Iep process
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The document discusses key aspects of individualized education programs (IEPs) for students with disabilities. It covers nondiscriminatory assessment, education in the least restrictive environment (LRE), intensive instruction of life skills, determining eligibility and the LRE, developing the IEP with measurable goals and progress monitoring, related services, and the difference between modifications and accommodations. It also distinguishes between an IEP under IDEA and a 504 plan under ADA.
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This document discusses progress monitoring and provides guidance on how to begin, create assessments, and record results. It recommends starting with a well-written IEP goal that specifies what will be measured, the desired score, and how often that score will be achieved. Assessments should then be aligned to the IEP goal and given regularly to monitor progress. Free online resources are provided for creating math, writing, reading fluency, and reading comprehension assessments. Results can be recorded on paper graphs or electronic systems, though integrated progress monitoring tools are now available within the EdPlan system.
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Here are some essential agreements I can make with my teachers:
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2. In content, GE exposes learners to universal topics while ESP combines subject matter with English teaching tailored to a particular domain.
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2) The learning environments of students with special needs, with 80% typically in regular classrooms requiring additional supports.
3) The individuals involved in IEP development including parents, teachers, representatives and the student.
4) Elements of IEPs like present levels, goals, family involvement and instructional implications.
5) Approaches to support students such as positive behavior supports, differentiated instruction, study skills and functional academics.
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1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
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This document discusses how to design language learning tasks that balance demands and support. It explains that tasks should have a clear purpose that makes sense to students. The demands of tasks should be analyzed, such as vocabulary or pronunciation requirements. Tasks can support learning through their structure or context. Well-designed tasks have demands that challenge students without being too difficult, while also providing enough support through the task framework or context clues. The goal is to create opportunities for growth by maintaining a productive balance between what is demanded of students and how the task supports their learning.
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This document introduces the Common European Framework of Reference (CEF) and explains how it aligns with the American English File course. The CEF aims to provide common standards for describing English language proficiency levels and encourages lifelong language learning and intercultural awareness. It defines six global proficiency levels but notes that progress between levels can vary between individuals. The CEF emphasizes learner autonomy and a focus on practical language use rather than just knowledge. American English File teaches the grammar, vocabulary, and skills needed to develop communicative competence as defined by the CEF.
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The document discusses several key aspects of special education including:
1) The federal categories of special education disabilities and examples like specific learning disability, speech impairment, and autism.
2) The learning environments of students with special needs, with 80% typically in regular classrooms requiring additional supports.
3) The individuals involved in IEP development including parents, teachers, representatives and the student.
4) Elements of IEPs like present levels, goals, family involvement and instructional implications.
5) Approaches to support students such as positive behavior supports, differentiated instruction, study skills and functional academics.
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This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
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This document discusses teacher assessments and IEP development and collaboration. It provides details on the different types of assessments teachers and support teams use to evaluate students' needs and develop IEPs. These include diagnostic, formative, summative, and in-school assessments. The document also outlines the key components of IEPs, including accommodations, modifications, and alternative programming. It stresses the importance of collaboration between educators, parents, and students in developing and implementing effective IEPs.
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- There is debate around how much specialized knowledge LSP teachers need, as too much focus on a single field may not be realistic or appropriate in all contexts. Key variables that determine needed knowledge include student level, class size, teaching methodology, materials used, and student language proficiency.
- Developing LSP teacher training further requires addressing issues like inadequate training time, integrating content into general teacher education, organizing practicums in LSP contexts, and ensuring access to professional domain knowledge and teaching resources.
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Iep process
- 4. FALSE
- 5. TRUE
- 6. FALSE
- 7. FALSE
- 8. TRUE
- 9. FALSE
- 10. FALSE
- 11. FALSE
- 12. TRUE
- 13. FALSE
- 17. Nondiscriminatory and Parental FAPE Multidisciplinary Safeguards Assessment Education in the IEP LRE See page 31, fig. 2.1
- 21. Intensive Explicit teaching Individualization Instruction of life skills • Student- • Frequent • Academic centered instructional • Adaptive approach to experiences • Functional making • Significant instructional duration decisions and • Limited plans breaks • Specialized • 1:1 at times
- 22. While you get this in front of you
- 23. Refer to child Assess study team eligibility Determine Develop the the LRE IEP
- 24. Present Levels of Measurable Progress Toward Performance Annual Goals Annual Goals Related Services and Testing LRE Explanation Supplementary Accommodations Aids & Services
- 25. MODIFICATIONS ACCOMMODATIONS Something we CHANGE about the SUPPORTS provided to help the child curriculum to meet a child’s needs. access general education. No alteration of curriculum. Examples: Examples: •Reduced complexity of learning materials •Use of calculator •Selected objectives in a content unit •Seating change •Selected vocabulary •Graphic organizers for writing •Adapt grade level text for student’s •Books on tape reading level (adapting 8th grade “Romeo •Reduced length of assignments and Juliet” for a student that reads at a 2nd •Fewer problems to complete grade level). •Enlarged print
- 26. IEP 504 Plan •Governed by IDEA •Governed by ADA •Student has a disability •Student has a disability as defined by IDEA as defined by ADA •Student requires •Student requires individualized instruction accommodations only as as outlined by all outlined by the 504 plan. components of the IEP. •Special Education •General Education
Editor's Notes
- BRIEFLY! Just a refresher, they should know this by now
- Important!!Gen ed teachers are providers on the IEP, so this applies to you!Individualized: continuous planning, assessment, adjustment of curriculum and instructional methods to meet student’s needs, even as those needs change. Intensive Instruction: matching instruction to student ability, providing and then fading of prompts and cues, giving concrete feedback regarding task performance, requiring high rates of response from the studentCan be group or 1-1, but must be done over timeLife skills: will cover more in depth later in course, Explicit is more structured and teacher-directedLife skills support the student in school, work, and community
- Cue students to get this sheet from their handouts as they will use it as they see the video as well as listen to my lecture burst on the process on the next slide
- Video Vignette: http://login.cengage.com/ssoinstructor/mydashboard.htmUsername:ewaltman@howardcc.edu
- Not for SPRING 2012