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Need

Need. IEPs for each student IEP information sheet (green or yellow). What is our purpose of the IEP unit?. ELO: I will use goal-directed persistence in my daily life. I will use metacognition successfully in my daily life. Learning Target I will understand the purpose of an IEP.

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Need

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  1. Need • IEPs for each student • IEP information sheet (green or yellow)

  2. What is our purpose of the IEP unit? • ELO: • I will use goal-directed persistence in my daily life. • I will use metacognition successfully in my daily life. • Learning Target • I will understand the purpose of an IEP. • I will understand the basic components of my IEP. • I will understand my disability • I will understand my IEP accommodations. • I will begin to understand when it is appropriate to use my accommodations • I will understand and update my IEP goals. • I will understand the importance of making progress on my IEP goals. • I will begin to monitor my IEP goals

  3. Today’s Purpose • ELO: • I will use metacognition successfully in my daily life. • Learning Target: • I will understand the purpose of an IEP. • I will understand the basic components of my IEP. • Success Criteria: • I will evaluate an my IEP.

  4. How an IEP works? • Your IEP is based solely on your progress. • You make progress, we lessen the SPED minutes/reduce your IEP. • You stop making progress or you get worse, we increase your SPED minutes and increase your IEP. • You meet your goals, you stop having an IEP!

  5. Case Manager • One teacher that is charge of “your case” • Writes IEP/evaluation • Advocate for student • Monitor progress • Mentoring of student

  6. Your disability • All students with an IEP have a SCHOOL RECOGNIZED disability that IMPACTS their education. • Many students have a disability at school that do not have an IEP. • School disability is different than a medical disability

  7. Settings • Right now you are in a setting I or setting II. • If you make progress on your goals, you will move down a setting. • Have less special education classes • Not have an IEP. • If you fail to make progress, you may increase your setting. • Add more special education classes. • Move to setting III; Bacha/Gerdings, self-contained • Move to setting IV: Off site school like Capital View • Move to setting V; Residential setting

  8. Accommodations • These are ways to help assist a student with a disability in the mainstream classes so that their disability doesn’t interfere with their success. • The case manage is in charge of deciding if an accommodation is appropriate. • You are allowed to ask for an accommodation if NEEDED.

  9. I.E.P Goals • These are the goals on your IEP. • You need to meet the goal to make adequate progress for the year. • It is very important that you evaluate your goal and make progress. • Our goal is to write your goals in your binder and have you evaluate your progress.. • Should do this every Friday (every day students) or every other Friday (every other day students). • Within the next few days, we will revise your goals.

  10. BLUE FILES • Your IEP is kept in a blue file by your case manager. • What is in your blue file: • Access log • Evaluation reports (how you qualified for services) • Medical documentation (some) • Signed documents by parents/guardians • IEP

  11. IEP Basics • We will hand out a copy of your IEP and Understanding my IEP worksheet. • It is for your eyes only…. It is confidential information. • Read and review your IEP. • There are 3 example IEPs on the wall; use them to help guide you through yours. • Answer the questions as they pertain to your IEP. • When done, place in IEP information section of binder • When finished, you may: • Continue to review your IEP and blue file. • Update your organizational system. Organizational check next week! • Fill out planner as needed. • Academic work time.

  12. 5th Hour Routine • Enter the room quietly. Grab your binder. • Sit at a table (one student per table). No fidgets, stability balls • Fill out progress on SMART goal. • Relax. Just quietly wait for instructions.

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