1 / 18

Determining the Type of Support for IEP Development

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. ctserc.org. Determining the Type of Support for IEP Development. Select for Your Team. Facilitator – someone to keep group focused Recorder 1 – someone to document the work of the group on the wall chart

ayita
Download Presentation

Determining the Type of Support for IEP Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org Determining the Type of Support for IEP Development

  2. Select for Your Team • Facilitator – someone to keep group focused • Recorder 1 – someone to document the work of the group on the wall chart • Recorder 2 – someone to document the work of the group on paper SERC

  3. p. 63 Outcomes • Use decision-making values that provide instructional supports that are “only as specialized as necessary” • Select high quality services based on a continuum • Analyze the specific needs of the implementer and determine the supports that will be provided to the implementers

  4. Essential Questions for Learning • What is an appropriate level of support for an individual student with disabilities? • How are decisions made regarding the use of supports? • How are implementers supported?

  5. p. 64 Sequence of Content This Morning SERC

  6. p. 65 Infusing IEPs • List the typical schedule or activities, including non-academic areas, such as play time, lunch, or hallway • List the student’s IEP goals and objectives • Determine when these goals and objectives can be taught and reinforced

  7. p. 66 Schedule of Activities IEP Goals

  8. p. 69 You Try • List a typical grade level schedule • Record the goal/objectives • Determine which goal/objectives can be addressed in which setting

  9. p. 67 Determining the Type of Support • External Supports • (no direct student contact, supports such as prepping materials) • Peers • Paraprofessionals • Support Facilitation • Co-teaching • Out of Class (pull-out)

  10. Determining the Type of Support • Based on • Number of goals/objectives • Complexity of instruction needed for goals/objectives

  11. p. 68 Determining the Type of Support

  12. p. 70 You Try • Review which goal/objectives will be addressed in which setting • Determine the level of support that will be needed to address these goals/objectives

  13. p. 71 Examining the Needs of an Implementer • Confidence in using the support • Skills in using the support • Need for additional resources beyond the typically provided school resources

  14. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Examining the Needs of an Implementer

  15. X X High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Guidance and prompts to peer buddy X X X

  16. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Picture Cards X X X

  17. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Instructional support in Art for verbal communication and sorting X X X

  18. p. 74 You Try • Determine one area from your list of goals and objectives and one implementer • Determine • Confidence level • Skill level • Resources

More Related