The General Education

nostrilshumorousInternet and Web Development

Nov 18, 2013 (3 years and 8 months ago)

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The General Education
Teacher’s Role in the IEP
Process


Courtney Stockton

“…no one with a disability can be excluded from
participating in federally funded programs or
activities, including elementary, secondary or
postsecondary schooling.”


-
Terri Mauro


Matty Finishes the Race Video

GenEd

Teacher’s Responsibilities


1) Know the area of disability

A) Note the actual qualifying disability

B) Ask the case manager about
typical
characteristics,
strengths and weaknesses

2)

Information for General Education Classroom

3) Accommodations/Modifications

A) If it is written in the IEP you MUST attempt to provide


B) Can be held personably liable

GenEd

Teacher’s Responsibilities


4) May have to work on goals and PBSP in class

5) Other forms

A) Surveys

B) Rating scales


C) Questionnaires

-
These help fill in the
PLAAFP
page

-
Really helps case manager too

6) Attending meetings


What To Do At An IEP Meeting

Before You Go


A) Review the accommodations/modifications

2) This is the main area in which GenEd teachers get
“questioned”

1) Be able to demonstrate how you are providing them in
your class

B) Review all grade categories

1) Homework


2) In Class Work


3) Test Grades


4) Other Relevant Information

C) Determine the
student’s
strengths, weaknesses,

behavior and social skills

What To Do At An IEP Meeting

Before You Go

D) Decide how the student learns best in
your class

E) Consult with case manager

*This is optional but recommended

F) Prepare
documentation of how
s
/he is
performing on the goals relevant to your
class

G) Plan to stay for the whole meeting

What To Do At An IEP Meeting

When You’re There

1) Be an active participant

2) Ask questions

3) Make sure any
accommodations/modifications discussed
are appropriate in

your class…
but be creative
and flexible!

What To Do At An IEP Meeting

When You’re There

4) Always remember the student

A) Need to be able to access the curriculum


B) Fair does not mean equal

-
Ex. Use of Glasses

5) Sign the IEP

*If you leave before the end of the meeting,
make sure IEP Team Member Excusal Form
is completed.


What To Do At An IEP Meeting

After It’s Over

1) Get a copy of the IEP

A) Accommodations/Modifications

B) Goals

D
)
Behavior Plans

2) Discuss your role in implementing the



IEP
with the case manager

3) Ask for demonstrations of the



accommodations


C) STAR Participation

Practical Tips

1) All students are expected to master the
standards
BUT

can show mastery in
different ways

2) Individualized Instruction

A)
HALO Planning


(High, Average, Low, Other)

B) Alternative Assessments

3) Accommodate needs not mandates

Practical Tips

4) Do simple things to accommodate

A) Allow standing

B) 59% vs. 0
%

C) Take pictures of homework

D) iPods?

5) Use technology when possible


A) iPad/Tablet Apps


B) Web Quests

C)
Edmodo.com

D) Cell Phone Survey Websites

Practical Tips

6) Miscellaneous

A) Patience

B) Creativity

C) Focus on Organization

7) Try co
-
teaching

8) Accommodations Cheat Sheet
-
Appendix A

9) Accommodations Checklist
-
Appendix B

10)

Information for General Education Classroom

-
Appendix
C

11) Student Progress Check
-
Appendix D

Appendix A

Accommodations Cheat Sheet

Small Group
-
Means Sped classes or small groups for standardized testing.

Preferential Seating
-
A seat that will most benefit the student’s learning (In front, close to
the teacher, in the back, close to the door.

Extra Time on Tests
-
Students can finish a test later, either at lunch, after school, or in a
directed studies/study hall class. Student needs to tell the teacher that they have not
finished at the end of the allotted time and make arrangements as to when they will finish.

Extra Time on Assignments
-
Usually for long term assignments. Students need to arrange
the details BEFORE the due date. Often, an extra percentage of time is agree upon.

Directions Given in a Variety of Ways
-
Explain the directions in a way the student
understands or until they understand how to do the required task. This could mean the
student will need to come back later for further clarification.

Written Directions
-
Step by step directions that are pre
-
written for the student.

Appendix A

Accommodations Cheat Sheet

Test Directions Simplified or Clarified
-
Tell the student what they need to do on that
question or section.

On Task Reminders
-
Keep the student focused on the assignment by giving cues. Could be
as simple as pointing to the paper.

Test Directions/Items read to Student
-
Read the test directions or questions to the
student.

Test in Sped/Resource Room
-
Work with the student’s case manager to determine a time
and method for delivering and taking the test so the student can take it in a quiet place.

Increased Verbal Response Time
-
Allow the student longer to respond before moving to
another student.

Appendix B

Accommodations Checklist

Appendix B

Accommodations Checklist

Appendix C

Information for General Education Classroom

Appendix D

Student Progress Check

Present Levels of Academic Achievement and Functional
Performance (PLAAFP)


Accommodations/Modifications

Excusal Form

References



Bing Images. “Checklists” (Picture Slide 1) Retrieved from
http://www.jfmaccountants.com.au/individual
-
checklists.htm

11/3/2012



Bing Images. “Checklist 2” (Picture Slide 2) Retrieved from
http://www.testically.org/2012/05/15/keep
-
checklists
-
for
-
your
-
projects/

11/3/2012



Bing Images. “Glasses” (Picture Slide 5) Retrieved from Retrieved from
http://www.clker.com/clipart
-
light
-
skin
-
smiling
-
lady
-
with
-
glasses.html

11/3/2012



Bing Images. “Glowing Halo” (Picture Slide 8) Retrieved from
http://frbederowe.blogspot.com/2011/09/missing
-
halos.html

11/3/2012



Bing Images. “Graded Work” (Picture Slide 3) Retrieved from
http://briasocialstudies.blogspot.com/2011/09/test.html

11/3/2012



Bing Images. “Meeting Invitation” (Picture Slide 2) Retrieved from
http://betapreview.charthouse.com/charthouse/content.aspx?nodeid=20305

11/3/2012



Bing Images. “Music” (Picture Slide 9) Retrieved from
http://wafiq1999.blogspot.com/2011/02/16th
-
february
-
2011.html

11/3/2012



Bing Images. “Question” (Picture Slide 5) Retrieved from
http://www.123rf.com/photo_4752322_waving
-
in
-
hovering
-
futuristic
-
chair.html

11/3/2012


References


Bing Images. “Teacher” (Picture Slide 9) Retrieved from
http://www.montana.edu/ttt/school_admin.php

11/3/2012



Bing Images. “Thinking Man” (Picture Slide 37) Retrieved from http://thinkseo.us/Think
-
SEO
-
Search
-
Engine
-
Optimization
-
Analysis
-
Consultation
-
Development
-
Maintenace/Denver
-
Colorado
-
SEO
-
Anaysis
-
Consulting
-
Development
-
Maintenace
-
webhosting
-
website
-
creation/Think
-
SEO
-
Search
-
Engine
-
Optimization
-
Analysis
-
Consultation
-
Development
-
Maintenace.html 11/3/2012



Murawski, W. W. (2009).
Collaborative Teaching in Secondary Schools
. Thousand Oaks, CA: Corwin.



Samples, M. (2012). Putting the IEP Into Practice.
FAPE Monthly
, 1(2), 1
-
2.



Mauro, Terri. About.com. “
What is a 504 Plan?”
. Retrieved from
http://specialchildren.about.com/od/504s/f/504faq1.htm

8/15/2012



United States Department of Labor.
Section 504, Rehabilitation Act of 1973
. 29 U.S.C.
§
794(a). Retrieved from
http://www.dol.gov/oasam/regs/statutes/sec504.htm#.UJIQTRzW7rw

10/31/2012



Ventura County Special Education Local Plan Area. All IEP forms were developed by the V.C.S.E.L.P.A. and are
used by permission.



YouTube.com. “Boy Inspires Kids
-

Kids Inspire Us All (Amazing Finish)”. Retrieved from
http://youtu.be/o6Alt2DssYc

8/15/2012