These tools were created by the SDI Workgroup through the Regional Special Education Technical Assistance Support Center (RSE-TASC).  The RSE-TASC network is one of the P-12: Office of Special Education’s primary resources for school improvement in New York State.  Special Education School Improvement Specialists (SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and delivering professional development for educators across the State to improve results for students with disabilities. Explicit instruction is the foundation by which SDI is delivered.  SDI is defined in 34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the Commissioner of Education to mean “adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.”  SDI is the intentional and purposeful planning of instruction to ensure that students with disabilities can meaningfully access, participate and progress in the curriculum throughout the entire lesson. Make sure to Think Aloud and to model what you want them to be doing independently. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö â€œAccommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition. Lesson sequencing is the systematic process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. Download both the annotated version—for instructional coaches to use with teachers when planning a lesson; and the blank template once teachers have mastered how to correctly use the lesson plan. Ex: As you pass out papers, have partners read the steps to each other. Chapter 408 – Providing Copies of the Individualized Education Programs (IEPs) for Students with Disabilities for detailed information t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. More information... People also love these ideas W T ² ¼V œ R Ô u Ÿ Ö u u u R „ „ Ì Ì Ó R à à à u „ 8 Ì Ô Ì ßQ à u ßQ Ã Ã Ş M X ¼ aP Ì ÿÿÿÿ î¹´9Ñ ÿÿÿÿ ‘ . #h ¨ h 9Š 5�CJ OJ QJ ^J aJ #h ¨ hzÖ 5�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ #h ¨ h*! ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö and Charles A. Hughes.  Explicit Instruction:  Effective and Efficient Teaching.  London:  The Guilford Press, 2011, Regulations of the Commissioner of Education:  Part 200 Students with Disabilities and Part 201 Procedural Safeguards for Students with Disabilities Subject to Discipline:  The University of the State of New York, The State Education Department, Office of P-12 Education, Office of Special Education.  New York:  July 2013, DeLorenzo, J.P.  Continuum of Special Education Services for School-Age Students with Disabilities.  The New York State Education Department.  New York:  April, 2008. You want to make it as simple and as easy to update as possible. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB 2 4 Q c d E R   Ó % & 4 A _ ƒ „ ¤ ¥ ¦ ğßÍ»ªÍߘß͇Íy˜yÍjXI: h„?+ 5�CJ OJ QJ ^J aJ hvi 5�CJ OJ QJ ^J aJ #h{0W hÍj0 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÁB 5�CJ OJ QJ ^J aJ S c 6 7 ‚ ƒ ¡ ë â â â â â â $If gdÁB $„q „q $If ]„q ^„q a$gdcL ¡ ¢ ª ½ Q E E $$If a$gdcL ­ kdB $$If –l 4Ö ” ÖF Èû´ üD%Œì ÿÿÿÿ H H Ö 302. 4 Checking for Understanding (CFU):  Checking for Understanding means checking all students’ levels of understanding throughout each lesson to track learning and adapt instruction appropriately during instruction. t àÖ Assessment of Prerequisite Skills:  The key principal to a good review is to verify that all students know how to perform the prerequisite skills.  A review typically consists of giving students a task requiring the use of the prerequisite skill(s) and seeing whether the students can perform the task correctly.  There are several different assessments of prerequisite skills.  Some are direct measures, such as tests, quiz, concept maps, portfolios, and others are more indirect, such as self-reports, the student’s individualized education program (IEP), etc.Â, Explicit Instruction:  Explicit instruction is a structured, systematic approach to teaching all students.  It is an unambiguous and direct method that includes instructional design and delivery.  Explicit instruction guides students though the learning process through the provision of clear statements regarding the purpose and rationale for learning the new skill/content, explanations and demonstrations of the instructional target, and supported scaffold practice with embedded, specific feedback in order to achieve independent mastery.Â, Activate Prior Knowledge (APK):  Activating prior knowledge is purposefully moving something connected to the new lesson from the student’s long-term memories into their working memories so they can build upon existing knowledge.  Activating Prior Knowledge should be limited to no more than five minutes.  The bulk of the class time must be spent teaching students the new grade-level content.Â, Vocabulary:  Prior to introducing vocabulary, a teacher must do three things: select appropriate vocabulary that will be the most useful to students both at this time and in the future; determine how each word’s meaning will be conveyed to students; and develop examples to illustrate each work and, when helpful, non-examples to establish what the concept is not.Â, Specially Designed Instruction (SDI):  Specially Designed Instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.Â. ÿ ÿ yt ¨ Y j � ‚ ƒ � ¨ © ® ± ¸ Ì Í Î Ó Ö Ú $ / ôéÚȺ¨º–¨‚¨–¨–¨‚¨–nZnF &h ¨ hÀf´ 5�6�CJ OJ QJ ^J aJ &h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ &h ¨ hÅa× 5�6�CJ OJ QJ ^J aJ &h ¨ h 5�6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ #h ¨ h 5�CJ OJ QJ ^J aJ h ¨ h 5�OJ QJ ^J #h´f€ h´f€ 6�CJ Implementation generate the lesson plans and lesson materials. Examples of Computer Lesson Plans. Lesson Plan Format. e ÿ ÿ yt¼w� ¦ Í æ ë í ó 0 > P s t u  å æ ìØï›Ø‡Ø‡ØvbP>, #h ¨ h,b" 6�CJ OJ QJ ^J aJ #h ¨ h*! Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given. of modalities Provide a chart of the sequential steps in taking on the skill Talk about your thinking (Metacognitive Demonstration) – point to the chart when using steps CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps Re-explain difficult pointsSentence Frames: Need to model complete sentences either verbally or written. The systematic synthetic phonics teaching principles. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö t àÖ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more) Give “Think Time” – 5 seconds Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down Have students verbalize steps: “What do I do next?” Think...tell your partner, randomly call on students to CFU Student Engagement T-C C-T , T– G G – T, T-S S-T Ask a question, let them think, let them share, THEN call on studentsGuided Practice You Do It. t àÖ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿÖ ÿ ÿÖ ÿ ÿÖ ÿ ÿ4Ö 4Ö Examples of Economics Lesson Plans. Independent Practice (You do it. £ The practice of purposeful lesson sequencing is to create a continuum of learning which builds upon the previously taught lesson (scaffolding) while maximizing optimal learning outcomes. Note:  These tools are a resource and may be adapted to meet varying needs of educators. 491 views. I Watch and Listen Students do the thinking while you monitor. In order to align instruction in Early Literacy instruction across the district, during the 2012-2013 school year eacon’s four elementary schools expanded on a pilot program by implementing Fundations as its systematic whole-class decoding program in all K-2 classrooms. ):  Independent practice is having students practice what has been taught while it is being taught.Â. Our SCID workshop is a follow-on program to the Developing a Curriculum (DACUM) training.It picks up where DACUM leaves off and teaches you how to develop a competency-based curriculum or training program using the ADDIE instructional design model as … &h 9Š h 9Š 5�6�CJ OJ QJ ^J aJ &h 9Š h´f€ 5�6�CJ OJ QJ ^J aJ &h 9Š h+i 5�6�CJ OJ QJ ^J aJ )hû|> h+i 5�6�>*CJ OJ QJ ^J aJ &h 9Š hàfï 5�6�CJ OJ QJ ^J aJ &h 9Š h~M… 5�6�CJ OJ QJ ^J aJ æ ç B ‡ � … y $$If a$gd ¨ $If gdvi p kdë $$If –l Ö ”$Ö Èûø% 0* l aö4üpÖ t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. � Explicit Instruction 4 B. Scaffolded Instruction 6 C. Strategy Instruction 8 ı Avoid asking questions during input. * + , 4 5 ; A F K P Q ] a h i j z { … † ‡ ğŞÍ»ª˜‰˜{»ª˜ªl»ª˜ZHl9 hÁB 5�CJ OJ QJ ^J aJ #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h„?+ h¼w� 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ h¼w� CJ OJ QJ ^J aJ h¼w� >*CJ OJ QJ ^J aJ #h„?+ h¼w� >*CJ OJ QJ ^J aJ h„?+ h¼w� CJ OJ QJ ^J aJ #h„?+ h¼w� 5�CJ OJ QJ ^J aJ h{0W h¼w� CJ OJ QJ ^J aJ #h{0W h¼w� 5�CJ OJ QJ ^J aJ h¼w� 5�CJ OJ QJ ^J aJ + , z { † ‡ ˆ ‰ � � ó ê ê Û Ò Ò Ò a X X $If gdcL p kd $$If –l Ö ”ÓÖ ÈûD% |) l aö4üpÖ Examples of Art Lesson Plans. l aö4üpÖ Improving Systematic­ Instructio­n . LESSON PLAN FORMAT AND EXPLANATION Name Date Grade Subject # in Group School Time ... • Select a systematic means of assessment that is aligned with the objectives to analyze and document student progress. Ç Learning Strategies: Learning strategies are techniques, steps or rules that are a fundamental part of the process to acquire, manipulate, integrate, store, and retrieve skills, and information to be applied in a variety of settings and situations. Students with diverse needs must be challenged to excel within the general curriculum and be prepared for success in their post-school lives. Common Core Learning Standards (CCLS) or Common Core State Standards (CCSS):  The Common Core Learning Standards provide a consistent, clear understanding of what students are expected to learn. The implementation of the Common Core Learning Standards (CCLS) provides an historic opportunity to improve access to rigorous academic content standards for students with diverse needs. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Systematic instruction is an evidence-based method for teaching individuals with disabilities that spans more than 50 years. OJ QJ ^J aJ Make sure to orally make this known and take back the “pace” of the lesson. Five Essential Reading Components 339 views. Collect work to see which students got it and which still need help during UA. V Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. Think...what needs to be MODELED? $If gdcL ­ kd÷ $$If –l 4Ö ”\ÖF ˜ş´ üD%Œ H H Ö ; Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. & Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by al… Examples of Other Lesson Plans Start where you want them to end. Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Ù 533 views. 3 4 R S ö ö ö ö ö H ­ kda $$If –l 4Ö ”fÖF Èû´ üD%Œì ÿÿÿÿ €H H Ö Council for Chief State School Officers, 2005 l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf OJ QJ ^J aJ Arcadia Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. Œ Come back to Systematic Introduction of Lesson (Anticipated Length_____): During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. � OJ QJ ^J aJ Steps in an Explicit, Systematic Instruction Lesson. Teacher gains students’ attention. through auditory, visual, kinesthetic, or a combo. To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. There prerequisite skills are reviewed during the opening of a lesson. See the "Differentiated Instruction for Students With Disabilities" and the "Differentiating Instruction for Success in Special Education" resources in the resource section below for more information. BTSA Induction Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Madeline Hunter's ITIP Model. Integrated Co-Teaching Services:  Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided jointly by a special education teacher and a general education teacher to a group of students with disabilities and nondisabled students.Â, Special Class:  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.Â. Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Charlie needs systematic instruction for word identification (letter-sound patterns and decoding strategies), with the exception of consonant sounds and short vowel sounds in CVC words. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öhö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö (These definitions are following the order of the terms in the Lesson Plan Template), SE Teacher (Special Education Teacher):  Special education teacher means an individual who is certified or licensed to teach students with disabilities who is providing special education to the student.Â, GE Teacher (General Education Teacher):  General education teacher means a teacher who is qualified to serve nondisabled students who is providing general education instruction to the student.Â, Teaching Assistant:  A teaching assistant can assist in the delivery of special education services but cannot serve in place of a special education teacher.  (e.g., working with groups of students on instructional projects, provide teacher information about students, assist with testing accommodations, development of materials, etc.). Goldilocks and the Three Bears Lesson Plans for kindergarten and first grade. Necessary Prerequisite Skills:  A prerequisite skill is a skill that a student has mastered.  The skill needs to be mastered before the student will be able to learn a new skill. 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Related Services:  Related Service means developmental, corrective and other supportive services as are required to assist a student with a disability (e.g., speech-language pathology, interpreting services, physical therapy, occupational therapy, counseling services, etc.). Math task that requires them to be covered in a class period which for. Planning process multiple teachers are present, careful thought should be put into co-teaching models and they! Lesson Plans, focused on one topic of study designed to grow students ’ proficiency in English – explicit in! 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