4 03 02 Iep and Lesson Plan Development Handbook - Schoolhouse Document

IEP and Lesson Plan Development Handbook
February 2014
Kentucky Department of Education
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Table of Contents
Section 1: Specially Designed Instruction / Supplementary Aids and Services A. Explicit Instruction B. Scaffolded Instruction C. Strategy Instruction D. Direct instruction E. Structured Overview F. Tiered Instruction G. Concrete Representational-Abstract Instructional Approach H. Multiple Means for Practice Opportunities I. Mnemonics J. Review for Fluency and Generalization K. Supplementary Aids and Services (SAS) L. Consideration for SDI/SAS
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Section 2: Implementation and Lesson Planning A. High Expectations B. Plan for All C. Planning for Individual Needs D. Instructional Strategies and Materials for Accessing the KY Core Academic Standards E. Websites
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The Kentucky Department of Educations vision is to ensure that all students are empowered with the skills, knowledge and dispositions necessary to reach proficiency and graduate from high school, college and career-ready. The Kentucky Department of Education is using Delivery as a method to establish yearly targets and five-year goals to help schools, districts and our state meet these expectations. The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. (IDEA Regulations, Section 300.1 (a)) In designing an Individual Education Program (IEP) for a student, the ARC must determine specific instructional strategies that the intended implementers must use and the supplementary aids and services that the student needs in order for the student to have access to the general curriculum (KY Core Academic Standards, KCAS). This handbook was developed by the Division of Learning Services, Diverse Learners Branch in partnership with staff from the Kentucky Education Cooperatives to provide examples of Special Education Services; for example, Specially Designed Instruction (SDI) and Supplementary Aids and Services (SAS) that may be considered to support the students goals, benchmarks, and short-term objectives within his/her IEP. For more information on the Guidance Document for Individual Education Program (IEP) Development, please see http://education.ky.gov/specialed/excep/Pages/IEP-Guidance-and-Documents.aspx. Adaptations can be made regarding:

the purpose and appropriateness of the task the complexity of the task the size of the task the time allotted the pace the environment the order of learning the procedures and routines the resources and materials the application and demonstration of knowledge the level of support independence, participation, and motivation
Special Education is defined as specially designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability including instruction in the classroom, in the home, in hospitals and institutions, and in other settings 707 KAR 1:002 (56).
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Section 1: Specially Designed Instruction and Supplementary Aids and Services
Specially Designed Instruction (SDI) is adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the KCAS, 704 KAR 3:303. 707 KAR 1:002 (58). Methodology as defined in general by the National Center on Universal Design of Learning is the instructional decisions, approaches, procedures, or routines that teachers use to accelerate or enhance learning according the goal of instruction based on learner variability in the context of the task, learners social/emotional resources, and the classroom climate. Methods are flexible and varied dependent upon the learners progress that is continually monitored. Content and skills are taught in varied structures through adapted materials, modeling, guided practice, independent practice, and delivered through special education services; such as, assistive technology, supplementary aids, accommodations, and delivered within the Least Restrictive Environment. Specially Designed Instruction (SDI) should include the Characteristics of Highly Effective Teaching and Learning (CHETL). SDI in its simplest form is what the teacher does to instruct, assess, and re-teach for the student to make progress in the general curriculum. If instruction is required for students to benefit from a material, resource, aid, strategy or service, it should be described as specially designed instruction. The following are examples of research-based instructional practices.
Specially Designed Instruction A. Explicit instruction Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research merged with behavior analysis. As a part of explicit instruction, teachers monitor student progress to guide decisions for scaffolded supports. Explicit instruction is a sequence of supports: 1. Setting the Stage for Learning (hook) 2. Clear explanation of what to do 3. Modeling the process (showing) 4. Guided Practice (include check for understanding & provided corrective feedback) 5. Independent Practice (when teacher is confident students will be successful) 6. Assessment/Closure
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Explicit Strategies Teachers help students learn a new concept or skill more easily by teaching them to follow a set of procedures or steps. The steps should reflect an efficient and effective way to complete a task or apply a concept, much as an expert would do. For example, a teacher who wants students to learn to enter data into an accounting system or to develop plans for constructing a roof, teach a set of steps or procedures to follow using vocabulary students understand. As appropriate, a teacher should begin with a concrete model and demonstrate and describe how each step is accomplished. Some steps and strategies are too broad. Telling students to brainstorm before writing does not provide enough guidance. A more useful strategy provides specific direction in determining the purpose of the communication, using different ways to generate ideas, applying techniques for elaboration, and evaluating the writing plan. When a new concept or procedure is introduced, the steps should be modeled using a think-aloud technique in which a teacher describes the mental processes and physical actions. As students are expected to apply the new learning, the steps are prompted by using a cue card, a verbal reminder, or physical prompt. Teachers need to look at the instructional materials and evaluate the use of explicit steps and strategies. If explicit strategies are included: Are they clearly described? Do they have narrow or broad applications? Think of the needs of new students. Would they be able to use the strategies that are included? Would they need more assistance? Instructional materials may need to be modified by adding steps and strategies, or by changing the ones that are included. Finding strategies that are just right is not an easy task. Try them out with students and revise them if they dont work. The University of Kansas Center for Research on Learning has developed the Strategic Instruction Model with Content Enhancement Routines and Learning Strategies to help teachers and students. Several routines center around the learning of concepts (e.g., Concept Mastery, Concept Comparison, Framing Routine), while others help teachers learn how to make information easier to remember (e.g., Recall Enhancement). Students can also be taught strategies to help them with writing assignments (e.g., Sentence Writing, Paragraph Writing, Error Monitoring), reading comprehension (e.g., Paraphrasing, Self-Questioning), and tests (Test Taking). These routines and strategies can work well in career and technical education programs. Contact the Special Education Division of your Regional Education Cooperative for more information about obtaining training in this model.
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B. Scaffolded Instruction Scaffolding was first suggested in the works of educational theorist Lev Vygotsky. It is an effective instructional strategy that has been proven over time. Scaffolded Instruction is the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning (Dickson, Chard, & Simmons, 1993). This means a gradual decrease in supports and a gradual increase in student responsibility with the responsibility for learning shifting from the teacher to the student. (Rosenshine & Meister, 1992). Scaffolded instruction is utilized when students are acquiring new knowledge, and skills are taught by engaging students in tasks that would be too difficult for them to complete on their own. Scaffolding provides supports to students until they can independently apply the new skill or strategy with progress being measured in small incremental steps. Teachers initially provide extensive instructional support, or scaffolding, to continually assist students in building their understanding of new content and process. Once students internalize the content and/or process, the student assumes full responsibility for completing the task. Scaffolding provides students with help they need and allows them to complete a task with assistance before they are able to complete it independently. The goal of scaffolding is to support students until they can apply the new skills and strategies independently. This means a gradual decrease in supports and a gradual increase in student responsibility with the responsibility for learning shifting from the teacher to the student. (CEC article, Providing Support for Student Independence Through Scaffolded Instruction by Martha Larkin, Sept/Oct, 2001.) Scaffolding is temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the students capacity to perform the task on his or her own later on Independent(ly) is a student performing without scaffolding from a teacher, other adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful student performance done without scaffolding (Common Core State Standard for ELA, Appendix A, page 43). Scaffolding for learning may be provided through verbal prompts and cues, visual highlighting and diagrams, or other types of assistance used by students to begin to build their knowledge and proficiency. Students need support to help them until they are able to use the knowledge and skills on their own. Prompting and guidance needed must be faded if students are to become more independent. It is important to remember to provide only those supports that are needed. Supports are gradually decreased (faded) to transfer responsibility for learning from teacher to the student (independence). Use caution not to remove the scaffolding all at once or prematurely; student performance data will guide instructional decisions.
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Steps for Use of Scaffolds: 1. Present the new strategy/skill through modeling; for example, Think Aloud. 2. Adjust level of difficulty during guided practice by: starting with adapted material (Note: level of complexity will be gradually increased) complete part of the task/activity for the student provide a form of cueing system (e.g., visual cue card) present learning materials in small steps determine student errors, areas of difficulty 3. Provide multiple means of student practice (Scaffolding should inspire students to want to learn more and increase their understanding) teacher led reciprocal teaching (dialog between teacher and student by summarizing, question generating, clarifying, and predicting) cooperative groups 4. Provide multiple variations for feedback teacher- led checklists models of student work samples 5. Increase level of student responsibility (So they can make choices about how to proceed with the learning process) fade prompts and models gradually increase level of complexity of material reduce student instructional support, including number of adaptations; intensity level of groupings, etc.; for example, Teacher/Student One-on-One Teacher Small Group Teacher Whole Group Peer Small Group/Cooperative Group Individual combine steps of skill through practice check for student mastery level of skill 6. Independent Practice (Little time is wasted in scaffolding lessons, all learning goals are achieved efficiently) provide large amounts of practice facilitate application to new situations
(Adapted from Educational Leadership, ASCD, April 1992 and Scaffolding, LearnNC, 2009)
Strategies to consider for scaffolding:

Use
of Think Aloud of examples A maximum amount of support is provided when students are given total physical assistance or completed copies of assignments. For motor skills, this is quite often the case. You might position a students hand and arm and guide them through the correct movements for hammering a nail. New computer users may need physical assistance in getting the mouse to move the cursor in the desired direction. Giving the students copies of the lecture notes instead of requiring them to take notes
Provision
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Provide
starters or incomplete statements and have the students add the rest (e.g., Cloze Procedure) Give students an outline, diagram, or study guide Use structured patterns or plans to help students learn Use oral reading and embedded questions to help students process material in textbooks Identify page numbers where topics are discussed or answers to questions can be found Use color-coding or underlining to highlight important ideas or key steps Use peer tutoring or cooperative learning to provide support for students Incorporate activities that provide guided practice before expecting students to perform skills or use knowledge independently C. Strategy Instruction Strategy Instruction is a method of teaching students techniques, principles, or rules applicable in many learning situations that guide them to complete tasks independently. The learning strategies provide the means for the student to learn how to problem-solve and complete tasks independently. Special Education, Contemporary Perspectives for School Professionals, Third Edition, by Marilyn Friend, 2011.
Teaching through Scaffolding 1. Determine if the student has the background knowledge for the strategy to scaffold to independent use. 2. Explicitly teach the strategy: Introduce the strategy what it is, why it will be beneficial, etc. Model how to use the strategy Guided practice begins with small, simple tasks/materials, so concentration can be on learning the strategy Guided practice with classroom activities/assignments with teacher prompts Minimal guided practice with student initiating the strategy independently using a visual cue Provide corrective feedback using progress data (e.g., checklist, progress charts, etc.) Student independence is increased through gradual removal of prompts and cues (scaffolding - fewer, increments of time, etc.) Student uses the strategy independently without supports For additional state level information for scaffolding, see Effective Instruction for Elementary Struggling Readers: Research-Based Practices, 2003, Introduction Section).
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D. Direct instruction Direct instruction (DI) is the research based instructional approach where the teacher systematically and explicitly presents strategies and content following six steps within the process: 1. Review and check for understanding from previous learning activities/instruction 2. Present new content or skills 3. Provide guided practice, check for understanding 4. Provide feedback, correct any inaccuracies 5. Provide independent practice 6. Review frequently Adapted from Special Education, Contemporary Perspectives for School Professionals, Third Edition, by Marilyn Friend, 2011. www.adihome.org E. Structured Overview (e.g., graphic organizers) Structured Overview is a verbal, visual or written summary. It can also be an outline of a topic. It is the process of organizing and arranging topics to make them more meaningful. The purpose of a Structured Overview is to help students place new ideas in context. Because ideas are simplified, it is easier for students to see the big picture. In addition, connecting new ideas to information students already understand makes it easier to retain. There are three main ways in which structured overview can be used: 1. Verbal Summary: When introducing a new concept, the teacher starts by highlighting the new ideas to be learned in a few simple sentences. Then the relationship between these ideas and the ones the students already know is discussed. The structured overview takes the role of an advanced organizer. 2. Written Summary: The approach is the same as the verbal summary, but students have a written record of the ideas. Generally a combination of verbal and written Structured Overview is more effective than either type alone. 3. Visual Structured Overview: Venn diagrams of concepts, semantic maps, semantic organizers, webs, and charts are all methods visual Structured Overview. When accompanied by explanation, visual overviews are often very effective at helping student connect ideas. Graphic Organizers: http://www.graphic.org/goindex.html http://esl.about.com/od/writinglessonpla2/ig/Graphic-Organizers/Structured-Overview.htm F. Tiered Instruction Tiered instruction is an instructional practice for teaching one concept to meet the varied individual learning needs in a group through a learning profile, readiness, and/or interest. Five steps process for tiering instruction includes:
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1. Choose a concept that students should know or understand and whether to tier according to readiness, interest, or learning profile. 2. Assess student's profile, readiness, and interest. 3. Create an activity or project that is clearly focused on the concept. 4. Adjust the activity to provide different levels of difficulty. 5. Match students to appropriate tiered assignment. Tiered Instruction: http://www.gstboces.org/iss/iss/trainings/di/strategies/tiered.htm G. Concrete Representational-Abstract Instructional Approach Concrete Representational-Abstract Instructional Approach (CRA) is a three part strategy with each building on the previous: Concrete doing by using concrete objects Representational seeing by using semi-concrete object (e.g., pictures) Abstract symbolic by using abstract symbols to complete problems
(Retrieved from Access Center, spring 2011)
H. Multiple Means for Practice Opportunities Struggling learners need many opportunities to practice skills; for example: Learning centers Games Rhythmic activities (songs, chants, etc.) Various reading materials (books, magazine, computer software, etc.)
(Adapted from Effective Instruction for Elementary Struggling Readers: Research-Based Practices, 2003.)
I. Mnemonics Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues. Most common mnemonic strategies are keyword (a picture or other graphic that links the old and new information in the student's memory); PegWord (rhyming words that are used to represent numbers), and letter strategy (include acronyms and acrostics or sentence mnemonics). (Access Center, 2006) J. Review for Fluency and Generalization The need for review is very critical for students with disabilities. Students need a variety of opportunities to practice what they have learned. Many students may have difficulty generalizing newly acquired knowledge and skills in subsequent classroom situations and in situations outside of the classroom. Below are guidelines about the importance of review:
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Conduct multiple performance reviews Provide guided and independent practice Work towards mastery Give meaningful feedback Practice skills in a Variety of contexts
Students will become more aware of what they are doing correctly and what they need to change when observations and assessments occur frequently Guided practice involving the use of prompts and assistance will help students remember what they are supposed to do Reducing the use of prompts or reminders is necessary when students are ready to perform independently Feedback will help students become aware of what they are doing correctly and what needs to be changed Opportunities to promote generalization in different settings as well as maintenance of the desired level of proficiency and fluency must be provided. Single exposures are never sufficient to attain proficiency
This is not an exhaustive list of instructional practices.
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K. Supplementary Aids and Services (SAS) Supplementary aids and services are aids, services, and other supports that are provided in regular education classes or other education-related settings to enable a child with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with 707 KAR 1:350. 707KAR 1:002 (61) Supplementary Aids and Services (SAS) in its simplest form is what the student needs in order to advance appropriately toward attaining their annual goal(s), be involved and make progress in the general curriculum, participate in extracurricular and other nonacademic activities and be educated with non-disabled peers. If the student requires specific materials, resources, aids, strategies or services to gain access to the general education curriculum, it should be described as a supplementary aid and service. Assistive technology can be used to increase, maintain, or improve the functional capabilities of a child with disabilities (707 KAR 1:002 (3)). This includes a broad variety of devices. When using any technology as either SDI or SAS, provide a description of the technology to be used (i.e., direct-select, voice output system). Differentiating SDI and SAS While reviewing ideas for SDI and SAS, keep in mind that many of the instructional strategies and supports suggested can be both the SDI and SAS. In order for the student to access and use the supplementary aid (SAS) independently, the student will often need to be provided explicit instruction (SDI) in the use of a specific strategy or device. The intent is to provide scaffolded support until the student can access the supplementary aid independently.
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Considerations for SDI and SAS COMMUNICATION Listening Comprehension Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum and make progress Guided Practice of Listening strategies Repeated directions Corrective Feedback frequent Frequent comprehension checks comprehension checks Visual prompts Instruction in the use of SAS: Alternative note-taking Digital recorder Extended processing time Digitized/electronic formatted materials Paraphrasing, re-phrasing, and Highlighting key words summarizing Listening guides Extended time Other: Previewing questions Preferential seating Advanced organizer Focus, concrete statements Digitized recorder Digitized/electronic formatted materials Highlighting key words Listening guides Other: Non-Verbal Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Scaffolded Instruction Visual, written, Visual, written, tactual, verbal, verbal, physical, picture prompts and cues physical, picture prompts and cues Scaffolded Instruction of Visual Cue cards Hand under hand vs. hand over hand System of least prompts physical guidance/exploration Direct Instruction of American Sign American Sign Language Language Communication systems Multiple-modality strategies Switch activated devices Explicit Instruction use of body language Augmentative communication devices Modeling of how to attend to speaker Dynamic screens Other: High technology communication devices Communication boards/books/cards Picture based communication Establishing and maintaining eye contact Switch accessible Scan accessible Educational interpreter Other:
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Expressive Language/Oral Expression Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Scaffolded Instruction in how to respond Verbal prompts to verbal prompts Cue cards Scaffolded Instruction in how to respond Visual prompts to cue cards Extended response time Modeling how to respond to visual Allow written tests prompts Recorded materials Guided repetitions Preferential seating Guided rehearsal, use of scripts Directions in multiple forms (i.e., Time delay strategies restate, rephrase, oral directions) Modeling Oral reading on volunteer basis Instruction in conversational skills (i.e., Rehearsal, use of scripts initiating, maintaining, ending) Alternate means for demonstrating Word retrieval drills: categories, learning in place of oral reports (i.e., attributes, functions displays, projects, written, etc.) Questioning techniques Video self-modeling Other: Questioning techniques Thesaurus to find words to write or say Word prediction software Structured outline or graphic organizer to plan written assignments or presentations Use demonstrations or video-recorded responses for classroom assignments Other: Voice Specially Designed Instruction (SDI) What the teacher does through instructional practices 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: Supplementary Aids & Services (SAS) What the student will use to access curriculum 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) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Modeling Extended response time Starter techniques Opportunity to speak first in oral group Instruction on maintaining eye contact situations Instruction using choral responses Individual instead of group presentations Instruction using reading responses Relaxation strategies Instruction of relaxation strategies Self-monitoring Other: Other: Receptive Language Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Scaffolded Instruction to use visual, Preferential seating written, picture prompts & cues Repetition of directions Modeling Simple directions System of least prompts Gestures and visual cues Simultaneous prompting Paraphrasing and rephrasing Time delay Visual prompts Instruction in how to respond to verbal Concrete to abstract representations cues Picture schedule Instruction of core vocabulary with cue Picture cues cards Tactual cues Instruction in using visualization Object to picture schedule Instruction in using verbal rehearsal Calendar/routine system Cloze procedures Sentence strips Auditory bombardment of language Tape recorder targets Self-cueing strategies Verbal repetition Gradually building complexity of task Instruction of mnemonic strategies Teacher wait time Pre-teach critical information Other: Instruction for understanding of humor and absurdities Explicitly teach elements of critical thinking Explicit Instruction in how to make inferences and predictions Explicit Instruction in how to draw conclusions and make generalizations Other:
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Pragmatics Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Instruction using social scripting Role playing Instruction using social stories Monitoring and quick feedback Instruction using written prompts Peer buddy/monitor Modeling Sensory issues addressed Instruction in how to respond to verbal Opportunities for turn-taking, prompting initiating/terminating conversation, Guided responding commenting, and asking questions Instruction in environmental prompting (i.e., Environmental prompts (i.e., personal personal space awareness) space awareness) Chaining Other: Shaping Video self-modeling Role playing Instruction in conversational turn-taking, initiating/terminating conversation, commenting, and asking questions Instruction in relevant emotion/feeling words Other: Articulation/Phonology Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Auditory discrimination training Time delay Modeling Use of FM system Mirror training Tape recorder Oral motor exercises Tactile cues Repetitive drill/trials Visual cues Instruction in using touch cues Kinesthetic cues Minimal pair drills Extended response time Auditory bombardment Correct speech samples Guided rehearsal Verbal cues for correct speech sounds Discrete phoneme production training Modeling of correct speech patterns when Oral motor desensitization/stimulation student makes incorrect speech patterns Instruction in using oral prompts Oral prompts Phonemic awareness training Preferential seating Other: Vocabulary cue cards Color coded key words Computer support Step-by-step directions Other:
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ACADEMICS Basic Reading Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum and make progress Grapho-Phonic strategies (visual/auditory) Graphic organizers including letter/sound knowledge, Prompting and cueing phonemic awareness, decoding Recorded materials Visual strategies including word Alternate electronic/digitized materials recognition and visual memory for words Oral/visual presentation of materials Auditory strategies including language above independent reading level structure at the word, sentence, and text Extended time level Large print (specified font size) Fluency strategies Highlighted material Direct Braille code instruction Colored overlays for reading/glare Direct instruction in functions and use of reduction (specified color) portable note-taking device (i.e., Direct/indirect lighting BrailleNote, VoiceNote, Braille n Speak) Photocopied materials on preferred Meaning strategies including word colored paper meanings and associations and precision Tracking guides in word usage Typoscopes Instruction in identifying and pronouncing Braille words and reading fluently orally Braille N Speak including: Refreshable Braille using content clues; Type N Speak visual word recognition strategies Manipulatives (i.e., letter tiles, flash including environmental print; cards, etc.) word analysis strategies such as Access to technology (i.e., computer, prefixes, suffixes, compound words and software, voice-to-text software, etc.) word derivations; Limit visual clutter/stimuli text management strategies such as Slant board/stand rereading/reading ahead, deep reading, Use of black marker ONLY on dry erase skimming/scanning; board decoding strategies such as identifying Talking books word families, chunking, point & slide, Screen enlargement software looking for known words inside words; Magnifier cross check across systems (does the Monocular/Binocular word make sense, sound like language, Colored overlays for reading/glare do the letters match the sounds) or ask reduction (specify color) another reader. Copy of notes written on the board Direct instruction on functions and use of Regular text along with large print texts low vision devices (assistive technology for colored illustrations and maps for near and distance viewing) Spelling dictionary or electronic spelling Direct instruction in accessing alternate aid with speech capabilities formats and associated technology Peer editing, or teacher assistance in the Instruction in use of SAS: revision process
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(name/document specific aid) Other:
Chance
to correct identified spelling and grammar errors Books-on-tape or someone to make a recording or read the text aloud Card or frame to focus on the words and block out parts of the text Assistive devices that translate text to speechreading pen, Kurzwiel reader, scanner with character recognition software Videotapes or movies that present the same information Interactive CDs or computer-assisted training with auditory and visual cues rather than written descriptions. Students who are blind or visually impaired may need: Books-on-tape or large-print versions of text speaking computers with books on disk books and instructional materials in Braille class handouts and materials in an embossed format Special tilt-top desk or book stand to hold materials for easier reading Specialized equipment- optical enhancer, magnifier, tape recorder Directions and test items read aloud or on audiotape Repetition or paraphrasing of the directions Important words in the directions underlined or highlighted Text to speech technology to communicate directions Other:
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Reading Comprehension Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Explicit Instruction in how to use graphic Recorded books with appropriate pacing organizers Recorded materials Modeling Electronic/digitized materials Instruction in Cloze procedures Highlighting Mnemonic strategies Large print materials/textbooks Instruction using advance organizers (specified font size) Instruction using visual prompts Standard text to accompany large print Pre-teaching concepts/vocabulary text for colored illustrations/maps Strategy Instruction; for example, Braille LEARN strategy Refreshable Braille List what you know Braille N Speak Explore what you want to know Type N Speak Access information Reader Reflect on what youre learning Paraphrasing Now make connections Oral/visual presentation of materials KWL Strategy above independent reading level List what you Know Manipulatives (i.e., story strips, etc.) Tell what you Want to know Advance organizers Tell what you Learned Tactual graphics Instruction in verbal summarization Visual prompts Instruction using open-ended stories Frequent rest breaks to reduce eye QAR (Question, Answer, Response) fatigue and strain strategy Limit visual clutter/stimuli Instruction using choral reading Slant board/stand Instruction using paired reading Note-taking guides Instruction using echo reading Study guides Instruction using visual imagery Highlighted study guides Instruction using story mapping Use of black marker ONLY on dry Modeling through Think aloud strategy erase board Direct Instruction in: monitoring for Talking books meaning, determining importance, Screen enlargement software creating mental images, synthesizing, Magnifier relating new to known, questioning, Monocular/Binocular inferring Colored overlays for reading/glare Direct instruction and support for reduction (specify color) specialized software and equipment Copy of notes written on the board Applying Braille reading (or use of low Regular text along with large print texts vision devices for literacy tasks) in for colored illustrations and maps authentic contexts Reading stand Instruction in hand/finger skills, tactile Sticky notes or highlighter to mark key discrimination/perception skills points in the textbook or manual Integrated use of visual skills (e.g., List of important vocabulary with
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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) Instruction in use of SAS: (name/document specific aid) Other:
definitions Demonstration of steps and procedures Study guide to follow for independent reading Complex information divided into chunks or sections Hands-on activities, visual aids, pictures, or diagrams to provide alternate ways of learning abstract concepts or complex information. Other:
Written Language Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Explicit instruction in graphic organizers Scribe (specify how and when a scribe Modeling Tactile kinesthetic tracing will be used) Guided Practice through Repetition Paraphrasing Explicit Instruction using advance Assistive technology organizers Advance organizers Visual and physical prompts and cues Cue cards (i.e., definitions, examples, Small group instruction in writing process story starters, picture prompts, etc.) Explicit structured approach to sentence Graphic organizers writing Journals, logs, notebooks Explicit Instruction in the writing process Rubrics/scoring guides to guide including: prewriting activities, writing, Editing checklists revising, editing, and publishing Production of written pieces Direct instruction in idea development, Mnemonic strategies structural patterns, sequencing, Error monitoring, self-monitoring organization, standards of correctness, Modified tests and assignments awareness of audience and purpose Copies of overheads (notes, directions, Direct instruction in open-response organizers, etc.) writing, writing-on-demand, transactive Preferential seating writing, personal writing, literary writing, Scribe for obscan sheets reflective writing, and writing-to-learn Write on the test itself instead of an (graphic organizers, journals, note-taking) answer sheet Direct instruction in mechanics and usage Webs, diagrams, or charts and outlines of slate/stylus to plan and respond to open-ended or Direct Instruction in mechanics and use of essay questions Braillewriter/Note taking device Highlighting Direct instruction in functions and use of Color coded direction words magnification systems Student paraphrasing of directions Direct instruction for keyboarding skills Raised line paper Manipulatives (i.e., sentence strips, word
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Instruction
in use of SAS: (name/document specific aid) Other:
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 note taking device, signature/letter guide, typoscope, computer with screen reader/magnification software) Use of high contrasting marker on dryerase board Limit visual clutter/stimuli Slant board/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 Alternate demonstrations of knowledge and skills Other:
Math Calculation and Reasoning Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Multi-sensory teaching strategies Mnemonic strategies Time delay Cue cards with problem solving Most to least prompts strategies, definitions, examples, models, Modeling flow chart, process steps Direct instruction in computation and Small group instruction reasoning strategies, word problem Visual, non-verbal, verbal, physical, strategies picture, and written prompts and cues Direct Nemeth code Braille instruction Repetitive practice Direct instruction in functions and use of Modified tests/assignments Abacus Advanced organizers Direct instruction in functions and use of Copies of overheads including notes, accessible graphing calculator software organizers, examples Direct instruction in functions and use of Extended time portable note-taking device (i.e. Graph paper/vertical lined paper BrailleNote, VoiceNote, Braille n Speak, Manipulatives/Concrete representations
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etc.) Direct Instruction on functions and use of low vision devices (assistive technology for near and distance viewing) Guided practice Mnemonic strategies Guided practice through chunking skills Touch five coin counting strategy direct instruction in use of a calculator Re-teaching of the initial learning of difficult skills and supervised practice to prevent misconceptions Guided Practice of sub-skills explicitly related to the performance of the whole task and what the student has already learned. Additional independent practice until fluent responses are possible direct instruction of specialized vocabulary and mathematical symbols Modeling of abstract math concepts through Concrete materials and manipulatives or computer-based models Explicit Instruction for use of flowcharts to plan strategies for problem solving Instruction in use of SAS: (name/document specific aid) Other:
Tactile
graphs/graphics Calculator (large display, talking, graphing, audible graphing calculator software) Typoscopes 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 Calculator for computation tasks Talking calculator or on-screen computer calculator Flowcharts to plan strategies for problem solving Additional examples and explanations Use of graph paper or color coding to organize answers to math problems Other:
Functional Skills Task Completion/On Task Behavior Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Explicit Instruction in how to use self-talk Modified tests and assignments Modeling video self-modeling (example chunking) Differential reinforcement Use of timer Instruction in how to self-monitor/evaluate Dual set of materials for school and Explicit Instruction in student task home analysis Paraphrasing Direct instruction in using graphic Extended time organizers Rubrics and scoring guides System of least prompts Peer tutor Simultaneous prompting Mentors Explicit Instruction in how to respond to Oral presentation of materials cueing (verbal, nonverbal, visual, picture, Redirection and corrective feedback photo, etc.) Behavior contract
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Guided
Practice in alternative note-taking Pre-teaching Critical information and vocabulary Re-teaching through repetition and summarization of important points, particularly at the conclusion of the lecture or discussion Pre-teaching assignments Scaffolded Instruction for taking breaks Pre-teaching new vocabulary introduced prior to a lesson, a glossary of terms Overview of lessons or advance organizers Material presented in a logical/sequential manner and with explicit cues to shift from one aspect to the next Instruction in use of SAS: (name/document specific aid) Other:
Environmental
adaptations Assistive Technology Written prompts or directions Information broken down into steps or key components Important ideas written on the board or overhead transparencies with different colors for emphasis or coding Active involvement with the content through discussion, small group interaction, or problem solving activities Repetition and summarization of important points, particularly at the conclusion of the lecture or discussion Structured organizers for note taking, such as a copy of overheads, outline of lecture, or graphic organizers Copies of notes taken by peer Recorded class lectures and discussion Time to meet with the instructor after class for clarification. Work systems Graphic organizers Cue cards (i.e., definitions, examples, models, flow chart) Preview assignment Personal copy of rules and expectations Specific role and responsibility when working in a group Positive reinforcement for following class rules Adult or peer to seek assistance when the teacher is unavailable Seat away from distractions such as windows, air vents, doors, resource areas, and other individuals who may disrupt the student Quiet place to complete independent work Tasks that can be completed in short periods of time Structured opportunities to get up and move Other:
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Following Directions Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Explicit Instruction in self- monitoring Time delay strategies Increased wait time Differential reinforcement Advance organizers System of least prompts Verbal prompts and cues Modeling through role playing Paraphrasing Explicit Instruction in how to use self-talk Endless loop tape Mnemonics strategies Agenda or outline of the assignments for Direct instruction using advanced each day organizers Oral directions combined with pictures, Video self-modeling words, or diagrams Instruction in use of SAS: Description of critical features when (name/document specific aid) watching a demonstration Other: Directions that are repeated or simplified Step-by-step instructions outlined in writing or shown in picture sequences Assistance from peer Cueing System with visual description of expected behaviors or the criteria Alternate modes for directions including pictures, photos, etc. Contracts Oral presentation of materials Visual supports Clarification of directions (paraphrase, summarize) Other: Rate/Speed of Work Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Modeling how to respond to verbal Checklists prompts and cues Use of timer Scaffolded Instruction in self-monitoring Schedule strategies Pictorial representation of task Differential reinforcement Audio stimulation to support rhythmic Modeling using role playing pace (music) Instruction in use of SAS: Repeated practice (name/document specific aid) Assistive technology Other: Work systems Extended time Reduced level of lighting
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Increased
level of lighting Preferential seating (specify where) Additional time to complete tests (scheduled) Test separated into sections and taken over a scheduled period of time Breaks during the testing period Extra examples for practice Fewer questions that measure all required content and skills Open book tests unless memorization of content is required Calculator to recheck or complete computations Use of white noise or headphones to reduce auditory distractions Administration of the test individually or in a small group Enclosed study carrel to take the test. Other: Following a Schedule Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Scaffolded Instruction in how to respond Checklists to verbal prompts and cues Use of timer Scaffolded Instruction in self-monitoring Picture/tactual schedule strategies Color/tactual coding Scaffolded Instruction in reading a Highlighting schedule and a site map Repeated practice System of least prompts Map (i.e., school, classroom, Scaffolding - Graduated guidance (fading) community, etc.) Instruction in how to use picture agenda Object schedules Instruction in how to use tactual agenda Calendar/routine system Direct instruction in creating and Flexible scheduling practices following a personal schedule Additional time for assignments and Modeling using role playing assessments Instruction in use of SAS: Assignments given ahead of time so the (name/document specific aid) student can get started Other: Physical/verbal cues Mental mapping/routes Picture/tactual agenda Repeated practice Other:
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Attendance Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Multi-sensory instructional strategies Contracts Scaffolded Instruction in how to use token Escort to class economy Proximity to classroom Scaffolded Instruction in self-monitoring Pictorial/tactual representation of task strategies Alternate dismissal Differential reinforcement Interest inventory to identify motivators Scaffolded Instruction in using verbal Other: prompts and cues Scaffolded Instruction in using visual prompts and cues Instruction in use of SAS: (name/document specific aid) Other: Organization Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Modeling through use of video self Duplicates monitoring Extended time Differential reinforcement Shortened assignment Scaffolded Instruction in using verbal Dual set of materials for school and prompts and cues home Scaffolded Instruction in using visual Step by step instructions prompts and cues Color/tactual coding Direct instruction in organization systems Assignment notebook Instruction in use of SAS: Calendar (name/document specific aid) Peer tutor/buddy Other: Dividers and organizers Work systems Other: Working Independently Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Differential reinforcement Shortened assignments Strategy Instruction Study carrel Instruction in using verbal prompts and Work systems cues Assignments and tasks given in Instruction in using visual prompts and segments cues Redirection (verbal, non-verbal,
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Instruction
using task analysis Instruction in use of SAS: (name/document specific aid) Other:
physical, visual, etc.) Faded prompts Positive/corrective feedback Assignments divided into parts with corresponding due dates Individual responsibility checklist with checkpoints along the way Reward system to motivate assignment completion let the student engage in an activity of choice following the completion of a required assignment Access to learning resources and instructional materials outside of class Digital recorder Digitized/electronic formatted materials Highlighting key words Listening guides Other:
Decision Making Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Instruction in how to use self-talk Picture/tactual cues Mnemonic strategies Mnemonic strategies Instruction using role playing Verbal prompts and cues Instruction in using verbal prompts and Visual prompts and cues cues Physical prompts and cues Instruction in using visual prompts and Assistive technology cues Study guides and review of the Direct instruction in evaluating and knowledge and skills to be tested choosing Lists of competencies for each Instruction using social stories instructional goal that students can check Instruction in test-taking skills practice off tests can help students learn some of the Self-assessment: strategies effective test-takers use Did I study the right things? Practice with the testing format use of Did I make use of clues in the test? sample questions and explanations of the Did I survey the test and plan my scoring rubric or procedures response? Review of corrected tests Did I use the time allowed effectively? Additional instruction on areas of need Did I answer the questions I knew identified on the test first? assistance to help students evaluate their Did I correct mistakes? own performance on Did I have to guess? Modeling of self-questioning Other:
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Instruction
in use of SAS: (name/document specific aid) Other: Self-Evaluation Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Instruction using task analysis Picture cues Self-monitoring strategies Work systems Instruction in using verbal prompts and Rubrics and scoring guides cues Progress graphs Instruction in using visual prompts /cues Checklists Direct instruction in self-evaluation Peer editing Modeling Self-monitoring Mnemonic strategies Other: Direct instruction in self-advocacy skills Instruction in use of SAS: (name/document specific aid) Other: Social Competence Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Instruction using video self-modeling Student repeats directions Differential reinforcement Frequent, positive feedback and specific Instruction in using verbal prompts and praise cues Daily/weekly home contact Instruction in using visual prompts and Contracts cues Student-created reinforcement menu Instruction in using written prompts and Sequential directions cues Short, concise directions Direct instruction in replacement Frequent breaks behaviors Opportunities for movement Modeling Signal, inference cues Corrective feedback with re-teaching Proximity control Instruction in using student study teams Structured transitions Planned ignoring Timer Direct instruction in explicit social skills Reinforcement menu Instruction using role playing Peer tutor/buddy De-escalation strategies Repeated practice of learned skills in Relaxation strategies authentic, non-pervasive Direct instruction in self-advocacy skills environments/situations (vision portfolio, accessing materials in Other: appropriate format, requesting assistance
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from peers and adults, personal care) Direct community based instruction to foster independent living skills Direct instruction in appropriate postural/body gestures Instruction in use of SAS: (name/document specific aid) Other: Physical Functioning Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the teacher does through instructional What the student will use to access practices curriculum Instruction using video self-modeling One-on-one instruction Differential reinforcement Small group instruction Modeling Partial participation Instruction in using verbal, visual, written, Modified equipment and physical prompts and cues (auditory/tactual/visual cues) Corrective feedback with re-teaching Modified rules Hand-under-hand vs. hand-over-hand Modified tests, activities, and guidance assignments Redirection Self-instruction Instruction in how to use self-instruction Self-monitoring Self-monitoring strategies Self-talk Instruction in how to use self-talk Extended time System of least prompts Shortened time Instruction in how to use visualization Peer tutor Instruction using social stories Shorter distances Direct instruction in specific skills Decreased level of difficulty Direct instruction in Orientation & Extra practice of skills Mobility skills to foster safe and Lower goal/target independent travel in familiar/unfamiliar Alternate activities environments Adapted playing area (smaller, obstacles Mental mapping skills removed, etc.) Directionality/spatial awareness concepts Well-defined boundaries (clearly marked Human guide techniques in contrasting colors, tactual, etc.) Instruction in use of SAS: White Cane (name/document specific aid) Human guide Other: Larger/auditory goal/target Larger/lighter bat, racquet, etc. Frequent rest periods Slower activity pace Assistive technology Adaptive devices pencil grips or special pen or pencil holders, erasable pens, or special paper with raised or
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color-coded line indicators Worksheets and tests with ample space for writing answers Two copies of a worksheet or test one to work on as a draft and one to use as a final copy Graph paper for writing to help align the numbers in computation problems or organize information Access to computer to prepare written assignments Student dictates thoughts, ideas Increased space allowed for test answers Dictate, tape record, or sign answers on a test Computer to write answers to the test items Other:
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Section 2: Implementation and Lesson Planning A. High Expectations Promoting a culture of high expectations for all students is a fundamental goal of the Kentucky Core Academic Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services, such as:
Instructional supports for learning based on the principles of Universal Design for Learning (UDL) which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) changes in materials or procedures which do not change the standards but allow students to learn within the framework of the Common Core. Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards.
Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to the standards, based on their communication and academic needs. These supports and accommodations should ensure that students receive access to multiple means of learning and opportunities to demonstrate knowledge, but retain the rigor and high expectations of the KCAS (Common Core Standards, Applications for Students with Disabilities, 2010). B. Plan for All The lesson/learning activity is first planned with anticipation of needs of the universally designed curriculum that is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary; often know as Universal Design for Learning. Universal Design for Learning (UDL) is a research-based framework for designing curricula that is made up of, educational goals, methods, materials, and assessments that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students. UDL supports teachers efforts to meet the challenge of diversity by providing flexible instructional materials, techniques, and strategies that help teachers differentiate instruction to meet these varied needs. It does this by providing options for: Presenting information and content in different ways (the "what" of learning) Differentiating the ways that students can express what they know (the "how" of learning) Stimulating interest and motivation for learning (the "why" of learning) Students are provided with scaffolds and supports to deeply understand and engage with standards-based material. They not only have access to content and facts, but they learn to ask questions, find information, and use that information effectively. They learn how to learn. (http://cast.org/)
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C. Planning for Individual Needs To ensure access to the general curriculum, instructional planning will require consideration of individual student needs in relation to the disability. Analysis of expectations for all students will further guide the anticipated need(s) the student will have in preparation, participation, and application of skills included within the learning target for all. The purpose of the chart below is to guide the decision-making process for development of lessons/learning activities that first begins planning for all students, then planning to meet the specific needs of the students disability that will impact involvement within the lesson/learning activity. (Adapted from: Including Students with Special Needs by Marilyn Friend, 2012 and Effective Instruction for Elementary Struggling Readers: Research-Based Practices, 2003). Universal Design for Learning Setting-Specific Demands Student-Specific Characteristics Learning Target Pre-Requisite Strengths Struggles Lesson/Activity abilities student will (In relation to the need to be involved disability) in learning activity All students All Students The student can IEP & Progress Universal Environmental be successful: Monitoring as a Academically Design for demands guide: Socially Learning Academic Skills: Executive Foundational Presenting What are the Functions Skills information students needs Vocabulary and content related to the Acquisition ("what") disability? Demonstration Social:
of Learning ("how") Motivation for learning ("why") Prepared for group discussion
Where
Ensure Access to General Curriculum Adaptations specific for student Adaptations/instructional considerations to address struggles: Environmental modifications
Classroom Management Plan Instructional Materials Grouping of students Method of instruction
Specially
will the student potentially have difficulties?
Designed Instruction outlined within IEP:

Research- Based Instructional Practice
9+1
Adaptations Supplementary Aids Assistive Technology How progress will be determined through progress data analyzed to inform decisionmaking for instruction:
Method of Measurement Classroom-based assessment Scaffolded Support Kentucky Department of Education IEP and Lesson Plan Development Handbook Page 32
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D. Instructional Strategies and Materials for Accessing the Kentucky Core Academic Standards: Difficulty: Adapt the skill level, problem type, or the rules on how the learner may approach the work Identify and focus on critical information. Prioritize the need to know content rather than nice to know. Organize instruction around the big ideas Simplify task directions Pre-teaching - introduce new vocabulary before beginning lesson Photocopy pieces of research material related to subject for report or project, then read and underline/highlight main ideas and important details Use advanced organizers and post-organizers to introduce and summarize lesson content Highlight, underline, or color-code main ideas, important vocabulary, and/or key concepts Highlight root words to aid in decoding Discuss task and check for clear understanding of all parts of assignment from the beginning Frequently restate concepts/directions using short phrases Provide handouts summarizing important information Give an outline listing the main ideas and related subtopics (Provide space to take additional notes) Provide visuals (e.g., multimedia presentations, transparencies, flip charts) to list important concepts When assignment requires drawing diagrams, provide diagram and have student label parts Require less detailed drawings (e.g., structure of cell) Provide handbook of grammar and punctuation rules, review frequently and allow student to use as reference On a cue card, provide list of adjectives, adverbs, to use as reference On a cue card, list steps in math processes/formulas to use as references Allow the use of calculator to figure math problems For language exercises, (i.e., punctuation) provide copy of assignment and require only the addition of appropriate punctuation When asking for students to express their ideas in writing on a given subject, allow student to make a list of words that reflect the content Provide an adapted text of the same content/title Provide choice of reading materials that match interest and skill level Chunk material for easier comprehension Delivery: Adapt the way instruction is delivered to the learner Reduce amount of copying from text and board Provide copy of vocabulary/terms instead of copying from text Provide manuscript copy of lecture notes Posters of steps for specific learning strategies (open response, writing process, formulas) Alert student to focus before expressing key points Read sections of the text aloud or have volunteers to read aloud
IEP and Lesson Plan Development Handbook Page 33
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Develop study guides to be completed as material is read Use cued notes Read questions and discuss before the student writes answers Provide books on tape, or allow student to use a text reader Provide chapter outlines Instruct and provide directions using a step-by-step process (sequential & numbered) Visual displays and graphic organizers Analogies, stories, examples, non-examples Conduct large group discussion before assigning group work Avoid crowded, cluttered worksheets by utilizing techniques such as blocking, cutting (cut worksheets into sections, folding) and highlighting, color-coding or underlining Provide diagrams (i.e., water cycle) and pre-labeled cards to place on diagrams Provide many opportunities for processing (before, during, and after lesson) Teach mnemonic devices Teach students how to interpret graphs, charts, and illustrations Give written directions to supplement verbal directions Paraphrase information Encourage feedback to check for understanding Record questions on tape recorder Tape alternate pages for read one page, listen to second page Provide additional directions and information Assist in prewriting activities and provide writing prompts Show project examples that others have done and point out and list key features that students must include Demonstrate math concepts using concrete objects before requiring independent work Vary the pace and change tasks frequently Use cooperative learning groups Use multi-sensory instructional strategies Keep directions concise and simple Monitor the students understanding by asking student to repeat directions Include rebus pictures with written directions for students who are unable to read Place a piece of yellow acetate or yellow shelf liner (hot cover) over the page of print to enhance contrast, darken print, and focus student on smaller chunks Use black marker pens to trace over directions and darken print for students with low vision Always state/write the goals and objectives at the beginning of each lesson Connect previous days learning with new lesson Provide all information in a logically organized and sequential format Vary the level of questions during class discussion to include all students Use closure strategies regularly Connect to students prior knowledge Use a variety of practice formats Incorporate active learning strategies Give immediate reinforcement of correct response
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Give immediate correction of errors Provide individual student instruction when needed Use concrete and manipulative objects at all grade levels Teach reading within all content areas Use specific questions to guide content reading Communicate your expectations Lab work Problem based inquiry Independent projects Small group projects Whole group projects Use picture metaphors or storytelling Use music Teach memory strategies including mnemonic devices Color and visual symbols Use music to enhance learning Teach using multi-sensory modes including multiple intelligences and learning styles Use interval learning and processing time
Assessment: Adapt how the student can respond to instruction Provide a menu of options for student to demonstrate knowledge other than (or in addition to) pencil/paper tests Use verbal responses, a communication book, or show knowledge with hands-on materials Draw and write sentences to demonstrate comprehension Make a poster or dictate a report instead of writing Use technology (e.g., PowerPoint presentation) Dictate into tape recorder Dictate answers to peers Assign a reader Assign a scribe Verbal descriptions of diagrams instead of drawing Choice of cursive or manuscript handwriting Allow for spelling errors Accept key responses instead of complete sentences Give option of verbal assignment Provide additional space to record written responses Emphasize important words in written assessments through underlining, color-coding, bolding, and enlarged print Reduce number of choices on multiple-choice or matching tests For language lessons, have student read sentences aloud and verbalize corrections instead of writing Allow demonstration to answers in math using concrete materials Paraphrase Prompts and cueing
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Extended time Provide each student with a small chalkboard or whiteboard, old sock for erasing, and chalk or a dry erase marker for written responses. Index cards can be used to respond to true/false or agree/disagree statements. Once question is asked, student shows response by holding up their card Thumbs up/thumbs down to encourage active group participation during presentations Include one direction per sentence Underline or box directions Provide examples of correct responses Use large, bold print when possible When creating multiple-choice tests, exclude all of the above and none of the above statements When creating matching tests, organize both columns so students choices are clear and concise. Present matching statements/answers in blocks of five. Double space between blocks of information When creating true/false tests, eliminate words such as all or never(Avoid using double negatives) Create fill-in-the-blank tests by placing the choices under the blank space Use a variety of formats to review for several days before a test or a quiz (i.e., quiz bowls, small group reviews, question & answer period, study buddies) When giving essay tests, provide the student with a blank outline format for organization of ideas. Highlight or underline key words in questions Have the student demonstrate knowledge learned by performing or demonstrating key concepts Provide all students a copy of the test so that they do not have to guess what is need to know content Provide study guides Vary testing format Design collages, posters, timelines of events, and storyboards to manipulate the information Develop and conduct surveys Create maps, graphs, diagrams Design and play simulation game activities Write and perform skits Design an inquiry project Provide scoring guides/rubrics to clarify expectations Use a grading contract detailing the basis for grades Use labels Have students design overhead presentations Provide an outline of content Have students create photo essays Journal entry Illustrated book Slide show Power point presentation Models Diorama
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Art project Felt board or storyboard Handmade puzzle Debate Oral report Chant or song Walking tour talk Radio advertisement Storytelling Demonstration Dramatization Role play Chalkboard walk Design and run a business Charades Large construction project Poetry Allow student to take the test a second time Taped tests Open book exams Frequent but shorter quizzes Encourage the student to summarize what they have learned that was not asked on the test
Size: Adapt the number of items that the learner is expected to learn or complete Reduce the number of terms a learner must memorize at any one time Integrate several short, learning activities rather than a single long one into the session Select fewer comprehension questions to complete Reduce amount of required writing (Dont use writing as a punitive consequence) When giving a language assignment to complete on the same concept, require fewer sentences to be completed Reduce the spelling list Assign a specific number of math problems and allow student to choose those problems Limit the number of concepts presented on each test Divide the test into segments. Each segment should have individual directions and should be graded separately Time: Adapt the time allotted for learning, task completion, or testing Individualize a time line (through the student planner) for completing task. This may include time limits and time extensions When assignments require answers to comprehension questions, give the material several days early and have parents, aide, or special education teacher to read the material with the students and discuss the comprehension questions Provide extra classroom time to work on assignments Allow assignments to be taken home to complete Permit re-take spelling tests
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Spend more time on complex math processes (Review and give fewer problems but more days to practice those processes) Recognize effort and do not require the completion of the entire activity Teacher/assistant can work in advance to assist in generating ideas for participation to contribute to group discussions Prioritize assignments and/or steps to completing assignments Alternate quiet and active tasks. Set time limits for specific task completion Increase time allowed for completion of tests or assignments Reduce the length of the test Space short work periods with breaks or change of tasks Follow a specific, consistent routine Post the daily schedule on the board for students who like the big picture Develop classroom routines and celebrations and use them
Environment: Adapt the physical setting Post daily work, schedules, and homework assignments at eye level in front of class Surround student with peers who model appropriate behavior Use a study carrel Use proximity seating Be aware of students sensory preferences Provide a distraction-free zone Encourage students to find best study place Help student keep workspace free of unnecessary materials Be aware of student allergies Provide extra structure during transition times Review class/school guidelines and classroom rules frequently Be aware of assignment of schedules in regard to on-task behaviors Engage the student in community-based instruction Level of Support: Increase the amount of personal assistance with a specific learner Assign peer buddy Assign teaching assistant Assign peer tutor Pair students for review games and questioning Have student use a scribe Have student orally respond to a test Pair students to develop a duet story Use small groups to master specific content Use graphic organizers for note-taking Use cued notes for note-taking Use cooperative learning groups Participation: Adapt the extent to which a learner is actively involved in a task Integrate choral response into lessons
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Use instructional games Use Think-Pair-Share strategy Use Turn-to-Your-Neighbor strategy Involve student in listening and participating in group discussions, but do not require a written response
Organization: Instruct the student in organization techniques to assist within the classroom and school situation Set clear time limits for assignments Questioning at the end of each sentence or paragraph Allow additional time to complete tasks and take notes Highlight main facts in the book or photocopied pages Provide materials checklist Ask student to paraphrase directions given Use a student assignment notebook Assign student a volunteer homework buddy Lend student a second set of books for home Motivation Strategies: Students can only be motivated to do tasks they are physically and mentally capable of doing Use a symbol system for correct response Send home daily progress reports Keep graphs and charts of students progress Conference with students parent Conference with students other teachers Use checks for accuracy Use goal setting or contracts with student Use immediate reinforcement of correct response Develop a reward or point system
E. WEBSITES Kentucky System of Interventions (KSI) http://education.ky.gov/educational/int/ksi/Pages/default.aspx Individual Learning Plan (ILP) http://education.ky.gov/educational/CCadv/ilp/Pages/default.aspx CIITS http://education.ky.gov/districts/tech/ciits/Pages/CIITS-Instructional-Resources.aspx http://education.ky.gov/districts/tech/ciits/Pages/Continuous-Instructional-ImprovementTechnology-System.aspx Accelerated Learning
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http://www.acceleratedlearning.com/method/what_is.html Cast http://www.cast.org KDE Curriculum Teaching Tools http://education.ky.gov/curriculum/docs/tt/Pages/default.aspx Federal Registry for Educational Excellence http://free.ed.gov Graphic.org http://www.graphic.org/goindex.html Differentiated Instruction http://www.gstboces.org/iss/iss/trainings/di/strategies/tiered.htm What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides Intervention Central http://www.interventioncentral.org IRIS http://iris.peabody.vanderbilt.edu/ Novelguide http://www.novelguide.com Instructional Strategies Online http://olc.spsd.sk.ca/DE/PD/instr/strats/structuredoverview/index.html Picture Dictionary http://www.pdictionary.com/ Pink Monkey http://www.pinkmonkey.com/index2.asp National Center on RtI http://www.rti4success.org LD online http://www.ldonline.org/ 10x10 http://tenbyten.org National Center on UDL
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http://www.udlcenter.org PD 360 http://www.pd360.com/pd360.cfm# National Center for Learning Disabilities (NCLD) http://education.ky.gov/curriculum/docs/Pages/KLN.aspx Academic and Behavioral Response to Intervention (ABRI) https://louisville.edu/education/abri Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/ Kentucky Autism Training Center (KATC) http://louisville.edu/education/kyautismtraining/ Center on Online Learning and Students with Disabilities http://centerononlinelearning.org/ University of Kansas Self-Determination Project http://www2.ku.edu/~kucdd/self_determination/ Virginia Self-Determination Project (Im Determined) http://www.imdetermined.org/
For additional information contact Denise Bailey Branch Mananger Office Of Next Generation Learners Division of Learning Services
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Diverse Learners Branch 500 Mero Street, 18th Floor CPT Frankfort, KY 40601 Phone: 502-564-4970 Fax: 502-564-6470
Page 42
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4 03 02 Iep and Lesson Plan Development Handbook - Schoolhouse Document

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IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Section 1: Specially Designed Instruction and Supplementary Aids and Services

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Strategies to consider for scaffolding:

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

This is not an exhaustive list of instructional practices.

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

(name/document specific aid) Other:

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

in use of SAS: (name/document specific aid) Other:

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

will the student potentially have difficulties?

Designed Instruction outlined within IEP:

Kentucky Department of Education

Kentucky Department of Education

Kentucky Department of Education

Kentucky Department of Education

IEP and Lesson Plan Development Handbook

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