Instructional Strategies for Meeting the Needs of SWD and their - - PowerPoint PPT Presentation

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Instructional Strategies for Meeting the Needs of SWD and their - - PowerPoint PPT Presentation

Nov 28, 2023 213 likes •467 views

Instructional Strategies for Meeting the Needs of SWD and their Deficits February 25-27, 2019 Dr. Deshonda Stringer Mary McArthur School Improvement Specialist School Improvement Specialist Deshonda.Stringer@mresa.org

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Instructional Strategies for Meeting the Needs of SWD and their Deficits

February 25-27, 2019

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Mary McArthur School Improvement Specialist Mary.McArthur@mresa.org

  • Dr. Deshonda Stringer

School Improvement Specialist Deshonda.Stringer@mresa.org

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Learning Targets

  • I can discuss strategies to promote active

engagement for all students in standards- based classrooms.

  • I can discuss how to make appropriate

accommodations to support students with processing deficits in accessing the general curriculum.

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

1.

What additional information do I need to know about students with disabilities to better support them with accessing the GSE?

2.

What are some instructional strategies that will engage students in active learning and address their processing deficits?

Essential Questions

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Table Talk

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

What do you typically observe?

What do you typically observe in a co-taught classroom where students with disabilities are being served?

  • What are the co-teachers

doing?

  • What resources are being

used to help students access the standards?

  • What accommodations do

you typically observe being implemented?

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Georgia’s Systems of Continuous Improvement

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Free and Appropriate Public Education (FAPE)

  • The Individuals with Disabilities Education Act (IDEA) says that each

child who has a disability and needs special education and related services will receive a free and appropriate public education (FAPE).

Free means that all eligible students with disabilities will be educated at public expense. Appropriate means that your child with a disability is entitled to an education that is appropriate for him/her. Public refers to the public school system. Education must be provided to every eligible school age child with a disability.

https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs- rights/at-a-glance-free-and-appropriate-public-education

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

State Systemic Improvement Plan (SSIP) Identified Barriers

Access to the General Curriculum for ALL Students Access to Positive School Climates for ALL Students Provision of Specially-Designed Instruction in the Least Restrictive Environment

2/21/2019

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Differentiated or Specially- Designed Instruction

Differentiated Instruction

  • Strategy used by teachers to

help students focus, perform, and clue in better on the important parts of a lesson

LRP Publications

  • The adaptation of all

curriculum to better meet the needs of all students . Fattig and Taylor Co-Teaching in the Differentiated Classroom

Specially-designed Instruction

  • Adapting as appropriate, to

the needs of an eligible child, the content, methodology, or delivery of instruction;

  • The unique needs of the

student that result from the student’s disability

  • Ensure access by the

student to the general curriculum

LRP Publications

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Specially- Designed Instruction (SDI)

 Provides to the greatest extent possible to meet the student's individualized education program (IEP) in the general education classrooms where students with disabilities have the greatest likelihood

  • f receiving curriculum content delivered by highly qualified teachers

 Utilizes a variety of special education supports and services to serve students with disabilities in general education settings and promote meaningful access, participation and progress in the general curriculum including:

  • consultative teacher services
  • paraprofessional support
  • resource room services
  • co-teaching

 Adapts as appropriate, the content, methodology, or delivery of instruction to the needs of an eligible child  Ensures access by the student to the general curriculum

LRP Publications

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Think-Pair-Share: Accommodations

  • Individually take 3 post-its.
  • List 3 of the most commonly listed

accommodations on IEPs, one per post-it.

  • Match your post-its with the others in your

group.

  • Were there similarities in your responses?
  • Put the post-its in the middle of the table.
  • We will revisit these later in the session.
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Accessibility Strategies Sort Activity

  • Sort the strategies under the correct

headings of some of the deficits of students with disabilities.

  • If there is an accommodation that could

address several deficits, note the first letter of the deficit(s) on the label.

  • Let’s debrief this activity.
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Accessibility Strategies

Review the 3rd column on the handout that has been provided (on the “Memory” and “Attention” pages). Check any strategy that is listed in the 3rd column that would only apply to math. How do these accommodations differ from the

  • nes that were listed on your post-its?
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Accessibility Strategies for Math

(that can be applied to all other subjects)

Conceptual Processing (pages 2-3) Language (pages 3-4) Visual-Spatial Processing (pages 4-5) Organization (pages 5-6) Memory (pages 7-8) Attention (page 8)

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Think – Pair – Share FAT CITY Workshop: Processing Deficits

  • https://www.youtube.com/watch?v=Q3UNdbxk3xs

(8:34)

  • On your PPT, jot down any comments that

resonate with you as you listen to the video by Dr. Lavoie.

  • Are there any comments made by Dr. Lavoie

that concern you?

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • Attention
  • Memory
  • Visual-Spatial
  • Sequential
  • Language
  • Motor Function
  • Higher-Order Thinking

PROCESSING SYSTEMS

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

PROCESSING REQUISITES FOR LEARNING

  • Be able to attend / focus
  • Have short-term memory
  • Have working memory to “make sense” of

new material

  • Have long-term memory
  • Be able to retrieve info
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

MEMORY & LEARNING

  • Short-term memory
  • Provides brief retention of information

(20 seconds)

  • Active working memory
  • Allows you to hold several facts or ideas in

mind long enough to complete a task

  • Long-term memory
  • Acts as a warehouse for permanent

knowledge

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

The Island Hop Scavenger Hunt

Let’s review a sample task and discuss possible ways to accommodate for students the following:

  • conceptual processing,
  • language
  • visual spatial deficits.
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Equality

  • vs. Equity

In small groups, discuss how this picture relates to

  • ur discussion regarding instruction for SWDs?
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Learning Targets

  • I can discuss strategies to promote active

engagement for all students in standards- based classrooms.

  • I can discuss how to make appropriate

accommodations to support students with processing deficits in accessing the general curriculum.

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Resources

F.A.T City

  • https://www.youtube.com/watch?v=Q3UNdbxk3xs

Misunderstood Minds

  • http://www.pbs.org/wgbh/misunderstoodminds/

Accessibility Strategies in Mathematics

  • https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.doe.

mass.edu%2Fsfss%2Fmath-protocols%2Fprotocol-4-math-accessibility- strategies.docx

2/21/2019 22

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Instructional Strategies for Meeting the Needs of SWD and their Deficits

February 25-27, 2019

23

Mary McArthur School Improvement Specialist Mary.McArthur@mresa.org

  • Dr. Deshonda Stringer

School Improvement Specialist Deshonda.Stringer@mresa.org

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EDUCA EDUCATING TING GEORGIA’S FUTURE EDUCA EDUCATI TING NG GEORGIA’S FUTURE

www.gadoe.org

@georgiadeptofed youtube.com/c/GeorgiaDepartmentofEducation