Need

1. Need • Accommodation list for each student printed

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 my IEP accommodations. • I will begin to understand when it is appropriate to use my accommodations. • Success Criteria: • I will evaluate appropriate accommodations.

4. Your accommodations • Keys to APPROPRIATE Accommodations. • They are when NEED it, not when you WANT it. • They are only in CERTAIN situations. • EVERYONE’s is different. • Read your accommodations list • On a separate sheet, make a list of your accommodations in YOUR OWN WORDS

5. Example • Actual IEP wording • When Mulligan is upset or anger, Mulligan may access the resource room. This may be at request of staff or Mulligan. • Reword: • When I am angry, I can go see Mrs J’s/Mr. Stokes’s room.

6. Example: You try • IEP Wording • When Mulligan has a test in the mainstream classes, he may access the resource room. • Own words:

7. Your accommodations • Keys to APPROPRIATE Accommodations. • They are when NEED it, not when you WANT it. • They are only in CERTAIN situations. • EVERYONE’s is different. • Read your accommodations list • On a separate sheet, make a list of your accommodations in YOUR OWN WORDS • When done, place in your binder under IEP INFORMATION