Presentation on theme: "The General Education Teacher’s Role in the IEP Process Courtney Stockton."— Presentation transcript:
The General Education Teacher’s Role in the IEP Process Courtney Stockton
“…no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.” -Terri Mauro Matty Finishes the Race Video 2
GenEd Teacher’s Responsibilities 3 1) Know the area of disability A) Note the actual qualifying disability B) Ask the case manager about typical characteristics, strengths and weaknesses 2) Information for General Education Classroom 3) Accommodations/Modifications A) If it is written in the IEP you MUST attempt to provide B) Can be held personably liable
GenEd Teacher’s Responsibilities 4 4) May have to work on goals and PBSP in class 5) Other forms A) Surveys B) Rating scales C) Questionnaires -These help fill in the PLAAFP page -Really helps case manager too 6) Attending meetings
What To Do At An IEP Meeting Before You Go 5 A) Review the accommodations/modifications 2) This is the main area in which GenEd teachers get “questioned” 1) Be able to demonstrate how you are providing them in your class B) Review all grade categories 1) Homework 2) In Class Work 3) Test Grades 4) Other Relevant Information C) Determine the student’s strengths, weaknesses, behavior and social skills
What To Do At An IEP Meeting Before You Go 6 D) Decide how the student learns best in your class E) Consult with case manager *This is optional but recommended F) Prepare documentation of how s/he is performing on the goals relevant to your class G) Plan to stay for the whole meeting
What To Do At An IEP Meeting When You’re There 7 1) Be an active participant 2) Ask questions 3) Make sure any accommodations/modifications discussed are appropriate in your class…but be creative and flexible!
What To Do At An IEP Meeting When You’re There 8 4) Always remember the student A) Need to be able to access the curriculum B) Fair does not mean equal -Ex. Use of Glasses 5) Sign the IEP *If you leave before the end of the meeting, make sure IEP Team Member Excusal Form is completed.
What To Do At An IEP Meeting After It’s Over 9 1) Get a copy of the IEP A) Accommodations/Modifications B) Goals D) Behavior Plans 2) Discuss your role in implementing the IEP with the case manager 3) Ask for demonstrations of the accommodations C) STAR Participation
Practical Tips 10 1) All students are expected to master the standards BUT can show mastery in different ways 2) Individualized Instruction A)HALO Planning (High, Average, Low, Other) B) Alternative Assessments 3) Accommodate needs not mandates
Practical Tips 11 4) Do simple things to accommodate A) Allow standing B) 59% vs. 0% C) Take pictures of homework D) iPods? 5) Use technology when possible A) iPad/Tablet Apps B) Web Quests C) Edmodo.com D) Cell Phone Survey Websites
Practical Tips 12 6) Miscellaneous A) Patience B) Creativity C) Focus on Organization 7) Try co-teaching 8) Accommodations Cheat Sheet-Appendix A 9) Accommodations Checklist-Appendix B 10) Information for General Education Classroom -Appendix C 11) Student Progress Check-Appendix D
Appendix A Accommodations Cheat Sheet 13 Small Group -Means Sped classes or small groups for standardized testing. Preferential Seating -A seat that will most benefit the student’s learning (In front, close to the teacher, in the back, close to the door. Extra Time on Tests - Students can finish a test later, either at lunch, after school, or in a directed studies/study hall class. Student needs to tell the teacher that they have not finished at the end of the allotted time and make arrangements as to when they will finish. Extra Time on Assignments -Usually for long term assignments. Students need to arrange the details BEFORE the due date. Often, an extra percentage of time is agree upon. Directions Given in a Variety of Ways -Explain the directions in a way the student understands or until they understand how to do the required task. This could mean the student will need to come back later for further clarification. Written Directions -Step by step directions that are pre-written for the student.
Appendix A Accommodations Cheat Sheet 14 Test Directions Simplified or Clarified -Tell the student what they need to do on that question or section. On Task Reminders -Keep the student focused on the assignment by giving cues. Could be as simple as pointing to the paper. Test Directions/Items read to Student -Read the test directions or questions to the student. Test in Sped/Resource Room -Work with the student’s case manager to determine a time and method for delivering and taking the test so the student can take it in a quiet place. Increased Verbal Response Time -Allow the student longer to respond before moving to another student.
Appendix B Accommodations Checklist
Appendix C Information for General Education Classroom
Appendix D Student Progress Check
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
References Bing Images. “Teacher” (Picture Slide 9) Retrieved from 11/3/2012http://www.montana.edu/ttt/school_admin.php Bing Images. “Thinking Man” (Picture Slide 37) Retrieved from Optimization-Analysis-Consultation-Development-Maintenace/Denver-Colorado-SEO-Anaysis-Consulting- Development-Maintenace-webhosting-website-creation/Think-SEO-Search-Engine-Optimization-Analysis- Consultation-Development-Maintenace.html 11/3/2012 Murawski, W. W. (2009). Collaborative Teaching in Secondary Schools. Thousand Oaks, CA: Corwin. Samples, M. (2012). Putting the IEP Into Practice. FAPE Monthly, 1(2), 1-2. Mauro, Terri. About.com. “ What is a 504 Plan?”. Retrieved from 8/15/2012 United States Department of Labor. Section 504, Rehabilitation Act of U.S.C. §794(a). Retrieved from 10/31/2012 Ventura County Special Education Local Plan Area. All IEP forms were developed by the V.C.S.E.L.P.A. and are used by permission. YouTube.com. “Boy Inspires Kids - Kids Inspire Us All (Amazing Finish)”. Retrieved from 8/15/