EDU-588 Benchmark PD Revision

Design

Central Connecticut State University, 2021.

Laura Boppell College of Education, Grand Canyon University Curriculum & Instruction Capstone Benchmark Professional Development Revision Dr. Mary Webb November 13, 2024

Table of Contents

Cover Page Slide 1 Table of Contents Slide 2 Dedication Slide 3 Needs Survey Results Slide 4 Rationale for PD Slide 5 Today's Objectives Slide 6 Intro to Special Education Slides 7-10 Equality vs. Equity Slide 11-12 Activity # 1 Slide 13 Accommodation Explanation Slide 14 Accommodation Categories Slides 15-19 Activity # 2 Slides 20-21 Take-Aways & A-ha Moments Slide 22 Further Reading Opportunities Slide 23 Speaker Notes Slide 24 References Slide 25 Satisfaction Survey & Contact Info. Slide 26 Next Professional Development Slide 27 Thank you! Slide 28

Training Needs Survey Results

Why This PD? Why Now?

Rationale

The rationale for this professional development is three-fold.

We have several high-profile IEP cases at this campus. Parents and advocates regularly check in on all aspects of their student's IEP and the student's progress. Teachers indicated in the needs survey (see slide 4) that this professional development was a top-requested training opportunity to increase teacher knowledge and improve job-embedded performance. Current university requirements for general education teachers do not have sufficient requirements for injecting special education aspects into their programs. At the minimum, there should be a class on law in special education and another on accommodations and how to provide them, because general education teachers WILL have students with IEPs.

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Today's Objectives

By the end of today's professional development, you will be able to:

Explain the rationale for this professional development and how it directly connects to your teaching practice and duties. Understand a brief history (timeline) of special education and its purpose. Put student IEP accommodations into place in your classroom. Understand that IEP accommodations are a part of a legal document that all teachers must follow. List 2-3 accommodations based on these types of learners: Visual, Hands-On, Auditory, and Verbal. Take a satisfaction survey. Immediately put these skills into practice in your own classroom.

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IEP stands for "Individualized Education Plan"

Intro. Part 1

Accommodations on an IEP? Why do I have to follow them?

"The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free, appropriate, public, education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.” (US Department of Education, n.d.). Within the IEP document, the accommodations given allow the student to participate in their education to the fullest extent possible. Accommodations ensure equity in the curriculum and other educational aspects.

A Brief Timeline in Special Education

Intro. Part 2

Accommodations on an IEP? Why do I have to follow them?

EHA, 1975

IDEA, 1990

IDEA, Reauthorized, 1994

Before 1975 many children in the US with disabilities were denied access to an education and were excluded from opportunities to learn. In 1975, EHA (Education for All Handicapped Children), also known as Public Law 94-142, was established to guarantee FAPE (free, appropriate, public, education) to students with 1 or more of the 13 federally identified disabilities (California Department of Education, 2024). The EHA changed its name to IDEA (Individuals with Disabilities Education Act) in 1990 and has since then gone through several iterations. A landmark case that discusses FAPE, Hendrick Hudson Dist. Bd. Of Ed. V. Rowley can be further researched at: (Rehnquist, 1981).

https://www.loc.gov/item/usrep458176/

What are the 13 federally identified disabilities?

Intro. Part 3

Accommodations on an IEP? Why do I have to follow them?

Qualifying for services means the student's disability must substantially impact their academics. Some of the disability categories also cover a range of other challenges, like SLD (specific learning disability) or OHI (other health impairment) (Rawe, 2024).

(Rawe, 2024)

What is an IEP? Why do I have to follow it?

Most Common Disabilities on our Campus

Intro. Part 4

Accommodations on an IEP? Why do I have to follow them?

*Specific Learning Disability (SLD) *Speech or Language Impairment (SLI) *Other Health Impairment (ADHD) *Autism (AUT) *Developmental Delay (DD) *Intellectual Disability (ID) *Visual Impairment (VI)

Equality vs. Equity

How Accommodations Help Students Part 1

A necessary component in narrowing the achievement gap and a large part of FAPE is ensuring equity in education (California Department of Education, 2024). Much of this can be accomplished by providing accommodations (Iris Center, 2024).

The left side of the graphic shows "equality" - giving everyone the same thing. However, the right side shows "equity" - giving everyone what they need to be successful. When we give students the boxes they need to access the books on the shelf, now we are making the bookshelf accessible and providing equity.

Equity in real life: *Ramps into buildings *Hand railings on stairs *Textured ramps on curbs *Auditory cross-walk signals *Larger restroom stalls *Braille signs *Push bars (no door knobs) *Sliding entry doors (like at grocery stores).

(Iris Center, 2024)

How Accommodations Help Students Part 2

Equality vs. Equity

Equity is all about REMOVING BARRIERS and giving students what they need to be successful in school.

Education Northwest. (2017).

SIPDC Trainer, 2021

Activity # 1

Activity Directions

As a group, we’re going to watch a short video from the Iris Center. The objective is to take the information in the video and jot down your initial thoughts. Then as a group, we’ll discuss your thoughts on the challenge the teacher in the video faces- you may find commonalities within your classroom! After today’s session, we encourage you to complete the “Wrap-up” and “Assessment” portions.

Click the IRIS Center

https://iris.peabody.vanderbilt.edu/module/acc/challenge/#content

Accommodation Explanation

Accommodations are put into a student's IEP to remove the barriers between them and the curriculum. Removing the barriers for a student with disabilities levels the playing field and provides them equitable access.

Accommodation Categories Part 1

Knowing the disability category of your students who have IEPs will give you insight into what type of learner they are and what their accommodations might or should be.

Tucker, 2019

Visual Accommodations

Accommodation Categories Part 3

Accommodation Categories Part 2

*Large print texts *Video recordings *Use of a timer *Anchor charts (all subjects) *Posted schedule *Multiplication Chart or alphabet *Highlight directions on page *Specially lined paper (triple/graph) *Token board or behavior chart *Work on computer or paper *Word bank *Hand signals (ASL) *Posted classroom rules *Seated where vision is comfortable *Use colored paper (contrast) *Use hi-contrast visuals *Avoid glare (lamination)

Hands-On Accommodations

Accommodation Categories Part 3

Accommodation Categories Part 3

*Typing classwork or homework *Building a model representation *Drawing a picture instead of a written response *Use technology to record answers (speech-to-text) *Interactive Activities

Auditory/Verbal Accommodations

Accommodation Categories Part 2

Accommodation Categories Part 4

*Extended response time *Provide immediate feedback *Verbal prompting *Re-state information/directions *Text to speech *Responses dictated to a scribe *Advance notice of transitions *Rephrase questions / answer choices *Passages, questions, answer choices read aloud *Get student's attention before asking questions *Audio books

Written Accommodations

Accommodation Categories Part 4

Accommodation Categories Part 5

*Use graphic organizers *To-do list *Daily task list *Homework list *Steps in a process *Rubrics *Study guides *Behavior contract *Checklists *No spelling penalties (grade content) *No handwriting penalties (O.T.) *Provide cheat sheets or reminders

Activity # 2

Activity Directions Part 1

Each table will be given an anonymous set of IEP goals. *Your job as a team is to read through the goals and determine at least 5-7 accommodations that make sense based on the goals. You will have 30 minutes. *After you choose the accommodations write them on the large poster-sized Post-it and hang them on the wall. *Each team will be given 1-3 minutes to explain their rationale for suggesting those accommodations. *Whole group discussion to share what new things you will be able to use right away. *Question & answer forum.

Your team's IEP goals are on the next slide...

Activity # 2

Activity Directions Part 2

General student information: 6th Grader, Primary disability is Autism, does not like to have a desk mate, has movement needs, requires breaks, can be distracting to other students, has a 1:1 aide all day, and is motivated by tangible rewards.

IEP GOALS

By 4-10-2025, Given specific lessons, taking their own notes, and given teacher encouragement, given a set of 10 problems, the student will be able to apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions scoring 70% correct in 3 out of 4 trials as measured by student scores.

By 4-10-2025, Given specific writing lessons, given a copy of the assignment so that the student can use it as a check-off list, given teacher encouragement, given that they create their own Thinking Map before writing, the student will be able to produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task scoring a 2 out of 4 or better in 3 out of 4 trials as measured by student scores.

By 4-10-2025, When given structured social coaching and opportunities for practice, the student will demonstrate appropriate skills for joining in conversations and interacting with peers during classroom group discussions and/or in the speech room with no more than 2 teacher or other adult staff prompts in 4 out of 5 trials over two weeks as measured by teacher or other staff data collection.

By 4-10-2025, Given weekly checking-ins, given reminders to put like papers with like papers, the student will be able to keep their school folder organized so that they can find what they need when they need it, and they need to be able to produce a paper or papers for a teacher when asked. They should be able to give their teachers a paper when asked in 3 out of 4 trials per month with 100% accuracy.

Today's Take-Aways & "A-ha" Moments

*General Ed. teachers WILL have students with IEPs in their classes - there is no going back. *ALL teachers are required by law to follow the accommodations in a student's IEP. *Teachers ALREADY provide many accommodations, and may not realize it. *If you are unsure of how to provide accommodations, contact the student's case carrier for help. They would love to help you! *When teachers do not provide a student's IEP accommodations, the student's progress diminishes, unwanted behaviors may increase, and most importantly, we are denying the student FAPE. *Denial of FAPE is one of the common reasons school districts get sued.

What were your A-ha moments today? Please share with the group.

Further Reading Opportunities

Click Graphic to open

Links to Websites

Links to Articles

Speaker Notes

Slide 3 - Dedication Slides 4 & 5 – Explain the Rationale for today's PD. (Who had sped classes as part of their degree program?) Slide 6 – What does IEP stand for /This is where a student's accommodations are listed Slide 7 - Landmark case re: FAPE (1 main reason school district's get sued) Slides 8 & 9 – 13 federally identified disability categories vs. most common disabilities on our campus National data disability categories almost match the most prevalent disabilities that we see in our school Slides 10 & 11 - Equality vs. Equity definition and 2 short video clips Slide 12 - Activity # 1 - Explain and answer questions re: Iris Challenge Slide 13 - Accommodations Explanation & video (Questions) Slides 14-18 - Accommodations categories and specific examples - Explain what they look like - Ask who do these already (Questions) Slides 19 & 20 - Activity # 2 - Explain activity, pass out supplies, set timer for 30 min., come back together, and share out accommodations (Questions) Slide 21 - Today's Takeaways. Let others share their A-ha Moments or Takeaways. (Comments) Slide 22 - Further reading opportunities - special mentions are Wright's Law & 5 Current Trending Issues in Special Education Slide 26 - Take satisfaction survey today, if possible. It will also be emailed to all participants.

References

Content & Video References: Benjamin J. Lovett. (2021). Educational accommodations for students with disabilities: Two equity-related concerns. Frontiers in Education, 6. https://doi-org.lopes.idm.oclc.org/10.3389/feduc.2021.795266. California Department of Education. (2024). Equity. https://www.cde.ca.gov/qs/ea/. Edmentum. (2023). Five current trending issues in special education. https://www.edmentum.com/articles/five-current-trending-issues-in-special-education/. Education Northwest. (2017). Why equity matters in education [Video]. Northwest Regional Educational Laboratory. https://www.youtube.com/watch?v=bkmMGVckNjo. Education Week. (2024). Special education. https://www.edweek.org/teaching-learning/special-education. Franczek (2024). Special education law insights. https://www.specialedlawinsights.com/category/hot-news-topics/. Iris Center. (2024). Accommodations: Instructional and Testing Supports for Students with Disabilities. https://iris.peabody.vanderbilt.edu/module/acc/challenge/#content. Iris Center. (2024). What should teachers know about accommodations for students with disabilities? Vanderbilt Peabody College. https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p01/. Morin, A. (n.d.). Common accommodations and modifications in school. Understood. https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications. Novak, K. (2021). What is UDL? Universal design for learning explained [Video]. Novak Educational Consulting. https://www.youtube.com/watch?v=eYN-qrKIIYI&t=7s. Rawe, J. (2024). The 13 disability categories under IDEA. Understood. https://www.understood.org/en/articles/conditions-covered-under-idea. Regional Assessment and Resource Center. (2018). Understanding accommodations [Video]. Queen’s University, Canada. https://www.youtube.com/watch?v=rIraO7BL7UI. Rehnquist, W. H. & Supreme Court Of The United States. (1981) U.S. Reports: Hendrick Hudson Dist. Bd. Of Ed. v. Rowley, 458 U.S. 176. [Periodical] Retrieved from the Library of Congress, https://www.loc.gov/item/usrep458176/. SIPDC Trainer. (2021). Equality, equity, and social justice [Video]. Southern Illinois Professional Development Center. https://www.youtube.com/watch?v=Uvoios7frIs&t=39s. US Department of Education. (n.d.). Individuals with Disabilities Education Act (IDEA). Guidance, resources, and technical assistance related to IDEA. https://www.ed.gov/laws-and-policy/individuals-disabilities/idea#:~:text=The%20Individuals%20with%20Disabilities%20Education,for%20infants%20and%20toddlers%20and. Wrightslaw. (2024). Special education law and advocacy. https://www.wrightslaw.com/. Graphics References: CCSU Team. (2018, December 3). Top 5 professional development skills to enhance your career. Professional Development. https://ce.ccsu.edu/top-5-professional-development-skills-enhance-career/. Iris Center. (2024). What should teachers know about accommodations for students with disabilities? Vanderbilt Peabody College. https://iris.peabody.vanderbilt.edu/module/acc/cresource/q1/p01/. Rawe, J. (2024). The 13 disability categories under IDEA. Understood. https://www.understood.org/en/articles/conditions-covered-under-idea. Tucker, S. (2019). Teaching methods should accommodate learning styles. The Purple Tide. Chantilly High School. https://chantillynews.org/4242/opinions/teaching-methods-should-accommodate-learning-styles/.

Satisfaction Survey

Link to survey Thank you! Your feedback is appreciated!

PLEASE enter YOUR email adress! Thank you!

Contacts: Case Carrier Laura Boppell lboppell@busd.k12.ca.us Program Administrator Kaci Carroll kacicarroll@busd.k12.ca.us

Next Training Sneak Peek

UDL, Universal Design for Learning *Equity in Education *Frameworks and Practices *Multiple Means of Engagement

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An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

An awesome title here

With this function... You can add exciting additional content to your audience's brain: videos, images, links, interactivity... Whatever you want! The window allows you to add wider content. You can enrich your genially by incorporating PDFs, videos, text... The content of the window will appear when clicking on the interactive element.

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An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

The interactive visual communication step by step:

• Plan the structure of your content.
• Give visual weight to the key points and the most important ones.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure results.

An awesome title here

With this function... You can add exciting additional content to your audience's brain: videos, images, links, interactivity... Whatever you want! The window allows you to add wider content. You can enrich your genially by incorporating PDFs, videos, text... The content of the window will appear when clicking on the interactive element.

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