Addressing Specially Designed Instruction in the CoTaught Math Classroom
by Jason Betzner, M.Ed.
————————————————
Administrator’s Corner
Facilitating Inclusive Specially Designed Instruction in Mathematics
by Cathy Buyrn, M.Ed.
School leaders have been struggling with the postpandemic challenges of addressing learning loss for all students in K12 schools. All content areas have been impacted by specific skill gaps, but these gaps have been especially troubling in the areas of literacy and mathematics. The need for skillgap closing targeted instruction in literacy and mathematics has never been more critical than it is now. Targeted instruction is necessary for all students with learning loss related to the pandemic, but it is critical for students with disabilities who have layers of skill gaps related to their specific disabilities that have been exacerbated by pandemic related learning loss. This edition of Link Lines will address skillgap closing specially designed instruction (SDI) in mathematics. Look for strategies for facilitating skillgap closing SDI focused on literacy in the next edition of Link Lines.
Prior to the pandemic, during the 20162017, 20172018, and 20182019 school years, the Virginia Mathematics Standards of Learning (SOL) assessment results indicated that pass rates for students without disabilities were consistently above 80% (i.e., 84%, 82%, 86%) (Virginia Department of Education [VDOE], 2023). During those same years, the pass rates for students with disabilities were consistently below 60% (i.e., 48%, 48%, 55%) (VDOE, 2023). The achievement gap between students without and students with disabilities was significant prior to the pandemic (VDOE, 2020a). That means the challenge of meeting the needs of students with disabilities in the mathematics classroom was already an area that needed to be addressed with improved efforts to develop more effective SDI. The pre and postpandemic pass rates for these same student groups on the Virginia Mathematics SOL assessments indicate that the achievement gap between students without and students with disabilities remains significant (See Table 1).
Table 1
Pre and Post Pandemic Virginia Mathematics Pass Rates for Students without Disabilities & Students with Disabilities
Note: There were no SOL Assessment results during the 20192020 academic year because of COVID19 related school closures. (VDOE 2023)
These data indicate that SDI focused on closing specific skill gaps in mathematics should be a priority for inclusive school leaders. Students with disabilities will never have full access to the general education curriculum or make progress in that curriculum (see our Summer Edition) if changes aren’t made to mathematics SDI. Inclusive school leaders need to help teachers determine how to balance participation in the general education classroom during mathematics instruction, SDI focused on students’ mathematics Individualized Education Program (IEP) goals, and the critical links between the two. It is not the job of the special education teacher to just help students with disabilities fill in the blanks of all general education assignments in the mathematics classroom. Closing specific skill gaps to build prerequisite skills should be a priority.
A common strategy for giving students access to grade level mathematics is the provision of accommodations. Mathematics accommodations are meant to allow students to develop grade level concepts without the barriers created by prerequisite skill deficits. A common accommodation is allowing the use of a calculator when calculators are not allowed for students without disabilities. Inclusive school leaders should provide guidance to special education teachers about the appropriate use of mathematics accommodations including calculator use. It is important to make sure that calculator use is not used as a replacement for SDI focused on developing critical prerequisite skills and concepts.
A calculator accommodation may be necessary for some students with disabilities to participate in grade level mathematics activities, however as noted, it is not a replacement for developing mathematical conceptual understanding or fluency. If students have a calculator accommodation, teachers should provide SDI focused on the appropriate and proper use of that calculator. A first step in calculator SDI should be to help students determine whether the calculator is an appropriate tool for a specific problem. After students have become proficient with determining the appropriate use of the calculator for specific mathematics problems, they should receive explicit instruction in the proper use of the calculator for each type of problem. For some students it might be more appropriate to provide SDI on the use of a completed hundreds chart or multiplication table instead of providing a calculator (VDOE, 2020b). More information about math aids allowable on the Virginia SOL mathematics assessments can be found in the Explanation of Testing Accommodations for Students with Disabilities: Math Aids resource (VDOE, 2020a).
While guidance regarding the use of allowable mathematics testing accommodations is helpful for special education teachers making decisions about their students, school leaders should make sure that teachers do not substitute accommodations for SDI focused on building conceptual understanding, fluency, and progress in the general education curriculum. Additionally, it is important that special education teachers understand the difference between allowable testing accommodations and accommodations appropriate for developing concepts and fluency during instruction. Students should have access to all accommodations necessary to develop skills, regardless of their appropriateness during standardized testing.
Inclusive school leaders should work with teachers to ensure that students with disabilities receive SDI focused on their mathematics deficits designed to reduce reliance on accommodations and make progress in the general education curriculum. Students should simultaneously receive accommodation supported grade level concept development and skillgap closing SDI. Evidencebased SDI in mathematics includes explicit instruction, formal mathematical language, concreterepresentationalabstract (CRA) connections, fact and computational fluency, and problemsolving strategies (VDOE, 2020a). The key points of these five evidencebased SDI mathematics strategies are detailed in Table 2.
Table 2
EvidenceBased Specially Designed Mathematics Instructional Strategies
Strategy  Key Points 
Explicit Instruction  Effective explicit instruction involves the teacher providing the following:

Formal Mathematics Language  Teachers should promote students’ understanding of formal mathematics vocabulary by:

Concrete, Representational, and Abstract (CRA) Connections  The ConcreteRepresentationalAbstract (CRA) framework includes three forms of mathematics: concrete, representational (pictorial), and abstract.
The use of CRA supports students in developing a deeper conceptual understanding of mathematics beyond superficial procedural knowledge. 
Fact and Computational Fluency 

Word Problem Solving 

Note. Retrieved from Students with disabilities in mathematics: Frequently asked questions, VDOE, 2020, pp. 1011.
It is important that school leaders provide guidance and support for special education teachers about the effective use of accommodations and SDI in mathematics. It may be necessary to make sure both general and special education teachers understand that there are some common practices that need to be discontinued for all students in order to develop skills and concepts at all levels (VDOE, 2020c). As noted in Table 2, the use of key words and operation specific definitions of word problems are ineffective strategies for all students. It is not helpful for special education teachers to replace these strategies with more effective schematic strategies if the general education teachers are still using ineffective approaches.
Inclusive school leaders can point teachers to the Educators’ Lesson in this edition of Link Lines for more information about developing effective SDI in mathematics. In addition to the strategies detailed in this edition of Link Lines, school leaders should provide a comprehensive professional development plan designed to improve mathematics instructional practices for both general and special education teachers. Outdated and ineffective practices only create confusion for students and limit outcomes. In our postpandemic classrooms, students have no time to waste if we are ever going to address learning loss and persistent achievement gaps between students without and with disabilities.
Additional Resources
Virginia Department of Education Mathematics Professional Learning
IRIS Center at Vanderbilt University HighQuality Mathematics Instruction: What Teachers Should Know
IRIS Center at Vanderbilt University Progress Monitoring Mathematics
References
VDOE, (2023). Test results buildatable [Database]. https://p1pe.doe.virginia.gov/apex_captcha/home.do?apexTypeId=306
VDOE, (2020a). Evidencebased specially designed instruction in mathematics resource guide. https://www.doe.virginia.gov/home/showpublisheddocument/28625/638090424862930000
VDOE, (2020b). Explanation of testing accommodations for students with disabilities: Math aids. https://www.doe.virginia.gov/teachinglearningassessment/studentassessment/virginiasolassessmentprogram/participationinclusion
VDOE, (2020c). Students with disabilities in mathematics: Frequently asked questions. https://www.doe.virginia.gov/home/showpublisheddocument/28607