Special Education and the Middle Level StructurePaul E. Dunford@dunford_paul

This We Believe Connections:

• Educators use multiple learning and teaching approaches

• Varied and ongoing assessments advance learning as well as measure it

Objectives:

• Identify actions middle level leaders might take to

support high-quality specially designed instruction

in their schools.

• Understand options for special education services

in the middle grades structure.

• Explore how the focus on the “first teach” serves

students in universally designed middle grades

classrooms.

• Consider various tools and schedule structures

that support multi-tiered system of support for your

middle school.

Providing Special Education Services

Begins withTeaching and Learning

for ALL Students!http://www.youtube.com/watch?v=9FrrOpOwQUg

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C

Calibrate

The Education Trust, Inc

“Students can do no better than

the assignments they are given.”

As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards

Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

The Pattern Continues in High School

Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina

What does “First Teach”

mean to you??

As Grade Level Increases, The Percent of Assignments Aligned to Standards Decreases

Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

A Cycle of Low Achievement

Low Expectations

Low Level Assignments/Instruction

Poor Test Results

Less Challenging Courses

Source: Slide designed by Stephanie Robinson, The Education Trust

How do you ensure the assessed standards /written curriculum are being taught in your classrooms?

C

Correlate

Students Content

Rigor/Relevance

Engagement

Literacy Skills

Core Academic Program

Intellectual

Social

Emotional

Physical

Student Engagement

http://www.do-it-yourself-help.com/wiring_diagrams_lamp_switches.html

“Network #1”

“Network #2”

“Network #3”

Connecting Brain Research and Universal Design for Learning (UDL)

The WHAT of Learning

We processes knowledge

through Recognition Network: Big Ideas, Enduring Learning

UDL: Multiple and Flexible Means of Presenting what is to be Learned:

Representation

The HOW of Learning

We processes knowledge

through Strategic Network: Planning for Action

UDL: Multiple and Flexible Means of Demonstrating what was Learned:

Expression

The WHY of Learning

We processes knowledge

through Affective Networks: Emotional Connections, Patterns, Providing Purpose

UDL: Multiple and Flexible means of Engaging the Learner in what is to be Learned:

Engagement

The What, How, and Whyof Universal Design for Learning

Content

ProductProcess

Curriculum

Universal Design for Learning

Specially Designed Instruction

C

Collaborate

Teaching Vs. Learning

Where do your lessons typically fall?Source: Twitter

http://www.middleweb.com/category/two-teachers-in-the-room/

To establish effective co-teaching practices, consider the

following:

❏ Supports are in place to facilitate co-teaching (master

schedule accommodates co-teaching, common planning

time, professional development opportunities for co-

teachers).

❏ Heterogeneous groups of students are assigned to co-

taught classrooms, and students are grouped

heterogeneously within the classroom.

❏ IEP accommodations, modifications, and specialized

instruction are provided.

❏ General and special education teachers share equitably

in all aspects of teaching, planning, instruction,

assessment.

❏ Co-teachers allocate time to discuss their co-teaching

team’s successes and areas for improvement.

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Consider

Creates access to, but is

not the curriculum

“50% of students with disabilities spend 80% of their time in general education.”

-Ruth Ryder USDE

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Teacher Action Result on Student Achievement

Just telling students the # of correct and incorrect

Negative influence on achievement

Clarifying the scoring criteria Increase of 16 percentile points

Providing explanations as to why their responses are correct or incorrect

Increase of 20 percentile points

Asking students to continue responding to an assessment until they correctly answer the items

Increase of 20 percentile points

Graphically portraying student achievement

Increase of 26 percentile points

- Marzano, Classroom Assessment and Grading That Works, 2006 pgs 5-6

Common Schedules found in Middle Grades

➢Traditional Secondary “7X45”

➢Block “4X4”

➢Alternate “A/B Day”

➢Rotating “vary

time/class”

➢Dropped “floating class”

Typical 4X4X4 Schedule Model

Exploratory Social Studies II/

Science II

Math III

Language Arts

I

Exploratory Social Studies

III /

Science III

A. Physical Education/ Health

B. Elective Class

Math I Language Arts II Exploratory

Social Studies

I/

Science I

Math II Language Arts

III

Exploratory (1)

Language Arts

(1)

Math (1)

Social

Studies (0.5)

Science (0.5)

PE/Health (%)

Elective (%)

Time A Day B Day

45 LA LA

45 Math

45 Math

30+ Lunch/Academic

Support and Co-

curricular Options

Lunch/Academic

Support and Co-

curricular Options

45 Extension/

Intervention

Extension/

Intervention

90 Semester or

Alternating

Science/ Social

Studies

Semester or

Alternating

Science/ Social

Studies

90 Elective

(Arts, Life Skills,

Technology,

Languages)

Physical

Education/

Health

An Example of a Student Schedule

Time A Day B Day

42 LA

Highly Able

Learner (HAL)

Class

LA HAL Learner

Class

42 Math

Accelerated-

Highly Able

Learner (HAL)

Class

42 Math

Accelerated –HAL

Class

30+50 Lunch/ with a Co-

curricular Option

i.e. “Debate Team”

Lunch/ i.e. tutoring

time with math

teacher on a

concept

42 Extension/ i.e.

World Language

Extension/ i.e.

World Language

86 Semester Science/

Social Studies HAL

Learner Class

Semester Science/

Social Studies HAL

Learner Class

86 21st Century

Elective

(Arts, Life Skills,

Technology)

Physical

Education/

Health

Student Schedule Model

The first student is

very bright, was in

the gifted and

talented program in

elementary school,

and does not find her

middle school

classes particularly

challenging. She

takes advantage of

whatever enrichment

is available, but she's

making “A” grades

with very little effort.

Time A Day B Day

42 LA Merit with

Support

LA Merit with

Support

42 Math Merit

42 Math Merit

30+50 Lunch/ Co-

curricular Option

i.e. Cartooning

Lunch/Academic

Support i.e.

Tutoring in LA

42 Intervention/

Reading

Intervention/

Reading

86 Semester Science/

Social Studies

Heterogeneous

Class

Semester Science/

Social Studies

Heterogeneous

Class

86 21st Century

Elective

Art

Physical

Education/

Health

Student Schedule Model

The second student, struggled through elementary school. His language arts abilities are below grade level, he has an IEP for reading, and his math skills are slightly above grade level. He's an extremely talented artist, but has been hindered in his ability to expand his interest because of " pull out " times in elementary school to increase his reading ability.

Time A Day B Day

42 LA Merit with

Extension in Areas

of Strength

LA Merit with Extension

in Areas of Strength

42 Math with

Extension in Areas

of Strength42 Math Merit with

Extension in Areas of Strength

30+50 Lunch/Academic

Support tutoring

time with teacher

Lunch/ i.e. Goal

Setting Meetings

42 Extension/ World

Languages

Extension/ World

Languages

86 Semester Science/

Social Studies

Heterogeneous

Class

Semester Science/

Social Studies

Heterogeneous

Class

86 21st Century

Elective

(Arts, Life Skills,

Technology)

Physical

Education/

Health

Student Schedule ModelThe third student, is

average. She comes to

school regularly, does her

homework on time, and

receives “B” and “C”

grades.

She's pleasant, never

complains, and is quiet

in class. Teachers

remark on the fact that

she is a good student, but

spend little extra time with

her, compared to other

students in the class who

have significant needs.

C

Co-mingle

What assessments do you currently

use?

How do those assessments inform the IEP process?

Summative Assessment

Interim Assessment

Formative Assessment

Co-mingle assessment…

…in all areas related to the suspected disability

Developmental

Health

Familial Environmental

SocialEmotional

Behavioral

Academic

C

Clarify

Social Emotional

Data Source

Data Source

Data Source

Data Source

Academic

Data Source

Data Source

Data Source

Data Source

Behavioral

Data Source

Data Source

Data Source

Data Source

What is the Profile for SWD?

✓Class✓Teacher✓Team✓Department✓Grade Level✓School

What is the Profile for SWD?

✓Class✓Teacher✓Team✓Department✓Grade Level✓School

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

https://www.amle.org/ServicesEvents/SchoolImprovementAssessment/tabid/130/Default.aspx

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Calibrate

Correlate

Collaborate

Consider

Co-mingle

Clarify

Celebrate!

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Professional Learning Code:

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Pe.dunford@yahoo.com

@dunford_paul