Curriculum & Specially Designed Instruction
Curriculum & Specially Designed Instruction
The Connecting Grade-Level Standards to Meaningful Learning Guide represents the collective knowledge, dedication, and unwavering belief that all students deserve access to rigorous, meaningful learning opportunities This work is the result of years of collaboration among educators committed to improving outcomes for students with significant cognitive disabilities through high-quality, standards-aligned instruction
This guide builds upon the strong foundation established by the Kent ISD Alternate Standards Curriculum Guide The vision, expertise, and dedication of the original Steering Committee and Committee Members created a resource that transformed instructional planning for countless educators and helped establish a common language around standards-based instruction for students with significant cognitive disabilities Their work continues to influence classrooms throughout Kent ISD and beyond, and we are deeply grateful for the lasting foundation they created.
Specially Designed Instruction
In order to enable the individual student to achieve grade-level content standards or close the learning gap, the delivery of Specially Designed Instruction (SDI) is the core job responsibility of special education providers. SDI consists of organized and planned evidence-based content, methodology, and/or delivery in an explicit and intentional manner, which directly targets the skill deficits within data-based goals and objectives which may include social-emotional/behavioral, communication, daily living, adaptive, and core academic skills.
M-STEP Student Supports and Accommodations
The M-STEP is an online assessment designed to determine how well students are mastering state standards. The standards broadly outline what students should know and be able to do in order to be prepared to enter the workplace, career education training, and college.
IEP teams must identify what Universal Tools, Designated Supports, and Accommodations are necessary to address student needs and document those needs on the student’s IEP. It should be noted that while it is not required for some supports to be listed on an IEP for the student to access them, if they are required to meet a student’s need based on disability, they must be documented in the IEP.
MI-Access
MI-Access is Michigan's alternate assessment based on alternate achievement standards. The IEP Team determines if a student should take the MI-Access (alternate assessment) or the M-STEP (general assessment) based on the students' Present Level of Academic Achievement and Functional Performance (PLAAFP) and using and Michigan Department of Education's Should My Student Take the Alternate Assessment.
High-Quality Programming Guide
Every student deserves a learning experience that celebrates their individuality, honors their authenticity, and builds on their unique strengths. The High-Quality Programming Guide helps Kent ISD and our partner districts design educational environments that adapt to meet students where they are rather than expecting students to adapt to the system. Grounded in neuroaffirming, evidence-based, and trauma-informed practices, this guide reflects our belief in high-quality programming, not by chance but by design. Together, we work to create inclusive spaces where all learners can grow, connect, and thrive.
