Special Ed Instructional Resources Primary

  • Guiding Principles

    Our special education supports offer a range of academic, language, social communication and behavioral instruction at each primary school. We focus on a collaborative team approach and a strong general education connection. One of the roles of the special education teacher is to collaborate with the general classroom teacher in areas such as teaching strategy, curriculum material, modified instruction and learning environment. Special education teachers also work directly with students in small groups either in a resource or general education classroom for a portion of the school day.

    Students served may qualify for services under a number of eligibility categories, including specific learning disability, autism, emotional behavior disturbance, and other health impairment. Additional related services , such as Occupational Therapy (OT) and Physical Therapy (PT) are available based on individual student need in order to support access to education.  

    High leverage strategies include:

    ·       If at all possible, SDI should be in addition to core instruction in general education

    IEP teams make the individual decisions around each student's needs, and when/where specially designed instruction occurs, based on individual data and needs

    Emphasis on pre-teaching content for general education instruction

    ·        Know your targets!

    Learning targets should be clearly articulated, linked to standards, embedded in instruction, understood by students, and measurable. The teaching points should be based upon IEP goals in relation to the learning target.

    Everyone needs to know the targets and share in the responsibility for reaching them.

    ·        Live a growth mindset

    Expect substantive intellectual engagement. This means tasks should be of high-quality, and cognitively demanding. Skills instruction should be embedded in meaningful, relevant learning experiences.

    ·        Student talk

    Students need multiple opportunities to talk, to respond, to practice, and to synthesize what they are learning.  There should be a focus on student discourse--with support for students learning discipline-specific habits of thinking and ways of communicating.

    ·        Choose wisely--methodology and curriculum count

    Instructional materials and methodology should be appropriately challenging and supportive; aligned with the learning targets and standards; and culturally and academically relevant. They must connect with the general education classroom in terms of content, language, and habits of thinking and communicating.

    ·        Assess well, assess frequently

    Students should be able to assess their own learning in relation to the learning target. Assessment methods should include a variety of tools and approaches to gather comprehensive and quality information about the student that will inform instruction.

    Assessment methods should support the methods of the general education program and provide shared understanding of the student’s needs. 

    ·        Make the hidden explicit

    Even within a constructivist pedagogy, there is an important role for instruction that is explicit and systematic. This includes providing models of proficient problem-solving, verbalization of thought processes, guided practice, corrective feedback and frequent cumulative review.

    • Universal Design for Learning
    • Literacy
      • Core Instructional Resources
        • Texts matched to readers
        • Leveled Literacy Intervention
        • Lucy Calkins Units of Study
        • Words their Way (K-2)
        • Rebecca Sitton Sourcebook for Teaching Spelling and Word Skills
        • D'Nealian Handwriting
      • Supplemental Instructional Resources
        • Read Naturally
        • Story Grammar Marker
        • Rewards
        • News 2 You
        • Wilson Reading System
        • Step Up to Writing
        • Handwriting Without Tears
        • Start to Finish Library
        • Bookshare 
        • SOLO
      • Assessments
        • NWEA MAP
        • DRA 2 with Progress Monitoring Tools
        • AIMSweb Reading CBM, MAZE, Writing
        • Calkins Assessment Ladders
        • Sitton Spelling Inventories
    • Mathematics
      • Core Instructional Resources
      • Supplemental Instructional Resources
      • Assessments
    • Social Behavioral