(IEPs) and Classroom Instruction Using Quick Looks

Report
Linking Student Individualized
Education Programs and
Classroom Instruction Using
Quick Looks
Presented By,
Willetta George, M.Ed
What is a Quick look?
A Quick Look is a brief overview of “key”
components of a child’s IEP.
 IEP start and end date
 3 year evaluation due date
 Qualifying category
 Education and related service areas
 Frequency of services
 Annual goals and objectives
 Classroom adaptations accommodations and/or
modifications
 Accommodations for classroom and state testing
Example of a Quick Look
The following students will be on Mr. J’s
Caseload this school year. If you have any
questions regarding these students please
contact him at extension 4444.
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Student: a1234567b
D/C: 40
Start date: ____ End Date:_____ Eval Date:_____
Student: p1234556b
D/C: 47
Start date: ____ End Date:_____ Eval Date:_____
Student: c1234467d
D/C: 49
Start date: ____ End Date:_____ Eval Date:_____
Student: a1234567h
D/C: 47
Start date: ____ End Date:_____ Eval Date:_____
Student: c1334567b
D/C: 47
Start date: ____ End Date:_____ Eval Date:_____
Student: f1244567n
D/C: 42
Start date: ____ End Date:_____ Eval Date:_____
Thanks for your commitment to student learning!
Quick Look
2012-2013 School Year
Student: a1234567b Grade: 7th
Writing
Sped Teacher
:15 5x’s wk
By January 2013, student will compose three
paragraphs using a topic sentence, detail
conclusion, transition words and self-edit with
teacher support using teacher generate rubric.
Reading
Sped Para
:30 5x’s wk
By January 2013….
Speech
Therapist
:30 1x wk
By January 2013….
Accommodations for Classroom & Testing
__________________________________________
__________________________________________
__________________________________________
_
Why Use Quick Looks?
For many students with disabilities- and for many without- the key
to success in the classroom lies in having appropriate
adaptations, accommodations, and modifications made to instruction
and other classroom activities.
 Adaptations- An adaptation can be as simple as moving a
distractible student to the front of the classroom or away from high
traffic areas or the window.
 Accommodations- An accommodation may include extended
testing times, alternative testing settings, use of assistive
technology.
 Modifications- A modification may involve changing the way the
material is presented or the way a student responds to demonstrate
their learning.
Quick looks outline adaptations, accommodations, and modifications to
ensure optimal student success in the general education setting and ensure
that critical components of the student’s IEP are followed.
What is Special Education?
 By definition, special education is “specially designed instruction”
(§300.39). And IDEA defines that term as follows:
 (3) Specially designed instruction means adapting, as appropriate
to the needs of an eligible child under this part, the content,
methodology, or delivery of instruction—
• (i) To address the unique needs of the child that result from the child’s
disability; and
• (ii) To ensure access of the child to the general curriculum, so that the
child can meet the educational standards within the jurisdiction of the
public agency that apply to all children. [§300.39(b)(3)]
 Thus, special education involves adapting the “content,
methodology, or delivery of instruction.”
Least Restrictive Environment (LRE)- means that a student who
has a disability should have the opportunity to be educated with
non-disabled peers, to the greatest extent appropriate.
 The student should have access to the general education
curriculum, or any other program that non-disabled peers would be
able to access.
 The student should be provided with supplementary aids and
services necessary to achieve educational goals if placed in a
setting with non-disabled peers.
 A resource room may be available within the school for specialized
instruction, with typically no more than two hours per day of services
for a student with learning disabilities.
 Should the nature or severity of his or her disability prevent the
student from achieving these goals in a regular education setting,
then the student would be placed in a more restrictive environment,
such as a special school, classroom within the current school, or a
hospital program.
 Generally, the less opportunity a student has to interact and learn
with non-disabled peers, the more restrictive the placement is
considered.
How is Placement Determined?
The federal special education regulations require
that a child with a disability will not be removed
from the regular classroom to receive instruction
unless his/her educational needs cannot be met
with supplemental aids and services in regular
classroom. All placement decisions are made by
the IEP team, are based on the IEP, and are
reviewed at least annually.
 The IEP team should also consider any potentially negative effects of a
placement on the child and on the adequacy of services the child may receive.
What is the Difference Between
Modification and Accommodation?
Modification- A change in what is being
taught or expected from a student.
 Shorted assignment.
 Reduce difficulty of assignment.
 Reduce reading level on assignment.
Accommodation- A change that helps a student
overcome or work around the disability.
 Allow for oral response.
 Provide an audiotape of lesson or books.
 Provide copies of teacher’s lesson.
Who is Responsible for Ensuring IEP is
Properly Implemented?
 School administration and the special education/ special
services director have the responsibility of making sure
that the services contained in the child’s IEP are
delivered as written.
 Parents are given a copy of the IEP and should be
empowered to advocate to ensure services are provided
as outlined in child’s IEP.
 Each of the child’s teachers and service providers have
access to the IEP and should be aware of his or her
specific responsibilities for carrying out IEP services.
Including all accommodations, modifications, and
supports that must be provided to the child, in
maintaining compliance with the student’s IEP.
Using Quick Looks as a Tool to Get to
Know Your Student
Reviewing goals will provide you with a basic
understanding of current academic levels.
Reviewing Quick Looks will provide you
information on student’s disability.
Reviewing Quick Looks will provide you with
information about any adaptations,
accommodations, and modifications you will
need to make prior to instruction.
Reviewing Quick Looks provide you with
information on Related Services.
Using Quick Looks will help you plan for
instruction.
Use Quick Looks to Plan for Instruction
Incorporate goals in daily lessons to ensure
students continue working toward his/her goals
on a regular basis.
Incorporate objectives in lessons that are
aligned with IEP.
Plan for times where pull-out may be necessary
in order for services to be delivered.
Plan with possible adaptations, modifications, or
accommodations.
Adjust instruction as student increases
achievement toward goal attainment.
Collaborate
Collaboration between teachers implies that there is a
shared effort to achieve a goal and that ultimately there
is a shared responsibility during all stages of the
process.
For general education and special education teachers,
collaboration means that teachers work together to
ensure that the educational needs of all students are
met.
In order for collaboration to be successful, all
members must commit to the team effort.
Benefits of Collaboration
 Provides options to allow students to be educated in the least restrictive
environment (LRE).
 Ensures teachers and support staff are all on the “same page.”
 Teachers able to clearly understand the goals and structure of each lesson
prior to delivery.
 Teachers can divide teaching roles, so each knows exactly what to do
during the instructional periods.
 Teachers are better able to prepare for the diversity of students in their
classrooms.
 Teachers able to work together to brainstorm and decide on ways to meet
the needs of each child.
 Teachers are better prepared to introduce the modifications and
accommodations to support student learning.
 Conversations become more centered on instruction and student learning.
 Conversations become more thought provoking and, in turn, help to deepen
the quality of lesson planning.
Use Quick Looks During Collaboration
Monitor students progress toward goals and
objectives.
Exchange ideas on how to continue to make
gains toward goals (what works, what doesn’t).
Discuss options.
Plan for interventions
Generate strategies.
Celebrate successes.
Collaboration Worksheet
Goal Worksheet
Team Members: _________________________________________________________
Meeting Date: _________________
Review Date: ____________________
Student
Goal
Person/s
Responsible
Time Frame
Strategies
Evidence
Involving Students in Goal Planning Using
Quick Looks
Student Monitoring Sheet For Quick Looks
Student Name:________________
Goal
Goal due
date
What will I do to reach
my goal?
Who will help me reach goal?
Date my goal
was met.
The Importance of a Student’s Role in
Goal Setting and Planning
 It helps students stay on track while working toward their
goals.
 It allows students to feel a sense of ownership over their
work.
 It’s a good way to monitor the student’s progress and
track his/her success.
 It helps to build student self-esteem when goals are
accomplished.
It is admirable to work toward a worthy goal. It is gratifying to reach
your goal. It is wise to set a new goal
William Arthur Ward, Up Words
Celebrate Student Success
 By celebrating, you acknowledge the work that went into student
accomplishments.
 Celebration breaks up the routine and can inspire the student to
continue to try hard.
 Accomplishments are remembered if you mark them with
celebrations.
 By celebrating, you remind students of the purpose and priorities in
their learning.
 Celebrations allow teachers to display admiration and appreciation of
student accomplishments.
 By celebrating, the teacher can convey the ideals and values of the
school.
Stop worrying about the potholes in the road and celebrate the journey!
Barbara Hoffman
What Do General Education Teachers Need to
Know About Special Education?
 General education teachers not only teach general education
students, but all students.
 General education teachers are required by law to follow a student's
IEP.
 It is the responsibility of the general education teacher to ensure that
all aspects of the IEP are being followed in the general education
class, particularly the accommodations.
 Ignorance of the law is no defense, or ignorance of what is in an IEP
that isn't being followed is no defense when it isn't followed.
Special Education is a
Service – Not a Place
When educators view special
education as a “place,” they
fail to evaluate and address
the child’s unique needs and
how they can meet these
needs.
I’m In Here
http://www.youtube.com/watch?v=1hiQY
urSJCQ&feature=player_detailpage
Play You Tube Video
Discuss the following elements of the Quick Look. Explain why it
would be important to have these elements included in the Quick
Look. Discuss with a partner.
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IEP start and end date
___________________________________________________________________________________________
___________________________________________________________________________________________
3 year evaluation due date
___________________________________________________________________________________________
___________________________________________________________________________________________
Qualifying category
___________________________________________________________________________________________
___________________________________________________________________________________________
Education and related service areas
___________________________________________________________________________________________
___________________________________________________________________________________________
Frequency of services
___________________________________________________________________________________________
___________________________________________________________________________________________
Annual goals and objectives
___________________________________________________________________________________________
___________________________________________________________________________________________
Classroom adaptations accommodations and/or modifications
___________________________________________________________________________________________
___________________________________________________________________________________________
Accommodations for classroom and state testing
___________________________________________________________________________________________
___________________________________________________________________________________________
Work Together to Fill in Blanks
The key to success in the classroom lies in having appropriate
________________, ____________, and ____________ made to
instruction and other classroom activities.
Quick Looks outline ___________, _____________, ___________,
to ensure optimal _____________ _____________ in the general
education setting and to ensure that __________ ______________
of the student’s IEP are followed.
Work Together to Fill in Blanks
Special education is “ ___________ ____________ _____________”
Specially designed instruction means _________, as appropriate to
the needs of an eligible child under this part the ____________,
___________, or delivery of ______________.To address the
___________ ____________ of the child that result for the child’s
disability; and to ensure _________ of the child to the general
education ___________, so that the child can meet the __________
_______________ within the jurisdiction of the public agency that
apply to all children. Thus, special education involves adapting the
“ ____________, ______________, or ______________________.
Work Together to Fill in Blanks
Least Restrictive Environment means that a student who has a
disability should have the _____________ to be ____________ with
non-disabled peers, to the ____________ ________ appropriate.
The student should have __________ to the _________ education
______________, or any other program that non-disabled peers
would be able to access. The student should be _________ with
supplementary aids and services necessary to ____________
educational __________ if placed in a setting with non-disabled
peers.
Generally, the _____ ___________ a student has to interact and
learn with non-disabled peers, the ________ ____________ the
placement is considered.
Work Together to Fill in Blanks
The federal special education _____________ require that a child
with a disability ____ ____ removed form the _________ classroom
to receive instruction unless his/ her ______________ __________
cannot be met with supplemental aids and services in the regular
classroom. All placement decisions are made by the ____ _______,
are based on _____ ____, and are reviewed at least ___________.
The IEP team should also consider any potentially _____________
effects of a placement on the child and on the ______________ of
services the child may receive.
Work with a partner…..
Discuss with a partner the difference between a
modification and an accommodation.
List three possible modifications, and three possible
accommodations.
Modifications
Accommodations
Work Together to Fill in Blanks
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List persons responsible to ensuring IEP is properly
implemented.
_____________________
_____________________
_____________________
_____________________
_____________________
Answer questions and discuss with table
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List ways in which Quick Looks can be used as a tool to get to know your
student.
___________________________________________________________
___________________________________________________________
___________________________________________________________
List ways in which Quick Looks can be used to plan for instruction.
___________________________________________________________
___________________________________________________________
___________________________________________________________
List ways in which Quick Looks can be used during collaboration
___________________________________________________________
___________________________________________________________
___________________________________________________________
Aren’t They All Our Kids
http://www.youtube.com/watch?v=kaIRNXpo
i34&feature=player_detailpage
Play You Tube Video

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