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Understanding the IEP At-a-Glance Document

Understanding the IEP At-a-Glance Document. Agenda. How to view IEP At-a-Glance documents online in Infinite Campus Hands-on: Viewing one of your student’s IEP At-a-Glance documents Demystifying the sections of the IEP At-a-Glance document; in particular, the “Supplemental Aids” section

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Understanding the IEP At-a-Glance Document

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  1. Understanding theIEP At-a-GlanceDocument

  2. Agenda • How to view IEP At-a-Glance documents online in Infinite Campus • Hands-on: Viewing one of your student’s IEP At-a-Glance documents • Demystifying the sections of the IEP At-a-Glance document; in particular, the “Supplemental Aids” section • Hands-on: Brainstorm ways to implement effective supplemental aids in your classroom

  3. Objectives When we’re done, you will: • Know how to identify a student with an IEP and view that student’s IEP At-A-Glance online • Understand the meaning of the information listed in the Supplemental Aids section • Understand the difference between accommodations and modifications • Have a list of resources to obtain additional information

  4. Orientation • We’re talking about the “IEP At-a-Glance” document • One is available for each student with an IEP

  5. Orientation • Gives a summary of student’s disability, accommodations, strengths, etc.

  6. Orientation • One section is called “Supplemental Aids” • Lists ways to help the student learn and express understanding

  7. Where is it? • Next-to-last section of the document • Exact location may vary • Look for the words “Supplemental Aids”

  8. Identifying students with IEPs • Red IEP flag at top of screen:

  9. Viewing the At-a-Glance • Step 1: After bringing up a student, click “Special Ed” on left:

  10. Viewing the At-a-Glance • Step 2: Click the “Documents” tab, at the top:

  11. Viewing the At-a-Glance • Step 3: Double-click on IEP summary:

  12. Viewing the At-a-Glance • Step 4: Click on the long blue link that appears under “Document Name”:

  13. Supplemental Aids • Changes we make to lesson, environment, assessments • Minimize detrimental effects of disability • Improve learning, morale, and work completion rate

  14. Pacing & Timing • Extended time • “Chunking” long tasks into shorter segments over one or more days

  15. Environment/Setting • Preferential seating • Taking tests/giving presentations in same classroom at another time (before or after school). • Performing tasks in a different classroom

  16. Presentation • Reading instructions and exams to student • Instructions presented on board/projector screen and orally

  17. Response • Student gives responses orally rather than in writing • No use of Scantron; writes directly on test

  18. Scheduling • Course sequence custom-designed to accommodate a student’s needs • Selection of specific PE tracks

  19. Materials • Note cards / formula cards • Teacher notes • Calculator use • Assistive technology

  20. Self-Management • Self-assessments to target attendance, reduce classroom talkouts

  21. Assignments • Modified assignments • Reduction of assignments • Alternative assignment that may be more appropriate

  22. Test Adaptations • Limit questions to core concepts • Change format of test (essay to multiple choice & vice versa)

  23. Social InteractionSupport • Sharing information about student’s disability with class • Involving classmates in student interventions

  24. Modifications and Accommodations are not the same, although they are often used interchangeably.

  25. Accommodations are changes in HOW a student accesses information and demonstrates learning.

  26. Accommodations are allowances for a disability that can be made without compromising the level of instructionor the expectations of the course.

  27. Modificationsare significant changes in whata student is expected to learn and demonstrate.

  28. Modifications • Major changes inWHATa student is expected to • learn and demonstrate in the curriculum • while participating in regular education classses • This may include: different instructional outcomes, • modified requirements for success, • fewer concepts, • less details, • or deletion of some part of curriculum.

  29. A very few special educationstudents have provisions in their IEP for modifications or a modified curriculum.

  30. If it is obvious that a modifiedcurriculum will be needed, it is developed at the beginning of the course.

  31. In most cases, however, • the need for a modifiedcurriculum cannot be determined • until after the student has been in the course for 3-6 weeks.

  32. Developing a modified curriculum… The case manager and the content teacher are responsible for developing the modified curriculumcollaboratively.

  33. Activity • Modifications/Accommodations Quiz • Place an “A” next to an accommodation and an “M” next to a modification • When done, we will review as a group

  34. Case Study • Select one of your students with an IEP that contains supplemental aids about which you have questions (5 minutes) • Let’s discuss your questions and suggestions as a large group (10 minutes) • If we didn’t have time to discuss your question, how can you get this information?

  35. How to get answers • Attend the Special Education Open House!North Campus:South Campus: • Contact the student’s case manager (at top right of the IEP At-a-Glance document).

  36. Additional Resources http://www.djusd.k12.ca.us/emerson/jkurth/AccommodationsandModifications.htmhttp://www.ivtv.k12.oh.us/Accommodations.aspxhttp://www.disabilitycenter.fsu.edu/fac_guide.htmlhttp://www.osepideasthatwork.org/toolkit/accommodations_manual_j.asphttp://cornbeltcoop.k12.sd.us/PRINTABLE%20PDF/Accommodations.pdfhttp://www.lkdsb.net/Speced/accomodations1.htmhttp://www.hishelpinschool.com/adaptation/modadapt.html

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