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Special Education Teacher Support Manual

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Published by lyward1, 2019-08-03 00:59:15

Special Education Teacher Support Manual

Special Education Teacher Support Manual


A Teacher Toolbox for Diverse Learners

TABLE OF Understanding the Inclusion Classroom

Inclusion Strategies 2

The “G”s and 3 Why? Who? Where?
It’s a way of life, preparing It benefits all students Everywhere within the
Accommodations 4 students for an adulthood when peers, families, school community: Class-
and Modfications with cognitive and societal inclusion-teachers, rooms, Clubs, Tutorials,
gains. administrators, and all Extracurriculars, etc.
support staff are on-board.
What? When?
Implementing 5
Accommodations Inclusion is the first option
of service; the IEP outlines
Assessment 6 It allows for academic, supports needed for the
Strategies social, emotional, and be- student to be successful.
havioral gains that address
Classroom 7 the needs of all students.
SpEd 8
Documentation Hitchcock High School Curriculum and the Instructional Framework provide
support with strategies and scaffolding, ongoing formal and informal observations,

multiple types of modeling, instructional delivery, and assessment.

Instructional 9 SpEd Key Terms and Acronyms
Strategies Checklist

SpEd Support 10 IEP—Individual Education Plan: ARD—Admission, Review, & Dismissal
Types A written plan required for a student who is being The committee and process responsible for making
provided special education services, it is updated the educational decisions and developing the IEP
SpEd Glossary 11 annually and is developed by the ARD. Adhering to for all students receiving special education services.
the IEP is required by state and federal law; it is not
a teacher or campus choice.

Accommodations: Modifications:
Change HOW a student receives information or Change WHAT a student is expected to learn
demonstrates learning (ex. supplemental aids, and/or demonstrate (ex. changes to the
lg. print, oral administration, copy of notes, etc.). complexity level of the TEKS verbs).

LRE—Least Restrictive Environment BIP—Behavioral Intervention Plan:
Students are entitled to an education that occurs in An intervention plan developed to address a
the LRE appropriate to their needs. For most student’s behavior problems based on the results
students, this is a general education classroom with of the Functional Behavioral Assessment (FBA).
their peers.

PAGE 2 Inclusion
For Success

Establish and activate Use multisensory
prior knowledge. approaches and


Create a vocabulary plan that

integrates vocabulary into all
stages of curriculum delivery.

Reinforce abstract Proceed from simple Use appropriate
concepts with concrete to complex accommodations and
modifications with fidelity.
examples. (Scaffolding Instruction).

Teach to student Teach step-by-step in small bites, Relate learning to
strengths to help com- students‟ lives, hobbies,
pensate for weaknesses. with practice and repetition
(Task Analysis / Chunking). and interests.

Recognize and award Use student-centered Establish a pleasant and
instruction with discussion, structured
collaboration, and peer modeling. classroom environment.

PAGE 3 The ‘G’s and Accommodations

Comprehension-Knowledge (Gc) Cattell–Horn–Carroll Theory Short-Term Memory (Gsm)

Diagnosticians use a Depth and breadth of knowledge and The ‘G’s The ability to encode, maintain, and
sophisticated evaluation skills that are valued by one’s culture. manipulate information in one’s
system to determine Visual Processing (Gv) immediate awareness.
students‟ strengths and Processing Speed (Gs)
weaknesses in their Auditory Processing (Ga)
general abilities („G‟s).
The ability to detect and process
Understanding the „G‟s The ability to perform simple meaningful nonverbal information
allows educators to select repetitive cognitive tasks quickly
specific evidence-based in sound.
accommodations and and fluently.
instructional techniques Fluid Reasoning (Gf)
that target students‟ Long-Term Retrieval (Glr)
individual strengths and

Matching interventions to The ability to store, consolidate, and The ability to interpret and process The ability to reason, form concepts,
specific student needs lead retrieve information over a visual imagery to solve problems. and solve problems using information
period of time.
to greater presented in a new context.
achievement gains.


Ms. Cole examined Jared’s IEP and found that he has a weakness with Processing Speed (Gs). Ms.
Cole then turned to her Hitchcock High School SPED Teacher Toolbox and identified the Gs
instructional tech-niques below to ensure that Jared is successful in class.

 Increase wait time after questions are asked
 Recognize accuracy rather than speed
 Break large assignments into multiple parts
 Eliminate or limit copying activities


Accommodations & Modifications


Change HOW a student receives information or demonstrates learning.

Below are some examples of common accommodations.

Setting Instruction Student Response

□ Working in a small group or pairs □ Use students as peer tutors and/or designated readers □ Allow answers to be given orally or
□ Working one-on-one with the teacher □ Chunk information and tasks
□ Preferential seating to reduce distractions □ Reduce the reading level of assignments dictated to a scribe
□ Reduce the difficulty of assignments temporarily while
or increase physical access □ Use a word processor for written work
scaffolding the difficulty back up to the level of the □ Provide opportunities for students to
□ Provide standing work station options standard over time
□ Use sensory tools to help students focus submit responses electronically
□ Appropriate height and size □ Teach content through the use of audiobooks, movies,
□ Use sign language, a communication
of desks, tables, & chairs videos, and digital media in addition to reading print
versions device, Braille, or native language (if it is
□ Provide close proximity not English)
□ Provide detailed directions orally and in print
to visuals for students □ Preload content vocabulary □ Shorten length
with visual □ Allow student to record a lesson instead of taking
impairments requirements
notes of written
Scheduling papers
□ Provide student with an outline of the lesson
□ Give the student extra time to complete □ Teach using mnemonic devices Materials
□ Use class calendars and timers to help students with time
assignments or tests □ Provide audiotape of lectures or books
management □ Give copies of teacher’s lecture notes
□ Break up testing over several days □ Use large print books, Braille, books
□ Allow frequent breaks □ Use visual representations such as word webs and visual
□ Provide frequent reminders on CD, or other digital texts
□ Provide extended time □ Use supplemental aids & graphic organizers
□ Reduce the number of problems or questions for the □ Fewer items on each page or line
to process information
and tasks student to complete □ Provide student

□ Allow student to □ Incorporate the use of manipulatives and total physical with a color overlay
and/or place marker
complete assignment response activities into classroom instruction
or test sections in a □ Encourage the use
different order
of a highlighter


Change WHAT a student is expected to learn and/or demonstrate.

Modifications are only used when explicitly stated in the student‟s IEP.

Examples of Modifications

□ Reducing the number of student expectations (requiring one student expectation instead of multiple student expectations)
□ Changing the complexity level of the TEKS verb (“compare" instead of “analyze”)
□ Permanently reducing the complexity of student expectations for activities
□ Omitting story problems, written assignments, and/or word problems


STSuEfocPrcSess Implementing Accommodations

STEP 1: Expect student with accommodations to achieve grade-level
content standards.

STEP 2: Use targeted accommodations consistently to support student with

diverse needs.

STEP 3: Administer accommodations routinely during both instruction and


STEP 4: Document and evaluate the effectiveness of accommodations.

STEP 5: Plan time for teacher collaboration across content areas to share successes.

Key Questions & Considerations

Know the Student

□ What are the characteristics of the student?
□ Has the student indicated preference in using an

□ Do the parents, staff, and student all have input in

selecting appropriate accommodations?
□ Does the student need/use the same

accommodations for class work as
they do on class assessments?
□ Does the student have a setting pref-
erence (ex. away from distractions)?

Accommodation Compliance Classroom Instruction and Assessment

□ Have you received the student’s current □ Remember, accommodations do not reduce
IEP (accommodations, BIP, etc.)? learning expectations.

□ Have all required IEP accommodations been □ Plan time to teach the student how to use new
implemented with fidelity? accommodations.

□ Update your Special Education Teacher Binder □ Don’t give up after only a few attempts.
daily. □ Provide some accommodations to all students

□ Set aside time to evaluate accommodation use (ex. highlighters, place-markers, choices, etc.).
and strategize for student success. □ Reduce (over time) the use of non-allowable

□ Document. Document. Document. STAAR accommodations for formal

PAGE 6 ASSESSMENT STRATEGIES PAArodllmcoewidnuaibsrtelresaatTinoednst
FORMATIVE ASSESSMENT: Allowable for ANY student on
 Provides information needed to adjust teaching and learning as they are happening STAAR if: Use of highlighters/
 Serves as practice for the student and a check for understanding during the learning process Colored Pencils
 Guides teachers in making decisions about future instruction 1. Student has experience using
 Informal or Formal Assessments it, and

SUMMATIVE ASSESSMENT: 2. It effectively meets the
 Gauges the effectiveness of the teaching/learning process students needs
 Takes place after the learning has been completed
 Formal Assessments Read Aloud to Self

 Given without warning
 Frequent checks on student progress and learning
 Less stressful for students

 Tests, Quizzes, Essays, etc.
 Periodic checks for mastery and retention of knowledge and skills

IWnfaoyrsmtaolly Minimize Distractions Blank Place Markers

White Board Responses Questioning Small Scratch Paper/
Group Other Workspace

Computer AAcscseoWsmsmamyesontdtosate
Testing Oral Administration

Four Corners

Verbal/Visual Word Association (VVWA)

Individualized Small
Structured Reminders Group

Learning Logs/Interactive Notebooks Documented Extra
Observations Time

Math Manipulatives

Thinking Maps Supplemental Aids

PAGE 7 Classroom Environment & Climate

A well designed, visually appealing, and functional classroom
makes a positive statement to students - “The teacher cares about
me.” In contrast, a messy classroom or one void of decorations can

imply the opposite (Marzano, 2003).

If you don‟t love going A Home Away “Just Say No” to Promote Positive
to your own class- from Home Teacher Clutter Relationships

room, why would you Make your classroom attractive, A messy room negatively impacts A classroom must be a safe place
be surprised your stu- comfortable, and functional: behavior & learning. Instead where positive teacher and peer
dents don‟t like going model organization & eliminate: relationships thrive, by:
□ Decorating with color & graphics
there either? (be careful of sensory overload) □ Stacked boxes □ Modeling respect & actively
□ Overflowing cabinets listening
□ Designed to support academic de- □ Papers piled on your desk
velopment □ Disheveled work areas □ Showcasing students’ strengths
□ Promoting collaboration
□ Adequate lighting
□ Comfortable temperature

Classroom Rules Post It!

Behavior management is critical But don’t JUST post it. Refer to
to a successful learning these everyday & let students
environment by establishing: know the “why” of:

□ Clear rules/expectations □ Classroom rules
□ Daily class agendas
□ Rules that are fair & consistently □ Learning objectives
□ Language objectives
enforced for all

Lay the foundation for □ Reinforcements for positive
iennyvoiruMorno- dificasBteeinhosaovnriyo)srs: (social, tangible,

mDoenn‟ttawnaditclfiomr atCtheeh. ange WHAT a student is expected to learn and/or demonstrate.

teachable moment— “Read the Room” Have FUN!!!! Decorating Tips
create it! & Be Flexible
Create a positive climate; prove Classroom layout and aesthetics
Actively monitor students’ body that learning is fun, that you heavily impact the mood, behav-
language, tone, and comments love teaching, and that you ior and productivity of students.
by: appreciate your students by: Create a positive atmosphere by:

□ Tuning in to your students’ needs □ Smiling (big and often) □ Choosing a theme (see Pinterest)
and abilities. □ Creating fun activities and lessons □ Deciding on a color scheme
□ Laughing with students (but not at
□ Adapting and changing when (blues and greens are calming)
something is not working them and don’t use sarcasm) □ Using plants to add warmth
□ Celebrating victories together □ Use bulbs with natural light

P A G E 8 Special Education Documentation

SpEd What Should Be Documented?

Parental Contacts Student Progress

○ Successes ○ Upcoming In Specially Designed Plans:
○ Challenges Lessons

○ Future Events ○ Parental Input

Accommodations Interventions Student Data

○ Frequency Individualized ○ CBA
○ Duration Instructional ○ Benchmarks
○ Effectiveness ○ STAAR
○ Independence Strategies ○ Grades

Instructional Documentation Teacher

Accommodations: Assignment Labels Input

□ Accommodations/Modifications provided for a student should be marked □ Your input is
on the assignment. Assignment Labels make this easy. Just check the essential to a
correlating box on the label (see below). successful
□ Labels should be used in such a manner as to mainitain confiendtaility meeting.
(ex. add label to original before copies are made or add sticker after
assignment is given). □ Quickly
complete and
□ Accommodated Assignments should maintained as return ARD
evidence of IEP compliance. Teacher Input
□ All accommodations listed in the IEP
must be implemented routinely
and effectively as required by law.

In GenEd Class Out of GenEd Class
Documentation Documentation

□ Times and duration □ Pullout times and duration
□ Co-teach/support model □ Deficit focus/strategies used

□ Specialized instruction provided □ Data reflecting student gains

P A G E 9 Instructional Intervention Strategies Checklist

“Universally Instructional Methods Student Involvement
designed lessons
happen when ____teach and provide visual organizers in content areas ____ask student to explain the directions
teachers pre-plan for ____restructure assignments by coloring, circling, underlining ____teach students to highlight important text
individual student ____teach good test-taking skills ____encourage verbal participation in lieu of writing
needs.” ____write assignments on the board ____when possible, provide alternatives to sitting
____teach organizational skills: notebook, calendar ____determine students preferences on working in
“Intervention ____break longer tasks into parts
flourishes when ____break skills into smaller steps groups, alone, etc.
____provide for extra practice ____use student as buddy to a younger student
educators ____adapt number of instructional goals student is expected
implement the Classroom Structure
right practices for to learn
the right reasons.” ____adapt the outcome expectations ____model and practice classroom rules/routines
____lower the level of reading or math assignments ____encourage routines for daily activities
____use flexible grouping ____prepare student about upcoming difficult times
____increase amount of personal assistance
and/or transitions
Input/Output Responses ____teach organization of possessions
____allow student to sit closer to teacher or other
____write or state standards of acceptable work
____give fewer/shorter homework assignments preferred seating
____allow several shorter tasks in same time frame ____change seating
____teach student to continue working while waiting for help
____tape prompt cards on desk, on assignment folders, etc. Consequences
____use fewer words in explaining tasks
____provide many ways for student to respond through ____model and teach desired behavior
____give verbal/visual compliments
multiple learning styles and interests ____praise student’s effort
____allow alternate response modes ____display good samples of work
____allow projects as an option ____make positive contacts (minimum 4:1)
____allow individual work to be completed with partners
____use graph or specially lined paper for math or with student
____use daily/weekly contract or behavior plan
____use flexible time line for work completion or assign dead Home Support

lines for each chunked part of a larger project or ____conference with student/parent
assignment ____make telephone contacts
____provide homework support
Peer Support ____work with the home in partnership,

____have a buddy note taker when possible
____provide a peer tutor
____provide a cross-age tutor
____consult with other teachers/support staff
____arrange for positive peer grouping

SpEd Instructional Support Types

Specially Designed Pull-Out PAGE 10

Direct support provided to a student by a certified In-Class Support Related/Other
Special Education teacher/staff member for a specific duration Services
of time and targeted to specific skills as outlined in the student’s IEP

□ Designed to support the grade level standards

□ Targets skill deficits to allow the student access Direct support provided by a SpEd staff member in
the GenEd classroom. Support includes implementation of
to the grade level standards instructional strategies and specially designed instruction (SDI):

□ Used to close the achievement MATH □ Visual, picture, written □ Modeling LAWNRGIUTATGENE
□ Picture prompts
gap between where the student prompts/cues
is currently performing and the □ Graphic Organizers
grade level standards □ Model-Lead-Test
□ Error monitoring/self-monitoring/
Specialized Programs PASS □ Repetitive practice
□ Word problem strategies

Instruction provided in a SpEd setting. □ Guided Practice □ Prewriting activities

Service times range from partial day to full SILC READING □ Use of Decodable Texts □ Choral Reading COMPRREEAHDEINNSGION
day instruction. Programs include one or SL □ Paired Reading
CBI □ Blending with Visual Prompts □ Neurological
more of the following components: AB
 Social Skills
 Prerequisite Skills □ Phonemic Awareness Training □ Anticipation guides
 Functional Life Skills
 Adaptive Behavior □ Decoding Strategies □ “Cloze” procedures

□ Pre-teaching concepts

□ Meta Linguistics or vocabulary

Co-Teach □ K-W-L

Two certified personnel working together to analyze data, design, and provide Monitoring with
Differentiated and Specialized Instruction using one or more of the following models Facilitated Support

to ensure mastery of the students IEP goals & objectives: Provided by a SpEd teacher to the GenEd
teacher in the areas of:
Team Teaching Station Teaching
1. Planning

2. Instruction

3. Assessment

Parallel Alternative to ensure the student’s Individualized
Teaching Teaching Education Plan allows access to the

GenEd curriculum.

PAGE 11 Special Education Glossary

AB Adaptive Behavior JJAEP Juvenile Justice Alternative
ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder Education Placement
AI Auditory Impairment
AIP Accelerated Instruction Plan LPAC Language Proficiency Assessment
APE Adapted Physical Education
ARD Admission, Review and Dismissal Committee
ARDC Admission, Review and Dismissal
Committee LD Learning Disability
ASD Autism Spectrum Disorder
AT Assistive Technology LEP Limited English Proficiency
AU Autism
AYP Adequate Yearly Progress LRE Least Restrictive Environment
BIL Bilingual
BIP Behavioral Intervention Plan MD Multiple Disabilities
CBA Curriculum Based Assessment
“Special education is CBI Community Based Instruction MDR Manifestation Determination Review
instruction that is CBVE Community-Based Vocational Education
specially designed to CPR Cardio Pulmonary Resuscitation MHMRA Mental Health & Mental Retardation
meet the unique needs CSR Confidential Student Report
of a child with a (State Assessment) Authority (of Galveston County)
disability.” -IDEA CTE Career and Technology Education
CYS Community Youth Services Worker MODS Modifications
“To address the unique DAEP Disciplinary Alternative Educational
needs of the individual, Placement NCEC Non-Categorical Early Childhood
DARS Department of Assistive and
resulting from the Rehabilitative Services NCI Non-violent Crisis Intervention
child’s disability and to DFPS Department of Family and
Protective Services NCLB No Child Left Behind
ensure equal access DNQ Does not Qualify
and mastery of the DRA Developmental Reading Assessment OCR Office of Civil Rights
ED Emotional Disturbance
state standards ELL English Language Learner O & M Orientation and Mobility
through the general ESL English as a Second Language
ESYS Extended School Year Services OI Orthopedic Impairment
curriculum,” FAPE Free Appropriate Public Education
—IDEA FBA Functional Behavior Assessment OSEP Office of Special Education Programs
FERPA Family Educational Records Privacy Act
FIE Full and Individual Evaluation OHI Other Health Impairment
GT Gifted and Talented
HQ Highly Qualified OT Occupational Therapy
IAT Initial Assessment Team
ID Intellectual Disability PASS Positive Approach to Student Success
IDEA Individuals with Disabilities Education Act
IEP Individual Education Program PBMAS Performance Based Monitoring
IFSP Individual Family Service Plan
IHPT In Home/Parent Training Analysis System
IPI Intensive Program of Instruction
IQ Intelligence Quotient PBS Positive Behavioral Supports

PDD Pervasive Development Disorder

PEIMS Public Education Information

Management System

PPCD Pre-school Programs for Children

with Disabilities

PLAAFP Present Levels of Academic and

Functional Performance

PT Physical Therapy

QPS Quick Phonics Screener

RTI Response to Intervention

SAT Student Assistance Team

SDI Specially Designed Instruction

SI Speech Impairment

SILC Structured Integrated Learning Class

SLC Structured Learning Class
SSI Student Success Initiative

STAAR State of Texas Assessment of

Academic Readiness

STAAR-A STAAR Accommodated

STAAR-Alt STAAR Alternate 2

TBI Traumatic Brain Injury

TEKS Texas Essential Knowledge and Skills

TEA Texas Education Agency

VAC Vocational Adjustment Coordinator

VI Visual Impairment

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