Presentation on theme: "Linking Student Individualized Education Programs and Classroom Instruction Using Quick Looks Willetta George, M.Ed Presented By,"— Presentation transcript:
Linking Student Individualized Education Programs and Classroom Instruction Using Quick Looks Willetta George, M.Ed Presented By,
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. 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: 7 th WritingSped 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. ReadingSped Para:30 5x’s wk By January 2013…. SpeechTherapist: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: ____________________ StudentGoalPerson/s Responsible Time FrameStrategiesEvidence
Involving Students in Goal Planning Using Quick Looks Student Monitoring Sheet For Quick Looks Student Name:________________ GoalGoal 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. 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 List persons responsible to ensuring IEP is properly implemented. _____________________
Answer questions and discuss with table 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