ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 1

ThisdocumentisintendedtoserveasguidanceforIEPteams,administrators,educatorsandpractitionersastheydetermineneed,plan,andimplementspeciallydesignedinstruction(SDI)forstudentswithdisabilitieswhorequireanIndividualizedEducationProgram(IEP).Thisdocumentisnotintendedasapolicybrieforacompliancetool.TheinformationbelowfocusesonthepracticalaspectsofdesigninganddeliveringSDI,totheendthathighqualityservicesandprogramsforstudentswithdisabilitiesarecontinuouslyoffered,improved,andintegratedwithintheframeworkofamulti-tieredsystemofsupport(MTSS).ThisdocumentisalsointendedtoserveasguidancetotheNCDepartmentofPublicInstruction(NCDPI)ExceptionalChildrenandtheIntegratedAcademicandBehaviorSystems(IABS)Divisionsfortheprovisionofcustomized,tieredsupporttoPublicSchoolUnits(PSUs)undertheStateSystemicImprovementPlan(SSIP),andtoassistPSUSelf-Assessmentteamsastheyengageinproblemsolvingandimprovementplanningspecifictooutcomesforstudentswithdisabilities.

ThemissionoftheNCDPIExceptionalChildrenDivisionis,“toensurethatstudentswithdisabilitiesdevelopintellectually,physically,emotionally,socially,andvocationallythroughtheprovisionofanappropriateindividualizededucationprogramintheleastrestrictiveenvironment.”Thedesignanddeliveryofspeciallydesignedinstructionisthecoreofspecialeducation.SDIisthevehiclebywhichstudentswithdisabilitiesreceivehigh-qualityinstructionandservicesthatwillresultinmasteryofacademicandfunctionalstandards,graduation,andmeaningfulpost-secondaryoutcomes.

SDIbeginswiththeknowledgethat:

● studentswithdisabilitiesarealwaysgeneraleducationstudents● specialeducationisaservice-notaplace-andisalwaysavailablewithindifferentiatedcore,supplementaland

intensivesupports● aneffectiveintegratedsystemresultsinacceleratedlearningofacademic,functional,behavioral,andsocial-

emotionalskillsforstudentswhoarebehind● SDIisinseparablylinkedtoschoolimprovement

NorthCarolina’sSSIPusesanLEASelf-Assessmenttoimproveoutcomesforstudentswithdisabilities.AnumberoftheCoreElementsintheLEASelf-Assessmentdirectlyaddressthedesignanddeliveryofspeciallydesignedinstruction.Theseinclude:

• CoreElement3:IEPDevelopment,ImplementationandGuidance• CoreElement4:ProblemSolvingforImprovement• CoreElement5:Research-BasedInstructionandPractices

TheneedforclarificationandstrengtheningofourunderstandingofSDIwithinanMTSSismulti-faceted.Themajorityofstudentswithdisabilitiesspend80%ormoreoftheschooldayingeneraleducationsettingswherethedeliveryofSDIcanbecomedifficulttodistinguishfromgeneraleducationinstruction,especiallyasdifferentiatedinstructionanduniversaldesignforlearning(UDL)approachesaremoreprevalentingeneraleducationsettings.Furthermore,within

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 2

themulti-tieredsystemofsupport(MTSS)framework,somesupplementalandmanyintensiveinterventionsmaynotbesubstantivelydifferentthanspeciallydesignedinstruction.TheparticularaspectsofwhatSDIwillentailforagivenstudentarenotrequiredelementsoftheIEP;thosedetailsaremoreoftenfoundinspecialeducationteacherlessonplansandrelatedserviceplansofcare.Giventhesefactors,schoolandprogramadministratorshaveaskedforguidanceinidentifyingandassessingSDIwithinanMTSS,particularlyastheyconductprogramreviewsandperformanceevaluationsforspecialeducationstaff.Assuch,clarificationonthedistinctivefeaturesofSDI—orwhatmakesspecialeducation“special”—isofferedtopromotecommonlanguageandunderstandingforallstakeholders.ThefollowingcontentisasynthesisofNCDPIExceptionalChildrenDivisionstaffmembers’andlocalECadministrators’input,policy,andliteraturereview.

WHATISTHEDEFINITIONOFSPECIALLYDESIGNEDINSTRUCTION?

Speciallydesignedinstructionmeansadapting,asappropriatetotheneedsofaneligiblechildunderthispart,thecontent,methodology,ordeliveryofinstruction--● Toaddresstheuniqueneedsofthechildthatresultfromthechild'sdisability;and● Toensureaccessofthechildtothegeneralcurriculum,sothatthechildcanmeetthe

educationalstandardswithinthejurisdictionofthepublicagencythatapplytoallchildren.

IndividualswithDisabilitiesEducationImprovementAct(IDEA)Part300(A)300.39(b)(3);NC1500-2.34(b)(3)

WHYISSPECIALLYDESIGNEDINSTRUCTIONPROVIDEDTOSTUDENTSWITHDISABILITIES?

● TomeettheuniqueneedsofstudentswithdisabilitiesasdescribedintheIEP● Toaddressgapsand/oraccelerateacademic,behavioral,and/orfunctionalprogress

towardage-andgrade-levelstandards● Toensureafree,appropriate,publiceducation(FAPE)● Tosupportgraduationandmeaningfulpost-secondaryoutcomesforstudentswith

disabilities● Toensureallschoolprograms,activities,andenvironmentsareaccessible

WHATISSPECIALLYDESIGNEDINSTRUCTION?

● Responsive,systematicinstructioninadditiontohighqualitydifferentiatedinstructionanduniversaldesignforlearning(UDL)madeavailabletoallstudents

● Customized,individualizedinstructiondescribedintheIEPandlessonplans/relatedserviceplansofcareinformedby:

o Current/existing/ongoingstudentperformancedatao Relevant,evidence-basedprogramsandpractices,alignedwithand/or

providingaccesstotheNCSCoS,matchedtostudent’suniqueneeds,anddemonstratedtoacceleratestudentperformance

o Instructionaddressingstudentacademic,behavioral,and/orfunctionalneedsrelatedtoastudent’sdisability(ies)that,ingeneraleducation,inhibitsproficientacquisition,retention,expressionand/orapplicationofknowledgeandskills.

● TheIEPmustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolledtoensurehighexpectationsandmeaningfulaccesstoaState’sacademiccontentstandards(OSERSPolicyGuidanceonFAPENovember2015).

● TheprovisionofaccommodationsalonedoesnotsufficeasSDI.Accommodations,

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 3

includingchangestogeneraleducationenvironment,pacing,materials,equipment,grading,assignments,and/ortestingstructure,donotconstitutespeciallydesignedinstruction.

● Required,ratherthanmerelybeneficial,fortheindividualstudenttomeeteducationalstandards

HOWDOESSPECIALLYDESIGNEDINSTRUCTIONFITWITHINAMULTI-TIEREDSYSTEMOFSUPPORT(MTSS)?

● Allstudents,includingstudentswithdisabilities,receiveCoreinstructionandinterventionasneeded;studentswithdisabilitiesalsoreceivespeciallydesignedinstruction

● SDIoccurswithinamulti-tieredsystemofsupportframework:o Data-drivenproblem-solvingatthedistrict,school,grade,andclassroomlevel

isinclusiveofstudentswithdisabilitieso ResourcesavailablewithinanMTSSincludespecialeducationandrelated

serviceproviderknowledge/skills/abilitieso SDIcanbeprovidedwithindifferentiatedCore,supplemental,and/orintensive

supportso AComprehensiveAssessmentSystemisinclusiveofassessmentsthatmeasure

theoutcomesandeffectivenessofSDI● TheintentofSDIistoensureaccesstothegeneralcurriculumsothatanychildwitha

disability,asdefinedbyNC1500-2.4,canmeettheeducationalstandardsthatapplytoallchildren

● SeetheRationaleDocument:SDIwithinanMTSS

WHOSHALLDESIGNANDMONITORSPECIALLYDESIGNEDINSTRUCTION?

Properlylicensedspecialeducationteachers,includingBKcertifiedteachers,andrelatedserviceproviderswithspecializedtrainingandcompetencyintheareaofneed(e.g.,license,education,and/orcredentials),incollaborationwithgeneraleducationteachers

WHOCANPROVIDESPECIALLYDESIGNEDINSTRUCTION?

● Properlylicensedspecialeducationteachers,includingBKcertifiedteachers,andrelatedserviceproviderswithspecializedtrainingandcompetencyintheareaofneed(e.g.,license,education,and/orcredentials),incollaborationwithgeneraleducationteachers

● Generaleducationteachers,therapyassistantsandparaprofessionals,underthesupervisionofthespecialeducationteacherorrelatedserviceprovider,mayassistintheprovisionofspeciallydesignedinstruction,butmaynotbetheprimaryproviderofSDI

WHEREANDWHENISSPECIALLYDESIGNED

● Specialeducationisaservice-notaplace-andisavailablewithindifferentiatedcore,supplementalandintensivesupports

● Anyplaceortimeschool-relatedactivitiesoccur,asdefinedinthestudent’sIEP

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 4

INSTRUCTIONDELIVERED?

● Tothemaximumextentappropriate,withstudentswhoarenotdisabled,basedonindividualstudentneeddescribedintheIEP

● Whenthenatureofthedisabilityissuchthatparticipationingeneraleducationcannotbesatisfactorilyachieved,studentsmayreceiveSDIinothersettingsinadditiontothegeneraleducationsetting

● Withinintentionallyselectedsettingsmostlikelytoresultinstudentprogress(SeeLeastRestrictiveEnvironment)

HOWISTHEDELIVERYOFSPECIALLYDESIGNEDINSTRUCTIONVERIFIED?

• Classroom/therapyspacewalk-throughsandobservations(SeeAppendixC)• Documentationofserviceprovision/treatmentnotes• Completeddatasheets/progressmonitoringtools• IEPprogressreports• Staffandstudentattendancerecords

HOWDOIEPTEAMMEMBERSMONITORSPECIALLYDESIGNEDINSTRUCTIONFOREFFECTIVENESS?

● Throughaspeciallydesignedprogressmonitoringplan● Throughanalysisofdatathatmayinclude,butisnotlimitedto:

o repeated,individualstudentassessmentdatao comparisonofstudentrateofgrowthtoIEPgoalso comparisonofstudentrateofgrowthtogradelevelstandards

● Throughanalysisofmultipledatasourcesthatincludecommonformativeassessments,interim/benchmarkassessments,outcomeassessmentsanduniversalscreeningthatindicates:

o Specialeducationresultsinacceleratedacademicand/orbehavioralprogresstowardgradelevelstandardsataratesufficienttoresultineventualgraduationwithadiplomaand/orreadinessforpost-highschoolcareer,college,orcommunitysuccess

o Studentsinspecialeducationareexperiencingreducedriskovertimeo Instructionisbeingdeliveredwithfidelity,usingcurriculumandpractices

consistently,accurately,andasintended● Throughcollaborative,systematicdatareview,analysis,andproblemsolvingbythe

IEPteamtodeterminewhen/if:o SDIneedstobemodifiedo Goalsneedtobeadvancedoradjustedo Thereisalackofexpectedprogresso SDIisnolongerrequired

● ThroughIEPteamfeedback● ThroughIEPteamprogressmonitoringdata● TheLEArepresentativeisresponsibleforensuringthattheIEPisimplementedas

written

HOWISSTUDENT ● Throughreportsonthechild’sprogresstowardmeetingeachannualgoalprovided

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 5

PROGRESSRESULTINGFROMSPECIALLYDESIGNEDINSTRUCTIONCOMMUNICATEDTOPARENTS?

concurrentlywiththeissuanceofreportcards,ormoreoftenasdeterminedbytheIEPTeam.IDEA300.320(a)(3)(ii)

● BycommunicatingobjectivemeasuresofachievementthatclearlyindicatesprogresstowardtheIEPgoal,benchmarkand/orobjectiveandwhetherprogressissufficienttoachievethegoalbytheendoftheIEPterm

● Throughinformativeandparent-friendlylanguage● Byavoidingvaguetermssuchas“adequateprogress”● Byutilizingdata-informed(objective,notsubjective)descriptionsofperformance● Throughcommunicationfromallcontributorstostudentprogress,especiallywhen

progressvariesbydisciplinefocus/emphasis

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 6

HOWISSPECIALLYDESIGNEDINSTRUCTIONDELIVERED?

● Inanurgent,relentless,intense,precise,direct,highlystructuredandcarefullymonitoredmanner

● Bysystematicallyadjustinginstructionandinterventionovertime,inresponsetoongoingprogressmonitoringdata,toaddressthestudent’scomplexlearningneeds

● Throughcustomizedchangestothecontent,methodologyand/ordeliveryofinstructionbasedonthestudent’sdisability,whichmayincludealterationsin:

o thepurposeandappropriatenessofthetasko thecomplexityofthetasko thesizeofthetasko thetimeallottedo thepaceofinstructiono theenvironmento theorderoflearningo theinstructionalproceduresandroutineso theresourcesandmaterialso theapplicationanddemonstrationofknowledgeo thelevelofsupport/assistancefromspecialistso studentindependence,participation,andmotivation

HOWISSPECIALLYDESIGNEDINSTRUCTIONDOCUMENTED?

● Therelatedserviceproviderplansofcareand/orlessonplansserveastheprimaryartifactofspecialdesign;otherrelevantdocumentationofspecialdesignincludes:

o theIEPo progressmonitoringplans(SeeAppendixB)o documentationofserviceprovision/treatmentnotes

● TheLEArepresentativeisresponsibleforensuringthattheIEPisimplementedaswritten● AdaptationstothecontentofSDImaybedescribedin:

o PresentLevelsofAcademicandFunctionalPerformance(PLAAFP)o Annualgoalsandobjectiveso Supplementalaidsandserviceso Theidentifiedcourseofstudyo Selectedmodificationso LeastRestrictiveEnvironment(LRE)justificationo Lessonplanand/orrelatedserviceproviderplanofcare

● AdaptationstothemethodologyofSDImaybedescribedin:o PLAAFPo “Given”statementofgoalsandobjectiveso Supplementalaidsandserviceso Selectedaccommodationsand/ormodificationso LREjustificationo Lessonplanand/orrelatedserviceproviderplanofcare

● AdaptationstothedeliveryofSDImaybedescribedin:o ServicedeliverydescriptionintheIEP;mustdocumenteachareaofSDIthatalignswith

IEPgoals

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 7

o LREjustificationo Supplementalaidsandserviceso Lessonplanand/orrelatedserviceproviderplanofcare

APPENDIXAGlossaryofTerms

Accommodations-allowsastudenttocompletethesameassignmentortestasotherstudents,butwithachangeinthetiming,formatting,setting,scheduling,responseand/orpresentation;theaccommodationdoesnotalterinanysignificantwaywhatthetestorassignmentmeasures

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 8

Acquisition-earlystagesoflearninginwhichthelearneris:explicitlytaughtanewknowledgeorskill;receivesclose/frequentsupportandfeedbackoninitialattemptstousetheknowledgeorskill;and,isnotyetaccurateorfluentwiththenewknowledgeorskill

Application-useortransferofknowledgeorskillinnewsituations;takingwhatislearnedduringtheacquisitionphaseintonovel,morevariablesituations

Content-substanceoftheknowledge,skillsanddispositionsthatistaughtthatisspecifictothestudentwithadisability;directlylinkstostandards,andmaybeanunderlying,prerequisiteneededtomeetthestandards;answerswhatthestudentwilllearn

Design-creationofanindividualizededucationprogram(orsomeofitscomponents)bytheIEPteam,includingaspecialistorgroupofspecialiststrainedandqualifiedtosynthesizestudentperformancedata,knowledgeofhowthestudent’sdisabilityaffectslearningandparticipation,andinformationabouttheinstructional/schoolenvironment

Delivery-theinstructionalcontextorconditions,specifictothestudentwithadisability,thatresultsinaccessto,participationinandprogressinthecurriculum;answerswhereandwhenthelearningwilloccur

Differentiatedinstruction-instructionavailabletoallstudentsandis“...aprocesstoteachingandlearningforstudentsofdifferingabilitiesinthesameclass.Theintentofdifferentiatinginstructionistomaximizeeachstudent’sgrowthandindividualsuccessbymeetingeachstudentwhereheorsheisandassistinthelearningprocess”(NCACDifferentiatedInstructionandImplicationsforUDLImplementation:EffectiveClassroomPracticesReport)

Evidence-basedinstructionandintervention-theintegrationofprofessionalwisdomwiththebestavailableempiricalevidenceinmakingdecisionsabouthowtodeliverinstruction(Whitehurst,2002).Foradditionalinformation,seeUnitedStatesDepartmentofEducationNon-RegulatoryGuidance:UsingEvidencetoStrengthenEducationInvestments.https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

NOTE:“Forsomestudentswiththemostintensiveneeds,evidence-basedpracticesmaybelimitedorunavailable.Thisisparticularlytrueforstudentswithdisabilities.WhennorelevantEBPscanbefound,werecommendthateducatorsapplythesameprinciplesusedtoidentifyEBPstolocatepracticessupportedaseffectivebythebestavailableevidence(i.e.evidence-basedreviews,practiceguides,meta-analyses,andnarrativeliteraturereviews).Nopractice,evenanEBPorapromisingpracticesupportedbythebestavailableevidence,isguaranteedtoworkforeveryindividuallearner.Educatorsshouldmonitortheprogressofeachindividuallearnertogaugeeachlearner’sresponsivenesstoinstructionandadjustinstructionaccordingtothedata.”(TheCouncilforExceptionalChildren,2014)

Expression-studentdemonstrationofknowledge,attitudes,skills,aspirations,andbehaviorsbywhateverindividualizedmeanshe/sheisabletouse(e.g.,speech,writtenlanguage,assistivetechnology,gestures,etc.)

Free,AppropriatePublicEducation(FAPE)-anindividualizededucationalprogramthatisdesignedtomeetthestudent'suniqueneedsandfromwhichthestudentreceiveseducationalbenefit,andpreparesthemforfurthereducation,employment,andindependentlivingLEASelf-Assessment-OnecomponentofNC’sfederallymandatedResultsDrivenAccountabilityeffortstoimproveoutcomesforstudentswithdisabilities,usingcustomized,collaborativeproblemsolvingandimprovementplanning

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 9

acrosslocal,state,andfederalagencies;thistoolidentifiesstrengthsandneedsofECstructuresandprogrammingatthelocallevelanddrivesthetype/intensityofsupportthePSUwillreceiveLeastRestrictiveEnvironment-meansthat,tothemaximumextentappropriate,childrenwithdisabilitiesshallbeeducatedwithchildrenwhoarenotdisabled,andspecialclasses,separateschooling,orotherremovalofchildrenwithdisabilitiesfromtheregulareducationalenvironmentoccursonlywhenthenatureofthedisabilityissuchthateducationintheregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily(NC1500-2.20)Methodology-theinstructionaldesignofcontentusingevidence-basedpracticesmatchedtouniquestudentneedsresultingfromthedisability;answershowinstructionisdesignedModifications-anadjustmenttoanassignmentoratestthatchangesthestandardorwhatthetestorassignmentissupposedtomeasureMulti-tieredsystemofsupport(MTSS)-NCMTSSisamulti-tieredframeworkwhichpromotesschoolimprovementthroughengaging,research-basedacademicandbehavioralpractices.NCMTSSemploysasystemsapproachusingdata-drivenproblemsolvingtomaximizegrowthforall(MTSSLivebinder)

● Coreinstruction-evidence-basedpracticesandprogramsdemonstratedtoproducegoodacademicandbehavioroutcomesforthemajorityofstudents;Coreinstructionincludesallstudents

● Supplementalinstruction-evidence-basedpracticesandprogramsdemonstratedtoimproveacademicandbehaviorperformanceinCore;providedinadditiontoCoreinstruction

● IntensiveInstruction-evidence-basedpracticesandprogramsdemonstratedtoaccelerateacademicandbehaviorperformanceinidentifiedareas;providedinadditiontoCoreandSupplementalinstruction

Progressmonitoringplan-awrittenplandevelopedbytheIEPteamthatconsidersthefollowing:● Identificationandoperationaldefinitionoftheacademic,behavioralorfunctionalknowledge,action/skillor

abilitythatwillbemeasured● Identificationanddescriptionofthedatacollectionmethod/tool● Descriptionofhowoften,timeofdayandwherestudentprogresswillbeassessed● Identificationofteammembersresponsiblefordatacollection,fidelitychecks,datainterpretationand

writingprogressreports

Retention-studentisfluentandaccurateenablingreadyaccesstoacquiredknowledge,attitudes,skills,aspirations,and/orbehaviorsovertimeStateSystemicImprovementPlan-anambitiousbutachievablemulti-yearplanthateachStatemustwritedescribinghowitwillimproveoutcomesforchildrenwithdisabilitiesservedunder;Indicator17intheOSEPStatePerformancePlan/AnnualPerformanceReport;SSIPhasthreephases:analysis;improvementplan;and,evaluationUniversalDesignforLearning-meansascientificallyvalidframeworkforguidingeducationalpracticethat:

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 10

A. providesflexibilityinthewaysinformationispresented,inthewaysstudentsrespondordemonstrateknowledgeandskills,andinthewaysstudentsareengaged;and

B. reducesbarriersininstruction,providesappropriateaccommodations,supports,andchallenges,andmaintainshighachievementexpectationsforallstudents,includingstudentswithdisabilitiesandstudentswhoarelimitedEnglishproficient(NationalCenteronUniversalDesignforLearning)

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 11

APPENDIXBSampleProgressMonitoringPlan

forStudentResponsetoSpeciallyDesignedInstruction

1. Identifyandoperationallydefinethebehavioralorfunctionalknowledge,action/skill,orabilitythatwillbemeasured:

2. Describethedatacollectionmethod/tools:

3. Describehowoften,whattimeofday,andwherestudentprogresswillbeassessed:

4. Identityteammembersresponsiblefor:a) datacollection–b) datacollectionfidelitychecks–c) interpretingdatatodetermineprogress–d) writingprogressreporttoparents

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 12

APPENDIXCSpeciallyDesignedInstructionDataCollectionTools

ThefollowingtoolsareprovidedtosupportPSUsinthecollectionandanalysisofthedesign,deliveryandeffectivenessofSpeciallyDesignedInstructiontosupportsystematicproblemsolving.NCDepartmentofPublicInstructionDataCollectionToolThistoolisdesignedtosupportdatacollectiontoallowforthecollectionofmeaningfuldataoninstructionalpracticesforSWDtoinformproblemsolvingaroundthesethreecoreelementsinanyschoolsettingwherespeciallydesignedinstructionisbeingprovided.Thisincludesbothgeneralandspecialeducationsettings.ThistoolisdesignedtobeadatacollectiontoolacrossaschoolorPSUtoassistinproblemsolvingaroundtheSSIPcoreelements.Itisnotintendedtobeanevaluationtoolforanindividualteacher.ThistoolismeanttobeanexampleandmaybecustomizedtomeettheneedsofthePublicSchoolUnit. ThefollowingfidelitytoolsareprovidedthroughtheNorthCarolinaStateImprovementProject(NCSIP).Theobservershould,ataminimum,havecompletedafulltrainingcourseinthereadingand/ormathmodelbeingimplementedbytheteacherwhoistobeobserved.Whenpossible,theobservershouldbeatrainerinthisreading/mathmodel.NCSIPReadingandMathFidelityObservationForms

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 13

AppendixD

Downloadpdf

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 14

Downloadpdf

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 15

APPENDIXEReferences

FloridaDepartmentofEducation.(2014,August1).TechnicalAssistancePapersMemosandNotes.Retrievedfrom

BureauofExceptionalEducationandStudentServices:http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/technical-assistance-papers-memos-note.stml

Fuchs,D.,Fuchs,L.S.,&Stecker,P.M.(2010).The"BlurringofSpecialEducationinaNewContinuumofGeneralEducationPlacementsandServices.ExceptionalChildren,76(3),301-323.

Hall,T.,Strangman,N.,&Meyer,A.(2005,December1).DifferentiatedInstructionandImplicationsforUDLImplementation.RetrievedfromCAST:http://www.cast.org/udlcourse/DifferInstruct.doc

KentuckyDepartmentofEducation,DivisionofLearningServices.(2015,July).KentuckyDepartmentofEducation.RetrievedfromIEPGuidanceandDocuments:http://education.ky.gov/specialed/excep/forms/Pages/IEP-Guidance-and-Documents.aspx

NationalCenteronUniversalDesignforLearning.(2015,December15).AboutUDL.RetrievedfromNationalCenteronUniversalDesignforLearning:http://www.udlcenter.org/aboutudl/udldefined

NewYorkStateOfficeofSpecialEducation.(2014,September30).ExplicitInstructionDataCollectionTools.RetrievedfromRSE-TASC:http://www.esboces.org/cms/lib07/NY01914091/Centricity/Domain/64/Explicit%20Direction%20Instruction%20data%20Collection%20Tools.docx.

NorthCarolinaDepartmentofPublicInstruction.(2015,July2).NCMTSSFactSheet.RetrievedfromMulti-TieredSystemofSupport:http://mtss.ncdpi.wikispaces.net/

UnitedStatesDepartmentofEducation.(2016,September16).Non-RegulatoryGuidance:UsingEvidencetoStrengthenEducationInvestments.RetrievedfromUSDepartmentofEducation:https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

UnitedStatesDepartmentofEducationOfficeofSpecialEducationandRehabilitativeServices(2015,November16).OSERSPolicyGuidanceonFreeAppropriatePublicEducation.RetrievedfromUSDepartmentofEducation:https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf

PublicSchoolsofNorthCarolinaExceptionalChildrenDivision.(2018).PoliciesGoverningServicesforChildrenwithDisabilitiesAmendedMarch2018.PublicSchoolsofNorthCarolina.

ConsiderationsforSpeciallyDesignedInstruction

revisedAugust2019 16

TheCouncilforExceptionalChildren.(2014,November/December).Evidence-BasedSpecialEducationintheContextofScarceEvidence-BasedPractices:TheCouncilforExceptionalChildren’sInterdivisionalResearchGroup.TeachingExceptionalChildren,47,pp.81-84.

Whitehurst,G.J.(2002).Evidence-basedEducation.RetrievedfromInstituteofEducationSciences:http://ies.ed.gov/director/pdf/2002_10.pdf