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 Strategies implemented within the general education setting.  Small groups and differentiation  Team problem solving/consultation  Examples of interventions.

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Presentation on theme: " Strategies implemented within the general education setting.  Small groups and differentiation  Team problem solving/consultation  Examples of interventions."— Presentation transcript:

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2  Strategies implemented within the general education setting.  Small groups and differentiation  Team problem solving/consultation  Examples of interventions available to general education students:  Basic skills instruction  Freshman Academy

3  Intervention and Referral Team (I&RS) action plan  School I&RS team composed of teachers, administrator, guidance, and CST member.  Any teacher or parent can refer a student to the I&RS team for academic concerns  I&RS team can develop an action plan that include accommodations within the classroom  As a team, can identify any school wide issues and recommend action

4  Section 504  For general education students with a physical or mental impairment that substantially limits access to an appropriate education  Provides reasonable accommodations not modifications to the curriculum  Based on Americans with Disabilities Act (ADA)  “No otherwise qualified individual with a disability in the United States… shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to, discrimination under any program or activity receiving federal financial assistance.” 29 U.S.C. Sec. 794

5  Public schools  Private or charter schools  Child care centers  Before and after school programs  Municipal and recreation programs  Prohibits discrimination in employment, education and public accommodations.  Prohibits discrimination by colleges and universities that receive federal financial assistance.

6 A physical, or mental impairment which substantially limits one or more major life activities : Caring for oneselfConcentrating WalkingThinking SeeingCommunicating SpeakingWorking LearningHelping BreathingEating SleepingBending StandingOperating Bodily Functions LiftingReading Sitting Stooping ReachingProcreating

7  Unable to perform a major life activity that most people in the general population can perform  Or  Significantly restricted as to the condition, manner or duration under which an individual can perform a particular major life activity as compared to the condition, manner and duration under which most people in the general population can perform the same major life activity.

8  Who decides?  504 team decides on eligibility and development of plan  A multi-disciplinary team of educators, counselors, and/or related service professionals within the school.  Parent and medical documentation is considered when making the determination.

9  An IEP does not follow your student to college!  Pre-Admission:  Contact student support services to see if your student qualifies for a 504 plan for testing accommodations  Students may not be denied admission because they have a disability. However, the college may have academic standards that are a requirement for admission.  You have no obligation to inform a post secondary institution that you have a disability.  Post Admission:  The student is responsible for obtaining documentation (recent testing, IEP, 504 plan) and presenting to institution.  Post secondary institutions are NOT responsible for, and generally will NOT pay for evaluations.

10  Covered by Individuals with Disabilities Education Act (IDEA):  Provides accommodations and/or modifications for individuals with disabilities wherein the disability adversely affects the student's educational performance and prevents to ensure Free Appropriate Public Education (FAPE)  Parent or I&RS team can refer student for a Child Study Team Evaluation. Require parent permission.

11  How is eligibility determined?  Must be found eligible under one of the categories as specified by state code.  Disability must adversely affect student’s educational performance  Student must be in need of special education or related services.  IEPs:  Outlines programming and needed accommodations and modifications within both general education and special education classrooms.  Individualized goals

12  Accommodations  Support students with disabilities so they can access general education  Does not “water down” curriculum or reduce academic expectations.  Supports based on a students needs so the student can do the same work and meet the same outcome goals as their peers.

13  Examples of accommodations:  Presentation – repeating directions, reading aloud, large print  Response – using a different answer book, pointing  Setting – testing in separate room, preferential seating  Timing – extended time, frequent breaks

14  Modifications to curriculum:  a change from the general curriculum in what is taught or expected from the student.  Based on an individuals needs  Begins with the general education curriculum and then is individualized for the student.

15  Examples of modifications:  Reduction of required homework or classwork  Alternative reading books.  Modified testing – reduced amount of material covered, reduced amount of multiple choice answers  Modified grading – i.e. grading by pass/fail

16 Original Question: Use a ruler to measure the length of your table in centimeters (cm): ___________________ length in cm Modified Question: Metric Rulers are fairly easy to read. They deal with centimeters (cm) and millimeters (mm) only. You won’t have to worry much about fractions. Take a look at the metric ruler above. The larger lines with numbers are centimeters and the smallest lines are millimeters. Since millimeters are 1/10 of a centimeter, if you measure 7 marks after a centimeter it is 1.7 cm long. Directions: Use a ruler to measure the length of your lab table in centimeters (cm): Length in centimeters (cm) =________________________________________ Modifications Made:  Copy of the ruler was added to the handout so that the student had a visual aid.  Description of a metric ruler was given so that the student had an understanding and a reference to go to while completing the assignment.

17 Original Question: Add a drop of Brom thymol blue to cavity 2, 3, 4, & 6. Modified Question: Add a drop of Brom thymol blue to cavity 2. Note information about the contents on the vials of solution number 1-4 (formula). Record this information in the appropriate spaces on the Data Chart. Add a drop of Brom thymol blue to cavity 3. Note information about the contents on the vials of solution number 1-4 (formula). Record this information in the appropriate spaces on the Data Chart. Modifications Made: The steps of the problem were broken down into 1 step directions so that the students are not confused.

18 Original Question : Use QASI to answer the following question from The Pardoner’s Tale, The Wife of Bath: Question: is direct and indirect characterization used in your story? How is one of the main character(s) in your story depicted (give examples of quotes from the reading)? Does your character evolve from the beginning of the story to the end. Modified Question: Original Question Plus: Remember: Direct Characterization- the writer makes direct statements about a character’s personality and tells the reader what the character is like. Indirect Characterization- the writer reveals information about a character and his personality through the character’s thoughts, words, and actions, along with how the other characters respond to him/her. Question: is direct and indirect characterization used in your story? How is one of the main character(s) in your story depicted (give examples of quotes from the reading)? Does your character evolve from the beginning of the story to the end. Modifications Made: Students were given the definitions of Direct and Indirect Characterization Students were given a QASI graphic organizer to complete (next slide)

19 Q (Restate the question in the form of a statement- answer the question: Is indirect and direct characterization used in your story?)______________________________________________________________________________ A (Provide an answer to the question- what is your position?- do not use “I think” or “In my opinion” – How is one of the main character(s) in your story depicted? )______________________________________________________________________________ S1 (Supporting details- give at least 2 quotes to support the position your taking- go back and find these two quotes from the reading- INTRODUCE the quote and EXPLAIN what the quote means.)______________________________________________________________________________ S2 (Supporting details- give at least 2 quotes to support the position your taking- go back and find these two quotes from the reading- INTRODUCE the quote and EXPLAIN what the quote means.)______________________________________________________________________________ I (Insight- this is where you give your opinion about the open-ended question…use ideas from your personal life, your community, or from the news: Does your character evolve from the beginning of the story to the end, and give examples of someone you know that fits this description.)______________________________________________________________________________

20 Original Question: Find the slope of the line that passes through the points (5, -2) and (5, 8).You need to use the Slope Formula. Modified Question:  Find the slope of the line that passes through the points (1,2) and (7,7). Use the Slope Formula: Y 2 -Y 1 X 2 -X 1 Example: (1,2) and (7,7) = 7-2 = Modifications Made: Add the Slope Formula and offer an example to the students to remind them of the necessary steps.

21 Original Question: Solve the equation for y. -6x + y = 11 Modified Question: Solve the equation for y. Remember the answer will be in the format y = -6x + y = 11 Modification Made: Even though an example of how to solve the problem was not given, the student is still reminded of the proper format for the correct answer.

22 Original Question: What is the cause of the troop surge? Modified Question: What is the cause of the troop surge? A. Resurgence (coming back of) the Taliban/Al-Qaida B. The United States is now fighting with Pakistan C. The United States is preparing for World War III Modification Made: By making this a multiple choice question, a student who has difficulty with written expression can still show that they know the correct answer.

23 Gossip at the Salons

24  Try to give students information ahead of time, especially the following:  Vocabulary lists  Power Point handouts  Required ORAL readings for class  Put all of your class notes, Power Point presentations, homework assignments, and class assignments on your teacher web page in a timely manner.


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