Norfolk Public Schools

Specially-Designed Instruction 

Students with disabilities in Norfolk Public Schools receive specially designed instruction (SDI) to meet their unique disability-based needs.

Specially designed instruction means adapting to the needs of the child, the content, methodology or delivery of instruction. The instruction is adapted as needed to address the child’s unique needs related to the child’s disability and to ensure access to the general curriculum. It is an individualized approach to instructional planning and not a “one size fits all.”

High Leverage Practices Support Literacy Achievement

High Leverage Practices (HLP’S) are essential to promoting improved outcomes for students with disabilities. Research demonstrates that these best practices impact student achievement and can be used across content areas and grade levels. These instructional strategies, developed by the Council for Exceptional Children , are organized around four aspects of practice. Click on each category to learn more.

Collaboration

Assessment

Social / Emotional / Behavioral

Instruction

Collaborative Teaching

Collaborative teaching in NPS English/Language Arts classrooms not only fosters a supportive learning environment for all students but also enhances each individual student's literacy achievement by addressing specific needs and building confidence through scaffolded support, appropriate academic challenge, and celebration of incremental growth.

• VDOE: Inclusive Practices Overview
• VDOE: K-12 Inclusive Practices Guide

Virginia Standards of Learning Assessments

All students in tested grade levels and courses are expected to particpate in Virginia's assessment program, unless specifally exempted by state or federal law or by Board of Education regulations. Virginia's assessment system includes students with disabilities and students who are English Learners. Students with disabilities and English Learners may take Standards of Learning tests with our without accommodations or they may be assessed through alternate assessment. 

• VDOE: Participation and Inclusion
• VDOE: Performance Assessments and Local Alternative Assessments

MTSS Framework

NPS Literacy employs a Multi-Tiered Systems of Support (MTSS) framework to promote literacy achievement.  

• The University of Kansas Center for Research on Learning endorses specific learning strategies that can help students overcome specific learning difficulties that impede literacy. Students use SIM strategies to help them understand information and solve problems.
  • Strategic Instruction Model (SIM)
• Lexia Core5 (elementary school) and Lexia PowerUp (middle school) help students work independently to develop their critical reading skills through individualized, motivational learning paths. All students, regardless of their skill level, can work at their own pace and the teacher is notified when they require support.
  • Lexia: Personalized Learning Model
• Speech and Language pathologists help students develop effective communication skills so that students may participate in academic and social settings with increased confidence and success. 

  • Speech & Language Services