BEYOND COMPLIANCE: ASSESSMENT, IDENTIFICATION & IMPLEMENTATION OF SPECIALLY
DESIGNED INSTRUCTION
Lorie Gassert and Rene Riek, Hurst Euless Bedford ISD
Beyond Compliance….Assessment, Identification, &
Implementation of Specially Designed Instruction
LORIE A. GASSERT, PH.D. , NCED, ASSESSMENT COORDINATOR
RENÉ RIEK, DIRECTOR OF SPECIAL EDUCATION, HEBISD
We know…1. Monitoring compliance systems is an important part of the special education leadership’s role and responsibility.
2. Being proactive versus reactive is always better.
3. Creating a system of supports and services to meet the diverse needs of all students is mandatory and is never completely finished.
4. You must inspect what you expect in a clear transparent manner, no matter how uncomfortable this is.
State of affairs…our new reality compared to 10 years agoInsert comparative data from 2006 t0 2016 ◦ Number of student’s identified with Autism ◦ ESL students and students from other countries ◦ Number of Special Education students and increase in severity of needs◦ Changes in demands on our support staff (complexity of assessments,
reduction in resources and more complicated student needs)
Current issues and realities…Mental Health Crisis throughout the state/nation
Increased numbers of students who require intensive services and supports
Continuous Improvement
What we have doneInitial referral Spreadsheet
LRE data
STAAR Alt data
Discipline data
Folder Reviews
Case Consultation
Pilot IR Program
Data Driven Decision Making• Initial referral Spreadsheet
Initial Referrals\Blank Initial Referral Spreadsheet.xlsx
• Least Restrictive Environment Percentage
Elementary LRE.docx
• Referral Data
Referral Data.docx
• Discipline
Secondary Discipline.xlsx
• STAAR-Alt
STAAR-Alt2 Numbers.docx
Brainstorm on the reasons why the current process/ system has the current effect
Staff
No set collaboration with Gen Ed
Staff aligned to grade levels K-3, 4-6; all subjects
Program Structure/ Requirements
Some best practices shared on visuals but no standards / consistency
Inconsistent practice time on using computers or accomodations prior to testing
No standardized SPED intervention tools / strategies / products
Documentation / IEP
IEPs may not be standardized - significant variations on minutes and approach to content
Several campuses create SPED schedule based on individual students - every change causes a schedule change : not student need groupings that students can enter / leave group
Behavior students are mixed with learning disability students
Inconsistent participation of SPED in GE - 1st teach ; co-teach ; not present
More training of GE to know how to use SPED teacher and how to use accomodations
SPED legal requirements, behavior / autism strategies
Grade division - students may be on a lower grade level but not grouped that way
Schedule Training Student Needs
SPED student not making 1 year progress or
passing STAAR
Limited time to work on social skills
Behavior & Autism students are mixed with learning disability students
No common trigger/ checklist to move students up levels
• Visited 11 campuses; Reading and Math Grades 3-5.
• Observed the environment of SPED students:• Inclusion vs. pull-out • # of students in the room; # of SPED students in the room; #
of behavior students in the room; # of AU students in the room
• Method of instruction and role of SPED teacher • Evidence of social skills, graphic prompts, and PDSA• Captured the amount of time SPED pull-out was providing
direct instruction and the type of instruction provided.
• Obtained SPED student schedules• Interviewed SPED teachers – structure, resources, schedule,
needs
Date Activity Person ResponsibleJuly 18th Meet with principals from pilot campuses René Riek, Tanya Hassell, Melissa MitchellAugust 17th Training on the reading, writing, and math matrix Melissa Mitchell August 17-26 Meet with teachers, diagnosticians, administrators to assist with scheduling René Riek
September Faculty Mtg Present information regarding new pilot to general education teachers Campus principals September 1st Order social skills curriculum and other materials needed for pilot Melissa MitchellSeptember 13th and 20th Training with IR pilot campuses on specially designed instruction and matrix
interventionsMelissa Mitchell
August 22-September 30th
Conduct ARDs to make schedule changes Campus diagnostician
Oct. 3rd New IR schedule starts Teachers/ AssistantOct. 5th Training for paraprofessionals on Model Me Kids Melanie QuinlanOct.-May Data Collection from CBAs and DBAs Melissa MitchellOct-March On-going training on matrix skills Melissa Mitchell and TBD IR TeachersOct.-March PDSA on the implementation of the interventions from each matrix Melissa Mitchell with teachers and campus
leadersNovember 14-January 13
Walk-through pilot program classes and compare data with other non-pilot campuses René Riek & Tanya Hassell
February 27th-April 13th Walk-through pilot program classes and compare data with other non-pilot campuses René Riek & Tanya HassellBy March27th Meet with teachers and principals of campuses with the pilot program to gather input
on pilot programRené Riek & Tanya Hassell
April 14th-May25th Work with other elementary campuses to establish new IR structure at additional campuses
René Riek, Tanya Hassell, & Melissa Mitchell
June STAAR Results Analysis Melissa Mitchell and René Riek
Instructional Resource Pilot•Eight elementary campuses
•Structured pull-out for reading, writing and math with specific times
•Grouping students in like grade levels
•Social Skills instruction daily (2 sessions)
•Assistant-Inclusion
•Collaboration Day twice a month with general education teachers
•On-going training in inclusive practices and interventions
https://padlet.com/melissamitchell/Pilot2016_2017
IR Daily Schedule2.docx
QuestionsIf you have questions or need any of our processes or forms send us an e-mail at
