SPED 586SPED 586Planning and Teaching for Planning and Teaching for UnderstandingUnderstanding

Chapter 1

OverviewOverview• Common Issues and Cues• RtI basics• IEPs• Self-determinism• Evaluation measures• ELL success• Scaffolding• Tiered instruction

Common IssuesCommon IssuesAcademics! If it doesn’t affect

performance, then why are we addressing it.

Attention Problems and hyperactivityMemory – the affect of short term

memory on school performanceLanguage Aberrant behavior, such as

aggression or depression or “unusual patterns”

Determine these factorsDetermine these factorsIs it a concern or a disability? Question:1. How persistent is the problem?2. How severe is the problem?3. Is the child making stead progress?4. Is the child interested in improvement?5. How active is the family?6. Do other people see this as a problem?7. Is this a problem between a teacher and a student?8. What accommodations and modifications have been

attempted?9. Has the instruction thus far been adequate for the student’s

needs?10.How well does the child fit in with peers?11.What else could explain this academic or social behavior?

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Behavior Area Emotional Disturbance Socially Maladjusted

School BehaviorUnable to comply with teacher requests; needy or has difficulty asking for help

Unwilling to comply with teacher requests; truancy; rejects help

Attitude Toward School

School is a source of confusion or angst; does much better with structure

Dislikes school, except as a social outlet; rebels against rules and structure

School Attendance Misses school due to emotional or

psychosomatic issues Misses school due to choice

Educational Performance

Uneven achievement; impaired by anxiety, depression, or emotions

Achievement influenced by truancy, negative attitude toward school, avoidance

Peer Relations and Friendships

Difficulty making friends; ignored or rejected

Accepted by a same delinquent or socio-cultural subgroup

Perceptions of Peers Perceived as bizarre or odd; often ridiculed Perceived as cool, tough, charismatic

Social Skills Poorly developed; immature; difficulty reading social cues; difficulty entering

groups Well developed; well attuned to social cues

Interpersonal Relations

Inability to establish or maintain relationships; withdrawn; social anxiety

Many relations within select peer group; manipulative; lack of honesty in

relationships

Interpersonal Dynamics

Poor self-concept; overly dependant; anxious; fearful; mood swings; distorts

reality

Inflated self concept; independent; underdeveloped conscience; blames others;

excessive bravado Locus of Disorder Affective disorder; internalizing Conduct disorder, externalizing

Aggression Hurts self and others as an end Hurts others as a means to an end Anxiety Tense; fearful Appears relaxed; “cool”

Affective Reactions Disproportionate reactions, but not under

student’s control Intentional with features of anger and rage;

explosive Conscience Remorseful; self critical; overly serious Little remorse; blaming; non-empathetic

Sense of Reality Fantasy; naïve; gullible; thought disorders “Street-wise”; manipulates facts and rules

for own benefit Developmental

Appropriateness Immature; regressive Age appropriate or above

Risk Taking Avoids risks; resists making choices Risk taker; “daredevil” Substance Abuse Less likely; may use individually More likely; peer involvement Adapted from Social Maladjustment: A Guide to Differential Diagnosis and Educational Options (Wayne County

Regional Educational Service Agency - Michigan , 2004)

IEPsIEPs• Name the parts of an IEP.• Name the multidisciplinary members

(do not forget you know who)• Goals: academic, social-emotional,

functional–Focus on what is working more so than

what isn’t.–Set goals on what the student should

maintain as well as build.• Samples and help–Sample 1–Sample 2– IEP best practices (USDOE)

Self-determinismSelf-determinism• Teach students to become self-determined – in

that their own well being and range of success is a result of their efforts and achievement.

• When students work hard, they tend to improve their success.

• Engagement and achievement are correlated• Prepare students to participate and lead their own

IEPsUNCC’s review of self-determinism curriculaOne sample curricula (NICHCY)

Name three reasons we need to emphasize self-determinism?

Evaluation MeasuresEvaluation Measures• Progress Monitoring• National Center on Progress Monitoring

• Basics to CBM (National Center on RtI)–Multiple types of progress charts • How would you quantify calling out?• How would you quantify multiplication

knowledge?

– Informed instruction through data collection and evaluation

ELLELL• For students with LD who are ELL,

instruction must be:–Explicit–Monitored – Include plenty of practice– Include language acquisition

strategies

• How is this different from others who struggle?

ScaffoldingScaffolding• Two types of scaffolding

• Within lessons – I might scaffold addition of fractions with like denominators by showing why and how the numerators will be added but the denominator remains constant. I will not only show why but I will also show how. To help this process, I can prepare strategies to help the student recognize the type of problem and the appropriate steps to take to solve that problem.

• Between lessons - You might see guided practice and scaffolding when completing simple equations. Teach to divide or compute by the inverse of the coefficient early to prepare for the lessons to come.

• http://dww.ed.gov

Multi-tiered system of Multi-tiered system of support (MTSS)support (MTSS)MTSS and Response to Instruction

and Intervention (RtI&I) involve tiered instruction.

Each successive tier increases intensity of instruction through more explicitness in teaching, smaller class sizes, more time of instruction, and more homogenous to individualized help.

How does a tiered system How does a tiered system work for Reading?work for Reading?Effective Instruction is a

necessity at all levels, not just for those with reading trouble

Assessment must be consistent and accurate across all levels

Interventions must be effective (research and evidence-supported)

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How does a tiered system How does a tiered system work for Writing?work for Writing?Effective Instruction is a

necessity at all levels, not just for those who struggle with writing or written expression

Assessment must be consistent and accurate

Interventions must be effective (research and evidence supported)

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How does a tiered system How does a tiered system work for Mathematics Ed?work for Mathematics Ed?Effective Instruction is a

necessity at all levels, not just for those with poor calculations skills

Assessment must be consistent and accurate

Interventions must be effective (research and evidence supported)

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How does a tiered system How does a tiered system work for Behavior?work for Behavior?Effective Instruction is a

necessity at all levels, not just for those with inappropriate behavior

Assessment must be consistent and accurate

Interventions must be effective (research and evidence supported)

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SummationSummationWhat does this mean to your

planning?◦In your current placement?◦In your future class?

How can you implement tiered and differentiated help in your classroom?