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The IEP and Implementation

The IEP and Implementation. Review of IEP Document Focus on Goals and Modifications/Accommodations Data Collection and progress monitoring. Who qualifies?.

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The IEP and Implementation

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  1. The IEP and Implementation Review of IEP Document Focus on Goals and Modifications/Accommodations Data Collection and progress monitoring

  2. Who qualifies? • Children between the ages of 3 and 21, who meet the eligibility criteria in one of the qualifying disabilities and who require special education services because of the disability can qualify for services under IDEA.To be eligible, a student must have a disability that adversely affects her or his educational performance and must need special education in order to receive an appropriate education.  • The categories of disabilities are; • Autism • Hearing impaired including deafness • Mental retardation • Orthopedic Impairment • Serious emotional disturbance • Specific learning disabilities • Speech or language impairment • Traumatic brain injury, • Visual impairment including blindness • And Other Health Impairment. 

  3. What is the most important thing you need to know, NOW? • We must use student IEP accommodations and modifications daily. The Law requires it. • We must monitor student progress bit by bit and INDICATE THE INTERVENTION utilized, such as a modification or accommodation. • We must keep daily work samples with GPS standard, date, and the interventions or scaffolding used. • Quizzes, diagnostic testing and benchmarks, shown in chronological order (i.e. a running record of progress)

  4. Why Accommodate, Modify, and Support? I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

  5. What are Accommodations and Modifications Accommodations refer to the actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels. Examples include: taped books math charts additional time oral test read-to oral reports calculator study carrel amplified system braille writer adapted keyboard specialized software

  6. Modifications refer to changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability. Modifications may be minimal or very complex depending on the student performance. Modifications must be clearly acknowledged in the IEP. Examples include: • Include student in same activity but individualize the expectations and materials • Student is involved in same theme/unit but provide different task and expectations • Modified homework • 10 words on spelling tests • Scribing (the teacher or an aide writes the responses as dictated by a child. • Separate modified tests in content areas. • Alternate forms of assessment: dictating, oral retelling, portfolios

  7. Data collection is a regular activity in the special education classroom and inclusion classrooms. It requires assessing the student’s success on individual items in his or her goals on a regular basis, usually at least once a week. When a special education teacher creates the IEP goals, he or she should also create data sheets to record the student’s progress on individual goals, recording the number of correct responses as a percent of total responses.

  8. Progress Monitoring of Goals IEP implementation and the student’s progress should be monitored continuously throughout the year. Reporting on student progress towards IEP goals and objectives is required to be completed on the same schedule as such reporting for non-disabled students. In other words, if report cards come out four times per year, then reports of student progress towards IEP goals and objectives should be provided at the same times.

  9. Progress Monitoring It is the responsibility of General Education and Special Education to progress monitor. You are already progress monitoring with portfolios, be sure to include, date, interventions or supports (accoms or mods) and the standard.

  10. Final Thoughts Running Records are a good way to keep track of Progress Monitoring and are great to use for evaluations. WE CANNOT do eligibilities without progress monitoring (with an intervention) and putting accommodations and modifications in place and PROVE they were in place.

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