1

Reflection Guide
For Special Education Teachers
Special Services
Cedar Rapids Community School District


A Practical Guide for Specially Designed Instruction



"We do the best we can with what we know, and when we know better, we do better"
- Maya Angelou
2/26/14
Special
Education
Teachers
Learning
Environment
Collaboration
Specially
Designed
Instruction
Assessment
Planning for
Effective
Instruction
Student
Achievement
2
Reflection Guide
For Special Education Teachers
Special Services
Cedar Rapids Community School District


Purpose: This document is intended to be a reflection guide for special education teachers as
they work to provide specially designed instruction to students with disabilities, work in SE PLCs,
and with their IPDP and peer review. This guide was created by the Special Education
Instructional Strategists to use in collaboration with special education teachers to improve
achievement levels for students with special needs.

Outcome: Quality programing for students with IEPs.

Components: Five key components form the foundation of effective delivery of special
education supports and services: Planning for Effective Instruction; Specially Designed
Instruction; Assessment; Collaboration; and Learning Environment. The Guiding Questions
provide more specific information about each component. The Notes column is to be used by
teachers and strategists as needed.



Key Components Guiding Questions
I. Specially Designed
Instruction
How will I provide specially designed instruction?
II. Planning for Effective
Instruction

How will I make sound decisions while planning
effective instruction?
III. Assessment

Do I use various assessments appropriately?

IV. Learning Environment

Do school/classroom structures support student
success?

V. Collaboration

Do I collaborate with a variety of personnel to design
and implement quality instruction?

3
Who Might Use the Reflection Guide? How Might They Use It?

Teacher Self-Reflection
o What are my key components of strength?
What evidence do I have to support this?
What can I share with others?
o What key component(s) might I choose to focus on for growth?
What support would I need?
How can I get the support? (SEI Strategist, Book Study, PD Class, research
articles, colleagues, etc.)

Teacher and Teacher (SE or GE)
o What key component(s) might the group (PLC/IPDP/Peer Review) choose as a focus?
What data do we have to support our choice?
What do we need to research or learn more about?
o What instructional strategies might we explore?
How might these strategies help provide purposeful and intentional instruction to
meet individual student needs? (Targeted, Skill Specific, Diagnostic and
Prescriptive)
What strategies can I share with other teachers?

Teacher and Special Education Instructional Strategist
o On which key component might my SEI Strategist and I collaborate?
o How might we use these ideas to guide us in a problem solving situation?
o How do we use these ideas to guide us in a SE PLC?

Teacher and Administrator
o How might we use this guide to aid our conversations regarding:
What is specially designed instruction?
What are the key components of a special education learning environment?
What is the importance of planning, assessment, and collaboration when
providing quality specially designed instruction?
o How might we use this guide when considering an IPDP goal?

Teacher and Others
o What key components are important to keep in mind when collaborating with other
staff and support personnel?
o Regarding paras, what are my areas of strengths and where might I need support?
o How might this guide improve our communication and collaboration with families?



4


Key Component I
























Consists of
Aligns To
IEP
Explicit,
Sequential,
Evidence
and/or
Research
Based
Strategies
Flexible
Groupings
Student
Integration
Maintenance
and
Generalization of
Skills
Characteristics
of Effective
Instruction
Progress
Monitoring
Regularly for
Instructional
Planning

Immediate,
Corrective
Feedback

Facilitates
Uses
Modifications,
Accommodation,
and Scaffolding

Core
Curriculum
Embodies
Successful
Transitions
5

Key
Components
Guiding Questions for Special Education Teachers Notes
I.
Specially
Designed
Instruction
(academic,
social,
emotional, and
behavioral)
How will I provide specially designed instruction?
1. Specially designed instruction consists of direct,
explicit, sequential, research-based and/or evidence-
based strategies focused on accelerating student
learning.
2. Instructional programs are taught with fidelity and
integrity.
3. Lessons within specially designed instruction are
aligned with the area(s) of need identified in the IEP.
4. Instructional practices embody the Characteristics of
Effective Instruction (Student-centered Classroom,
Teaching for Understanding, Assessment for
Learning, Rigorous and Relevant Curriculum,
Teaching for Learner Differences).
5. Student errors are corrected with immediate
feedback, re-teaching, and opportunities for students
to practice. Positive feedback is specific and
immediate.
6. Instruction and practice opportunities may be
offered in small group, individual, whole group, and
inclusive settings depending on the need of each
individual student.
7. Specific strategies are taught to promote
maintenance and generalization of skills across
multiple learning environments.
8. Strategies to facilitate student integration in various
settings are taught, including self-
regulation/executive functioning and self-advocacy
strategies.
9. Specific strategies are taught that promote successful
transitions for individuals with learning needs.
(Transitions include but are not limited to:
transitioning between activities, between classrooms,
to a new grade level, or to post-secondary living,
learning, and working.)
10. Progress monitoring data is collected regularly and is
used for instructional planning.



6

Key Component II












































Time
Effectively
Aligns With
SLEs/Iowa
Core
Individual
Strengths,
Interests,
and
Preferences
IEP Goals
and Lesson
Objectives
Differentiation
Cultural
Responsiveness
Research Based
and/or Evidence
Based
Instruction
Rigor and
Relevance
Collaboration
of Teachers
and Support
Staff

Instructional
and/or
Assistive
Technology
Includes
Utilizes
Data Driven
Decision
Making

7
Key
Components
Guiding Questions for Special Education Teachers Notes
II.
Planning for
Effective
Instruction
(Data-based
decision
making and
alignment with
Iowa Core)
How will I make sound decisions while planning
effective instruction?
1. IEP goals and objectives match the individual
strengths, interests, preferences, and needs of each
student.
2. IEP goals and lesson objectives are rigorous and
relevant.
3. Student learning expectations are clearly
communicated so each student knows what is to be
learned and how they can track their progress.
4. Lesson plans:
align with IEP goals and SLE/Iowa Core.
include a variety of research-based and/or
evidenced-based strategies.
are responsive to culturally diverse learning
needs.
include evidence of differentiated instruction.
are designed to maximize instructional time.
5. Instruction is designed to be delivered at an
appropriate rate with the goal of closing the gap
between the special education student and their
general education peers.
6. The Instructional Planning Form (IPF) is used to
document instructional procedures about skills and
strategies, materials, arrangements, time, &
motivational strategies.
7. Instructional and assistive technology are used
appropriately to support planning and
implementation of individualized instruction.
8. Collaborative team members and para educators are
used effectively to support academic and behavior
tasks in the least restrictive environment.
9. Academic curricula are integrated with living,
learning, and working skills according to the needs of
secondary students.





8

Key Component III
























References
District
Benchmarks
Multiple
Resources
to Target
Skill
Deficits
Formative and
Summative
Data
Progress
Monitoring
Data That is
Collected
Regularly
4 Point Decision
Making Rule or
Trendline Analysis
IEP Goals
and Graphs
Opportunities
for Student
Self
Evaluation
and Self
Reflection

Uses
Provides
9
Key
Components
Guiding Questions for Special Education Teachers Notes

III.
Assessment

Do I use various assessments appropriately?
1. District-wide, benchmark, and classroom
assessments are used regularly when creating,
monitoring, and reviewing goals to compare current
performance to peers.
2. Multiple sources of data are used to identify targeted
skill discrepancies.
3. Formative and summative assessments are used to
ensure students are progressing at an appropriate
rate.
4. Diagnostic assessments are researched based and
used to identify skills to be taught, as well as those
mastered.
5. Progress monitoring assessment data is collected in a
timely manner, recorded in the IEP graph, and used
routinely to analyze student progress.
6. Four point decision making rule or trendline analysis
is used to make decisions about instructional
procedures, materials, arrangements, time, &
motivational strategies. (IPF)
7. Opportunities exist for students to self-evaluate and
self-monitor their progress towards skill attainment.











10

Key Component IV
























Safety and
Cultural
Responsiveness
Uses
A Variety of
Instructional
Material
Student
Engagement
Classroom
Expectations,
Processes, and
Procedures
Transitions
Into and
Out of
Group Work
Student
Learning
Styles and
Needs
Consistent
Language
with
Students
Meaningful
and Relevant
Displays
Supports
Exhibits
Positive
Behavior
Supports
11

Key
Components
Guiding Questions for Special Education Teachers Notes
IV.
Learning
Environment
Do school/classroom structures support student
success?
1. The learning environment is emotionally and
physically safe, and culturally responsive.
2. The physical environment is designed for smooth
transitions between whole group, small group, and
individual instruction.
3. Visual, auditory, kinesthetic, and tactile stimulation
matches students needs.
4. Everything displayed is meaningful and relevant to
the learning environment (e.g., lesson objective, daily
schedule, SLE charts, and academic vocabulary).
5. Classroom expectations, processes, and procedures
are evident and predictable (e.g., color-coded, picture
schedules, etc.).
6. Instructional materials are available in multiple
formats and easily accessible.
7. The classroom is arranged to maximize student
engagement.
8. Staff uses common language and positive behavioral
supports.











12
Key Component V

























Organized
General
and/or
Special
Education
Coaches
Encourages
Active
Participation
With
General
Education
Teachers
Other
Special
Education
Teachers
Routine
Families
Paras
Timely
Is
Support
Service
Personnel
13

Key
Components
Guiding Questions for Special Education Teachers Notes

V.
Collaboration

Do I collaborate with a variety of personnel to design
and implement quality instruction?
1. I regularly collaborate with:
other special education teachers to refine
specially designed instruction, analyze data,
and make instructional decisions.
general education teachers along with other
building personnel to align specially designed
instruction, scaffold the Iowa Core curriculum,
and provide accommodations and
modifications.
general and/or special education instructional
strategists to reflect on instructional classroom
practices.
support service personnel to provide
appropriate services.
2. IEP team meetings are organized and facilitated in a
timely manner so all members actively participate.
3. In my work with paras, I:
plan the instruction the para will deliver.
provide support during implementation of the
plan.
direct the para on the data collection process.
observe, evaluate, and provide feedback to the
para.
4. Families receive communication routinely through:
parent/teacher conferences,
progress reports,
IEP meetings,
informal contacts (such as phone calls, emails,
newsletters, and notes).





14
References
Brown, Becky (2012). Ysseldykes Instruction Supports for Learning. Red Apple Collaboration.

Brown, Becky (2012). Look Fors in Special Education Services. Waterloo Community School District and Red Apple
Collaboration.

Council for Exceptional Children. Professional Standards. Retrieved December, 2012, from http://cms.bsu.edu/-
/media/WWW/DepartmentalContent/SpecialEducation/PDFs/cecprofstandards.pdf

Council for Exceptional Children. Standards for Professional Practice. Retrieved December, 2012, from
http://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards?sc_lang=en

Denver Public Schools Division of Student Services. Look Fors Programming for Students with Mild to Moderate
Academic, Behavioral and/or Physical Needs. Retrieved December, 2012,
http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1970&&

Iowa Department of Education. Characteristics of Effective Instruction. Retrieved December, 2012,
http://educateiowa.gov/index.php?option=com_content&view=article&id=2102

Knight, J. (2007). Instructional Coaching, A Partnership Approach. California: Corwin Press.

Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction.
Alexandria, VA: Association for Supervision and Curriculum Development.

Special Education Curriculum Team (SpECS), Grant Wood Area Education Agency. QPI: Quality Program Indicators.
2011.

State Education Department and the University of the State of New York. Quality Indicator Review and Resource
Guides for Special Education Instructional Practices. Retrieved December, 2012, from
http://www.p12.nysed.gov/specialed/techassist/specedQI.htm#instruct
15
Reflection Guide for Special Education Teachers- Quick Reference
Key
Component
Guiding Questions
S
p
e
c
i
a
l
l
y

D
e
s
i
g
n
e
d

I
n
s
t
r
u
c
t
i
o
n


How will I provide specially designed instruction?

1. Specially designed instruction consists of direct,
explicit, sequential, research-based and/or evidence-
based strategies focused on accelerating student
learning.
2. Instructional programs are taught with fidelity and
integrity.
3. Lessons within specially designed instruction are
aligned with the area(s) of need identified in the IEP.
4. Instructional practices embody the Characteristics of
Effective Instruction (Student-centered Classroom,
Teaching for Understanding, Assessment for Learning,
Rigorous and Relevant Curriculum, Teaching for
Learner Differences).
5. Student errors are corrected with immediate feedback,
re-teaching, and opportunities for students to practice.
Positive feedback is specific and immediate.
6. Instruction and practice opportunities may be offered
in small group, individual, whole group, and inclusive
settings depending on the need of each individual
student.
7. Specific strategies are taught to promote maintenance
and generalization of skills across multiple learning
environments.
8. Strategies to facilitate student integration in various
settings are taught, including self-regulation/executive
functioning and self-advocacy strategies.
9. Specific strategies are taught that promote successful
transitions for individuals with learning needs.
(Transitions include but are not limited to:
transitioning between activities, between classrooms,
to a new grade level, or to post-secondary living,
learning, and working.)
10. Progress monitoring data is collected regularly and is
used for instructional planning.







Key
Component
Guiding Questions

P
l
a
n
n
i
n
g

f
o
r

E
f
f
e
c
t
i
v
e

I
n
s
t
r
u
c
t
i
o
n


How will I make sound decisions while planning effective
instruction?
1. IEP goals and objectives match the individual strengths,
interests, preferences, and needs of each student.
2. IEP goals and lesson objectives are rigorous and
relevant.
3. Student learning expectations are clearly
communicated so each student knows what is to be
learned and how they can track their progress.
4. Lesson plans:
align with IEP goals and SLE/Iowa Core.
include a variety of research-based and/or
evidenced-based strategies.
are responsive to culturally diverse learning
needs.
include evidence of differentiated instruction.
are designed to maximize instructional time.
5. Instruction is designed to be delivered at an
appropriate rate with the goal of closing the gap
between the special education student and their
general education peers.
6. The Instructional Planning Form (IPF) is used to
document instructional procedures about skills and
strategies, materials, arrangements, time, &
motivational strategies.
7. Instructional and assistive technology are used
appropriately to support planning and implementation
of individualized instruction.
8. Collaborative team members and para educators are
used effectively to support academic and behavior tasks
in the least restrictive environment.
9. Academic curricula are integrated with living, learning,
and working skills according to the needs of secondary
students.


16
Reflection Guide for Special Education Teachers - Quick Reference

Key
Component
Guiding Questions
A
s
s
e
s
s
m
e
n
t

Do I use various assessments appropriately?
1. District-wide, benchmark, and classroom assessments are
used regularly when creating, monitoring, and reviewing
goals to compare current performance to peers.
2. Multiple sources of data are used to identify targeted skill
discrepancies.
3. Formative and summative assessments are used to ensure
students are progressing at an appropriate rate.
4. Diagnostic assessments are used, as needed, to identify
skills to be taught.
5. Progress monitoring assessment data is collected in a
timely manner, recorded in the IEP graph, and used
routinely to analyze student progress.
6. Four point decision making rule or trendline analysis is
used to make decisions about instructional procedures,
materials, arrangements, time, & motivational strategies.
(IPF)
7. Opportunities exist for students to self-evaluate and self-
monitor their progress towards skill attainment.
L
e
a
r
n
i
n
g

E
n
v
i
r
o
n
m
e
n
t

Do school/classroom structures support student
success?
1. The learning environment is emotionally and physically
safe, and culturally responsive.
2. The physical environment is designed for smooth
transitions between whole group, small group, and
individual instruction.
3. Visual, auditory, kinesthetic, and tactile stimulation
matches students needs.
4. Everything displayed is meaningful and relevant to the
learning environment (e.g., lesson objective, daily
schedule, SLE charts, and academic vocabulary).
5. Classroom expectations, processes, and procedures are
evident and predictable (e.g., color-coded, picture
schedules, etc.).
6. Instructional materials are available in multiple formats
and easily accessible.
7. The classroom is arranged to maximize student
engagement.
8. Staff uses common language and positive behavioral
supports.
Key
Component
Guiding Questions

C
o
l
l
a
b
o
r
a
t
i
o
n

Do I collaborate with a variety of personnel to design
and implement quality instruction?
1. I regularly collaborate with:
other special education teachers to refine
specially designed instruction, analyze data, and
make instructional decisions.
general education teachers along with other
building personnel to align specially designed
instruction, scaffold the Iowa Core curriculum,
and provide accommodations and modifications.
general and/or special education instructional
strategists to reflect on instructional classroom
practices.
support service personnel to provide appropriate
services.
2. IEP team meetings are organized and facilitated in a timely
manner so all members actively participate.
3. In my work with paras, I:
plan the instruction the para will deliver.
provide support during implementation of the
plan.
direct the para on the data collection process.
observe, evaluate, and provide feedback to the
para.
4. Families receive communication routinely through:
parent/teacher conferences,
progress reports,
IEP meetings,
informal contacts (such as phone calls, emails,
newsletters, and notes).
Notes: