Professornotes.docxESE668: EVIDENCE-BASED INSTRUCTIONAL METHODS FOR STUDENTS WITH MILD TO MODERATE DISABILITIES
Instructor Guidance
Week 4
Welcome to Week Four of ESE 668: Evidence-Based Instructional Methods for Students with Mild to Moderate Disabilities. Please be sure to review the Week Four homepage for this course to see:
· The specific learning outcomes for the week.
· The schedule overview.
· The required and recommended resources.
· The introduction to the week.
· A listing of the assessments.
Next, be sure to read this entire Instructor Guidance page.
Overview
In Week Three, you learned ways to assess instructional strategies for EBP, as well as places to find EBP strategies. In Week Four, you will continue to build upon the instructional skills used in developing effective, evidence-based IEPs by examining ways in which we support students by differentiating, modifying, and/or providing accommodation supports in individualized instruction.
Intellectual Elaboration
Accommodations and Modifications
In ESE 645, you thoroughly reviewed the purpose of accommodations and modifications for the curriculum of a student accessing special education.
Take a moment to review the definitions and differences in this short
video (Links to an external site.)
with examples.
The Differences Between Accommodations and Modifications (Links to an external site.)
(Strom, 2013) also provides a very helpful chart if you need further review.
It is now time for us to consider the ways in which we can determine whether accommodations and modifications are needed to support EBP instruction. Let us consider Huang. We have been evaluating Huang’s PLAAFPs and reviewing his progress and assessment data. New goals and objectives have been drafted based on those assessments. What modifications and/or accommodations might Huang need based on what we know about him? You might find some examples that are appropriate for Huang from these recommended sources:
· Common Modifications and Accommodations (Links to an external site.) .
· List of Appropriate School-Based Accommodations and Interventions (Links to an external site.) .
Differentiation of Instruction What is differentiated instruction? Differentiated instruction is the premise that we reach learners with different strengths and abilities using different instructional strategies for teaching, observing, or documenting progress and learning. What Differentiation Is and Is Not (Links to an external site.) Differentiation may involve scaffolding lesson development to ensure all learners in your classroom are working on goals within the lesson at their level with a teaching technique that they have responded to and made progress. Differentiated instruction is an EBP instructional method (Subban, 2006). Your recommended resources this week include this article on the research basis for differentiated instruction (Links to an external site.) , which can be supplemented by viewing this brief video (Links to an external site.) on differentiation. Aligning Goals and Supports with Curriculum Standards What are the Common Core State Standards (CCSS)? Watch this short three-minute video (Links to an external site.) to find out more. Each state or district will have their own defined curriculum that align with the CCSS or their own state common core standards. It is our job as special educators to align our goals and objectives and the supports provided with those curriculum standards. While there are a few states that have not yet adopted the CCSS, this initiative is still important to review. Read more about the CCSS in these recommended resource from this week: Common Core Standards Initiative (Links to an external site.) This all directly relates back to the assessment-driven instruction cycle discussed earlier in the course. Go back to Week Two to review this process. When we assess students for strengths and areas of need, we are determining skills that are present and those that are missing. Those missing prerequisite skills should be aligned to the CCSS from which they build toward in order to provide students with short term and long-term goals. Aligning IEP goals to common core standards (Links to an external site.) Closing Remarks Student success and positive long-term outcomes are the result of EBP methods that we have been discussing throughout the course and the program. Aligning goals and instructional supports are key piece in the puzzle for ensuring the scope and sequence of IEP development and curriculum standards are addressed.
Assessment Guidance
This section includes additional specific assistance for excelling in the discussions for Week Four beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Four, contact your instructor using the Ask Your Instructor discussion before the due date. Discussion 1: Differentiating & Instructional Planning for IEP Goals For this discussion you will be you will first be viewing a video on differentiation in instruction; then you will develop accommodations, modifications, and differentiation strategies for specific skills in Huang’s IEP. Remember to read the final assignment for this course, before starting on this Discussion as all work in this course lead up to the Final Assignment. Assignment: IEP Lesson Development Using Evidence-Based Strategies In this assignment you will be continuing to work on skills for IEP development through lesson planning that incorporates EBP strategies. You will identify one of the goals for Huang that you developed in Week Two, identify a strategy to teach it, and create a lesson plan using the template format or one you are familiar with from prior coursework.
References
Avella, F. (2016). Modifications vs accommodations: Difference and examples (Links to an external site.) [Video File]. Retrieved from http://youtu.be/X6rT2_fn4u0 Booth, R. (1998). List of appropriate school-based accommodations and interventions (Links to an external site.) . Retrieved from http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/AccomList.pdf Common Core Standards Initiative (Links to an external site.) . (2016). Retrieved from: http://www.corestandards.org/ D.C. Public Schools (2012). Three-minute video explaining the common core state standards (Links to an external site.) [Video File]. Retrieved from https://youtu.be/5s0rRk9sER0 Great! Schools. (2016). Accommodations, modifications, and alternative assessments: How they affect instruction and assessment (Links to an external site.) . Retrieved from http://www.greatschools.org/gk/articles/accommodations-iep/ Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. 6th Edition. Upper Saddle River, NJ: Pearson Publication. Koschmeder, C. (2012). What is differentiated instruction? (Links to an external site.) [Video File]. Retrieved from https://youtu.be/YAWKxpCv1Fw L.E.A.S.E. Coordinators. (2013). Aligning IEP goals to common core standards (Links to an external site.) . Retrieved from http://www.lease-sped.org/files/Teachers/Aligning_CCSS.pdf Strom, E. (2013). Common modifications and accommodations (Links to an external site.) . Understood for Learning and Attention Issues. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations Strom, E. (2013). The difference between accommodations and modifications (Links to an external site.) . Understood for Learning and Attention Issues. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications Subban, P. (2006). Differentiated instruction: A research basis (Links to an external site.) . International Education Journal, 7(7), 935-947. Retrieved from http://files.eric.ed.gov/fulltext/EJ854351.pdf Website. (n.d.). Decoding differentiation (Links to an external site.) . Retrieved from https://sites.google.com/site/decodingdifferentiation/assessment
