The General Education Teacher’s Role in the IEP Process Courtney Stockton
The General Education Teacher’s Role in the IEP Process
Feb 14, 2016
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. - PowerPoint PPT Presentation
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The General Education Teacher’s Role in the IEP ProcessCourtney 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
2
Courtney Stockton
If you have recently shown this video with another presentation, skip this slide and go on to slide 3.
GenEd Teacher’s Responsibilities
3
1) Know the area of disabilityA) Note the actual qualifying
disability B) Ask the case manager about typical characteristics, strengths and weaknesses
2) Information for General Education Classroom
3) Accommodations/ModificationsA) If it is written in the IEP you MUST attempt to provide
B) Can be held personably liable
Courtney Stockton
Make sure the audience knows this information can be found on the bottom right of the "PLOP" page (A copy of this page is included on slide 19).
Courtney Stockton
At the secondary level, accommodations need to be OFFERED but might not be used.At the elementary level, students should be made to use the accommodations.
Courtney Stockton
See slide 17 for an example of this form.
Courtney Stockton
See slide 20 for an example of this form.
GenEd Teacher’s Responsibilities
4
4) May have to work on goals and PBSP in class5) Other forms
A) SurveysB) Rating scalesC) Questionnaires-These help fill in the PLAAFP page-Really helps case manager too
6) Attending meetings
What To Do At An IEP MeetingBefore You Go
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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 categories1) Homework
2) In Class Work 3) Test Grades 4) Other Relevant Information
C) Determine the student’s strengths, weaknesses, behavior and social skills
Courtney Stockton
Staff must be able to present documentation (proof) of how the accommodations/modifications are being provided.
Courtney Stockton
Make sure to emphasize how important it is for teachers to know how the student is doing in ALL areas of the class, including social interactions.
What To Do At An IEP MeetingBefore You Go
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D) Decide how the student learns best in your class
E) Consult with case manager*This is optional but recommendedF) Prepare documentation of how s/he is performing on the goals relevant to your class
G) Plan to stay for the whole meeting
Courtney Stockton
Comment on how important it is for the GenEd teacher to contact the case manager if they have any questions about how best to handle the student, even if it is not in preparation for an IEP.
Courtney Stockton
Have proof of anything you want to say. If the student writes well, bring in a writing sample. If they do poorly at math, bring in an assignment.
What To Do At An IEP MeetingWhen You’re There
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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!
Courtney Stockton
GenEd teachers can do many simple things to help Sped students better access the curriculum. See the Accommodations Checklist (Slides 15-16) for suggestions.
What To Do At An IEP MeetingWhen You’re There
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4) Always remember the studentA) 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.
Courtney Stockton
It would not be fair to tell someone that needs glasses they can not wear them. But not everyone gets to use glasses, so this makes it unequal. Students in Sped may need extra help but it does not mean that other students will get the same help.
Courtney Stockton
Often, IEP team members will need to leave a meeting before it's conclusion. If a team member leaves, make sure they have it written in the notes with the time they left, and then sign the Excusal form (Slide 21).
What To Do At An IEP MeetingAfter It’s Over
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1) Get a copy of the IEPA) Accommodations/Modifications
B) Goals
D) Behavior Plans2) Discuss your role in implementing the
IEP with the case manager3) Ask for demonstrations of the accommodations
C) STAR Participation
Courtney Stockton
GenEd teachers may not receive a copy of the entire IEP, but should expect a copy of the Accommodations/Modifications page and possibly any goals or behavior plans they are responsible for.
Practical Tips
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1) All students are expected to master the standards BUT can show mastery in different ways
2) Individualized InstructionA) HALO Planning
(High, Average, Low, Other)B) Alternative Assessments
3) Accommodate needs not mandates
Courtney Stockton
If teachers lesson plan for each ability level, it will allow all students to access the lesson in a format in which they can be successful.
Courtney Stockton
Think of other ways to see what the students know. Any alternative assessment usually works better than a paper pencil test. For example, have the students demonstrate how DNA looks by using licorice, gum drops and tooth picks to build a model.
Courtney Stockton
While accommodations are a legal requirement, teachers should look to provide them to ANY student that demonstrates a need, even if they are not legally required to do so.
Practical Tips
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4) Do simple things to accommodateA) Allow standing B) 59% vs. 0%
C) Take pictures of homeworkD) iPods?
5) Use technology when possibleA) iPad/Tablet AppsB) Web
QuestsC) Edmodo.comD) Cell Phone Survey Websites
Courtney Stockton
Refer again to the Accommodations Checklist on slides 15 and 16.
Courtney Stockton
Suggest that teachers assign a 59% for any grade lower than a 60%. It is still an F but gives students a better chance to pass the class.
Courtney Stockton
Allow students to snap a picture of the assigned homework with their phone. This tends to be easier for students that have difficulty writing.
Courtney Stockton
This is when the students use the internet to follow a pre-designed path around certain sites to supplement classroom learning.
Courtney Stockton
A website designed to look and "feel" like Facebook specifically for school use. Sign up is free. The site allows for posting of documents, an assignment calendar and even has a quiz function.
Courtney Stockton
There are websites that teachers can use for data collection. Students text their answer to a particular number and the results are tabulated and displayed on a website.
Practical Tips
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6) MiscellaneousA) Patience
B) CreativityC) Focus on Organization
7) Try co-teaching8) Accommodations Cheat Sheet-Appendix A9) Accommodations Checklist-Appendix B
10) Information for General Education Classroom -Appendix C11) Student Progress Check-Appendix D
Courtney Stockton
Many students in Sped have organizational problems that keep them from turning in assignments, completing long-term projects and completing homework. Teachers should look for simple ways to assist them like collecting work daily instead of in a weekly work packet.
Courtney Stockton
This is when there is a GenEd teacher and Sped teacher in the classroom at the same time and both are responsible for delivering instruction.
Appendix AAccommodations Cheat Sheet
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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 AAccommodations Cheat Sheet
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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.
Courtney Stockton
Appendix BAccommodations Checklist
Courtney Stockton
This is a checklist from the Council for Exceptional Children magazine. There is no way a teacher can do all of these. They should, instead, use it as a list of suggestions on how to accommodate students with special needs. These could also be used classwide so that all students benefit.
Appendix BAccommodations Checklist
Appendix CInformation for General Education Classroom
Appendix DStudent Progress Check
Courtney Stockton
This is an example of a way that Sped teachers in one district ask teachers for input about how a student is doing. Every district and/or teacher may ask for input differently. However, it is important to note that any time a Sped teacher asks for input, the GenEd teacher needs to respond. This helps the Sped teacher do their job better.
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Courtney Stockton
This page shows how the student is performing in different areas that may have an impact on the student's academic performance. Only areas of concern or need are written in here. If the Annual Goal box is checked, that means the student has a goal they are working towards in this area. GenEd teachers should then look for that goal since they may be responsible for progress. Take note of the type of test the student took for the STAR Program. CMA would indicate a student that has difficulties in that area. CELDT scores would indicate an ELL student.
Accommodations/Modifications
Courtney Stockton
This page has the legally mandated accommodations and modifications that MUST be offered to the student. They do not have to be used, but documentation of how they were offered may be required so have proof of what you did. Be sure to note: Accommodations do not fundamentally alter or lower the standards of a course or test but Modifications do.
Excusal Form
Courtney Stockton
This form needs to be filled out BEFORE an IEP meeting commences. If written input is required, be sure that document is included in the IEP. As well, if a GenEd teacher needs to leave before the end of the meeting, case managers should have the parent sign this form. GenEd teachers should make sure the time of departure is recorded in the notes before they leave.
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
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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
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