Understanding the IEP At-a-Glance Document
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Transcript of Understanding the IEP At-a-Glance Document
Understanding the IEP At-a-Glance Supplemental Aids Section
Understanding theIEP At-a-GlanceDocumentHow to view IEP At-a-Glance documents online in Infinite Campus
Hands-on: Viewing one of your students 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
AgendaWhen were done, you will:
Know how to identify a student with an IEP and view that students 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 informationObjectivesWere talking about the IEP At-a-Glance document
One is available for each student with an IEPOrientation
Gives a summary of students disability, accommodations, strengths, etc.Orientation
One section is called Supplemental Aids
Lists ways to help the student learn and express understandingOrientation
Next-to-last section of the document
Exact location may vary
Look for the words Supplemental AidsWhere is it?
Red IEP flag at top of screen:
Identifying students with IEPs
Step 1: After bringing up a student, click Special Ed on left:
Viewing the At-a-Glance
Step 2: Click the Documents tab, at the top:
Viewing the At-a-Glance
Step 3: Double-click on IEP summary:
Viewing the At-a-Glance
Step 4: Click on the long blue link that appears under Document Name:
Viewing the At-a-Glance
Changes we make to lesson, environment, assessments
Minimize detrimental effects of disability
Improve learning, morale, and work completion rateSupplemental Aids
Extended time
Chunking long tasks into shorter segments over one or more daysPacing & Timing
Preferential seating
Taking tests/giving presentations in same classroom at another time (before or after school).
Performing tasks in a different classroomEnvironment/Setting
Reading instructions and exams to student
Instructions presented on board/projector screen and orallyPresentation
Student gives responses orally rather than in writing
No use of Scantron; writes directly on test
Response
Course sequence custom-designed to accommodate a students needs
Selection of specific PE tracks
Scheduling
Note cards / formula cards
Teacher notes
Calculator use
Assistive technology
Materials
Self-assessments to target attendance, reduce classroom talkouts
Self-Management
Modified assignments
Reduction of assignments
Alternative assignment that may be more appropriate
Assignments
Limit questions to core concepts
Change format of test (essay to multiple choice & vice versa)
Test Adaptations
Sharing information about students disability with class
Involving classmates in student interventions
Social InteractionSupport
Modifications and Accommodations are not the same, although they are often used interchangeably. Accommodationsare changes in HOW a student accesses information and demonstrates learning.Accommodationsare allowances for a disability that can be made without compromising the level of instruction or the expectations of the course.Modifications are significant changes in what a student is expected to learn and demonstrate.Modifications Major changes in WHAT a 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.A very few special education students have provisions in their IEP for modifications or a modified curriculum. If it is obvious that a modified curriculum will be needed,
it is developed at the beginning of the course. In most cases, however, the need for a modified curriculum cannot be determined until after the student has been in the course for 3-6 weeks. The case manager and the content teacher are responsible for developing the modified curriculum collaboratively.Developing a modified curriculumModifications/Accommodations Quiz
Place an A next to an accommodation and an M next to a modification
When done, we will review as a group
ActivitySelect one of your students with an IEP that contains supplemental aids about which you have questions (5 minutes)
Lets discuss your questions and suggestions as a large group (10 minutes)
If we didnt have time to discuss your question, how can you get this information?Case StudyAttend the Special Education Open House!
North Campus:South Campus:
Contact the students case manager (at top right of the IEP At-a-Glance document).How to get answershttp://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
Additional Resources