SMARTER GOALS - TEACHABLE

SMARTER GOALS - TEACH

TEACHING MUST  BE INDIVIDUALIZED WITH SDIs & RELATED SERVICES

Special Education is specially designed instruction (SDI's)and the related services needed by the child to benefit from that instruction according to the US Dept of Education.

Instructional Aids, Services, Supports, and Strategies  (SDIs and SAS)

Supplementary Aids and Services (SAS)  

SAS means Aids, Services, And Other Supports that are provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate ...

(34 CFR 300.42)

 The purpose is to support students with disabilities as active participants with non-disabled peers and enable access to the general curriculum.

• Supplementary aids and services include modification to the general curriculum and [a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modification in the general curriculum]. (34 CFR 300.116 (e))
• To advance appropriately toward attaining the annual goals.

             [34 CFR §300.320(a)(4)(i)]

Specially Designed Instruction (SDI)

SDI means adapting, the content, methodology, or delivery of instruction, as appropriate to meet the individual needs of a child.

• THE US DEPT. OF EDUCATION DEFINES SPECIAL EDUCATION AS “SPECIALLY DESIGNED INSTRUCTION” (SDI) AND THE “RELATED SERVICES” NEEDED BY THE CHILD TO BENEFIT FROM THAT INSTRUCTION.

• The fact that some of (these) services may be considered "best teaching practice" or part of the "district's regular education program" does not preclude these services from meeting the definition of special education or related services and being included in the child's IEP.¹¹

• To address the unique needs of the child that result from the child's disability; and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. 300(A)300.39(b)(3); NC 1500-2.34(b)(3)

• Specially designed instruction is:
  • Adapted content - what is taught
  • Methodology - research/evidence-based processes/programming used to teach
  • Delivery of the curriculum individualized to the child’s learning needs and to ensure that the child has access to the general curriculum provided to children without disabilities.
  • Intentional, systematic, meaningful, organized and planned instructional activities used to address academic and functional deficits intended to close the academic gap between a student with a disability and peers
  • Different from general education strategies provided to all students
  • Specifically addresses the student's needs
  • Is expressed in the IEP goals and objectives
  • The IEP team determines SDIs defined by location, frequency, projected beginning date, and anticipated duration of each SDI.

SDI = ACCOMMODATION/MODIFICATION IN INSTRUCTION.

Modifications:

• Changes what a student is taught or expected to learn
• Include content, not in the general education curriculum (ADLs, social cognition, power mobility, behavior, instructional strategies -(i.e. Orton Gillingham Reading Method)
• Instruction is delivered differently than what is provided to typical peers. (intensity and frequency of instruction, individual or in small groups, outside of the general education classroom, prompt hierarchy)
• Individualized alterations to the content and performance expectations in quantity or output with alternate goals

Accommodations:

• Address how a student learns the material
• Support access to the general curriculum and does not change what is taught,
• Include strategies used to teach the content, or how instruction is delivered to students. (differentiated instruction in response to learning styles and needs)
• Adjusts an activity or setting to remove a barrier presented by a disability so that students may have equal access to the same opportunities available to students without disabilities
• Do not alter the essential purpose of the assignment, but provide an alternate way of teaching or testing.

 SDI Development 

Program Modifications, Accommodations, Supplementary Aids, and Services / Assistive Technology Devices and Services

"SPECIAL EDUCATION is SPECIALLY DESIGNED INSTRUCTION and RELATED SERVICES."

 “This is why a child receives special education services”

Per the US Department of Education

What SDIs Include

• Anything specific to a student that will assist them in accessing their education.
• SDIs are not goals services or placement
• Don’t include goals in SDIs (no data or monitoring)
• Don’t leave SDIs unindividualized
• SDIs are based on an instructional assessment!!!
• SDIs are effective instructional and learning practices which may not be used by the school CONSISTENTLY ACROSS ALL ENVIRONMENTS
• SDIs include adaptations for / descriptions of:
• General educational curriculum
• Instruction
• Instructional environments
• Methods / techniques
• Material
• Curriculum
• Mode of presentation
• Assessment of progress
• Frequency
• Location of instruction
• Grading
• Monitoring
• Inclusion
• Supplementary aids and supports /AT
• UNIQUE TEACHING methodology
• Unique frequency or duration
• Highly structured approach - defined
• Multi-sensory approach - defined

300.39 (A) SPECIALLY DESIGNED INSTRUCTION

 (a) General.

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including—

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section—

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

This is the 6th of 8 blogs addressing the use of Smarter Goals in order to attain better functional outcomes  for our children.  Make sure you SUBSCRIBE to the blog so you do not miss any of them.

NEXT UP ON THE AGENDA

7. SMARTER GOALS: EVALUATION

8. SMARTER GOALS: RESEARCH BASED

1. UNDERSTANDING SMARTER GOALS

2. SMARTER GOALS: SPECIFIC

3. SMARTER GOALS: MEASURABLE

4. SMARTER GOALS: ATTAINABLE

5. SMARTER GOALS: RELEVANT

6. SMARTER GOALS: TEACHABLE

NSEAI's online courses efficiently lead parents and professionals to an expert level of education advocacy in just 12 days of on-demand courses that you can do at your convenience.

OUR CHILDREN DO NOT HAVE TIME TO WASTE.

LEARN TO DEVELOP A CHILD FOCUSED IEP CORRECTLY FROM THE START

vs JUST ACCEPTING A LEGALLY SUFFICIENT ONE!

CHANGE THEIR LIVES NOW

  CLICK HERE

AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.