Instructional Leadership for Learners with Disabilities

Instructional Leadership Learners with DisabilitiesSpecial Education Fort Bend ISD

Katie WisemanAdministrative Internship IIUniversity of St. ThomasDr. LairdFebruary 17, 2013

Topics To Be CoveredSpecial Education Students by Disability Fort Bend ISDSpecial Education Students by Ethnicity Fort Bend ISDSpecial Education Students by Instructional Setting FBISDFBISD STAAR Results Special Education Students 3-12District Special Education Instructional Services Description of Instructional Services and Expectations Appropriate Instructional ActivitiesAccommodations & ModificationsResources Available to Administrators Special Education Students by Disability%%%%%Special Education Student by Ethnicity

Special Education Students by Instructional SettingVoc Adj= VocationalMainstream=InclusionRes Care=Residential CareFull Time EC=Early ChildhoodMild/Mod/Severe=PPCD; Lifeskills; FLITeResource=Self-Contained and InclusionHomebound=Services provided within the home setting

Special Education Students STAAR Results Grades 3-8 2011%Special Education Students STAAR-Modified Results Grade 3-8 2011%%

Special Education StudentsSTAAR Alternate Results Grades 3-8 2011%Special Education StudentsEnd of Course STAAR Results 2011%%%Special Education StudentsEnd of Course STAAR-Modified Results 2011%Special Education StudentsEnd of Course STAAR Alternate Results 2011%%%Types of Instructional ServicesCo-TeachingInclusive supportResourceBehavior Intervention Classes (BIC)Adapted Behavior Classes (ABC)LifeSkillsFunctional Living and Independence Training (FLITe)Preschool Program for Children with Disabilities (PPCD)Related services and Speech TherapyCo-Teaching Is:Two Certified TeachersJoint Delivery of InstructionBeneficial to Entire ClassProvided Every dayIs notProvided by a ParaeducatorLike a helicopter hoveringPutting all of the Special Education students in one general education classroomProvided on an as needed basisInclusive SupportIs an ARDd serviceCan be provided by special education teacher or parapeducator in general education settingGeneral education teacher provides all direct instructionSpecial education personnel provide additional support, modifications, re-teaching and behavior management to target student(s) May not be needed every dayResource (Out of Class Support)Special education student goes to special education classroom for a portion of the day for a specific subject.Special education teacher is teacher of record and plans, delivers, and evaluates instructional progressAll instruction provided based on enrolled grade level TEKSWhat should you see in Resource?Students working on individual tasksInstruction on enrolled grade levelUse of assistive technologyTeacher and paraeducator (if applicable) working with small groups while other students work independentlyStudents coming and going (Elementary)High level of structureBehavior Intervention Class (BIC)Students with significant behavioral disordersBehavior intervention(s) in a less restrictive settings has been ineffectivePurpose is to implement a change in behavior in order to integrate student back into resource and/or general education setting as quickly as possibleEmphasis on direct teaching of appropriate behavior and social skillsWhat should you see in BIC?Instruction on enrolled grade levelEffective positive behavior management strategies in placeRules postedMinimal unstructured timeReinforcement of positive behaviorTeacher and paraeducator working directly with studentsAdapted Behavior Class (ABC)Designed for students with significant behavioral disorders along with cognitive delay and communication disorderMost students, but not all, are diagnosed with Autism Spectrum DisordersDevelopmentally disordered as opposed to developmentally delayedVery specific instructional design utilizedEmphasis on direct, intensive, structured instructionWhat should you see in ABC?Visual schedules, students are directed to check their scheduleSmall groups, individual work stationsLimited whole group instructionInstruction aligned to enrolled grade level concepts with alternative materialsTeacher and paraeducator are actively involved with studentsUse of reinforcement systemAssistive technology in useLifeSkillsStudents with significant cognitive/developmental delaysEmphasis on functional application of skillsInstruction aligned with grade level content, but focused on prerequisite skillsPreparation for employability upon graduationWhat should you see in LifeSkills ?Instruction linked to grade level TEKSFocus on functional application of skillsAge appropriate materialsAssistive technology in usePositive reinforcement being usedFlexible grouping limited whole group instructionStudent schedules posted and followedTeacher and paraeducator actively involved with studentsFunctional Living, Independence Training (FLITe)Students with profound cognitive and developmental delayMany have medical and physical disabilitiesAssistive technology and special equipment used frequentlyInstructional tasks must be as age appropriate as possibleWhat should you see in FLITe?Assistive technology used by studentsDaily schedule postedLimited whole group instructionActivities are linked to grade level concepts, materials are age appropriateHygiene and basic care needs are met privatelyCommunication with studentsTeacher and Paraeducators are actively involved with studentsPreschool Program for Children with Disabilities (PPCD)Ages 3 5 (No child should begin the school year in PPCD at age 6)Children are eligible to begin on their third birthdayFocus on early literacy, communication, self-help skillsInstruction aligned with Early Childhood OutcomesWhat should you see in PPCD?Focus on communication and languageInstruction aligned with Early Childhood OutcomesTeacher and Paraeducator working actively with studentsStudents working in groups and/or individually with staffVisual schedules in placeRelated Services and Speech TherapyStudent eligibility must be Speech Impairment to receive Speech TherapySpeech therapy is not designed to teach Non-English speaker to speak EnglishRelated services include: Physical Therapy, Occupational Therapy, Orientation and Mobility, Music Therapy, Adaptive P. E., Music Therapy, Counseling, In-Home Training and Transportation.Must be eligible for Special Education and need specially designed instruction in order to qualify for a related serviceFort Bend ISD Special Education Instructional Expectations?TEKS is the curriculum for ALL students.Assessment determines students deficiencies; the IEP determines the course of instruction to increase student progressTeachers are to implement the IEPs as written so students can make meaningful progressAll instruction is aligned to grade level contentEvery teacher has lesson plans may have a separate lesson plan for each student.What should you NEVER see in a Special Education Educational Setting?Staff checking e-mail during instructional time.Students watching videos, movies, or listening to music unless it is directly teaching a concept.Instructional materials that are not age appropriate.Assistive technology devices on shelves not being used by students.Staff who cannot provide documentation that student services are being delivered.

Accommodations & ModificationsSome students need accommodations or modifications due to a disability.Some students need accommodations because they learn in a different way.Modifications MUST be determined by an ARD committee.What is the difference between an Accommodation and Modification?AccommodationA change in HOW the material is taught or HOW the student will demonstrate their understanding.ModificationA change in WHAT the student is expected to learn or master.31You may wonder if an accommodation and a modification are the same thing. The simple answer is no they are not the same thing.

An accommodation is a change in how you teach the material or how the student will show you what theyve learned. The student is still expected to learn the same material as everyone else in the class. An accommodation does not change the content of the course or the rigor of the course in any way.

Modifications are changes in what the student is expected to learn or how much they will learn. Modifications are only allowable for students who are receiving special education when ARD committees determine that they are necessary. Modifications are never allowable for general education students.Who Can Receive Accommodations?Any General Education StudentStudents identified as protected by Section 504Students receiving special educationIf the accommodation is through a 504 plan or IEP it MUST be implemented all of the time.Examples of AccommodationsGiving a student more time to complete a taskGiving the student a note taking guide like a graphic organizerEnlarging the print on a worksheetGiving the student a copy of your notesLetting a student use a calculation device like a calculator or multiplication gridGiving a student reminders or cues to stay on taskUsing a peer tutor 33There are many accommodations that teachers can make. Some of them include:

Giving a student more time to complete a task.Letting the student use a note taking guide like a graphic organizer.Enlarging the print on a worksheet.Giving the student a copy of your notes so that they dont miss important information.Letting the student use a calculation device like a calculator or multiplication grid.Giving a student reminders or cues to help them stay focused on their task.Assigning a peer tutor.These are just a few examples but you can probably think of many more examples of accommodations that do not change what you are teaching, but change how you are presenting the material or how the student is going to respond.

Who Can Receive Modifications?Special education students whose ARD committee has determined students require modifications for educational benefit and in order to advance from grade to grade.Has to be part of the ARD/IEP document.Examples of ModificationsThe curriculum has been modified to eliminate some objectivesThe grading system has been altered

35It would be considered a modification if:

The curriculum has been modified to eliminate some objectives orThe grading system has been changed for the student.

Remember, modifications actually change what is being taught or the amount that the student has to learn. The student with modifications is not expected to master all of the material or he may graded on a different scale. A modification changes the class not just how it is being taught.

It is important to remember that students who have curricular modifications will always have an Individualized Education Plan or IEP which specifies exactly what needs to be done in order for the student to access the general curriculum.

ResourcesTEA website: www.tea.state.tx.usPEIMS Reports/Data ReviewFBISD Administrators HandbookSpecial Education Document RepositoryLegal Framework - Region 18: http://framework.esc18.net