Developed and implemented by the multidisciplinary team (MDT)

2

Student’s present levels of performance

Measurable annual goals

Special education and related services to be provided to the student

Statement of program modifications or supports

An explanation of the extent, if any, to which student will not participate with non-disabled peers

3

Individualized modifications for state or district wide assessments

Projected date for the beginning of services

How progress towards annual goals will be measured

Method to inform parents of their child’s progress toward annual goals

A transition statement

4

Representative of the local education agency

School representative other than the teacher

Parents or guardiansStudentStudent’s teacher Others whom the parents or

school believe can help develop the IEP

5

Representative of the local education agency

Classroom teacherSpecial education teacherParents or CaregiversEvaluation specialistStudentProfessionals from related

services

6

Each student’s strengths and needs are assessed and considered by a team of professionals, the parents, and sometimes the student

Schools use the IEP to guide their provision for services; and parents use it to track whether a student is receiving services and meeting their goals.

7

Some school districts provide each teacher with a copy of the full IEP.

Other schools provide only the page that deals with strengths, weaknesses, goals/objectives, and accommodations/modifications

Other schools provide a one page summary of the strengths, weaknesses, goals and accommodations

8

Present level of academic achievement and performance

Assessments given

Strengths Deficits Needs Possible goals

• Possible accommodations for instruction and assessment

• What accommodations have been successful and unsuccessful

• Abilities for statewide assessment

9

Behavioral challenges

Reinforcers Interests Possible

transition plan for after school

Needs for placement

• Needs for specific related services

• Needs for supplementary aides and services

• Needs for support for the teacher

• Other…

10

Remember to be prepared Be an active member of the

team

• Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics

• Teaching Students in Secondary Content Areas

12

The most important single factor influencing student learning is an effective teacher. Effective practices to ensure learning are: Lessons should be carefully planned so

students know what is expected of them. Students should be actively involved in the

lesson whenever possible. Teachers need to know their students well,

understand what they know and don’t know, and provide extra instruction in areas where students are struggling.

13

The Reality of Elementary Classrooms Teachers juggle to figure out how to

distribute their time among students to ensure that they provide effective instruction and address students’ needs.

Instructional services are being reorganized to provide seamless tiers of instruction to better meet students needs as part of RTI models.

14

Effective Instruction Is well organized Focuses student attention on well-

defined, critical information Provides multiple opportunities to

learn material with feedback Includes follow-up monitoring to

ensure that the information is retained over time

15

Direct Instruction is a “model that uses teacher explanation and modeling combined with student feedback and practice to teach concepts and procedural skills” (Eggen & Kaucha, 2006). Reading Mastery is an instructional

program built on the principles of direct instruction.

16

Tier 2 Instruction is For students who continue to struggle

when provided high quality effective Tier 1 instruction

Provided in small, homogeneous groups not to take the place of regularly

provided reading instruction additional instruction that is intensive

and focused

17

Students Who Struggle with Mathematics Have Problems with Word problems when the demands of

reading make it difficulty for them to make adequate progress.

Learning basic math skills because of memory problems.

Math concepts because of a math disability or a cognitive deficit.

18

Supporting Students Who Struggle Instruct students in small groups, or

individually, using systematic, explicit instruction

Use fast paced instruction, varied activities, and ensure student engagement

Use concrete, representation and abstract examples of problems in lessons

Encourage students to use self-questioning or think-aloud strategies

19

It is a grouping strategy that uses mixed-ability groups for instruction. Cooperative learning Is used to improve the achievement of

students across a range of content areas Improves social interactions among

students who differ Improves acceptance of students with

disabilities Improves affective outcomes

20

Can Be As Simple As Having Students Verbalize their thinking as they work on

math problems. Draw a graphic representation of the

steps needed to solve a computation problem.

Learn several steps to follow in solving a word problem.

Helps students control the impulsive often random approach they use in problem solving.

21

Difficulties understanding incoming information

Poor spelling and handwriting skills A tendency towards distractibility Note-taking, studying, and test taking

skills fail to develop adequately Frustration builds, motivation fails, and

inappropriate behaviors become evident

22

Guided Discovery Learning: designed to teach students to be independent problem solvers, to learn generic steps to scientific inquiry and logical thinking.

Cooperative Learning: characterized by Positive interdependence Individual accountability Cooperative skills

23

These are procedures that enhance memory by forming associations that do not exist naturally in the content. They are not a specific curricular

approach, educational philosophy, or a method of improving comprehension.

They simply help students remember things.

24

Many students with disabilities lack the reading skills to fully benefit from their subject area textbooks. Textbooks have been simplified to

adjust to student’s lowered reading levels and short attention spans. Still many students fail to succeed.▪ Teachers assist by including specific activities, adaptations, and modifications.

25

Note taking requires coordination of a number of complex skills and cognitive processes. Students need to recollect what their notes

represent about the important content of the lesson.▪ Students with disabilities do not take notes or rely on others to take notes for them, or to provide them with preexisting products.▪ Teachers will need to provide accommodations, adaptations, or directly teach note taking.