Now that we have a handle on how to determine Present Levels of Performance/Function (PLoP/F)s and have relevant goals that align, let's plan for Specially Designed Instruction (SDI). But what is best practice? Let's remember... SDI is special for a reason. It meets the needs of the individual child, addresses skill gaps, and ultimately, creates greater accessibility to grade-level content. When planning for SDI, you are planning for specific skill gaps that were evidenced in the PLoP/Fs. SDI targets those skills. The most effective way to target skill gaps is to plan for Explicit and Systematic Instruction. WHY? When instruction is explicit, skills and concepts are explained in a clear and direct manner with a precise explanation. Explicit instruction includes the modeling of a skill or a concept. The process of "I do, we do, you do" is critical. I do: Teacher models the skill or concept and shows exactly what to do We do: Teacher supports the child in practice of new skill or concept and provides scaffolding as needed and corrective feedback You do: Child practices the new skill or concept independently, with the ultimate goal of mastery, as the teacher monitors and provides feedback If there is not mastery of the skill or concept, the process may be repeated. Systematic instruction is carefully thought out, builds on prior knowledge and moves from simple to complex. This type of instruction is broken in to "digestible bites" that are manageable and directly relate to the established goal. Here is an example of Explicit and Systematic Instruction. The objective of the instruction is to identify the first sound in a word. I do: We are going to identify the first sound in a word. The word is big. The first sound I hear in the word big is /b/. We Do: Say big with me. (big). Say the first sound in big. (/b/). Yes, the first sound in big is /b/. Say met. (met). Say the first sound in met. (/m/). Yes, the first sound in met is /m/. You Do: Your turn. Say sit. (sit). Say the first sound in sit. (/s/). Yes, the first sound in sit is /s/. Say cat. (cat). Say the first sound in cat. (/c/). Yes, the first sound in cat is /c/. So how is Explicit and Systematic instruction different from Scripted Instruction? It provides scaffolding and multiple opportunities for students to practice a skill. The objective of instruction is a particular skill; not multiple. The "I do, We do, You do" model is designed for practice and mastery through the use of scaffolding and corrective feedback. It targets specific skills and builds upon knowledge already acquired. The reality is... Unless we design instruction that is based on present levels and addresses skill gaps, children are not going to make learning gains. SDI needs to be Explicit and Systematic to support growth. And, for goodness sake, if a child has gaps in his foundational skills, why would you insist he work on grade level for his SDI?! Does that make any sense?! Build the foundations through Explicit and Systematic Instruction. Period. The rest will come. Little steps will get them there. Need help with SDI and closing skill gaps? www.inclusiveology.com

It's time to consider how we're addressing academic skill gaps. (Note: For the purpose of this article, the focus will be on academic SDI.) When a child qualifies for Special Education services and has an Individual Education Plan (IEP), the primary benefit is receiving Specially Designed Instruction (SDI). So what exactly does that mean? "Specially Designed Instruction (SDI) is defined as appropriate changes to the content, methodology, or delivery of instruction so that it is explicitly linked to the eligible student's present levels of performance, specifically in the areas of disability and the resulting IEP goals." (Marilyn Friend, PhD). The content may be changed to increase engagement or application to what has been learned or to encourage higher order thinking. It relates back to learning goals. Methodology refers to how the instruction is happening (i.e. small group instruction, 1:1) or the process for instruction (i.e. explicit and systematic). The delivery considers how instruction and additional strategies are supporting engagement in grade level curriculum. SDI is NOT: working on grade level material with adult guidance completing "make-up" work a "tutoring" session the same for every child How do we determine SDI for academic deficits? According to the Individuals with Disabilities Education Act (https://sites.ed.gov/idea/), Present Levels of Performance must be determined. The IEP looks at: how the child is performing in academic areas and functional performance how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for children without disabilities); or how the disability affects the child’s participation in appropriate activities (for pre-school age children) This graphic illustrates areas of consideration in determining Present Levels. After Present Levels of Performance have been determined, goals are created. Goals target the following: skill gaps and learning deficits strategies to increase accessibility to core instruction academic accomplishments needed in order to mitigate disability Goals are created in a specific, measurable, attainable, relevant, and time-bound (S.M.A.R.T.) fashion so they may be progress monitored for growth and adjusted accordingly. Some examples of S.M.A.R.T. goals: Given instruction in phonological awareness, Sam will read 2-syllable unfamiliar words with 80% accuracy over 3 consecutive trials as measured by a teacher administered phonological awareness assessment. Given instruction in mathematical computation, Alicia will add 2-digit numbers with regrouping with 85% accuracy over 4 consecutive trials as measured by a teacher administered mathematical computation assessment. Once goals have been created, planning for SDI may begin. Check out the next blog where purposeful instructional design is the topic du jour... Inclusiveology supports school communities with SDI and meaningful access to content. CLICK here for more information:

It is natural for children to be in motion. Some children need more opportunities to move than others, often during times of the educational day when the "expectation" is to be seating and still. Melinda was in the third grade when her teacher decided that her need for movement was interfering with her learning. Now, I had known Melinda since the first grade, and she had always been one to move whenever possible, and not just on the playground or outdoors during Physical Education. She was a mover, creator, and dancer, and if left up to her, she would constantly be in motion. And her teacher was concerned with that. (This takes me back to the blue plastic chair conversation...) In order for Melinda to focus and engage in learning, she needed to move. As a team, we collected data that indicated a need for increased movement, amended her Individual Education Plan to reflect that need, and gave her opportunities to move, to be flexible, and to not be constrained to the blue plastic chair. Some of the opportunities for increased movement that benefitted her focus and engagement included: Standing at her desk when she needed to stand Leaning on her desk when she needed sensory input Kneeling on her chair when she needed a different vantage point to see Using a large exercise ball to complete long assessments so she could bounce or kneel on it My point is, if you have a child that need to move, let them. Be creative and flexible with seating and classroom tools and space. So often, there is such a benefit to movement to decrease anxiety, improve focus, increase engagement and build stamina. And if moving supports all of that, so be it. If they "can't stop", use this opportunity for good and give them tools to be successful. Want more tools to support flexibility, success and engagement? Inclusiveology can help with that.

We've all seen it. Rows of the classic blue classroom chair... Whether it's in the cafeteria, the classroom or set up for an assembly, these plastic blue chairs are everywhere in schools. And maybe, they're not blue... but they're red, brown, black or orange and they all look EXACTLY the same. So, consider for a moment, where you do your best work. (Pause for reflection.) Are you in a cushy office chair that swivels? Are you in the soft seat of your car? Are you able to get up and move around? Are you constantly shifting your location or position so you can be the most comfortable? I hope that you were able to answer "yes" for at least one of those questions OR came up with your own question in which "yes" was the answer. We all deserve to have a work environment where we can work to our potential. So it is for children! When they are in a seat or space where they can work to their potential, that's when the magic happens! The magic of being in a preferred seat or space has the possibility of increasing: focus engagement collaboration with peers creativity Being in a preferred seat or space provides children a chance to be: more self-aware of themselves focused on a task rather than wiggling or shifting around in an uncomfortable seat engaged in learning either independently or in a small group more aware of their need for sensory input more capable of self-regulating needs in the learning environment An additional part of the magic is that some flexible seating has no cost!! sitting on the floor stand at the side or the back of the room tables adjusted so children can sit on the floor and work at shortened tables borrowed furniture from other areas of campus If your school has an adequate budget, consider some of the more creative flexible seats and spaces. Inclusiveology is the place for all things inclusive!

I having been practicing yoga for more than 10 years, and I love the benefits of such a beautiful practice. It grounds me, centers my mind, and leaves me in an overall positive space. It was not always like that for me. I used to get very frustrated in the yoga studio because there were certain postures that my body simply could not do. At the time, I was not ok with that. One particular studio session, we were transitioning into firelog posture (cross-legged position, but with ankles stacked on top of the knees, sitting up right). I could NOT do it. And as I was getting more and more frustrated with myself, my yoga instructor whispered in my ear, "Let me give you a modification for that." Huh... As she supported me in my modification which truly was much more beneficial for both my mind and my body, I relaxed. I felt calmer. Confident in my ability. Even though it was a modification. The idea of a modification did not mean that I was incapable. It simply meant that I was designed to move in a different way. I needed something else. And so it is with children. It is ok to use an accommodation or modification to make a task or activity accessible. And it is ok to try something a different way. The result might be just as successful. Like our bodies, our brains are all wired different. We aren't designed to do everything exactly like everyone else. How boring would that be?!? Let's celebrate the fact that we are all different. We were born to think and engage creatively and make adjustments along the way. When we make adjustment as we go, we might just go further than we ever thought possible. So... how about a modification? Inclusiveology supports children and school communities in growing learners to their full potential. Find out more at: www.inclusiveology.com

Happy New Year! I think Taylor Swift said it best when she sang, "I don't know about you, but I'm feelin' 22!" The start of a new year whether the calendar year, school year, or fiscal year, brings opportunities for some shifts. Shifts in goals, priorities... Maybe a shift in initiatives (just don't try too many at once!!) As a trainer and coach of elementary schools who are fiercely working to develop inclusive practices and embracing new ways to reach every child, my mindset shift automatically goes to encouraging an inclusive mindset. So... what is an inclusive mindset? Having an inclusive mindset is shown through a respect for all people, an understanding that all people have differences, a wondering about alternate learning styles, cultural competence, and kindness. In our current educational climate, there is such a tremendous amount of angst. Educators are working to "close the gap", "remediate learning loss", teach to the "modules, pacing guide, grade level teacher edition", etc... ...whatever the "buzz term" is to ensure that every child is placed "inside the box" AKA learns the same material in the same way at the same time. Let's be honest. That is not realistic. In 2022, our children have so many needs that we must consider flexibility, alternate ways to engage children, adaptations, assistive technology, and the principles of universal design for learning... So EVERY child can be included in learning. To truly include every child, we must: respect the differences, disability or not, of EVERY child consider alternate means of engagement have flexibility in teaching and use supports when needed understand that EVERY child holds value and is an integral part of our community THAT is an inclusive mindset. So, if you are searching for a resolution in this magical new year, try being inclusive. After all, mindsets are meant to be shifted. And if Taylor Swift is "feelin' 22", I think some big things are going to happen. Happy New Year 2022!! Inclusiveology is the place for all things inclusive:

Playgrounds are the community gathering places of childhood. They're filled with all types of activities: swings, slides, ladders, seesaws, jungle gyms and plenty of space to run around. But what if the playground is not accessible to you? For children with physical disabilities, there are barriers to enjoying all that traditional playgrounds have to offer. They might not be able to access swings or the slide if the playground has traditional-sized equipment. How about a playground that has larger, adaptable play areas that can be used by ALL children? For children who are not typically verbal or do not use words to communicate, there are barriers to socialization. How about a playground that has a communication board? These boards encourage expression for children who do not have typical communication, but may also be used by ALL children. It's a win-win! How fun do these playgrounds look?!?!? Just like in the classroom, it's time to make play equitable for EVERY child. When we make play (and learning) equitable, every child has a chance to engage, grow and be part of an inclusive community.

I am not known for my skills in the kitchen. Partly because I have never had a cooking class or entertained the thought of cooking as a hobby. It's just not my thing. BUT... I occasionally will have the wild idea to create something in the kitchen. Since I do not have kitchen skills, I will often try to "recreate" something with no recipe. That's right... no recipe. Sounds crazy, right?!?! And more often than not, it is an epic fail... Or it tastes terrible, or bland, or is too dry, or has the wrong consistency. It just doesn't work. So to cook without a recipe seems silly. The recipe is the roadmap to ensure that you are successful. I need a recipe for success! A recipe for success is also needed when we start to have conversations about inclusion. True and meaningful inclusion that supports every child in a school community. As a school community, the recipe must be read by everyone, all of the ingredients must be purchased and measured, chopped and ready to go on the counter. Or... it just doesn't work. To make inclusion meaningful and valuable for every child, we have to read the recipe. 1 cup of a supportive leadership team 2 Tbs. of assistive technology supports 4 tbs. of flexibility in the classroom for creative spaces and seating 3 cups of universal design to encourage the various learning styles of every child 5 cups of professional development to ensure that ALL teachers have to tools that THEY need to support student success 2 cups of coaching and follow-up to continue growth Of course, there is more to this recipe, but you get the idea. We MUST have a recipe and a plan for inclusion. When we have a roadmap for success, everyone plays a part in the creation of a new inclusive recipe that has all of the ingredients that are perfectly measured out. Otherwise, we will continue to say, "It just doesn't work". Find out more about how to make true and meaningful inclusion work with a recipe and roadmap for success. CLICK HERE:

I saw a post in an educator Facebook group the other day asking, "What is the best gift you've ever received from a student?" Now... I've mentioned in another post that gift cards are my least favorite gift, but there are definitely teachers out there that love them. Especially those from Starbucks... So, seeing this question posted encouraged me to reflect once again on one of the "best gifts" I've ever received from a student. Michael was in the 4th grade in a class for students who needed additional supports for their emotional and behavioral needs. Michael also lived with food scarcity, "stayed" in an unsafe neighborhood, and was being raised by his grandmother. The day before Christmas break with children who live in less than stable environments is not always joyous. There are stressors associated with being without the structure of their school community, without consistent food and safety, and without teachers that love them unconditionally. Michael was one of those kids. As the day was coming to a close, Michael silently approached me and handed me a gift. The gift was wrapped in newspaper and sealed tight with masking tape. The newspaper was colored with marker so it had the look of Christmas wrap. He watched and waited while I unwrapped it. Inside the colorfully wrapped package was my gift: It was a Christmas pencil with a wreath pencil topper. I couldn't believe that he had given this to me. Because this gift? this pencil?... ...was Michael's favorite pencil. (I know this because he carried it with him everywhere like most kids today carry their cell phones. He had chosen this pencil weeks ago from the treasure box.) So, when you think of your students or your children, I would ask you to consider... How do you define "best"? How do you define "gift"? What kind of connections are you making? Michael was my one of my students almost 30 years ago. And, in case you were wondering, I still have the pencil. THAT was one of my best gifts ever.

Oh... the middle school bus stop... Doesn't always bring to mind harmony and joy does it?? But I saw something magical one time at the middle school bus stop. Each morning, I walk about 2 miles throughout my neighborhood. I am mostly lost in my thoughts of the organization of my day, my "to do" list, and problem solving little things that come up throughout the week. If I am not tuned in to those, I am looking for wildlife, of which there is quite a bit. Alligators, turtles, deer, flocks of turkeys, wood storks, the occasional red tailed hawk, and a friendly salcuta tortoise (safely enclosed in a backyard, and she loves it when you scratch her shell). This one particular day, as I was passing by the middle school bus stop, I noticed something different. Usually, what I see on the days that my walk coincides with the bus arrival is this: 6-7 children, heads down, scrolling through their phones, pacing back and forth or standing quietly. There are both boys and girls, ages 11-14, some are neurotypical and some have autism. Side bar: The only reason I know that 2 students have autism is because I did some work in their classroom when they attended the local elementary school. On this day, however, the atmosphere was very different. There was banter. There was laughter. Jokes and social chats and not a phone in sight. There was a light, happy quality to this little group, and I tried to be subtle as I walked past them. As they boarded the bus and continued to laugh and enjoy each others company, if only for a moment longer, I thought to myself, Isn't this awesome? What was awesome about it is this: All of these children respected each others' differences. No one was excluded from the conversation. There was no teasing or bullying. There was no name calling. But most importantly... There was inclusion. Natural social inclusion. So let's consider this: If middle school age children can be inclusive, why can't the rest of us? Sure, in some sectors of society and education, we are doing an amazing job with inclusion and making sure that every child is included and feels like a valued member of their community; there is an inclusive mindset. But in some areas, we have some serious work to do. And we know it. If I was able to capture this inclusive magic at a middle school bus stop, we can capture it anywhere. We just have to shift our mindset.

Long, long ago in high school, I was not an extrovert. In fact, I was very quiet and unassuming, except to those that knew me best. I stuck to my own circles, and that seemed to suit me just fine. I did not volunteer to "go first", raise my hand willingly, or offer up ideas. I was more likely to slink down in my chair, making myself as small as possible, to avoid drawing any attention. I was very smart, just kept it to myself. So... here I am in 11th grade Advanced English. There are about 20 of us in the class, and because I was quiet and unassuming, I had the honor of sitting directly in front of the teacher. I suppose he wanted to make sure that he had my attention... How could he not? I was close enough to see the coffee stains on the front of his shirt which was almost a daily occurrence. So here we are getting our next assignment: A book report. Great! This assignment was right up my alley. I have always loved to read and write, and in this instance, we could pick the book, as long as it was on the "approved book list". BUT... there was a catch!!! (Insert Jaws theme here...) In addition to writing the book report, we also had to present it orally to the class! The entire class... Quiet and unassuming me was concerned. How was I ever going to do that?!?! Well, I quickly decided that I simply wasn't. Well, the day came when my assignment was due. The report was delightfully crafted in APA format, and I was sure to get an 'A'. As each of my classmates walked to the front of the classroom and stood next to the blackboard (it was the 80s...), my anxiety rose. I was dreading hearing my name called. When I heard, "DJ, it's your turn.", I sat there. That's right. I sat there... right in the front row. Slinking down in my chair once again, making myself as small as possible, to avoid drawing any attention. "Come on. It's your turn." "No." "No?" "No." Long story short, I did get an 'A' on my book report that was delightfully crafted in APA format. That was a win. I got an 'F' for not sharing my report. That was a loss. While this recount was from 1985, this practice of insisting that EVERY child do EVERYTHING the SAME way is still happening! What was the goal of the teacher here: Was it to see if I understood the depth of content of my book? Or was it to see if I was able to present in front of my peers? Let's shift our thinking... Decide what the learning outcome is for students. (What do you want them to know?) Give students options on how to represent and express their knowledge. Be flexible. Support students in growing their confidence. Recognize that our children are changing and so should our teaching While it was upsetting to get a 'D' on my overall assignment, it was more upsetting that I was put in an uncomfortable and stress-inducing position. Children should never go from an 'A' to a 'D' simply because they are quiet and unassuming. Why do we still do that?

Of all of the gifts that I received as a teacher, gift cards were my least favorite. Gifts from the heart were the greatest. Leslie would walk to school every morning with her sister and brother. The trail on which they walked was flanked by dirt, broken pieces of concrete and rock. Just off the trail were wild flowers, which at certain times of the year, were overgrown and abundant. Leslie would arrive to school and come directly to my office where I was either 1. prepping and gathering my materials for the day, or 2. not there because I was in a meeting. Regardless of my presence or absence, she would leave me a gift: a rock, a chunk of concrete, a pile of small wildflowers (carried in her palm the rest of the way to school), an origami box or a plastic mardi gras necklace that she had crafted in to an animal (twisted and turned, balloon animal-style). In my office, she would tell me about what she had for breakfast, about her outfit for the day or we would work on writing. She needed oral practice before she wrote her thoughts with paper and pencil, and I was her "go-to". Then, she would hand me my gift. Every day. If I was not there, she would leave it on my desk in the same spot, so I wouldn't miss it. Every day. After months of this, I had amassed quite a collection of objects. I brought in a glass jar so I could keep my treasured gifts in sight. I guess I'm sharing this for a few reasons: Every child needs "that teacher" at school that makes them feel special. I was very fortunate to be that for Leslie. Every child needs a "go-to" person whether it's for extra support or a friendly face. Every child can grow with caring and the right supports. But most importantly, it never mattered what the gift was. What mattered most to me was Leslie found or made something every day she thought was special and gave it to me. What an honor to be the recipient of such thoughtful gifts. In case you were wondering, I still have the plastic mardi gras necklace that was crafted in to a giraffe... it's spectacular.