to assist you with your students who are English Learners (EL):


6. Research Based Curriculum available in your classroom:

Reading Math Written Language

Name Levels Name Levels Name Levels

7. Students receiving services outside of general education classroom:

StudentName Read. Level Math Level Lang.Arts Level

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.


8. Groups for instruction:

Teacher/Paraprofessional Level Curriculum Students

9. Students receiving services in general education classroom:

StudentName Read. Teacher Math Teacher LangArts Teacher

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


SNAPSHOTOFYOURCASELOAD This form is provided to help you organize your caseload of student while including information that is often needed to be retrieved at a moment’s notice.

Student Name Parent Names DOB Bus # Primary Lang. Homeroom Reading

Fluency Reading Comp.

Math Level

Writing Level MEDS Other Comments


SPECIAL EDUCATION GROUP LESSON PLAN

NAME(S) _________________________________________________ DATE _____________________ This form is for the use of special education students that are working on similar/same goals. This form

could be shared with a paraprofessional teaching a group of students.

GENERAL EDUCATION STANDARD

BEHAVIOR GOALS (IF NEEDED)

TIME ALLOTTED GROUP GOAL

OBJECTIVES

MATERIALS

INTRODUCTION

DEVELOPMENT

PRACTICE

PROGRESS MONITORING

Other: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Section 3: Time Management

o Section 3 – This section will help you track required procedures and

timelines related to re-evaluations, IEPs, and important dates throughout the year. A case management document is included to help as a tool to keep track of critical child count data information.


Time Management 3.1

YearlyIEPsTimelineAugust September October November December

Date Name Date Name Date Name Date Name Date Name

Time Management 3.1

YearlyIEPs TimelineJanuary February March April May


Time Management 3.2

Yearly Reevaluation Timeline August September October November December


Time Management 3.2

Yearly Reevaluation Timeline January February March April May


Time Management 3.3

Yearly IEP and Reevaluation Timeline List the name of your students and the DUE DATE of their IEP and Reevaluation.

August September Name IEP

Date Reeval. Date Name IEP Date Reeval. Date

October November Name IEP


December January Name IEP


Time Management 3.3

February March Name IEP Date Reeval. Date Name IEP Date Reeval. Date

April May Name IEP Date Reeval. Date Name IEP Date Reeval. Date

Time Management 3.4

IEP Meeting Checklist District _______________

School _______________

1. Introductions: Case Manager — Assign a note taker, and take meetings notes. — State purpose of meeting, making sure that you have asked parents (and other members) if

they have concerns or items they wish to discuss. — Review Procedural Safeguards

2. Review Past Progress

— Regular education teacher report — IEP academic goal update; including progress monitoring data — Review of test data – IRI, ISAT, other informal measures — Outside agency update related to the IEP – only if needed — Behavioral update or social skills update if needed — Parent input or questions regarding IEP progress

3. Secondary considerations

— Review post-secondary transition goals and transition services — Review graduation plan — Discuss transfer of rights at the age of 18

4. Present new IEP goals for the upcoming year.

— Academic — Related services — Behavioral skills — Social skills — Determine assessment for the next year including how IEP goals will be measured. — Determine communication system between home and school for next year/parent agreement. — Parent input; Is there anything else you would like to see in your child’s IEP? — Parent satisfaction: Are you satisfied?

5. Closing: Student Involvement/brief review of meeting

6. Copies of new IEP, behavior plan, final progress report, parent rights/responsibilities statements

Time Management 3.5

IEP Meeting Notes District __________________________ School ___________________________

Student Name ______________________________

Date ______________________________________

Parent and Student Input __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher and School Personnel Input __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________ Note Taker Participants ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

Procedural Safeguards given

Time Management 3.6

SPECIAL EDUCATION CASE MANAGEMENT INCLUDING STUDENT CODES AND SERVICES

Student Name Grade DOB SS# Ethn. Code

Elig. Code

Service Code OT/PT Read. WL Math SLP 3 yr.

Reeval. Annual Review

Time Management 3.7

MEETINGS/IMPORTANTDATESTOCONSIDERANDREMEMBER This form is provided to help you keep track of annual meetings, tests dates and other information to consider while scheduling.

ItemstoConsider

Meetings

Building Meetings

Test or Dates

IRI

Duties

o Bus Duty

Other

District Meetings ISAT o Recess Duty

Parent Teacher Conferences

Grades Due o Lunch Duty

o

OTHER (school and district holidays, activities, etc.): ____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

August September

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Time Management 3.7

October November

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December January

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Time Management 3.7

February March

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April May

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Section 4: Special Education Process

o Section 4 – This section summarizes the key/critical components

of the special education process including steps, required documents, and important considerations.


Special Education Process 4.0

Special Education Process

Table of Contents

• Initial Referral

• Initial Referral Checklist

• Initial Eligibility

• Initial Eligibility Checklist

• Reevaluation

• Reevaluation Checklist

• Initial Individual Education Program (IEP)

• Initial Individual Education Program (IEP) Checklist

• Initial Individual Education Program (IEP) Amendment

• Initial Individual Education Program (IEP) Annual Review

• Initial Individual Education Program (IEP) Annual Review

Checklist

• New Student Transfer (In-State)

• New Student Transfer (Out-of-State)

• Discontinuation of Services

• Behavior and Discipline

• Extended School Year (ESY)


Initial Referral

Steps

• Parent or district personnel initiates referral to consider a SPED evaluation

• Referral to Consider Special Education is completed

• If referral is from someone other than parent, notify parent.

• Provide parents Procedural Safeguards Notice, request for input, and opportunity to meet, if

desired.

• Evaluation team, including parents and a general education teacher, collects all available

records and previous evaluation data and determines need for additional assessment.

• If an initial evaluation is warranted, parent is provided written notice and consent is obtained.

• If evaluation is unwarranted, written notice of that decision is provided to the parent.

Documentation

• Referral to Consider Special Education Evaluation

• General Ed Intervention Documentation

• Authorization for Exchange of Confidential Student Information (if needed)

• Request for Input from Parents

• Procedural Safeguards Notice

• Consent/Notice for Assessment

• Meeting Notes

Additional Information

• Cumulative file

• Begin a working file, that will possibly become a Special Education File

• Document all correspondence with parents, service coordinators, etc.


Timeline

• Once you have received Consent for Assessment signed by the parents, you have 60 calendar

days, excluding periods when regular school is not in session for five or more consecutive

days, to complete your assessments and determine eligibility and provide parent a copy of the

Eligibility Report.

Important Special Considerations

• SLD If a referral is being made due to a possible specific learning disability, evidence of a

lack of response to general education intervention and instruction must be collected.

• PRESCHOOL A Referral to Consider Special Education must be completed for all 3-5 year

old children, even if they have been in services with Part C Infant Toddler Program.

• LEP If the student is linguistically or culturally diverse, appropriate data and assessment

procedures must be collected and documented.


Initial Referral Checklist

Referral (Special Education Manual form #330 )

General Education Intervention Documentation

Authorization for Exchange of Confidential Student Information (if needed)

Request for Input From Parents (Special Education Manual form #340 )

Procedural Safeguards Notice (Documents section of manual)

Consent/Notice for Assessment (Document section of manual) (When signed consent is returned, the 60 day timeline begins. Eligibility must be determined within 60 days.)

Meeting Notes


Initial Eligibility

Steps • Schedule and complete assessments.

• Ensure that a comprehensive evaluation is conducted using a variety of sources that address the

student’s needs, and the proposed disability category.

• Seek parent input.

• Review evaluation information with parent and/or adult student. (Meeting with the entire team is

parent and/or adult student choice).

• If eligibility will be determined as a part of an IEP team meeting, schedule Eligibility /IEP

Meeting and send parent invitation.

• Evaluation team completes an Eligibility Report and provides a copy to parent.

Documentation

• Parent and general education teacher input included on the Eligibility Report

• Eligibility Report included all required components completed with accurate, parent friendly and

useful information.

• Separate Eligibility Report for Specific Learning Disability (SLD)

• Classroom Observation (SLD students)

Additional Information Needed

• Cumulative file



Timeline

• After receiving Consent for Assessment, you have 60 calendar days, excluding periods when

regular school is not in session for five or more consecutive days, to complete your assessments,

and determine eligibility as documented on the Eligibility Report.

• Preschool - If the child is transitioning from Part C Infant Toddler Program, the eligibility and

IEP must be completed by the time the child turns 3.

Important Considerations

• Eligibility—Three Prong Test;

o Meets all criteria for specific disability;

o Disability has adverse impact on student’s education; and

o Student needs specially designed instruction to benefit from education.

• LEP If the student’s native language is not English, the report must provide sufficient data to

support that the determinant factor is not limited English proficiency.

• SLD eligibility determination requires the collection and analysis of a variety of specific data

sources through a comprehensive school-wide team process.

• Written consent must be obtained for all initial evaluations to determine eligibility for Part B,

even if using existing assessment data, which includes preschool children transitioning from Part

C programs.


Initial Eligibility Checklist

__ Written consent must be obtained for all initial evaluations.

__ Parent and general education input included on the Eligibility Report.

__ Eligibility report includes all required components completed with accurate,

parent friendly and useful information.

__ Separate eligibility report for specific learning disabilities (SLD).

__ Classroom observations are included, if SLD.

Other considerations:

• Eligibility three prong test;

1. Meets all criteria for specific disability,

2. Disability has adverse impact on student’s education, and

3. Students need specially designed instruction to benefit from education.

• SLD requires the collection and analysis of a variety of specific data sources through a

comprehensive school wide team process.

• LEP the report must provide sufficient data to support that the determinant factor is not

limited English proficiency.


Reevaluation Steps

• At least one month before reevaluation is due, send out Request for Input form to parents and get

information from teachers about student progress and areas of concern.

• Collect and review all existing data: observations, classroom - based or statewide assessments,

progress data for IEP goals, etc.

• One to two weeks later either hold evaluation team meeting, review existing data and obtain consent

for assessment, if needed or

• Send Consent for Assessment or Written Notice, if you marked that a meeting is not necessary in the

Request for Input.

• Complete Assessments and Eligibility Report.

• Send Parent Invitation, if meeting.

• Provide parents a copy of Eligibility Report. Documentation

• Request for Input

• Consent for Assessment or Written Notice that no further assessment is needed.

• Data documenting each criteria for the disability category, even if it is a review of previous records.

• Eligibility Report

• Graph of Progress for SLD students

• IEP Annual Goal progress data

• Meeting Notes

Additional Documentation

• Release of Information

• Dr. Notes and Reports


Timelines

• Reevaluations must be conducted within three years of previous eligibility.

• The effective date of eligibility is the date of the last Eligibility Report.

• Reevaluations may be completed sooner than required on request of parent or recommendation of

team.

• Reevaluations must be completed and an eligibility meeting held BEFORE the anniversary date of

the prior eligibility. Important Considerations

• Secondary Students

• For students about to turn 16, a comprehensive evaluation should include age appropriate transition

assessments needed to develop secondary transition plans.

• SLD progress monitoring data collected during special education instruction and intervention will be

needed to support continued eligibility.

• Reevaluations prior to discontinuation.

• A student must be reevaluated before determining he or she is no longer eligible for special education.

Reevaluation Checklist (Please refer to Special Education Manual)

The evaluation team includes the same membership as the individual education program (IEP) team.

Review existing evaluation data and determine what additional data will be needed (e.g. parent, general education teacher, progress monitoring, etc.).

Obtain Consent for Assessment. (Consent for Assessment; Special Education Manual Form 350).

or Written Notice that no further assessment is needed (Written Notice; Special Education Manual Form 320).

Provide data documenting each criteria for the disability category, even if it is a review of previous records.

Include eligibility reports (Special Education Manual Form 380)

Graph of progress for SLD students

IEP annual goal progress data

Meeting Notes Important Considerations

Secondary students should include age appropriate transition assessments needed for secondary

transitions.

Specific Learning Disability (SLD) progress monitoring data collecting during special education instruction and intervention will be needed to support continued eligibility.

Reevaluations prior to discontinuation; a student must be reevaluated before determining he or she is no longer eligible for special education.



Initial Individual Education Program (IEP) Steps

• Send parent and/or adult student invitation.

• Notify required team members in advance to ensure participation.

• Meeting to develop IEP may be held in conjunction with eligibility determination.

• Actively solicit and incorporate input from parents and students.

• Review IEP PLOPs, annual goals and objectives.

• Determine special education services and related services needed to support goals.

• Determine Placement in Least Restrictive Environment.

• Address all other components of IEP.

• Obtain Consent/Notice for Initial Placement.

• Provide Procedural Safeguards Notice and a copy of IEP to parents.

• Implement IEP.

Documentation

• Parent Invitation

• Written Agreement (IEP team member excusal)

• Final and complete IEP

• Meeting Notes




• Invitation of a Part C Representative, if requested by parent of a three year old child.


Timeline

• The meeting to develop the IEP must be held within 30 days of determining eligibility.

• The IEP shall be implemented as soon as possible following the meeting

• Parents have 10 calendar days to respond in writing if they disagree with the IEP.


• IEP teams should consider strengths of student, concerns of parents, evaluation data, and academic

and nonacademic needs of student, and specially designed instruction needed for school achievement.

• Required IEP team members - general education teacher, special education teacher, district

representative, individuals to interpret evaluation results.

• Secondary Transition by age of 16, IEP must include specific transition assessment,

activities/services, and goals related to the student’s post school goals.


Initial Individual Education Program (IEP) Checklist

Input from parents and students has been actively solicited and collected.

The meeting to develop the IEP is within 30 days of determining eligibility.

Parent and/or adult student has been invited.

Appropriate agency representatives have been invited with parent agreement.

Written agreements of IEP team member excusal have been documented.

All required team members have been notified in advance to ensure participation.

Meeting to develop IEP may be held in conjunction with eligibility determination.

Meeting Notes will be documented.

IEP PLOPs, annual goals and objectives have been reviewed.

Special education services and related services needed to support goals have been

determined.

Placement in Least Restrictive Environment has been determined.

All other components of IEP have been addressed (i.e. accommodations, statewide

testing, behavior, secondary transition, extended school year, etc.).

Parental Consent/Notice for Initial Placement has been obtained.

Procedural Safeguards Notice and a copy of IEP have been provided to the parents.

IEP will be implemented as soon as possible following the meeting, and parents have 10

days to respond in writing if they disagree with the IEP.


Individual Education Program (IEP) Amendment

Steps

• District, student or parent believe progress is not satisfactory or there is a problem with IEP.

• Invite parents to meet or get written agreement with parent to write an amendment without a meeting.

• If amendment is conducted without a meeting, obtain Parent Consent by completing the Parent and

District Agreement Form (IEP Revision w/o IEP Meeting).

• Finalize IEP Amendment or full IEP, if needed.

• Provide parents a copy of revised IEP with amendments.

Documentation


• IEP Amendment Form

• Written Agreement (IEP Amendment w/o IEP meeting or IEP team member excusal)

• Meeting Notes (if meeting held) or Contact Log (if no meeting)


Timeline

• An IEP Amendment can occur anytime within the timeline of an effective IEP.

• The IEP Amendment must be in place before changes to the IEP can occur.

• Parents have 10 calendar days to respond in writing, if they disagree with the changes.



• Documentation

• If you are making a simple change, you can use the IEP amendment form. The annual review date

remains the date one year from the original IEP.

• If significant changes are needed, a full annual review may be appropriate; thus, setting a new annual

review date.

• If the parent requests a meeting and the district has determined a meeting is not necessary, the district

may provide parent a written notice of that decision.

Special Education Program 4.10

Individual Education Program (IEP) Annual Review

Steps

• Collect needed data on student’s present level of performance (PLOP).

• Send parent and/or adult student invitation.

• Notify IEP team members in advance to ensure participation.

• Collect and review IEP goals progress data.

• Obtain input from teachers, parents and student.

• Review eligibility, develop all components of IEP, and determine services and placement annually.

• Provide parents and adult student a copy of IEP with written notice.

• Provide access to the IEP to all persons responsible for implementing IEP.

• Provide a Procedural Safeguards Notice to parents annually. (It is recommended that you make

available a copy and explanation at annual review meetings.)

Documentation


• Consent to Invite Transition Agency Personnel (Secondary)


• Meeting notes




Timeline

• Annual Reviews must be conducted BEFORE the date of the prior IEP. An IEP cannot be in effect

for more than one calendar year (365 days) from the effective date of the previous IEP, (usually the


meeting date of the previous IEP).

• Annual IEP review meeting may be held in conjunction with a 3-year Reevaluation determination.

• If a parent files a written objection within 10 calendar days of written of proposed IEP, changes

cannot be implemented.

• If parent objects after 10 days, IEP is implemented as written until objections are resolved.


• Purpose of Annual Reviews

• Determine what annual goals have been achieved

• Revise goals and services, if lack of progress

• Address parent or student information

• Address student’s anticipated needs

• Monitor continued eligibility

• Write a new IEP


Individual Education Program (IEP) Annual Review Checklist

Input from teachers, student and parent have been collected.

Progress data and achievement of current IEP goals has been collected and reviewed.

Needed data on student’s present level of performance (PLOP) has been collected.

Annual IEP review meeting is held within at least 365 days of the current IEP.

Annual IEP meeting may be held in conjunction with a 3-year Reevaluation determination.

Parent and/or adult student has been invited.

Appropriate agency has been invited and consent obtained from parent.

Written agreements of IEP team members’ excusal have been documented.

All appropriate IEP team members have been notified in advance to ensure participation.

The student’s continue eligibility, based on a variety of data, has been reviewed.

New IEP PLOPs and goals have been developed based on student needs.

All components of the IEP have been addressed (i.e. secondary transition, behavior,

extended school year, etc.).

Special education, related services and least restrictive environment have been determined.

Parents and/or adult student have been provided a copy of IEP with written notice.

Parents have been offered a copy and explanation of the Procedural Safeguards Notice.

All persons responsible for implementing the IEP have been provided access to the IEP.

IEP will be implemented as soon as possible following the meeting and parents have 10

days to respond in writing if they disagree with the IEP.


New Student Transfer (In-State)

Steps

• Obtain a current IEP and Eligibility from parents, if possible.

• Send Request for Records to previous school/district.

• Parent Invitation to Meeting (if needed).

• Provide FAPE (comparably).

• If initial evaluation is incomplete or a reevaluation is needed, district works with parent to

establish timeframe for completion.

• IEP team reviews IEP and writes an amendment to make changes or accept IEP as written

(with or without a meeting), or

• IEP team develops a new IEP (meeting held).

• Finalize and provide IEP.

Documentation

• Parent Invitation (if needed)

Amendment or New IEP

• Written Agreement (Amendment without IEP team meeting or IEP team member excusal)

• Meeting Notes



• Written agreement extending the 60-day timeline, if in process of evaluation/reevaluation

during transition.


Timeline

• The receiving district must request records from the sending district within 2 days of the

student enrolling in the new school.

• Previous district has 10 days after receiving the request to send IEP and Eligibility Report.

Assumption of Eligibility and Comparable Services

• District must assume that transfer students are eligible to receive special education and

must be provided FAPE based on documentation from prior public agency or parent.

• Providing the student with FAPE means providing services comparable to those described in

the current IEP received by the district when the student moves into the district and enrolls in

school until the district, in consultation with parents/adult student, develops, adopts, and

implements a new IEP.


New Student Transfer (Out-of-State)

Steps

• Obtain a current IEP and Eligibility from parents, if possible.

• Send Request for Records to previous school/district.

• Invite parents to meeting (if needed).

• Provide FAPE (comparably).

• Conduct a sufficiency review to determine if student meets Idaho Eligibility Criteria.

• If evaluation information is provided and no new assessments needed, IEP team reviews

current IEP and develops, amends, adopts and implements an Idaho IEP.

• If more evaluation information is needed, within one year, seek consent for an initial

evaluation.

• Establish a timeline with parents to conduct evaluation and determine eligibility.

Documentation


• Eligibility Report


• Meeting Notes



• Written Agreement extending 60-day timeline for evaluation during transition


Timeline

• The receiving district must request records from the sending district within 2 days of the

student enrolling in the new school.

• Previous district has 10 days after receiving request to send IEP and eligibility report.

Assumption of Eligibility & Comparable Services

• District must assume that transfer students are eligible to receive special education and

must be provided FAPE based on documentation from prior public agency or parent.

• Providing the student with FAPE means providing services comparable to those described in

the current IEP received by the district when the student moves into the district and enrolls in

school until the district, in consultation with parents/adult student, develops, adopts, and

implements a new IEP.


Discontinuation of Services

Steps

• Student is determined no longer eligible for special education due to: no longer meets

eligibility, completes graduation requirements, or reaches maximum age of 21.

• Send Request for Input

• If determining no longer eligible:

o Conduct a Reevaluation

o Obtain Consent for Assessment (if needed)

o Complete an Eligibility Report

• If graduating or reaching maximum age, complete a Summary of Performance (SOP).

• Written Notice with all components completed and the appropriate explanation checked.

Documentation

• Request for Input

• Consent for Assessment (if needed)


• Written Notice with all components completed

• Written Revocation of Consent for Services from parent, if appropriate


• Eligibility Report (if needed)

• Summary of Performance (SOP)


Timeline

• Discontinuing a student of special education is considered a change of identification and/or

placement.

• Send Written Notice to indicate a change if there is a determination that the student is no

longer eligible, is graduating, has reached maximum age, is being home schooled, has

dropped out, or parent revokes consent for services.

Changes in District Obligation

• If a student is moving to another district, the district will forward records within 10 days to

the new district and retain copies for five years.

• If a parent voluntarily enrolls the student in a private school, individual determinations apply.

If the student is being home-schooled or if the student has dropped out, special education

services will cease and notice is provided. If the student reenrolls and is still eligible, previous

IEP will be implemented if appropriate.

• If a parent revokes consent for special education services for an eligible student, this must

be in writing from the parent and the district provides written notice.


Behavior and Discipline

Steps

• If behavior impedes student learning, be proactive and incorporate positive behavior supports in the

accommodations, services and goals of IEP.

• Schedule IEP team meeting.

• Send Parent Invitation.

• Complete or review FBA (Functional Behavior Assessment).

• Collect baseline data on target behavior.

• Develop or review and revise BIP (Behavior Intervention Plan) and a data collection system.

• Ensure staff has a copy and is trained on implementation of BIP.

• Implement BIP and review data on target behavior and effectiveness of BIP.

Documentation

• FBA

• BIP

• Manifestation Determination (if removal constitutes a change of placement)

and Procedural Safeguards


• Meeting Notes


• Behavior data

• Record of removals from current placement



Timeline

• Behavior Intervention Plans should be implemented for an appropriate amount of time (2-6 week) and

reviewed on a regular basis to determine the effectiveness of the intervention.

• Manifest Determination meetings must be held before an expulsion hearing and/or change of

placement.


• Behavior Intervention Plans comprise specific evidence based strategies to increase or decrease target

behaviors using preventive techniques, teaching desired behaviors or specific skills and how to

respond to behavior.

• Manifestation Determination when district is considering removal of a student for disciplinary

reasons for more than 10 cumulative days in a school year, a manifestation determination, which

constitutes a change of placement, is required.


Extended School Year (ESY)

Steps

• IEP teams determine and document on the IEP whether ESY services are required for each student

based on ESY eligibility guidelines.

• If it is TBD, a date is set for that determination.

• Determine data collection system.

• Collect and review data on critical skills before and after extended breaks.

• Review data collected to determine the need to provide special education or related services over an

extended break in order to maintain critical skills.

• Complete ESY eligibility section of IEP and clearly delineate ESY goals and services by amending

current IEP or developing an ESY IEP.

Documentation

• ESY eligibility section of IEP (include time and service recommendations)

• Highlight IEP Goals/Objectives to be worked on or develop IEP amendment

• Any medical procedures or individual health plan

• Behavior Plan


• Meeting Notes

Timeline

• Be sure to consider ESY by the date indicated on the IEP if you checked the box TBD (to be

determined). Notify the Director of Special Education of any students who will be eligible for ESY

as soon as possible to coordinate ESY services throughout the district.


Data Collection

• It is very important to develop a simple and useful data collection system to measure student progress

on annual goals. This data is critical for reporting progress on goals to parents. Data also tells the

teacher how well the student is responding to instruction and whether goals or instruction need to be

changed in order to meet annual targets. In addition to providing data for ESY eligibility, it provides

present level of performance data needed for annual reviews and reevaluations.

Section 5: Classroom Climate

o Section 5 – This section is intended to help you with some tips

to develop a positive class climate and effective classroom management system by addressing procedures, rules, and expectations.


Classroom Climate 5.1

Classroom Management Inventory

I have established expectations for my classroom with clear and concise examples that are taught on the first day and reviewed regularly and as needed.

Students have input into classroom procedures.

Procedures are limited to no more than five.

Procedures prevent or encourage behavior by clearly stating expectations for my students.

Procedures are given to students, administrators, and parents, and are prominently displayed in the classroom.

Consequences are reasonable and logical.

Rewards/reinforcers are posted with information regarding when they will be granted.

When procedures are not allowed; I give out the consequence immediately without topping instruction.

I create and maintain a climate of fairness and respect.

I seat students purposefully for accomplishing the tasks I assign.

I understand that many behavior problems are caused by the failure of students to follow procedures and routines, thus instruction, practice and feedback is needed.

I teach classroom procedures by explaining, rehearsing and reinforcing.

I have plans to explicitly teach and provide positive and constructive feedback until behaviors become an automatic part of the daily classroom routine.

Students observe that I mean what I say, and I consistently enforce and reinforce the procedures and expectations of my classroom and the school.

I have developed individualized behavior support plans for students who need more specialized support and instruction to meet behavioral expectations.

I document progress and behaviors as indicated in students’ behavior plans or district/building policy.

Adapted from North Dakota Components of Novice Teacher Training: Special Education Mentoring Toolkit: Chapter IV


Classroom Organization Considerations

The following sections will allow you to consider organizational and procedure issues to contemplate. Teachers Desk Completed Where is it? How are students allowed to use your desk? How do you monitor the entire class when you are at your desk? What is the procedure for items that need your attention immediately?

Can students come up to you when you are at your desk? If you have a phone at your desk, what are the Procedures regarding use?

Start of class procedures Completed What are students expected to do when they enter the room (e.g., warm-up activity, go to the desk and read quietly, etc.)?

Are start-up materials easily accessed? Are student’s supplies at areas that they can access without disruption?

Material Storage Completed Where are frequently used supplies stored? Where are textbooks stored? Are the ones you use easily accessed?

Do you experience problems with your students accessing classroom supplies?

Where will students that have been absent retrieve makeup work?

General classroom procedures Completed What can students do if they finish independent work early? When can students sharpen pencils? What do students do when their pencil breaks or another writing tool is needed?

What do students do when they need supplies while working on independent work?

What are bathroom procedures? Are there designated times? Can students obtain a pass?

What procedures need to be followed to go to the office, counselor, etc.?

Transition Completed How do students move from one activity to another? How do students move from one classroom to another?


Dismissal procedures Completed How are students dismissed to go to break, lunch, or other activities?

What procedures are in place for end of school dismissal? Does the bell dismiss students? Do you want to dismiss students?

Homework policy Completed Do you have a homework policy? Where do students write down the assignment? Do students have homework assignments envelopes, agenda planners, or notebook?

Where do students turn in completed homework assignments? What happens when students don’t turn in completed work? What is your reinforcement system for completed homework (e.g., points, grades, free homework pass)?

What are procedures for chronic homework problems? Common problem procedures Completed What happens when a student talks out in class? What happens when a student gets out of seat without permission?

Computer procedures Completed When and how long can students use the computer? What are your expectations about water, food, gum, etc.?

Quiet time areas Completed What is your procedure for a student who works better in a quiet, less distracting area? Is there a quiet reading corner (e.g., bean bag, rocking chair)?

What is your procedure for a student who has lost the privilege to be part of the class for a short period of time?

Can students go to another teacher’s classroom when they have lost the privilege to be in your room?

What is your procedure for students who have to be in in-school suspension?

How and when will you teach your students about the quiet-time procedures?

Parent contact policies Completed What is your plan for contacting parents? What are your procedures to let parents know when things are going well?

What do you do when things are not going well with a student?

Adapted from Best Behavior: Building Behavior Support in Schools, J. Sprague, A. Golly


Guide to Developing Your Classroom Expectations

• Keep the expectations short and simple so students can remember them and verbalize them.

• Take the time in the first few weeks of school to explicitly teach and review classroom procedures.

• Know what your boundaries are for your classroom so you can consistently reinforce them.

• Ensure that all adults in the classroom consistently enforce and reinforce expectations.

• To define those expectations, ask yourself what you want to see and hear?

• Describe and teach expectations the first few days of school.

• Provide students rationale for each rule and discuss how it can help them be successful and create a positive climate where everyone can learn.

• Provide specific feedback and acknowledge actual examples, so students learn what it means to be following the expectations.

• Complete a classroom expectation matrix that shows students what expectations look like during different times of day.

• Post expectations visually at eye level for students.

• Continually throughout the year, remind students by reteaching and reposting the expectations, or by rewarding them for following the expectations. Do this especially during certain times (i.e. after school breaks).

• Practice expectations that are frequently broken.

• Encourage individual students with difficulty following expectations to keep trying and provide needed re-teaching and encouragement.

• For students having chronic problems, meet with student and make a positive plan to help the student be successful.

• For a student with more intensive behavioral needs, work with colleagues to determine the student’s individual needs for support and teaching.

• Develop efficient procedures and automatic classroom routines.

• When an expectation or procedure is not working, change it! Periodically observe and review the classroom procedures and environment to see if any adjustments need to be made.

• Be clear, consistent, predictable and positive!



Classroom Expectations Matrix

This matrix is intended to help you define your expectations for different situations and provide examples to students of what those expectations look, feel and/or sound like.

Expectations for:

Be Safe Be Respectful Be Responsible

Teacher’s Desk

Materials

Enter and Exit

Instruction Time

Free Time

Asking for Help

Seat Work

Quiet Time

Group Work

Bathroom

Lining Up

Other:


Section6:CommunicatingwithParents

o Section 6 – This section gives an introduction to working with parents, a critical responsibility for you. A student profile form from the Idaho Special Education Manual is useful to give to parents to help them prepare to be an equal partner in planning the education of their child and a member of the IEP team. Included in this section are handouts for the parent collaboration webinar archived on the Idaho Training Clearinghouse.


Communicating with Parents 6.1

CommunicatingwithParents

Parents are equal team members in the special education process and can be some of your strongest supports. General Communications

• Begin positive communication with each family as early as possible. If you can, personally call or e-mail each parent before school begins to introduce yourself and set a positive tone.

• During the first week of school, send home a letter explaining your goals for the school year.

• Keep a separate parent communication record or notebook for each student to document all parental contact.

• Start each communication with something positive about the student. • If English is not the parents’ first language, arrange for a translator to translate your

spoken and written communication. • Be sensitive to cultural differences, such as using formal titles rather than first names. • Keep professional jargon and use of acronyms to a minimum. • End on a positive note. • Follow district and IDEA policies and procedures regarding communicating with parents. • Check district policies/practices regarding sending confidential information through

e-mail or other modes of communication. • Contact parents with good news or a compliment about their child.

Parent/Teacher Conferences, IEP Meetings

• Select a mutually agreed time and place for the conference or meeting. • Have positive expectations for the conference. • Provide clear goals and objectives for the conference. • Provide parents with information before the meeting so they come prepared to participate

and offer their insights. • Explain to parents that they should come prepared to fully participate. The “Student

Profile” in Appendix 5 of the Idaho Special Education Manual (and included in the Getting Started Binder) is a good form to help parents plan for the IEP team meeting.

• Warmly greet the parents. Stand; shake hands. Seat them comfortably. • Introduce everyone in attendance. • Introduce yourself as the special education teacher, state your role and the purpose of

the meeting. • Express concern for the student.


• Begin by discussing the student’s strengths. • Ask parents for their expectations for the meeting, what they hope to accomplish. • Actively listen to their concerns, and validate their importance. • Gather information and insight on current social and academic issues affecting the

student’s performance and outlook. • Maintain a professional demeanor and adopt a team attitude. • Present information kindly, realizing that it can be difficult to hear about needs or deficits

of one’s child. • Listen actively, maintain eye contact, and demonstrate respectful etiquette in verbal and

nonverbal communication. • Avoid references to other students. • Discuss strategies for addressing the student’s situation. • If the conversation becomes heated, don’t take things personally. Focus on the problem. • Face conflicts directly and openly. Negotiate constructive solutions. • Do not place blame. • Offer practical solutions, and agree on a plan of corrective actions. • State what parents and the team can expect from you. • State your expectations for other team members. • Ask parents if they are willing to take action at home. • Maintain the focus of the meeting and follow designated time frame. • Plan for follow-up communication, and set a communication method. Set a schedule for

reporting on progress toward goals and any necessary follow up meetings. • End the conference or meeting on a positive note.


Suggestions for Parents Preparing for an IEP Team Meeting

“Come, let us put our minds together to see what kind of lives we can create for our children.” Chief Sitting Bull

• Read the invitation to see who will be attending. Inform the school that someone will come with you as a source of support or to take notes for you.

• Ask for copies of any new information the school has gathered about your child since you

last met.

• Depending on your child’s age, ask him or her about school and what s/he wants to learn.

• Visit your child’s classroom.

• Request a conference with your child’s teacher to prevent surprises during the meeting. The IEP meeting should be a time to plan for the year ahead.

• Request to see a “draft IEP” in advance. This will help you to know what the school is

thinking. Read it, write notes on it. Write your questions, make additions and corrections. This is just a draft; the final IEP needs to be a document you understand and support.

• Prepare notes about what you want to learn at the meeting.

• Prepare notes about what you want your child to learn in school.

• If you want to know more about special education and your role in working with the

team, ask for information about local or state parent groups.

• Remember that all the people at the meeting will focus on your child and determining the best ways to meet his or her needs.

• Be prepared to work with the team and make your points without anger or resistance.

• Look for opportunities to express gratitude to teachers and related staff.

The circle never closes. You are forever changed by your loss. How you are changed depends on your own attitude and determination.

You may come through this experience with new depth of character and strength or you may become closed, withdrawn, bitter and angry. The choice is up to you.

RECOVERY

Adjustment & Acceptance (“I have done most of my grief work now. I have gained new strengths and understandings and am prepared to move on to a new and different life.”)

THE GRIEF CYCLE

X LOSS

Shock & Denial (“This is not happening”) Anger & Guilt (“Why me? Why my loved one?”)

Despair & Depression & Resignation

(“There is nothing to live for”)

Tears & Fears (“I can’t stand it.” I can’t cope.”)

Bargaining (Please let everything be back to normal and I promise to…”)

Unresolved grief comes form trying to jump from one side of the cycle to the other without acknowledging and experiencing your feelings.

Not everyone will experience all these feeling. Nor will they necessarily come in this order. This is a very general guideline.

Everett Community College does not discriminate on the basis of race, religion, creed, color, national origin, age, sex, marital status, disability, or veteran status


STAGES COMMON FEELINGS COMMON BEHAVIORSSUGGESTED WAYS OF

HANDLING EACH STAGE

Shock Numb, quietDetached or removedHysteria

WithdrawnSilent with very little responseHysterical, out of control

Accept each person's reactions as normal. Avoid trying to make others act your way.

Panic Very anxious, helplessWish to run awayOverwhelmed

Cannot plan things, disorganizedForget things, tense

Let your feelings happen; don't hold it all in. Allow others to take over some daily activities for you. Let reality hit you.

Denial & Disbelief Overwhelmed, helplessFull of doubt, anxiousPhysically rundown

Search for another doctor's opinion. Resist changes of plans. Refuse to talk about it. Deny you could have a child "like that." Sleep a lot without really feeling rested. Talk about aches and pains. Keep overly busy and not allow time to dwell on it.

Allow yourself to delay acceptance of the situation until ready to accept. Allow yourself to delay talking about it until you are ready. Get extra rest, eat nutritious foods. Turn chores to family and friends. Do not apologize for getting another opinion. Remember it's all right to talk about your own aches and pains. Begin to find out facts.

Anger & Fear Angry at everyoneFrustratedFear power of own angerBitter

Abrupt, cold; interrupt peopleBlame others; say "Why me?"Keep distance from child.Lash out at doctors, nurses, family, others.

Don't put yourself down for feeling angry. Try to limit angry attacks; say, "I'm just angry at the whole situation." Apologize if you hurt someone. Realize that others may not know what to say or how to help you. Don’t be surprised that you keep getting angry.

Sadness & Despair GuiltShameEmptinessSadness

Blame yourself. Put yourself down. Depressed-slow to react to things. Crying, loss of appetite, inability to sleep, irritable. May have strong sexual desires or no sexual desires at all. Keep distance from friends with children. Investigate commiting your child to an institution.

Say often, "No one is to blame, not even me." Expect to feel depressed and tired. Seek someone to talk about feelings. Ask help in making daily plans. Rest and eat nutritional food. Try to spend more time with your child.

Hope Wish for help. Feelings less intense. Waves of depression continue. Fear of future and how to handle it.

Search for reason or cause.Struggle to look for normal aspects of child. See parts of self in child.Say, "Those sad feelings keep coming back."

Spend more time with your child. Be realistic and don't cling to false hopes. Get more facts from nurses, doctors, other parents with similar experience. Get help from everyone who wants to help. Expect waves of depression but less frequent and less intense.

Adaptation Begin to feel more satisfaction with life. Feel closer to your child.

Search for acceptance from others for self and child. Seek help from others to correct child's problem or adapt to it.

Actively participate in your child's treatment. Focus on your child's strengths.

COMMON REACTIONS OF PARENTS WHOSE CHILDRENHAVE DISABILITIES OR SPECIAL HEALTH CARE NEEDS

Adapted and reprinted from Parent to Parent of Volusia County.



Working with Parents and Families from Culturally Diverse Backgrounds Potential Barriers

• Language skills • Home-school partnerships • Work interference • Knowledge of the school system • Self-confidence • Past experiences

Understanding and Respecting Cultural Differences

• Many families are English-language learners. • Many families live in low-income and poverty. • Practitioners should understand that, although parents may not have finished school or

cannot read, they are “life educated” and know their child better than anyone else. • If families are undocumented immigrants, they are naturally fearful of interaction with

anyone representing authority. • Families from culturally diverse backgrounds tend to be family-oriented. • Culturally diverse families may have different experiences with and views about

disability; and some may hold idiosyncratic ideologies and practices about the cause and treatment of disability.

• The United States educational system may be intimidating to the family. Culturally Responsive Services for Families

• Have native-speaking staff members make initial contacts. • Provide trained, culturally sensitive interpreters during parent-teacher conferences and

IEP/IFSP meetings. • When a language interpreter is not available, use a cultural interpreter whenever possible

for conferences and family interviews. • Conduct meetings in family-friendly settings. • Identify and defer to the decision makers in the family. • Recognize that families from diverse cultures may view time differently from the way

professionals do, and schedule meetings accordingly. • Provide transportation and child care to make it easier for families to attend school-based

activities.

Appendix 5A Idaho Special Education Manual


STUDENT PROFILE

Student's Name:________________________________ Birth date:_______________________ School:_______________________________________ Phone:__________________________ Teacher:______________________________________ Grade Level:_____________________ 1. My child's interests include: __________________________________________________ __________________________________________________________________________ 2. My child is ready to learn: ____________________________________________________ __________________________________________________________________________ 3. My child is best at: __________________________________________________________ __________________________________________________________________________ 4. My child needs the most help with: _____________________________________________ __________________________________________________________________________ 5. My child has received the following help in the past: _______________________________ __________________________________________________________________________ 6. Problems with my child's current program: _______________________________________ __________________________________________________________________________ 7. Possible alternative and/or additions to my child's current program: ___________________ __________________________________________________________________________ 8. Services that my child needs: __________________________________________________ __________________________________________________________________________ 9. Special concerns I have about my child: _________________________________________ __________________________________________________________________________ 10. Questions I want to ask about my child: _________________________________________ __________________________________________________________________________ 11. Suggestions I have about working with my child: __________________________________ __________________________________________________________________________ 12. Strengths my child has in the area of: Academics: _________________________________________________________________ ___________________________________________________________________________

Appendix 5A Idaho Special Education Manual


Speech; _______________________________________________________________________ ___________________________________________________________________________ Motor: ____________________________________________________________________ ___________________________________________________________________________ Social/Behavioral: ___________________________________________________________ ___________________________________________________________________________ Vocational/Prevocational: _____________________________________________________ ___________________________________________________________________________ Self-help: __________________________________________________________________ ___________________________________________________________________________ 13. Concerns I have for my child in the following areas: Academics: _________________________________________________________________ ___________________________________________________________________________ Speech: ____________________________________________________________________ ___________________________________________________________________________ Motor: ____________________________________________________________________ ___________________________________________________________________________ Social/Behavioral: ___________________________________________________________ ___________________________________________________________________________ Vocational/Prevocational: _____________________________________________________ ___________________________________________________________________________ Self-help: __________________________________________________________________ ___________________________________________________________________________

IEP FACILITATION

INFORMAL CONFLICT

RESOLUTION

MEDIATION STATE ADMINISTRATIVE

COMPLAINT

DUE PROCESS COMPLAINT (HEARING)

Who can initiate the process

Parent or public agency, but must be voluntary for both



Any individual or organization including those from out of state

Parent or public agency

Time limits None specified None specified None specified One year from date of alleged violation

Two years from when the party knew or should have known of the alleged problem

Issues Any issue related to the development of an IEP including related services and behavioral plans

Generally issues related to relationships, communication, or process between districts and parents

Any matter under IDEA part 300, including matters arising from a due process complaint (with some exceptions)

Alleged violations of Part B of IDEA or Part 300

Any matter relating to the identification, evaluation or educational placement or provision of a free appropriate public education (with some exceptions)

Timeline to resolve issues

Non specified, but must meet IEP annual deadlines

Non specified Non specified 60 days from SDE’s receipt of the complaint unless extension granted

No more 45 days from the end of the resolution period (maximum of 30 days). Public agency must convene a resolution meeting within 15 days of receipt of the complaint, unless parties agree to waive it, or agree to mediate (other factors may affect timeline)

Who oversees process

SDE Dispute Resolution assigns IEP Facilitator

SDE Dispute Resolution Coordinator or assigned conflict manager/mediator

SDE Dispute Resolution assigns mediator

SDE Dispute Resolution assigns Complaint Investigator

SDE Dispute Resolution assigns Hearing Officer

Decision Makers

IEP Team Parties involved

Parties involved (agreements are legally binding)

Complaint Investigator and approved by SDE

Hearing Officer

Cost Center SDE SDE SDE SDE Public Agency

IDAHO SDE DISPUTE RESOLUTION PROCESSES COMPARISON CHART


Section7:ComprehensiveEvaluations

o Section 7 – This section provides resources to assist you in planning and implementing comprehensive evaluations that meet eligibility criteria, 3 prong components, and involve a team process. There is also a table of a variety of assessment tools to address all areas of a child’s suspected disability.


Comprehensive Evaluations 7.1

EligibilityRequirementsChecklist

(To be used as a guide for evaluation teams to assist in ensuring that evaluations are comprehensive and eligibility reports include the documentation needed for all the required criteria of a disability category.)

Autism

Evaluation meets requirements of Section 5, Chapter 4, of the Idaho Special Education Manual 2007.

Student has a developmental disability, generally evident before age 3, that significantly affects verbal and non-verbal communication and social interaction.

Student is diagnosed as having a disorder in the autism spectrum by a physician, psychiatrist, licensed psychologist, or jointly by a school psychologist and SLP.

Condition adversely affects educational performance. The student needs special education.

Cognitive Impairment


The student has a full scale IQ at or below 70 ± SEM (at 95% confidence level) of the test being used as determined by psychologist using individually administered test.

Student exhibits significant concurrent deficits in adaptive functioning expected for age in at least two (2) of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health or safety.


SAMPLE Summary of Eligibility documentation for Eligibility Report

Assessment Summary based on Idaho State Criteria: On May 10, 2007, Dr. Z of the Child Heath Center in Boise diagnosed Barry as having autism (See report in special education file). The report indicates he has shown deficits in communication and social interaction since two years of age. Current assessments by the district evaluation team indicate that Barry does not initiate or respond to contact by adults or peers; only looks toward a speaker for two seconds; and engages in self stimulating behaviors (hand flapping) continuously unless interrupted with a desired toy. He does not respond to verbal directions and communicates his needs with one word utterances. Although he is in the 1st grade, his academic skills are at a Pre‐K level in all subjects. Adverse Affect: Barry’s lack of responsiveness to others, inattention, and self stimulating behaviors interferes with his social, language and academic development. Need for Specially Designed Instruction: Barry requires individual and small group instruction using applied behavioral analysis in order to increase his responsiveness to adults and peers, improve receptive and expressive language, and acquire functional academic skills.

Adapted from the Kuna School District, November 2010


Deaf-Blindness


Student exhibits simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated with special education services designed solely for students with deafness or blindness.

Diagnosed by optometrist or ophthalmologist for vision loss, and by a physician, otologist or audiologist for a hearing loss which results in diagnosis of deaf-blindness.


Deafness


Student exhibits a severe hearing impairment that hinders his/her ability to process linguistic information through hearing with or without amplification.

Diagnosed as deaf by otologist, audiologist or physician. Condition adversely affects educational performance. The student needs special education.

Developmental Delay


Student is at least three but less than ten years of age The student has developmental and/or learning problems that are not primarily

the result of limited English proficiency, cultural difference, environmental or economic disadvantage.

Given the following developmental areas: physical (fine and gross motor); cognitive ; communication (expressive and receptive) social/emotional; or adaptive skills, the student functions:

a. at least two standard deviations below the mean in one (1) developmental area (30 percent delay in age equivalency, or functions at or below the 3rd %ile), OR

b. at least 1.5 standard deviations below the mean in two (2) or more broad areas (25 percent delay in age equivalency, or functions at or below the 7%ile).




Emotional Disturbance


Student has been documented as having an emotional condition by a school psychologist, physician, psychiatrist, licensed psychologist, or a certified social worker.

The student exhibits one or more of the following five (5) behavioral characteristics: 1) inability to learn can’t be explained by intellectual, sensory or health factors, 2) inability to build or maintain satisfactory interpersonal relationships with peers and teachers, 3) inappropriate behaviors or feelings under normal circumstances, 4) a general pervasive mood of unhappiness or depression, or 5) a tendency to develop physical symptoms or fears associated with personal or school problems

These characteristics have been observed: for a long period of time (at least six months); by more than one knowledgeable observer; in more than 1 setting and at a level of frequency, duration, and/or intensity that is significantly different from other students’ behavior in the same or similar circumstances.

Condition adversely affects educational performance in the area of academics, peer and teacher interaction, participation in class activities, and/or classroom conduct.

The student needs special education.

Health Impairment


Student exhibits limited strength, vitality or alertness, including heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment that is due to chronic or acute health problems.

The student has been diagnosed by a physician as having health impairment. In the case of ADD/ADHD, an educational determination may be provided by a school psychologist or licensed psychologist.




Hearing Impairment


The student does not qualify as deaf. Diagnosed as having a hearing impairment by otologist, audiologist or

physician. Condition adversely affects educational performance. The student needs special education.

Specific Learning Disability


Lack of sufficient progress in response to effective, evidence based instruction and intervention for his/her age or has not met state-approved grade level standards in: oral expression; listening comprehension; written expression; basic reading skills; reading comprehension; reading fluency; mathematic calculation; or mathematic problem solving; and

Student demonstrates low achievement in the area(s) of suspected disability as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, the preponderance of evidence must indicate low achievement; and

Student demonstrates a pattern of strengths and weaknesses in psychological processing skills that impact learning; and

The students lack of achievement is not primarily the result of a visual, hearing, or motor impairment; cognitive impairment; emotional disturbance; environmental, cultural or economic disadvantage; limited English proficiency; lack of appropriate instruction in reading, including the essential components of reading; or a lack of appropriate instructions in math.


Multiple Disabilities


Student exhibits 2 or more disabilities, the combination of which causes such severe educational problems that the student cannot be accommodated in special education services designed solely for one of the disabilities.

Student meets eligibility criteria outlined for each disability. Condition adversely affects educational performance. The student needs special education.



Orthopedic Impairment


Student exhibits a severe orthopedic impairment. The student has documentation of the condition by a physician or other

qualified professional. Condition adversely affects educational performance. The student needs special education.

Language Impairment


At least two (2) procedures, at least one (1) of which yields a standard score, are used to assess receptive or expressive language.

The student has attained scores on a standardized measure that are 1.5 SD or more below the mean, or at or below the 7th %ile, in either receptive OR expressive language.


Speech Impairment: Articulation/Phonology Disorder


At least two procedures, at least one of which yields a standard score. Student has attained score that is at least 1.5 SD or more below the mean, at or

below 7th %ile on a standardized articulation/phonological assessment, or the speech impairment is judged as moderate on the standardized measure for students 3-21.

Speech intelligibility is determined to be moderately or severely impaired. Condition adversely affects educational performance. The student needs special education.

Speech Impairment: Fluency Disorder


Student has a fluency rating of moderate or severe on the Fluency Communication Rating Scale.




Speech Impairment: Voice Disorder


Student has voice production rating of moderate or severe on the Voice Rating Scale.

A physician’s statement that documents that voice therapy is not contraindicated.


Traumatic Brain Injury


Student has an acquired injury to the brain caused by an external physical force resulting in a total or partial functional disability or psychosocial impairment or both.

Student has documentation of diagnosis by a licensed physician as having a traumatic brain injury.


Visual Impairment/Blindness


Student has documentation of a visual impairment, not primarily perceptual in nature, resulting in measured acuity of 20/70 or poorer in the better eye with correction or a visual field restriction of 20 degrees as determined by an optometrist or ophthalmologist

Condition, even with correction, adversely affects educational performance. The student needs special education.


InitialEvaluationPlanningWorksheet

Directions: This worksheet is intended to help a case manager and evaluation team discuss and plan for an initial evaluation by reviewing existing data, areas of concerns, input from teachers and parents, and to develop a comprehensive evaluation plan that incorporates needed data to address all the criteria for the proposed disability category. Teams must consider how the following issues will be incorporated: Eligibility criteria for proposed disability category, adverse effects of proposed disability, need for specially designed instruction and related services, and present level of performance (PLOP) related to the student’s academic and nonacademic needs.

Student Name: ________________________DOB:__________ Grade/Teacher: _________________

Information To Do Date/Person Responsible

Student Background Information, History, and Strengths

Reason for Referral (areas of concern)

Proposed Disability and Criteria

Parent Input

General Education (observation, statewide assessment, teacher input on classroom behavior and academic performance, intervention and results)

Current/past Testing or Other Data


ReevaluationPlanningWorksheet

Directions: This worksheet is intended to help case managers and evaluation teams discuss and plan for upcoming reevaluations by reviewing existing data and develop evaluation plan to get needed data to address all the criteria for the proposed disability category. Consideration must include: Eligibility criteria, PLOP of all needs, adverse effects, needs for sped/related service, additions to services needed to meet goals or access general education curriculum, areas of secondary transition (independent living, employment/career, community participation, postsecondary education/training, adult services)

Student Information Disability Criteria Due Date

General Education (observation, statewide assessment, teacher input on classroom behavior and academic performance)

Progress Monitoring (progress on IEP goals)

Parent Input

Strengths/Needs Current/Past Testing Results

Testing To Do Date and Person Responsible


Available Assessment Tools in My School/District

(The purpose of this table is to collect information about what assessment tools are available in the school or district in a variety of potential need areas.)

Area

Test Name Type (Screen, curriculum based, standardized, informal, diagnostic, progress monitoring)

Range Age

Grade

Focus What skills or behaviors does it test?

Location (Where in school or district is it stored?)

Adaptive

Behavior Social

Disability Specific

LEP

Language

Motor and/or Sensory

Math

Reading

Writing

Secondary Transition

Other


StudentObservationForm

Student: ___________________ Location: _________________ Date Conducted: ___________ Observer Name/Role: _____________________ Time: _________ Duration: _______________ Student’s academic or behavioral area(s) of concern:

Summarize the activities during the observation (lecture, independent work, group work, etc.):

Based on the observation, summarize how the student’s area(s) of concern are impacting the student’s performance in the classroom, both academically and behaviorally. (List how the student participated with curriculum content/materials, group or individual instruction, teacher interaction/direction, interaction with peers, or independent work, etc.):

List any special occurrences (e.g. Fire drill, other student’s behavior, teacher behavior, substitute teacher, other adults in classroom, special events etc.):

Feedback, suggestions, or need for additional information:


StudentObservationwithPeerComparison

Date: Time: Student: Teacher: Areas of Concern:

Activity/Task/Materials Teacher Target Student

Target Peer

Comments

Things to observe: Curriculum & Instruction: Level of difficulty, interest level, relevance, clear expectations, rate, directions, practice, feedback, correction procedures, independent work, cognitive demands, transition, rate Environment: Peer interactions, Behavior management, physical arrangement, positive climate Learner: Match to skill level, motivation, interest, understanding, choice, success, self-regulation/monitoring, request assistance, engagement

Summary:


TeacherInterviewQuestions

(General education teachers are critical evaluation team members as their input provides valuable information to guide evaluations and document how a child’s disability adversely impacts performance in the general education curriculum.)

Student: Grade: Date: Teacher: Course/Subject: How many years have you taught student?

What are several strengths, talents, interests for this student?

Describe all specific academic, functional or behavioral skill deficits that seem to impact this student’s progress in your class.

What specifically would you observe with this student to indicate there may be a problem? (How is this student’s disability impacting...?)

How does this student compare to other student’s in your class?

What strategies have worked or not worked in helping this student with these areas of concern?


ASSESSMENT TOOLS FOR A COMPREHENSIVE EVALUATION (April, 2011) (This list is not exhaustive and evaluation teams should routinely consult the literature for additional and updated assessment tools.)

INTELLIGENCE ACHIEVEMENT/DEVELOPMENTAL ADAPTIVE BEHAVIOR SOCIAL/EMOTIONAL Cognitive Assessment System (CAS) CTONI - Comprehensive Test of Nonverbal Intelligence KABC-II Kaufman Assessment Battery for Children – 2nd KAIT- Kaufman Adult and Adolescent Test of Intelligence Leiter International Performance Scale-2 (nonverbal intelligence) S-B5 - Stanford Binet –5th edition WISC - Wechsler Intelligence Scale for Children WPPSI Wechsler Preschool WAIS - Wechsler Adult Intelligence Scale Reynolds Intellectual Assessment Scale (RIAS) TONI-3 Test of Nonverbal Intelligence UNIT - Universal Nonverbal Intelligence Test COGNITIVE PROCESSING Behavior Rating Inventory of Executive Functioning (BRIEF) Children’s Memory Scale (CMS) Cognitive Processing Inventory (CPI) Cognitive Assessment System (CAS) Comprehensive Trail-Making Test (CTMT) Delis-Kaplan Executive Function System (D-KEFS) Learning Disability Diagnostic Inventory (LDDI) NEPSY-II Psychological Processing Checklist-Revised (PPC-R) Rey Auditory Verbal Learning Test Rey Complex Figure Test and Recognition Trial (RCFT) Stroop Test Test of Auditory Processing Skills (TAPS-II) Tests O f Memory and Learning (TOMAL-II) Test of Phonological Processing (TPA) Wechsler Memory Scales (WMS-3) Wide Range Assessment of Memory and Learning (WRAML) Wisconsin Card Sort

Assessment & Programming System (AEPS) Battelle Developmental Inventory (BDI) Bayley Scales of Infant and Toddler Development®, Third Edition (Bayley-III®) Birth to Three Assessment and Intervention

System - Second Edition (BTAIS-2)

Boehm Test of Basic Concepts-3: Brigance Inventories CTOPP-Comprehensive Test of Phonological Awareness IGDI-Individual growth & development GDRT-2 Gray Diagnostic Reading Test GORT- 4 Gray Oral Reading GSRT - Gray Silent Reading Test TOPEL – Test of Preschool Early Literacy TERA - 3 Test of Early Reading Ability TEMA - Test of Early Math Ability TEWL - Test of Early Written Language TOWRE – Test of Word Reading Efficiency: (SWE) sight Words, (PDE) Phonemic Decoding, TORC - Test of Reading Comprehension TLC - Test of Lang. Comprehension WIAT - Wechsler Individual Achievement WJ-R - Woodcock Johnson Psycho educational Battery-Revised WLOS – Written Language Observation Scale WRAT-3 - Wide Range Achiev. Test LANGUAGE AVLT Auditory Verbal Learning Test CAAP Clinical Assessment of Articulation and Phonology CASL- Comprehensive Assessment of Spoken Language CELF-3 –Clinical Evaluation of Language Fundamentals COWALT Controlled Oral Word Association OWLS Oral & Written Language Scales: (OES) Goldman Frisco Test of Articulation (GFTA-2) Language Use Inventory (LUI) Oral Expression Scale,(WES) Written expression Scale, (LC) Listening Comprehension Scale Photo Articulation TEST (PAT-3)) Peabody Picture Vocabulary Test-3 (PPVT) TACL-3 Test of Auditory Comprehension of Language TLC – Test of Language Competence TOWLS -3 Test of Written Language Test of Problem Solving (TOPS) -Elem, Second Test of Pragmatic Language Verbal Behavior Milestones Assessment & Placement Program (VB-MAPP) WORD Test -2 (expressive vocab/semantics)

Adaptive Behavior Scale –School 2nd Edition ABS-S:2) Adaptive Behavior System (ABAS) DAS - Differential Abilities Scale DECA - Devereux Early Childhood Assessment Scales Hawthorne ABE (Adaptive Behavior Evaluation) NEPSY – Developmental Neuropsychological Assessment Mullen SIB-R - Scales of Independent. Behavior Vineland Adaptive Behavior Scale (VABS) DISORDER SPECIFIC ADI-R Autism Diagnostic Interview – Revised ADOS Autism Diagnostic Observation Schedule Children's Autistic Rating Scale (CARS) Functional Skills Screening Inventory Gilliam Asperger Disorder Scale (GADS) Gilliams Autism Rating Scale – (GARS-2) SECONDARY TRANSITION Ansell-Casey Life Skills Assessment Ashland Assessment Inventory Assessment Performance Batteries Brigance Employability Skills Inventory Brigance Life Skills Inventory Comprehensive Adult Student Assessment System (CASAS) Career Assessment Inventory (CAI) Career Information System (CIS) Enderle-Sevenson Transition Rating Scales Life Centered Career Education Competency Assessment Batteries (LCCE) Responsibility and Independence Scale for Adolescents Self-Directed Search CE career exploration Transition Behavior Scale Transition Planning Inventory (TPI) Transition Skills Inventory Workplace Educational Skills Analysis (WESA) SENSORY /MOTOR Adolescent and Sensory Profile Beery-Buktenica Developmental Test of Visual Motor Integration (Berry VMI-5) Bender Visual Motor Gestalt Test Bruininks-Osteretsky Test Motor Proficiency Developmental Test of Visual Perception (DTVP-2) Motor Free Visual Perception Test (MVPT-3) Peabody Developmental Motor Scales Sensory Profile Test of Visual Motor Perception Skills (TVPS-3) Visual Motor Integration (VMI)

Adolescent Psychopathology Scale (APS) or Short Form (APS-SF) BASC-2 Behavior Assessment System for Children, 2nd Beck Youth Inventories for Children &Adolescents Carey Temperament CAS - Childhood Anxiety Scale CAT - Children's Apperception Test Child Behavior Checklist (CBCL) - Achenbach Child Symptom Inventory Children’s Depression Inventory Children’s Personality Inventory Conner’s Rating Scale – Revised (CRS-R) Devereux Scales of Mental Disorders (DSMD) Devereux Behavior Rating Scale – School Form Differential Test of Conduct & Emotional Problems ERASOR - Est. of Risk of Adol. Sexual Sex'l Beh. Inventory Offense Recidivism Jesness Inventory -Revised MCMI - Millon Clinical Multiaxial Inventory Millon Adolescent Personality Inventory (MAPI) MMPI - Minnesota Multiphasic Personality Inventory.-Adolescent. MMSE - Mini-mental status exam Personality Inventory for Children (PIC-2) Personality Inventory for Youth (PIY)_ Piers-Harris Self-Concept Scale Preschool and Kindergarten Behavior Scale (PBKS-2) Resiliency Scales for Children & Adolescent Reynolds Bully-Victimization Scales for Schools Relationship Development Assessment Revised Children’s Manifest Anxiety Scale Reynolds Adolescent Adjustment Screening Inventory (RAASI) Reynolds Child Depression Scale Reynolds Adolescent Depression Scale Rorschach SSRS - Social Skills Rating System (SSRS) State-TRAIT Anxiety Inventory for Children STAXI-2 - State-Trait Anger Expression Inventory Student Behavior Survey (SBS) Screener for Temperament and Atypical Behavior Scale TAT - Thematic Apperception Test. TOVA - Test of Variable Attention

ELL Bilingual Verbal Ability Tests (BVAT) LAS, pre-LAS Woodcock- Munoz

Section8:Curriculum&Instruction

o Section 8 – This section is intended to help you plan for and differentiate

instruction using research‐based instruction and curriculum designed to meet the unique needs of your students.


Curriculum and Instruction 8.1

AvailableCurriculumResourcesinMySchool

Use this worksheet to identify and locate available research-based instructional curriculum, interventions and progress monitoring tools in your school or district. It is important to identify the specific area(s) of academic or behavioral concern each resource addresses (i.e. reading fluency). Progress monitoring tools should be able to frequently assess gains in area of concerns in conjunction with the interventions used.

Tier 1 Core

Tier 2 Strategic

Tier 3 Intensive

READING

Curriculum

Interventions with area of focus and grade level

Progress monitoring

MATH

Curriculum


Progress monitoring

WRITING

Curriculum


Progress monitoring

BEHAVIOR

Curriculum


Progress monitoring

OTHER:

Adapted from IEP and Lesson Plan Development Handbook, Kentucky Special Education Cooperatives, Revised September 2010


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Considerations for Specially Designed Instruction and Supplementary Aids and Services

COMMUNICATION

Non-Verbal Specially Designed Instruction (SDI)

What the teacher teaches Supplementary Aids & Services (SAS)

What the student needs Visual, written, verbal, physical, picture

prompts and cues Cue cards Graduated guidance System of least prompts Direct instruction of American Sign

Language Computer assisted instruction Multiple-modality strategies Use of body language Attending to speaker Other

Visual, written, tactual, verbal, physical, picture prompts and cue Hand under hand vs. hand over hand

physical guidance/exploration American Sign Language Communication systems Switch activated devices Augmentative communication devices Dynamic screens High technology communication devices Communication boards/books/cards Picture based communication Establishing and maintaining eye contact Switch accessible Scan accessible Educational interpreter Other

Listening Comprehension Specially Designed Instruction (SDI)


What the student needs Direct instruction in listening strategies Modeling Chunking Written prompts or directions Preview-Teach-Review Alternative note-taking Graphic organizers Pre-teach critical information and

vocabulary Other

Repeated directions Frequent comprehension checks Visual prompts Alternative note-taking Extended processing time Paraphrasing, re-phrasing, and summarizing Extended time Previewing questions Preferential seating Advanced organizer Focus, concrete statements



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Tape recorder Digitized/electronic formatted materials Highlighting key words Listening guides Other

Expressive Language/Oral Expression Specially Designed Instruction (SDI)


What the student needs Instruction in how to respond to verbal

prompts Instruction in how to respond to cue cards Instruction in how to respond to visual

prompts Guided repetitions Guided rehearsal, use of scripts Time delay strategies Modeling Instruction in conversational skills (i.e.,

initiating, maintaining, ending) Word retrieval drills: categories,

attributes, functions Questioning techniques Other

Verbal prompts Cue cards Visual prompts Extended response time Allow written tests Recorded materials Preferential seating Directions in multiple forms (i.e., restate,

rephrase, oral directions) Oral reading on volunteer basis Rehearsal, use of scripts Alternative assessments in place of oral

reports (i.e., displays, projects, written, etc.)

Video self-modeling Questioning techniques Other

Voice Specially Designed Instruction (SDI)


What the student needs Modeling Vocal strategies Social skills instruction Calming strategies Instruction in self-monitoring strategies Visualization techniques Instruction in recognition of vocal abusive

patterns Oral motor intervention Other

Self-monitoring checklists Calming strategies cues Variety of questioning techniques Signal system for recognizing abusive vocal

patterns Other



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Fluency Specially Designed Instruction (SDI)


What the student needs Modeling Starter techniques Instruction on maintaining eye contact Instruction using choral responses Instruction using reading responses Instruction of relaxation strategies Other

Extended response time Opportunity to speak first in oral group

situations Individual instead of group presentations Relaxation strategies Self-monitoring Other

Receptive Language Specially Designed Instruction (SDI)


What the student needs Instruction in using visual, written, picture

prompts and cues Modeling System of least prompts Simultaneous prompting Time delay Instruction in how to respond to verbal

cues Instruction of core vocabulary with cue

cards Instruction in using visualization Instruction in using verbal rehearsal Cloze procedures Direct instruction Auditory bombardment of language

targets Verbal repetition Instruction of mnemonic strategies Pre-teach critical information Instruction for understanding of humor

and absurdities Train elements of critical thinking Instruction in how to make inferences and

predictions Instruction in how to draw conclusions and

Preferential seating Repetition of directions Simple directions Gestures and visual cues Paraphrasing and rephrasing Visual prompts Concrete to abstract representations Picture schedule Picture cues Tactual cues Object to picture schedule Calendar/routine system Sentence strips Tape recorder Self cueing strategies Gradually building complexity of task Teacher wait time Other



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make generalizations Other

Pragmatics Specially Designed Instruction (SDI)


What the student needs Instruction using social scripting Instruction using social stories Instruction using written prompts Modeling Instruction in how to respond to verbal

prompting Guided responding Instruction in environmental prompting

(i.e., personal space awareness) Chaining Shaping Video self-modeling Role playing Instruction in conversational turn-taking,

initiating/terminating conversation, commenting, and asking questions

Instruction in relevant emotion/feeling words

Role playing Monitoring and quick feedback Peer buddy/monitor Sensory issues addressed Opportunities for turn-taking,

initiating/terminating conversation, commenting, and asking questions

Environmental prompts (i.e., personal space awareness)

Other



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Articulation/Phonology Specially Designed Instruction (SDI)


What the student needs Auditory discrimination training Modeling Mirror training Oral motor exercises Repetitive drill/trials Instruction in using touch cues Minimal pair drills Auditory bombardment Guided rehearsal Discrete phoneme production training Oral motor desensitization/stimulation Instruction in using oral prompts Phonemic awareness training Other

Time delay Use of FM system Tape recorder Tactile cues Visual cues Kinesthetic cues Extended response time Correct speech samples Verbal cues for correct speech sounds Modeling of correct speech patterns when

student makes incorrect speech patterns Oral prompts Preferential seating Vocabulary cue cards Color coded key words Computer support Step-by-step directions Other

ACADEMICS

Basic Reading Specially Designed Instruction (SDI)


What the student needs Grapho-Phonic strategies (visual/auditory)

including letter/sound knowledge, phonemic awareness, decoding

Visual strategies including word recognition and visual memory for words

Auditory strategies including language structure at the word, sentence, and text level

Fluency strategies Direct Braille code instruction Direct instruction in functions and use of

portable note-taking device (i.e., BrailleNote, VoiceNote, Braille ‘n Speak,

Graphic organizers Prompting and cueing Recorded materials Alternate electronic/digitized materials Oral/visual presentation of materials above

independent reading level Extended time Large print (specified font size) Highlighted material Colored overlays for reading/glare

reduction (specified color) Direct/indirect lighting Photocopied materials on preferred colored



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etc.) Direct instruction on functions and use of

low vision devices (assistive technology for near and distance viewing)

Direct instruction in accessing alternate formats and associated technology

Meaning strategies including word meanings and associations and precision in word usage

Instruction in identifying and pronouncing words and reading fluently orally includes: using content clues; visual word recognition strategies including environmental print; word analysis strategies such as prefixes, suffixes, compound words and word derivations; text management strategies such as rereading/reading ahead, deep reading, skimming/scanning; decoding strategies such as identifying word families, chunking, point & slide, looking for known words inside words; cross-check across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader.

paper Tracking guides Typoscopes Braille Braille N’ Speak Refreshable Braille Type N’ Speak Manipulatives (i.e., letter tiles, flash cards,

etc.) Access to technology (i.e., computer,

software, voice-to-text software, etc.) Limit visual clutter/stimuli Slantboard/stand Use of black marker ONLY on dry erase

board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reading/glare

reduction (specify color) Copy of notes written on the board Regular text along with large print texts

for colored illustrations and maps

Reading Comprehension Specially Designed Instruction (SDI)

What the teacher teaches Supplementary Aids & Services SAS)

What the student needs Instruction in how to use graphic organizers Modeling Instruction in “Cloze” procedures Mnemonic strategies Instruction using advance organizers Instruction using visual prompts

Recorded books with appropriate pacing

Recorded materials Electronic/digitized materials Highlighting Large print materials/textbooks



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Pre-teaching concepts/vocabulary LEARN strategy

List what you know Explore what you want to know Access information Reflect on what you’re learning Now make connections

KWL Strategy o List what you know o Tell what you want to know o Tell what you learned

Instruction in verbal summarization Instruction using open-ended stories QAR (question, answer, response) strategy Instruction using choral reading Instruction using paired reading Instruction using echo reading Instruction using visual imagery Instruction using story mapping Think aloud strategies Direct instruction in: monitoring for meaning,

determining importance, creating mental images, synthesizing, relating new to known, questioning, inferring

Direct instruction and support for specialized software and equipment

Applying Braille reading (or use of low vision devices for literacy tasks) in authentic contexts

Instruction in hand/finger skills, tactile discrimination/perception skills

Integrated use of visual skills (e.g., scanning for information, reading charts, graphs, maps)

Direct Braille code instruction Direct instruction in functions and use of portable

note-taking device (e.g., BrailleNote, VoiceNote, Braille ‘n Speak)

Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)

(specified font size) Standard text to accompany large

print text for colored illustrations/maps

Braille Refreshable Braille Braille N’ Speak Type N’ Speak Reader Paraphrasing Oral/visual presentation of materials

above independent reading level Manipulatives (i.e., story strips, etc.) Advance organizers Tactual graphics Visual prompts Frequent rest breaks to reduce eye

fatigue and strain Limit visual clutter/stimuli Slantboard/stand Note-taking guides Study guides Highlighted study guides Use of black marker ONLY on dry

erase board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reading/glare

reduction (specify color) Copy of notes written on the board Regular text along with large print

texts for colored illustrations and maps

Reading stand Other



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Diagnostic instruction Other

Written Language Specially Designed Instruction (SDI)


What the student needs Direct instruction in graphic organizers Modeling Tactile kinesthetic tracing Repetitive practice Instruction using advance organizers Visual and physical prompts and cues Small group instruction in writing process Structured approach to sentence writing Direct instruction in the writing process

including: prewriting activities, writing, revising, editing, and publishing

Direct instruction in idea development, structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose

Direct instruction in open-response writing, writing-on-demand, transactive writing, personal writing, literary writing, reflective writing, and writing-to-learn (graphic organizers, journals, note-taking)

Direct instruction in mechanics and usage of slate/stylus

Direct instruction in mechanics and use of Braillewriter/Note taking device

Direct instruction in functions and use of magnification systems

Sequential instruction for keyboarding skills

Other

Scribe (specify how and when a scribe will be used)

Paraphrasing Assistive technology Advance organizers Cue cards (i.e., definitions, examples, story

starters, picture prompts, etc.) Graphic organizers Journals, logs, notebooks Rubrics/scoring guides to guide Editing checklists Production of written pieces Mnemonic strategies Error monitoring, self-monitoring Modified tests and assignments Copies of overheads (notes, directions,

organizers, etc.) Preferential seating Scribe for obscan sheets Highlighting Color coded direction words Student paraphrasing of directions Raised line paper Manipulatives (i.e., sentence strips, word

cards, personal and classroom word banks, etc.)

Tape recorder to talk into and write from Pencil grips Specialized writing utensils (20/20 pens,

#1 Lead pencil, bold marker, slate/stylus, etc.)

Specialized writing materials (Braillewriter, portable notetaking device,



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signature/letter guide, typoscope, computer with screenreader/magnification software)

Use of high contrasting marker on dry-erase board

Limit visual clutter/stimuli Slantboard/stand Retaking of tests Access to technology (i.e., computer,

software, tape recorder, voice-to-text software)

Bold line, raised line, Braille paper Signature guide Slate N Stylus Other

Math Calculation and Reasoning Specially Designed Instruction (SDI)


What the student needs Multi-sensory teaching strategies Time delay Most to least prompts Modeling Direct instruction in computation and

reasoning strategies, word problem strategies

Direct Nemeth code Braille instruction Direct instruction in functions and use of

Abacus Direct instruction in functions and use of

accessible graphing calculator software Direct instruction in functions and use of

portable note-taking device (i.e. BrailleNote, VoiceNote, Braille ‘n Speak, etc.)

Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)

Guided practice

Mnemonic strategies Cue cards with problem solving strategies,

definitions, examples, models, flow chart, process steps

Small group instruction Visual, non-verbal, verbal, physical, picture,

and written prompts and cues Repetitive practice Modified tests/assignments Advanced organizers Copies of overheads including notes,

organizers, examples Extended time Graph paper/vertical lined paper Manipulatives/Concrete representations Tactile graphs/graphics Calculator (large display/

talking/graphing/audible graphing calculator software)

Typoscopes



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Mnemonic strategies Chunking Touch five coin counting strategy Direct instruction in use of a calculator Other

Low vision devices (near and distant) Abacus Magnifier Colored overlay Number line Study guides Peer buddy/peer tutoring Oral presentation of

materials/assessments Assistive technology Other

VOCATIONAL

Task Completion/On Task Behavior Specially Designed Instruction (SDI)


What the student needs Modeling Partial participation Instruction in how to use self-talk Video self-modeling Differential reinforcement Instruction in how to self-

monitor/evaluate Instruction in student task analysis Direct instruction in using graphic

organizers System of least prompts Instruction using simultaneous prompting Instruction in how to respond to cueing

(verbal, nonverbal, visual, picture, photo, etc.)

Other

Modified tests and assignments Use of timer

Dual set of materials for school and home Paraphrasing Extended time Rubrics and scoring guides Peer tutor Mentors Oral presentation of materials Redirection and corrective feedback Behavior contract Environmental modifications Assistive technology Work systems Graphic organizers Cue cards (i.e., definitions, examples,

models, flow chart) Previewing assignment Other



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Following Directions Specially Designed Instruction (SDI)


What the student needs Instruction using task analysis Instruction in self- monitoring strategies Differential reinforcement System of least prompts Instruction using role playing Modeling Instruction in how to use self-talk Mnemonics strategies Instruction using advanced organizers Video self-modeling Other

Time delay Increased wait time Advance organizers Verbal prompts and cues Paraphrasing Endless loop tape Alternate modes for directions including

pictures, photos, etc. Contracts Oral presentation of materials Visual supports Assistive technology Clarification of directions Other

Rate/Speed of Work Specially Designed Instruction (SDI)



prompts and cues Instruction in self-monitoring strategies Differential reinforcement Instruction using role playing Modeling Other

Checklists Use of timer Schedule Pictorial representation of task Audio stimulation to support rhythmic

pace (music) Repeated practice Assistive technology Work systems Extended time Reduced level of lighting Increased level of lighting Preferential seating (specify where) Other



12

Following a Schedule Specially Designed Instruction (SDI)



prompts and cues Instruction in self-monitoring strategies Direct instruction in reading a schedule

and a site map Instruction using role playing Modeling System of least prompts Instruction using task analysis Graduated guidance Instruction in how to use picture agenda Instruction in how to use tactual agenda Direct instruction in creating and

following a personal schedule Other

Checklists Use of timer Picture/tactual schedule Color/tactual coding Highlighting Repeated practice Map (i.e., school, classroom, community,

etc.) Object schedules Calendar/routine system Physical/verbal cues Mental mapping/routes Picture/tactual agenda Repeated practice Other

Attendance Specially Designed Instruction (SDI)


What the student needs Multi-sensory instructional strategies Instruction in how to use token economy Instruction in self-monitoring strategies Differential reinforcement Instruction in using verbal prompts and

cues Instruction in using visual prompts and

cues Other

Contracts Escort to class Proximity to classroom Pictorial/tactual representation of task Alternate dismissal Interest inventory to identify motivators Other

Organization Specially Designed Instruction (SDI)


What the student needs Instruction using task analysis Instruction using video self-monitoring Differential reinforcement Instruction in using verbal prompts and

cues

Duplicates Extended time Shortened assignment Dual set of materials for school and home Step by step instructions



13

Instruction in using visual prompts and cues

Direct instruction in organization systems

Modeling Other

Color/tactual coding Assignment notebook Calendar Peer tutor/buddy Dividers and organizers Work systems Other

Working Independently Specially Designed Instruction (SDI)


What the student needs Graduated guidance Differential reinforcement Instruction in using verbal prompts and


cues Instruction using task analysis Other

Shortened assignments Study carrel Work systems Assignments and tasks given in segments Redirection (verbal, non-verbal, physical,

visual, etc.) Fading prompts Positive/corrective feedback Other

Decision Making Specially Designed Instruction (SDI)


What the student needs Instruction in how to use self-talk Mnemonic strategies Instruction using role playing Instruction in using verbal prompts and


cues Direct instruction in evaluating and

choosing Instruction using social stories Other

Picture/tactual cues Mnemonic strategies Verbal prompts and cues Visual prompts and cues Physical prompts and cues Assistive technology Other



14

Self-Evaluation Specially Designed Instruction (SDI)


What the student needs Instruction using task analysis Self-monitoring strategies Instruction in using verbal prompts and


cues Direct instruction in self-evaluation Modeling Mnemonic strategies Direct instruction in self advocacy skills Other

Picture cues Work systems Rubrics and scoring guides Progress graphs Checklists Peer editing Self-monitoring Other

Social Competence Specially Designed Instruction (SDI)


What the student needs Instruction using video self-modeling Differential reinforcement Instruction in using verbal prompts and


cues Instruction in using written prompts and

cues Direct instruction in replacement

behaviors Modeling Corrective feedback with re-teaching Instruction in using student study teams Planned ignoring Behavior intervention plan Direct instruction in explicit social skills Instruction using role playing De-escalation strategies Relaxation strategies Direct instruction in self advocacy skills

Student repeats directions Frequent, positive feedback and specific

praise Daily/weekly home contact Contracts Student-created reinforcement menu Sequential directions Short, concise directions Frequent breaks Opportunities for movement Signal, inference cues Proximity control Structured transitions Timer Reinforcement menu Peer tutor/buddy Repeated practice of learned skills in

authentic, non-pervasive environments/situations

Other



15

(vision portfolio, accessing materials in appropriate format, requesting assistance from peers and adults, personal care)

Direct community based instruction to foster independent living skills

Direct instruction in appropriate postural/body gestures

Other

Physical Functioning Specially Designed Instruction (SDI)


What the student needs

Instruction using video self-modeling Differential reinforcement Modeling Instruction in using verbal, visual,

written, and physical prompts and cues Corrective feedback with re-teaching Hand-under-hand vs. hand-over-hand

guidance Redirection Instruction in how to use self-instruction Self-monitoring strategies Instruction in how to use self-talk System of least prompts Instruction in how to use visualization Instruction using social stories Direct instruction in specific skills Direct instruction in Orientation &

Mobility skills to foster safe and independent travel in familiar/unfamiliar environments

Mental mapping skills Directionality/spatial awareness

concepts Human guide techniques Other

One-on-one instruction Small group instruction Partial participation Modified equipment

(auditory/tactual/visual cues) Modified rules Modified tests, activities, and

assignments Self-instruction Self-monitoring Self-talk Extended time Shortened time Peer tutor Shorter distances Decreased level of difficulty Extra practice of skills Lower goal/target Alternate activities Adapted playing area (smaller, obstacles

removed, etc.) Well-defined boundaries (clearly marked

in contrasting colors, tactual, etc.) White Cane Human guide Larger/auditory goal/target



16

Larger/lighter bat, racquet, etc. Frequent rest periods Slower activity pace Assistive technology Other

Three of the five components have been adapted from the original work of Carol Ann Tomlinson.

Five Key Components of Differentiation Definitions

Pre-Assessment Environment Content/Standard Process Strategies Product/Assessment Defined: Using various pre-assessment tools to learn about learners’ backgrounds, interests, learning styles, attitudes, learning preferences, academic readiness levels, and skills. This is followed by using pre-assessment data to design instruction that meets the needs of various learners.

Defined: Modifying the classroom learning environment in order to increase student learning.

Defined: Content is the in-put of teaching. What you teach can be adapted. How students are given access to what you teach can also be adapted (varied texts and resource materials). Content differentiation involves choosing content and making it accessible to students via students’ needs, readiness levels, interests, learning profiles.

Defined: When students encounter new ideas, information, or skills, they need time to run the input through their own filters of meaning. Process differentiation involves using varied teaching strategies and activities to help students make sense of new content, skills, and ideas.

Defined: Providing different types of assessments or choices on assignments. Individuals and/or groups can then show evidence of learning via different products or performance assessments.

List one or two pre-assessment strategies a teacher might use to gather learning profile data about students: 1. 2. 3.

List one or two ways a teacher might differentiate environment to meet learner needs: 1. 2. 3.

List one or two ways a teacher might differentiate content for learners: 1. 2. 3.

List one or two ways a teacher might differentiate process for learners: 1. 2. 3.

List one or two ways a teacher might differentiate assessments for learners: 1. 2. 3.

SydneyFox

Text Box


Three of the five components have been adapted from the original work of Carol Ann Tomlinson.

Five Key Components of Differentiation - Strategies

Pre-Assessment/ Individual Differences

Environment Content/Standard Process/Instructional Strategies

Product/Assessment

Type 1: Social-Cultural & Linguistic Dimension • Home Language Survey • Oral Histories • Cultural Affinity Lists • Place Names Journey Map • Life Literacy Profile • Reading Interest Surveys • Best Advice (from a relative, friend, community member) Type 2: Personal Dimension (Learning Profile) • Learning Styles: • Modality Surveys • Multiple Intelligence Surveys • Learning Profiles • Life Timeline • Graffiti Facts Type 3: Metacognitive Dimension • Goal Checklists • Interest Surveys • Learning Journals Type 4: Academic Literacy Dimension (Students’ academic literacy proficiencies and subject-specific knowledge/skills) • Developmental Portfolio • Skill Inventories • Reading Assessment • Standards Tests

• Seating (Formal-desks; Informal-bean Bags, Couches, etc.) • Teacher-driven Instruction • Student-centered Instruction • Time of Day • Multi-sensory Stimulation • Text-driven • Mobility • Lighting • Heat • Sound • Use of Fine Arts • Displays of Student Work • Touch-rich Artifacts • Student Choice

• Learning Centers • Literature Circles • Multiple Intelligences • Jigsaws • Taped Material/Videos • Varied Texts • Varied Supplemental Texts • Varied Computer Programs • Varied Support Mechanisms • Interest Centers • Curriculum Enrichment • Student-Selected Vocabulary • Group Investigation • Reciprocal Reading • Multiple Representations: Concrete, Graphic, Symbolic • Guided Reading (Different reading selections)

• Flexible Groupings • Tiered Lessons • Cubing • R.A.F.T. • Web Quests • Learning Centers • Simulations/Role Plays • Independent Study • Learning Contracts • Group Investigations • Socratic Seminars • Demonstrations • Guest Speakers • Field Trips • Varied Debates • Independent Study • Peer Tutoring

• Curriculum Enrichment (Compacting) • Negotiated Criteria • Learning Contracts • Project Menus • Varied Research Projects • Community Based Projects • Choice Menus • Varied Homework • Varied Journal Prompts • Choices on Tests • Varied Quizzes • Developmental Portfolios • Graduated Rubrics • Varied Speeches • Multiple Intelligence Assessments

SydneyFox

Text Box


Glossary of Definitions: Differentiated Instruction Strategies

Adjusting Questions: Teachers vary their questions according to Bloom’s Taxonomy or other learning hierarchies. In class discussions, texts, and/or homework, teachers may also adjust the sorts of questions posed to learners based on their readiness, interests, and learning profiles. Anchor Activities – Students are expected to understand and know how to complete anchoring activities with no teacher participation so that the teacher can work with small groups or individuals. Teachers often spend time early in the school year describing such activities for independence throughout the year. An example of an anchor activity would be using a geo-board and following directions on an activity card. Anchoring: During a short period of time (usually at the beginning of a period), students engage in individual choice activities: complete homework, study for a test, review vocabulary, work with a study buddy, etc. Choice Boards: With this strategy, work assignments are written on cards. Those cards are then placed in hanging pockets. By asking a student to select a card from a particular row of pockets, the teacher targets work toward student needs while also allowing for student choice. Collaborative Groupings: Students collaborate in various groups that are arranged via interest, readiness, task complexity, and development. Students collaborate together in order to complete content-based tasks and acquire new skills. Collaborative Problem-Solving – Students are grouped in pairs or small working groups to develop a plan to solve a problem presented by teacher. When a given problem is solved, students share out the process they used to tackle the task, their results, and their conclusions. Compacting or Curriculum Enrichment: Teachers pre-test students before the beginning of a unit or development of a skill. Students who do well on the pre-assessment do not continue to work on what they already know. Instead, those students negotiate for curriculum enrichment opportunities that enable them to learn and be assessed on new material. For them, the curriculum can be compressed into a shorter period of time so students can move ahead of their classmates to master new curriculum. For instance, if a student has read Roll of Thunder, Hear My Cry, the teacher might instead assign I Know Why A Caged Bird Sings. Complex Instruction: This strategy consists of students working in mixed ability, problem solving, or research teams. Students use challenging materials, open-ended tasks, and small instructional groups to accomplish lesson goals. Teachers move among student groups, asking students questions and probing their thinking.

SydneyFox

Text Box


Daily Oral Language: This is a teacher-led strategy whereby grammar is taught in small increments on a daily basis. The Daily Oral Language lessons can be differentiated in various ways (groupings), with various content (based upon pre-assessments), and scaffolded in ways that are individualized to student needs. Entry Points: This strategy from Howard Gardner proposes student exploration of a given topic through as many as five avenues: narration (presenting a story), logical-quantitative (using numbers or deduction), foundational (examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on). Flexible Grouping: Students are part of many different groups (including whole class) and may also work alone. Groups are formed to match the learning task according to many types of criteria: interests, learning profile, readiness, task complexity, complexity of instructions, learning style, etc. In addition, groupings may also be formed considering the following variables:

• Simple to complex uses of resources, research, issues, problems, skills, and/or goals • Single to multiple faceted disciplinary connections, directions, and/or stages of

development • Small to great leaps in application, insight, and/or transfer • More structured to more open-ended solutions, decisions, and/or approaches to solutions • Clearly defined to less clearly defined problems in process, research, and/or products • Less to greater independence in planning, monitoring, and/or designing • Slower to quicker pacing of study and/or thought

(Tomlinson, Carol Ann, 1999, p. 122.) Since students are frequently arranged in so many types of groupings, including whole group instruction, tracking is avoided and rarely becomes an issue. Flexible Seating – Students are seated in arrangements that fit the specific teaching plan and do not remain in the same arrangement throughout the year. 4MAT: Teachers use the 4MAT method to plan instruction for each of four learning preferences. Some lessons focus on mastery (application), some on understanding (learning new knowledge), some on personal involvement, and some on synthesis. As a result, each learner has a chance to approach the topic through preferred modes and also to strengthen weaker areas. Graphic Organizers – These visual representations of organizing thinking and ideas (such as a Venn diagram or a word web) are useful for all students and particularly for English Language Learners, Academic English Learners, and special population students who organize visually. Group Investigation/Problem Based Learning: This strategy places students in the active role of solving problems in much the same way adult professionals in various career groups work together solving real-world problems and/or evaluating impact.

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Independent Study: According to interest, readiness, and learning profiles, students work independently to develop skills and acquire new knowledge. Students and teachers work together to identify problems and topics of interest to the student. Both plan a method of investigating the problem or topic and identifying the type of product the student will develop to show mastery of the targeted learning standard. The student as researcher produces a product to share his/her learning with classmates. Interest Centers: Based upon interest, students visit learning centers and perform specific tasks that match their learning profiles. Jig Saws: Tasks or samples of text are broken down into distinct groupings (i.e., like pieces of a jig saw puzzle, students are assigned pieces of an overall task or text). Students then work in jig saw groups to master their assigned portion of the task or text. Learning Centers: Students work in different groupings around a common theme or concept. Actual group tasks may vary according to complexity, student choice, readiness, task specialization, and/or skill level. Learning center activities or collections of resource materials match students’ readiness, interests, and/or learning profiles. Learning Contracts: Each student is given a learning contract (for older students, they may help to negotiate the contract). Based upon a pre-assessment, the contract specifies what tasks each student will perform and how they will be assessed. The contract is designed to match students’ skills and/or content to readiness, interests, and/or learning profile. Literature Circles: Student groups read various literature selections and then discuss them; the teacher acts as a coach while students lead the discussions. Multiple Intelligence Groups/Activities: This strategy from Howard Gardner proposes student exploration of a given topic through one or more of eight Multiple Intelligences: intrapersonal, interpersonal, spatial, musical, logical-mathematical, naturalistic, linguistic, kinesthetic. Orbital Studies: These independent investigations, generally lasting three to six weeks, revolve around some facet of the curriculum. Students select their own topics, and they work with guidance and coaching from the teacher. Peer Tutoring: Students work with peers to tutor one another. Personalized Agendas: This strategy consists of a personalized list of tasks that a student must complete in a specified time period, usually one or two weeks. Student agendas throughout the class will contain both similar and dissimilar elements. Problem Based Learning: This strategy places students in the active role of solving problems in much the same way adult professionals solve problems in the workplace.

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Reciprocal Reading Groups: Students are arranged into groups of four. Students are then assigned to or select one of the following four roles: summarizer, questioner, predictor, and classifier. Students then proceed to read a piece of text, stopping frequently. Each student is responsible to summarize, question, predict, and clarify. Roles may rotate. Simulations/Role Plays: Students participate in or experience a simulation/role play on various topics related to the curriculum. Depending on need, some students will experience different simulations/role plays than others. Socratic Seminars: Student groups choose or are assigned a reading. Student groups then convene in a circle to discuss an essential question developed from the reading. At the end of the Socratic Seminar, students debrief both their content and discussion processes. Stations: Stations require setting up different spots in the classroom where students work on various tasks simultaneously. These stations invite flexible grouping because not all students need to go to all stations all the time. Student Selected Vocabulary/Spelling: Students choose a specified number of words from the reading or literature. They practice using and/or spelling those words in various follow up activities. Student progress can be self-assessed or teacher assessed. Study Buddies: Students are paired with a Study Buddy to perform a task or practice a sequence of skills (spelling, vocabulary). Frequently, students work with a Study Buddy for oral reading. Taped Materials/Videos: Depending upon pre-assessments, readiness, interest, learning profile, talent, and/or skill mastery, etc., students view different taped or video media that match their learning profiles. Think-Pair-Share – Students work in pairs, think about a question(s) for a specific amount of time, then share their answers with each other. Think-Tac-Toe – This is a choice board for students based upon the game of Tic-Tac-Toe. Tiered Lessons: Assignments are based upon a key concept or standard with tasks and/or resource materials adjusted to varying levels of complexity, student interests, learning profiles, etc. Based upon pre-assessments, readiness range, interest, learning profile, talent, and/or skill mastery, etc., students are arranged in groups that match their learning profiles. Whereas the entire class may be working on the same concept, student groups are assigned tasks that better match their learning needs. Varied Comprehension Questions: Using Bloom’s Taxonomy, teachers employ varied types of questioning to elicit student response. Varied Computer Centers: Based upon pre-assessments, readiness, interest, learning profile, talent, and/or skill mastery, etc., students are arranged in computer center groups that match their learning profiles with the task at hand.

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Varied Debates: Depending upon interest, complexity, and readiness, students participate in different types of debates (Lincoln-Douglas, Oxford, etc.) around different debate topics. Varied Field Trips: Students are given choices about the field trips they go on as well as how they will be held accountable for conveying what they learned. Varied Guest Speakers: Students are given choices about the guest speakers they get to go hear. They are also held accountable for conveying what they learned. Varied Note Taking: The teacher teaches various note taking strategies. Students then choose which one works best for them. For credit, students submit their notes via the strategy of their choice. Varied Rubrics –Teachers employ various rubrics that represent varying levels of readiness and challenge to assess students’ progress; in many cases, students choose the challenge levels they will shoot for. Teachers and students often negotiate which rubrics they will use to assess what students know and can do. Varied Supplemental Text: Using various grade level books, students read text at the level appropriate to them. It is common for a whole class to be reading about the same concept but reading about that concept out of different leveled books. Once students have read their text supplements, they teach each other about the concepts they learned. Varied Support Mechanisms: Based upon pre-assessments, readiness, interest, learning profile, talent, and/or skill mastery, etc., students receive support in ways that work best for each learner: auditory, visual, kinesthetic, tutoring, hands-on, interactively with a group or individually, etc. Varied Time Allotments: Students are given various time allotments to reach a standard. Every student achieves the standard, but each does so according to individual developmental patterns and/or time sequences. Compiled by Laura Gschwend. In some instances, definitions have been borrowed from Tomlinson, Carol Ann. (1999) Differentiated Instruction.

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• designing, constructing, planning, producing, inventing, devising, making Creating

• checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring Evaluating

• comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

Analyzing

• Implementing, carrying out, using, executing Applying

• Interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Understanding

• Recognizing, listening, describing, identifying, retrieving, naming, locating, finding Remembering



Bloom’s Revised Taxonomy Planning Framework

Hig

her-

orde

r th

inki

ng

Actions Products Learning Activities Creating

(Putting together ideas or elements to develop an original idea or engage in creative thinking).

Designing Constructing Planning Producing Inventing Devising Making

Film Story Project Plan New game Song Media product Advertisement Painting

Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria).

Checking Hypothesizing Critiquing Experimenting Judging Testing Detecting Monitoring

Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

Analyzing (Breaking information down into its component elements).

Comparing Organizing Deconstructing Attributing Outlining Structuring Integrating

Survey Database Mobile Abstract Report Graph Spreadsheet Checklist Chart Outline

Low

er-o

rder

thi

nkin

g

Applying (Using strategies, concepts, principles and theories in new situations).

Implementing Carrying out Using Executing

Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

Understanding (Understanding of given information).

Interpreting Exemplifying Summarizing Inferring Paraphrasing Classifying Comparing Explaining

Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

Remembering (Recall or recognition of specific information).

Recognizing Listing Describing Identifying Retrieving Naming Locating Finding

Quiz Definition Fact Worksheet Test Label List Workbook Reproduction

1 | Adapted from Classroom Instruction that Works ©2001


Nine Research-Based Strategies for Classroom Instruction Strategy 1: Identifying Similarities and Differences

Identifying similarities and differences is basic to human thought; however, this strategy can be used to help students solve difficult problems and deepen students’ understanding.

• Generalizations from the research on identifying similarities and differences: 1. Presenting students with explicit guidance in identifying similarities and differences

enhances students’ understanding of and ability to use knowledge. Teacher-directed, but students can contribute with discussion and inquiry. Homogeneous conclusions guided by teacher.

2. Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge. More heterogeneous conclusions because student-directed.

3. Representing similarities and differences in a graphic or symbolic form enhances students’ understanding of and ability to use knowledge. See Chapter 6 for more information.

4. Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly robust activity. Comparing, classifying, creating metaphors, creating analogies. (Any of these

could be student-directed or teacher-directed, depending on your desired outcome).

• Comparing: identifying important characteristics and then finding similarities and differences. Venn Diagrams, Comparison Matrix

• Classifying: Organizing elements into groups based on their similarities Venn Diagrams, Categories Matrix, Cluster Charts

• Metaphors: Helping students to realize that the two items are connected by an abstract or nonliteral relationship. Making a Sandwich Another Way to Say it Writing a Paragraph What are you hungry for? What kind of bread? What will I put in the sandwich that will make it tasty? Shall I add something to make it better? Pickles? Mustard? Banana slices?

What is my goal? What will hold it together? What will go in the middle that will all go together? How can I make it better?

What is the topic or purpose of the paragraph? What will be my first and last sentences? What sentences do I need to help the topic of my paragraph? What can I do to make it more interesting or easier to understand? Adjectives? Another detail?



• Analogies: help students see how seemingly dissimilar things are similar and increases understanding of new information

is to

Relationship: measures incremental changes in something as is to

Strategy 2: Summarizing and Note Taking • Generalizations from the research on summarizing:

1. To effectively summarize, students must delete some information, substitute some information, and keep some information.

2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

3. Being aware of the explicit structure of information is an aid to summarizing information.

4. Summarizing Strategies

• The “Rule-Based” Strategy says to: 1) Delete trivial material that is unnecessary to understanding; 2) Delete redundant material; 3) Substitute superordinate terms for lists (e.g., “flowers” for “daisies, tulips, and roses”); 4) Select a topic sentence, or invent one if it is missing.

Summary Frames—series of questions that the teacher provides to students to highlight critical elements for specific types of information.

The Narrative Frame The narrative or story frame is commonly found in fiction and contains the following elements:

1. Characters: the characteristics of the main characters in the story. 2. Setting: the time, place, and context in which the information took place. 3. Initiating event: the event that starts the action rolling in the story. 4. Internal response: how the main characters react emotionally to the initiating event. 5. Goal: what the main characters decide to do as a reaction to the initiating event (the goal they

set). 6. Consequence: how the main characters try to accomplish the goal. 7. Resolution: how the goal turns out.

Components 3-7 are sometimes repeated to create what is called an episode.

thermometer temperature

odometer distance

Frame Questions 1. Who are the main characters and what distinguishes them from others? 2. When and where did the story take place? What were the circumstances? 3. What prompted the action in the story? 4. How did the characters express their feelings? 5. What did the main characters decide to do? Did they set a goal, and, if so, what was

it? 6. How did the main characters try to accomplish their goal(s)? 7. What were the consequences?



The Topic-Restriction-Illustration Frame

T-R-I stands for topic, restriction, and illustration. This pattern is commonly found in expository material. The T-R-I frame contains the following elements: Topic (T)—general statement about the topic to be discussed Restriction (R)—limits the information in some way Illustrations (I)—exemplifies the topic or restriction The T-R-I pattern can have a number of restrictions and additional illustrations.

The Definition Frame The purpose of a definition frame is to describe a particular concept and identify subordinate concepts. Definition patterns contain the following elements:

1. Term—the subject to be defined. 2. Set—the general category to which the term belongs. 3. Gross characteristics—those characteristics that separate the term from other elements in the

set. 4. Minute differences—those different classes of objects that fall directly beneath the term.

Components 3-7 are sometimes repeated to create what is called an episode.

The Argumentation Frame Argumentation frames contain information designed to support a claim. They contain the following elements:

1. Evidence: information that leads to a claim. 2. Claim: the assertion that something is true—the claim that is the focal point of the argument. 3. Support: examples of or explanations for the claim. 4. Qualifier: a restriction on the claim or evidence for the claim.

Frame Questions

1. T—What is the general statement or topic? 2. R—What information narrows or restricts the general statement or topic? 3. I—What examples illustrate the topic or restriction?

Frame Questions 1. What is being defined? 2. To which general category does the item belong? 3. What characteristics separate the item from other things in the general

category? 4. What are some different types or classes of the item being defined?

Frame Questions 1. What information is presented that leads to a claim? 2. What is the basic statement or claim that is the focus of the information? 3. What examples or explanations are presented to support this claim? 4. What concessions are made about the claim?



The Problem/Solution Frame Problem/solution frames introduce a problem and then identify one ore more solutions to the problem. Problem: A statement of something that has happened or might happen that is problematic. Solution: A description of one possible solution. Solution: A statement of another possible solution. Solution: A statement of another possible solution. Solution: Identification of the solution with the greatest chance of success.

The Conversation Frame A conversation is a verbal interchange between two or more people. Commonly, a conversation has the following components:

1. Greeting: some acknowledgement that the parties have not seen each other for a while. 2. Inquiry: a question about some general or specific topic. 3. Discussion: an elaboration or analysis of the topic. Commonly included in the discussion are one

or more of the following: Assertions: statements of facts by the speaker. Requests: statements that solicit actions from the listener. Promises: statements that assert that the speaker will perform certain actions Demands: statements that identify specific actions to be taken by the listener. Threats: statements that specify consequences to the listener if commands are not followed. Congratulations: statements that indicate the value the speaker puts on something done by the listener.

4. Conclusion: the conversation ends in some way.

Reciprocal Teaching—a strategy that provides for a deep level of understanding necessary for an effective summary through questioning, clarifying and predicting.

Frame Questions 1. How did the members of the conversation greet each other? 2. What question or topic was insinuated, revealed, or referred to? 3. How did their discussion progress?

Did either person state facts? Did either person make a request of the other? Did either person demand a specific action of the other? Did either person threaten specific consequences if a demand was not met? Did either person indicate that he/she valued something that the other had done?

4. How did the conversation conclude?

Frame Questions 1. What is the problem? 2. What is a possible solution? 3. What is another possible solution? 4. Which solution has the best chance of succeeding?



Reciprocal Teaching

Summarizing—After students have silently or orally read a short section of a passage, a single student acting as teacher summarizes what has been read. Other students, with guidance from the teacher, may add to the summary. If students have difficulty summarizing, the teacher might point out clues (e.g., important items or obvious topic sentences) that aid in the construction of good summaries. Questioning—The student leader asks some questions to which the class responds. The questions are designed to help students identify important information in the passage. For example, the student leader might look back over the selection and ask questions about specific pieces of information. The other students then try to answer these questions, based on their recollection of the information.

Clarifying—Next, the student leader tries to clarify confusing points in the passage. He might point these out or ask other students to point them out. For example, the student leader might say, “The part about why the dog ran into the car was confusing to me. Can anyone explain this?” Or, the student leader might ask students to ask clarification questions. The group then attempts to clear up the confusing parts. This might involve rereading parts of the passage. Predicting—The student leaders ask for predictions about what will happen in the next segment of the text. The leader can write the predictions on the board or an overhead, or all students can write them in their notebooks.

• Generalizations from the research on note taking: 1. Verbatim note taking is, perhaps, the least effective way to take notes. 2. Notes should be considered a work in progress. 3. Notes should be used as study guides for tests. 4. The more notes that are taken, the better.

• Teacher-prepared notes are the most straightforward way to provide students with the information you want them to have. First, it gives them the important information. Second, it provides a model of how notes should be taken.

• There is no one right way for taking notes. Students can complete informal outlines, webbing, and/or a combination of the two.

Strategy 3: Reinforcing Effort and Providing Recognition Reinforcing Effort

• Belief in effort enhances achievement (Weiner, 1972, 1983). • Most people believe their success comes from four causes: ability, effort, other people, luck.

• Generalizations from the research on effort:

1. Not all students realize the importance of believing in effort. 2. Students can learn to change their beliefs to an emphasis on effort.

• Teachers must explicitly teach and exemplify the connection between effort and achievement.

o Share personal examples; share examples of athletes, educators or other leaders who succeeded from not giving up; ask them to recall personal examples of their own effort to be successful at something.

• Some students will be able to visualize and realize their effort and how it affects their achievement. A powerful way to help students make this connection is through tracking their effort and its relationship to achievement.



Effort and Achievement Rubrics

Scale: 4= excellent; 3= good; 2= needs improvement; 1= unacceptable A: Effort Rubric 4 I worked on the tasks until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding. 3 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 2 I put some effort into the task, but I stopped working when difficulties arose. 1 I put very little effort into the task.

B. Achievement Rubric 4 I exceeded the objectives of the task or lesson. 3 I met the objectives of the task or lesson. 2 I met a few of the objectives of the task or lesson, but did not meet others. 1 I did not meet the objectives of the task or lesson.

Effort and Achievement Chart for __________________________ Date Assignment Effort Rubric Achievement Rubric Fri. Oct 22 Homework—5 paragraph essay re: Animal Farm 4 4 Wed. Oct 27 In-Class essay re: allegory 4 3 Thurs. Oct 28 Pop Quiz 3 3 Providing Recognition

• Generalizations from the research on providing recognition: 1. Rewards do not necessarily have a negative effect on intrinsic motivation 2. Reward is most effective when it is contingent on the attainment of some standard of

performance. a. Rewards not just for completion, but for successful completion.

3. Abstract symbolic recognition is more effective than tangible rewards a. Praise, positive feedback (verbal)

• Personalize recognition: make it specific and about their particular achievement. • Pause, Prompt, and Praise: Pause to help struggling students, prompt them in the right

direction, then praise if they continue to get it right. • Concrete symbols of recognition: stickers, awards, coupons, and treats.

Strategy 4: Homework and Practice

• Generalizations from the research on using homework: 1. The amount of homework assigned to students should be different from elementary to

middle school to high school. No conclusive results about how much per grade level.

2. Parent involvement in homework should be kept to a minimum. 3. The purpose of homework should be identified and articulated.

Purposes: 1) Practice; 2) Preparation and Elaboration 4. If homework is assigned, it should be commented on.

Feedback is crucial to making homework effective. • Classroom Practice in Assigning Homework



1. Establish and communicate a homework policy Students and parents need to know the purposes, amount, consequences for

not completing, etc. 2. Design homework assignments that clearly articulate the purpose and outcome.

Subject: _______________________ Due Date: _____________________ What I have to do tonight:_______________________________________ Purpose of the assignment: _____________________________________ What I have to already know or be able to do in order to complete the assignment. __________________________________________________

3. Vary the approaches to providing feedback. You cannot feasibly comment on every homework piece. Devise ways for

students to provide peer feedback, whole group feedback, etc.

• Generalizations from the research on practice: 1. Mastering a skill requires a fair amount of focused practice. 2. While practicing, students should adapt and shape what they have learned.

Strategy 5: Nonlinguistic Representations

• Generalizations from the research on nonlinguistic representations: 3. A variety of activities produce nonlinguistic representations.

a. Creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activities.

4. Nonlinguistic representations should elaborate on knowledge. Classroom Practice in Nonlinguistic Representation

• Creating Graphic Organizers 1. Descriptive patterns—represent facts about specific persons, places, things, and events. 2. Time-Sequence Patterns—organizes events in a specific chronological order 3. Process/Cause-Effect Patterns—organizes information into a causal network leading to a

specific outcome or into a sequence of steps leading to a specific product. 4. Episode Patterns—organize information about specific events, including (1) a setting, (2)

specific people, (3) a specific duration, (4) a specific sequence of events, (5) a particular cause and effect.

5. Generalization/Principle Patterns—organizes information into general statements with supporting examples.

6. Concept Patterns—Organizes information around a word or phrase that represents an entire classes or categories of persons, places, things, and events.

• Using other Nonlinguistic Representations 1. Making Physical Models—concrete representations of knowledge learned 2. Generating Mental Pictures—constructing mental pictures of knowledge being learned 3. Drawing pictures and pictographs—symbols to represent knowledge is a powerful way

to generate nonlinguistic representations in the mind.



4. Engaging in Kinesthetic Activity—activities that involve physical movement associated with specific knowledge helps to create a mental picture

Strategy 6: Cooperative Learning

• There are five defining elements of cooperative learning: 1. Positive interdependence—sink or swim together 2. Face-to-face promotive interaction—helping each other learn, applauding success and

efforts 3. Individual and group accountability—each contributes to the groups goals 4. Interpersonal and small group skills—communication, trust, leadership, decision

making, and conflict resolution 5. Group processing—reflecting on how well they work together

• Three generalizations about cooperative learning: 1. Organizing groups based on ability levels should be done sparingly. 2. Cooperative groups should be kept rather small in size. 3. Cooperative learning should be applied consistently and systematically, but not

overused.

• Using a variety of criteria for grouping students: 1. Informal—pair-share, turn-to-your-neighbor (may be a few minutes or for a class

period) 2. Formal—teacher should design the task to include the five elements of cooperative

learning (designed to thoroughly complete an academic assignment, so it may last for several days or weeks)

3. Base groups—long term groups (semester, year) created to provide students with support

• Groups should be kept small. Cooperative learning should not be overused; students need “alone time” to complete assessments and work individually

Strategy 7: Setting Objectives and Providing Feedback

• Generalizations from the research on goal setting: 1. Instructional goals narrow what students focus on 2. Instructional goals should not be too specific (this means put the goals in student-

friendly language) 3. Students should be encouraged to personalize the teacher’s goals.

Ideas: Set specific, but flexible goals for self. Teacher should provide the content objective to be mastered and then students can set their own goals based on the content objective. Providing options for students to personalize their goals is important.



Example: My Learning Goals

Our objective for this unit: Understanding the basic elements of plot. Complete the following sentences to set your personal learning goals: I know that plot is the events that are happening in the story, but what I want to know is what is the climax of a story I’m going to meet this goal by turning in all of my assignments on time.

Providing Feedback

• Generalizations from the research on feedback: 1. Feedback should be “corrective” in nature—should give students an explanation of their

successes and areas of concern. 2. Feedback should be timely—immediate feedback is the most beneficial and leads to

improvement in student achievement. 3. Feedback should be specific to a criterion—needs to reference a specific skill or level of

performance. 4. Students can effectively provide some of their own feedback.—students keep track of

their progress toward their objective or goal (self-evaluation)

• Rubrics are a great way to provide feedback, it provides the student with specific objectives. 1. Rubrics should be gone over with students before the assignment, so students know

expectations and requirements.

Strategy 8: Generating and Testing Hypotheses • Generalizations from the research on hypothesis generation and testing:

Hypothesis generation and testing can be approached in a more inductive or deductive manner.

1. Inductive: drawing new conclusions based on information we know are presented with; require students to discover the principles from which the hypotheses are made

2. Deductive: using a general rule to make a prediction about a future action or event

Teachers should ask students to clearly explain their hypotheses and their conclusions. • Using a variety of structured tasks to guide students through generating and testing hypotheses.

Systems Analysis (ecosystems, anatomical systems, systems of government, etc.) 1. Explain the purpose of the system, the parts of the system, and the function of

each part. 2. Describe how the parts affected each other. 3. Identify a part of the system, describe a change in that part, and then

hypothesize what would happen as a result of this change. 4. When possible, test your hypothesis.

Problem Solving 1. Identify the goal you are trying to accomplish. 2. Describe the barriers or constraints that are creating the problem. 3. Identify different solutions and hypothesize which one is best.



4. Try your solution. 5. Explain whether your hypothesis was correct, and perhaps try a different

solution. Historical Investigation

1. Clearly describe the historical event to be examined. 2. Identify what is known or agreed on and what is not known or disagreed upon. 3. Based on what you know, offer a hypothetical situation. 4. Seek out and analyze evidence to determine if your hypothetical scenario is

plausible. Invention

1. Describe a situation you want to improve or a need to which you want to respond.

2. Identify specific standards for the invention that would improve the situation or would meet the need.

3. Brainstorm ideas and hypothesize the likelihood that they will work. 4. When your hypothesis suggests that a specific idea might work, begin to draft,

sketch, or create the invention. 5. Develop invention; test hypothesis. 6. Revise if necessary until standard is met.

Experimental Inquiry 1. Observe something of interest and describe observations. 2. Apply specific theories or rules to explain what you have observed. 3. Based on explanation, generate a hypothesis to predict what would happen if

you applied the theories or rules to what you observed or to a situation related to what you observed.

4. Set up an experiment or engage in an activity to test your hypothesis. 5. Explain the results of your experiment or activity. Decide if your hypothesis was

correct and if you need to conduct additional experiments. Decision Making

1. Describe the decision you are making and the alternatives you are considering. 2. Identify the criteria that will influence the selection and indicate the relative

importance of the criteria by assigning an importance score from a designated scale (e.g. 1-4)

3. Rate each alternative on a designated scale to indicate the extent to which each alternative meets each criterion.

4. For each alternative, multiply the importance score and the rating and then add the products to assign a score for the alternative.

5. Examine the scores to determine the alternative with the highest score. 6. Based on your reaction to the selected alternative, determine if you need to

change any importance scores or add or drop criteria.

• Teachers should design assignments so students know they must be able to describe how they generated their hypotheses and to explain what they’ve learned. Provide students with a template for reporting their work. Provide sentence stems (especially for younger students) to help them explain. Ask students to turn in audiotapes of their explanations. Provide, or develop with students, rubrics. Set up events for parents or community members to talk to students about their

thinking.



Strategy 9: Cues, Questions, and Advance Organizers

• Generalizations from the research for using cues and questions: 1. Cues and questions should focus on what is important as opposed to what is unusual. 2. “Higher level” questions produce deeper learning than “lower level” questions. 3. “Waiting” briefly before accepting responses from students has the effect of increasing

the depth of students’ answers. 4. Questions are effective learning tools even when asked before a learning experience

(helps to create students’ mental set). • Explicit Cues—straightforward way for teachers to activate prior knowledge and cue them into

the day’s learning. • Questions that Elicit Inferences—questions to help students fill in the missing information by

using evidence. • Analytic Questions

1. Analyze errors: Identifying and articulating errors in the logic of information. 2. Constructing support: Constructing a system of support or proof for an assertion. 3. Analyzing Perspectives: Identifying and articulating personal perspectives about issues.

• Generalizations for advance organizers (similar to cues) 1. Advance organizers should focus on what is important as opposed to what is unusual. 2. “Higher level” advance organizers produce deeper learning than “lower level” advance

organizers. 3. Advance organizers are most useful with information that is not well organized. 4. Different types of advance organizers produce different results.

• Advanced organizers should provide ideational scaffolding to help bridge the gap between what students already know and need to know before he can successfully learn the task (David Ausubel 1968).


Cooperative Learning Activity Template

Activity Name: ______________________________ Teacher: __________ Class: _______________ Learning Objective(s): ____________________________________________________________________________________ Activity Description and Details: ________________________________________________________________________________________________________________________________________________________________________ Group Type: □ Informal Group □Formal Group □Base Group □Other Criteria for Group: ________________________________________________ Group Size: _______ How will the activity be structured to develop: 1. Positive interdependence (a sense of sink or swim together) ___________________________________________________________________________________ 2. Face - to - face promotive interaction (helping each other, celebrating effort and success) ___________________________________________________________________________________ 3. Individual and group accountability (each person contributing to achieve group goals) ___________________________________________________________________________________ 4. Interpersonal and small group skills (communication, trust, leadership, decision making, conflict resolution___________________________________________________________________________ ___________________________________________________________________________________ 5. Group Processing (reflecting on how well they work together) ___________________________________________________________________________________ What skills or roles will be need to be pretaught? How? When? ___________________________________________________________________________________ ___________________________________________________________________________________ How will I monitor progress of the group? ___________________________________________________________________________________ How will I assess the learning of the group? ___________________________________________________________________________________ Adapted from “A Handbook for Classroom Instruction that Works”, 2001, Marzano R., Norford J., Paynter D., Pickering D., Gaddy B.

CAST2006 Adapted from http://lessonbuilder.cast.org

Curriculum and Instruction 8.10 1

21st Century Classroom Lesson Plan Idaho State Department of Education Students Come First

Developed According to the Charlotte Danielson Framework and Universal Design for Learning (UDL)

Charlotte Danielson Framework - This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning. UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;

1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge, 2. Multiple means of action and expression, to provide learners options for demonstrating what they know, 3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;

http://lessonbuilder.cast.org/

Bloom’s Revised Taxonomy – This lesson plan includes Bloom’s Revised Taxonomy as a component. *Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be completely filled in ( unless labeled * for optional) to facilitate entry into a searchable state-wide and national online database. Educators are not limited to the space provided as the table will expand to fit the entries.

Name: Email: (not published) District Name: School Name:

District Number: School Address:

School Phone: Administrator Name:

Lesson Overview Unit: Lesson Title: Subject: *Subheading: Duration: Grade Level(s): Course: (Please choose from the dropdown list provided) Big Idea or Focused Investigation:

Enduring Understandings:

Essential Question/s:

Description

Lesson Description: Describe the primary nature (e.g. hands-on, inquiry, project based etc.), whether interdisciplinary or single-subject and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated.

Description:





Goals and Objectives (Framework Domain 1c: Setting Instructional Goals)

Goals and Objectives: The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.

Unit/ Lesson Goal/s: Lesson Objectives:

Standards

Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document)

Idaho State Content Standards:

Common Core State Standards (English Language Arts and Mathematics):

*National Education Technology Standards:

*Professional Technical Standards

*English Language Development (ELD) Standards:

Learning Outcomes – Begin with the end in mind

(Framework Domain 1e: Designing Coherent Instruction)

Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?

Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to:

Learning Outcome:

*Learning Outcome:

Checking for Understanding Questions:


Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more. (Use drop down online within Schoolnet or checkbox)

Remembering Analyzing Understanding Evaluating Applying Creating

Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.

Introduction/Anticipatory Set:

Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.)

Build, Apply Knowledge: *Higher Order Thinking Questions: *Provide Guided Practice: *Provide Independent Practice: Wrap Up/Synthesis/Closure:




Materials (Framework Domain 1d: Demonstrating Knowledge of Resources)

*Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as many as necessary.

Title: (List the title of the website/s.)

URL: (Copy and paste the Internet address here. You must include http://)

Annotation: (Write a brief description of the website.)

*Technology Tools and Equipment (Including UDL-Assistive Technology Software and Hardware): Examples of technology tools might include hardware as well as software; e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL -assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary)

1.

2.

*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary)

1.

2.

*Safety Considerations (e.g. for Science and Professional Technical Education Plans)

UDL - Differentiation According to Student Needs (Framework Domain 1b: Demonstrating Knowledge of Students)

Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated.

UDL: Multiple means of; Action and Expression Engagement Representation ELL, SIOP: (Modifications to Instruction) *Other Means of Differentiation:

Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and exploration.

*1. Extension:

Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson.

*1. Remediation:

Assessment (Framework Domain 1f: Assessing Student Learning)

Assessment: (Optional) May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.

*Formative/Ongoing Assessment: *Summative/End Of Lesson Assessment:

Educator Self-Reflection

Please use this area to self-reflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the contents of the self-reflection section is not intended to be shared.)

*Self-Reflection – Successes and Areas of Improvement



Five Step Lesson Plan Template Teacher:

Class: Lesson Plan Date: Lesson Name:

PR

E-P

LAN

NIN

G

OBJECTIVE. What will your students be able to do? �

ASSESSMENT. How will you know whether your students have made progress toward the objective? � How and when will you assess mastery? � KEY POINTS. What three-five key points will you emphasize? �

LES

SO

N C

YLC

E

(“

I Do

It, W

e D

o It,

You

Do

It”)

OPENING. (_10_ min.) “I Do It” How will you communicate what is about to happen? � How will you communicate how it will happen? � How will you communicate its importance? � How will you communicate connections to previous lessons? � How will you engage students and capture their interest? �

MATERIALS.

INTRODUCTION TO NEW MATERIAL. (_10_ min.) “I Do It” What key points will you emphasize and reiterate? � How will you ensure that students actively take-in information? � How will you vary your approach to make information accessible to all students? � Which potential misunderstandings will you anticipate? �

GUIDED PRACTICE. (_15_ min.) “We Do It” How will you clearly state and model behavioral expectations? � How will you ensure that all students have multiple opportunities to practice? � How will you scaffold practice exercises from easy to hard? � How will you monitor and correct student performance? �

INDEPENDENT PRACTICE. (_25_ min.) “You Do It” How will you clearly state and model behavioral expectations? � In what ways will students attempt to demonstrate independent mastery of the objective? � How will you provide opportunities for extension? �


Adapted from: http://theonlinepd.wordpress.com/p-3-lesson-planning/types-of-lesson-plans-and-templates/

CLOSING. (_5_ min.) How will students summarize what they learned? � How will students be asked to state the significance of what they learned? � How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? �

DIFFERENTIATION How will you differentiate your instruction to reach the diversity of learners in your classroom? �

MO

DIF

ICA

TIO

NS

RE

INF

OR

CE

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HOMEWORK (if appropriate). How will students practice what they learned? �

http://theonlinepd.wordpress.com/p-3-lesson-planning/types-of-lesson-plans-and-templates/


My Instructional Interventions & Strategies

Use this worksheet to identify research-based instructional interventions and strategies to address the specific skill needs of your students. It is important to collect specific academic or behavioral skill area(s) and some specific strategies that research has shown can be effective at remediation. Use the attached worksheet and sample worksheet to collect information about each strategy.

Tier 1 Core

Tier 2 Strategic

Tier 3 Intensive

READING

MATH

WRITING

BEHAVIOR

OTHER:


Instructional Interventions & Strategies Worksheet Content Area: Skill and Strategy: Purpose of Strategy: How to Do It: Research Base: What to Watch for with Specific populations (ELL, CLD, CI, etc.)


SAMPLE: Instructional Interventions & Strategies Worksheet Content Area: Reading Skill and Strategy: Reading Comprehension- SQ3R Purpose of Strategy: 1. Build Transfer skills; 2. Expand and elaborate on learning foundations; 3. Improve access to prior knowledge; 4. Improve comprehension; and 5. Strengthen language development. How to Do It:

• Individualized, focused and intensive • Teach, model and practice each step of process. • Remind student to go through any passage or lesson carefully and thoughtfully. • Student can make cue cards to remember each step. • Steps in SQ3R are:

Survey Question Read Recite Review

Research Base: Allington & Cunningham, 2002: pages 89-116, Artis, 2008, Cole, 1995: pages 75-94, Fisher & Frey, 2004 What to Watch for with Specific populations (ELL, CLD, CI, etc.) For ELL/CLD, SQ3R steps will need to be modeled and explained in their most proficient language before they can process independently. Students can be paired with partners who are slightly more bilingual than they are to facilitate learning this process.



I. Planning and Preparation Seldom Sometimes Often Always 1. I possess knowledge of content and am able to

make connections between my content area and other disciplines.

2. My classroom plans and practices reflect an understanding of prerequisite learning.

3. I apply instructional practices that reflect current research within the content discipline.

4. I display an understanding of the developmental age groups I teach.

5. I display an understanding of the different approaches to learning that my students exhibit.

6. I display knowledge of students’ skills and abilities.

7. I display knowledge of the interests or cultural heritage of each student.

8. My goals represent high expectations for students and reflect important learning and conceptual understanding of curriculum standards.

9. My goals are clearly stated as student learning and permit sound assessment.

10. My goals reflect the needs of all my students.

11. My goals reflect several different types of learning and provide opportunities for integration.

12. I make use of school, district and community resources to enhance instruction.

13. I am aware of and access school, district and community resources to assist students.

14. I design learning activities and instructional goals that reflect current research and are relevant to students.




15. I use materials and resources that support instructional goals and engage students in meaningful learning.

16. I employ instructional groups that are varied and appropriate to the instructional goals.

17. I employ lesson and unit structures that are clear and based on student needs.

18. My content and methods of assessment are compatible with my instructional goals.

19. I employ assessment criteria and standards that are clear and have been communicated to students.

20. I use assessment results in my planning for individuals and groups of students.

II. The Learning Environment Seldom Sometimes Often Always 1. I respect the dignity of all my students, and my

students respect me as an individual.

2. My students respect each other as individuals.

3. I have a genuine enthusiasm for my subject, and my students understand the importance of the subject areas.

4. My students take pride in the quality of their work.

5. My instructional goals and activities, interactions and the classroom environment convey high expectations for student achievement.

6. I allow students to work in groups with all students being engaged, productive and responsible for academic activities.

7. My students and I make transitions occur smoothly without losing instructional time.




8. My students and I have routines for handling materials and supplies without losing instructional time.

9. The volunteers and paraprofessionals in my classroom are productively engaged during the entire class.

10. My students have a clear understanding of the standards of conduct for the classroom.

11. I promote an environment in which students monitor and correct their own behavior.

12. I respond to student misbehavior appropriately, maintain the student’s dignity.

13. My room is a safe place for all students.

14. My room is set up to provide equal access to learning for all of my students.

III. Instruction 1. My directions and procedures are clearly stated

and understood by my students.

2. My spoken and written language is clear, correct and age-appropriate.

3. The questions I use with students are of high quality, and I give my students adequate time to respond.

4. The discussion techniques I use provide students with the opportunity to discuss topics, initiate topics and make unsolicited contributions.

5. I encourage classroom discussion and allow students to take the lead when appropriate.

6. My lessons are appropriate and link well with students’ knowledge and experience.

7. My assignments are cognitively engaging and connect learning with relevant activities.




8. My instructional groups are productive and meet the needs of the students and the instructional goals of the lesson.

9. My instructional materials and resources are suitable to the instructional goals and engage students.

10. My lessons have a defined structure for organizing activities, and the pacing of the lessons is appropriate for all students.

11. I provide my students with specific and helpful feedback on the quality of their work.

12. I provide my students with consistent feedback on their work in a timely manner.

13. I make necessary adjustments to my lessons to ensure student learning.

14. I make adjustments in my lesson plans and teaching to accommodate students’ questions or interests.

15. I differentiate my instruction to meet a wide range of learning styles and abilities.

IV. Professional Responsibilities Seldom Sometimes Often Always 1. I make accurate assessments of my lessons’

effectiveness and can cite general references and examples.

2. I am able to make specific suggestions and changes to improve instructional practices.

3. I maintain effective systems for accurately tracking the completion of assignments.

4. I maintain effective systems for tracking student progress to ensure learning is effective.

5. I maintain an effective system for recording non-instructional information: permission slips, seating charts, inventories, etc.




6. I communicate the instructional program requirements to parents.

7. I communicate with parents about student progress.

8. I solicit input from students and parents.

9. I maintain supportive and cooperative relationships with colleagues.

10. I volunteer to participate in school events and activities.

11. I volunteer to participate in school and district projects.

12. I seek out professional development opportunities to enhance content knowledge and pedagogical skills.

13. I actively participate in activities in my school and district to support other teachers and the profession of teaching.

14. I make positive contributions to the overall culture and climate of the school.

Topic: Classroom Management

Outcomes New teachers will be given a foundation and introduction to classroom management. Teachers will be able to tie classroom management to the Danielson model used for evaluation of teachers. Topic Summary This is a brief introduction to classroom management. We refer to the work by Wong, and Marzano. We also will help teachers understand how classroom management fits into the system designed by Danielson for the evaluation of teachers. Books and other resources are included for teachers to help them develop effective classroom management plans. Toolkit Materials Power Point: Classroom Management Handouts: Danielson Placemat Books: First Days of School by Harry Wong Classroom Instruction that Works By Robert Marzano Related Topics SWPBIS Introduction and overview-training present throughout the year Supplementary Resources Positive Behavior Interventions and Support (PBIS) University of Oregon. www.pbis.org

http://www.pbis.org/

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Classroom Management & Setting Up Your Classroom

Beginning Thought

Happy are they who look for the good in all people, for they shall

find it.Dunc Muncey

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Positive Behavioral Interventions and Supports (PBIS) involves assessment and redesigning environments so students experience reductions in problem behaviors and increase social, personal, and professional quality in their lives. It is a program that combines the rights of students with an understanding about how learning and behavior change occur (Horner, 1999).

Positive Behavioral Interventions and Supports

• Regular instruction and practice of rules • Class schedule • Class structure• Instructional level • Avoid power struggles

Classroom Management Strategies

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• Teach expectations. • Review and reinforce expectations.• Provide consistency of consequences.• Only make a few rules.• Use simple wording.• Positively state rules.• Have rules be specific and descriptive. • Make all rules observable and measurable.

Instruction and Rules

Reasonable and Logical Consequences(Adopted from Harry Wong)

Student Behavior Logical IllogicalChews gum Cleans gum under tables Put gum on tip of noseTurns in sloppy paper Redoes paper Loses pointsWalks in noisily Walks in again, displaying

appropriate behaviorNot allowed in class

Does not bring materials Checks out needed materials

Doesn’t do work

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Danielson Framework

Domain 2: Classroom Environment

2c. Managing classroom procedures2d. Managing student behavior

Domain 3: Instruction

3a. Communicating with students

How is “Instruction and Rules” related to the Danielson Framework?

• 80% of lesson, students should be actively engaged.• Attention spans are a maximum of 20 minutes. • Have predictable routines- “warm-up” and “wrap-up”

procedures.• Let students know what will be accomplished each

period.• Have regular checks for materials.

Class Schedule

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Danielson Framework

Domain 2: Classroom Environment.

2a. Creating an environment of respect and rapport2b. Establishing a culture for learning2c. Managing classroom procedures

Domain 3: Instruction3c. Engaging students in learning

How is “Class Schedule” related to the Danielson Framework?

• The teacher should be able to access all students.• Students with behavioral challenges should be seated

closer to direct teaching.• All students should be able to focus on instruction.• The teacher should change position within the

classroom (wandering teacher).

Class Structure

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Danielson Framework

Domain 2: Classroom Environment

2d. Managing student behavior2e. Organizing physical space

How is “Class Structure” related to the Danielson Framework?

Instructional Level• Lessons should match student’s academic level.• Assessment should lead instruction. • Students should be successful 80% of the time.• Use “grouping strategies”.• Homework should measure what was taught in

class and never teach new material.

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Danielson Framework

Domain 2: Classroom Environment.

2c. Managing classroom procedures

Domain 3: Instruction3c. Engaging students in learning3d. Using assessment in instruction3e. Demonstrating flexibility and responsiveness

How is “Instructional Level” related to the Danielson Framework?

Avoid Power Struggles • Relationship style

• Communicate calm self-control (lower voice).• Avoid counter aggression and value judgments. • Use honesty and be direct.

• Nonverbal body language • Break eye contact and provide “space.”• Avoid physical touch unless invited by the student.• Space should increase as the student escalates.

• Allow for wait time when kids respond with anger.

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How Students Act Out

• The Incessant Interrupter

• The Defiant Student

• The Class Bully

• Student Without Accountability

The Incessant Interrupter Possible Causes

• Student needs attention and appreciation.

• Inattention to group instructions.

• Extreme competitiveness, nervousness, insecurity, or impulsiveness.

Teacher Actions• Nonverbal gesture, gain eye-

contact, invent a secret signal.

• Direct statement: “It’s Judy’s turn,” made in a noncommittal, unemotional tone of voice.

• If the student is working in a small group, give him/her a job to do.

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The Defiant Student Possible Causes

• Student is begging for help, the task is too difficult or too easy.

• Student is angry at you or an outside stimulus.

• Student does not understand the task or the directions.

Teacher Actions • Redirect class back to work.

This assures the class that you can handle the situation.

• Deal with the student without anger.

• If it is a personal attack, let the student calm down.

• Calmly redirect the student back to their desk. If the student needs more space, ask them to step outside. Don’t touch the student!

The Class BullyPossible Causes

• The student wants classroom status.

• The student might be dealing with anger over a personalsituation in his/her life.

Teacher Action• Create a system whereby he/she

can be composed.• Help the student understand their

anger and how to deal with it.• Address situations that seem to

cause behavior.• Plan ahead for reactions.• Pair the bully with a student he/she

admires and can handle the task.

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Student Without Accountability Possible Causes

• Unable to seek personal goals or carry them out.

• Lacking self-confidence.• Lacking assertiveness.• Lacking responsibility.

Teacher Actions• Frequently monitor the

student.• Privately find out the cause of

the problem.• Give the student small goals

and praise accomplishments.• Set new goals immediately.• Establish a record chart.• Make student accountable.• Get outside help when

necessary.

Danielson Framework How is “Avoid Power Struggles” related to the

Danielson Framework?Domain 1: Planning and Preparation1b. Demonstrating knowledge of students

Domain 2: Classroom Environment2a. Creating an environment of respect and rapport2d. Managing student behavior

Domain 4: Professional Responsibilities: 4f. Showing professionalism

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Practice

What went wrong?

Resourceshttp://www.pbis.org/

http://www.fredjones.com/pbis/toolsandpbis.html

http://pbis.ocde.us/Assets/PBIS/downloads/Non+Classroom+Self+Assessment.pdf

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=192Wong, H. K., & Wong, R. T. (2009). The First Days of School.

Mountain View: CA. Harry K. Wong Publications, Inc.

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Danielson Framework How is “Resources” related to the

Danielson Framework?

Domain 1: Planning and Preparation1d. Demonstrating knowledge of resources

Domain 4: Professional Responsibilities: .

4d. Participating in a professional community

Final Thought I’ve come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

~Haim Ginott~

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