A student with an IEP in your classroom?

How NOT to lose your teaching license!

Sherri RipchoNorth Regional Instructional CoachConcept Schools

WHO are “these kids” in my classroom?

•Over 276,000 children with disabilities (CWD), ages 3-21, are in Ohio.

•Over 80% of these children have NORMAL INTELLIGENCE OR ABOVE.

Why would MY license be in jeopardy??

WHAT are the needs of these students?

•To learn

•Receive patience

•Feel capable

KEEP DATA/RECORDS OF PROGRESS IN AREAS OF NEED

* Times that direct or small group needs are met* How the needs are being met (within regular classroom)* Growth in areas of need (reading, writing, math)* Class work that reflects IEP goals

WHEN do I find time to assist students?

During learningstations (makeyourself 1 ofthe stations)

During classwork time –work 1:1 withstudent duringthis time andthen give lesspractice work.

During tutoringtimes afterschool

During Bellwork time thenext day

During the timestudents areworking on theirhomework.

During thereview ofhomework thenext day

WHEN do I plan with Intervention teacher?

Before or After school –once a week to plan ordiscuss

Lunch “date” – once aweek to plan or discuss

Email plans ahead of timeso plans for students canbe made

Weekly lesson plansshared with Interventionteacher

WHY are “these kids” in my classroom?

* Students with Disabilities with few exceptions receive the highest quality of core instruction with typical peers

* Standards-based Individual Education Programs (IEP) are written to close gaps

* An IEP is developed to address the area(s) of deficit so that the academic gap is closed and students can access the general education environment and meet the academic standards that apply to all students

Accommodations verses Modifications

• ACCOMMODATIONS

• Do NOT change the content or performance expectations

• They may change the sequence in which information is presented or entail differentiated instruction

• Examples: Recorded material, organizers, study guides, use of technology, additional opportunities for practice, additional examples of concept

• MODIFICATIONS

• May involve changes to performance expectations, topics taught, curriculum sequences or type of instruction delivered

• They do NOT change curriculum standards toward which a student works

• Examples: Out-of-level texts, adjusted reading leveled materials, fewer pages/problems, fewer goals/objectives, alternative expectations

ACCOMMODATIONS/MODIFICATIONS

Orally read Orally givesanswers ontest

Give studyguidesahead

Notes – fillin the blank

Multiplechoice

Word banks

Projects Breaks,squeeze ball

Give copy ofnotes/powerpoints

Audiorecord texts

Audio listento tests

Spellcheckers

Learn stepsonly in math

Extra credit Correcterrors forpartial credit

Alternatedisplay ofknowledge

Group work Teach todifferentLearningstyles

Studentsrestateinformation

Participationpoints

Increasedwait time

Give tchernotes/highlight ?s

Sit at frontof the room

Move awayfrom othersthat distract

Proximity Plannedignoring

Extrareminders

Alternate“safe haven”

Rewards HighQUALITY –lessQUANTITY

ACCOMMODATIONS/MODIFICATIONS

Testmodifications

Mathmodificationsodd/evens

Limited contentand objectives

Provideopportunities formovement

Highlightinformation to belearned

Paraphrasematerial usingsimilar language

Keep statementsshort and to thepoint

Avoid use ofabstract language(metaphors,idioms, etc)

Familiarize studentwith any newvocabularyBEFORE thelesson.

Implementmanipulative,hands-on activitieswhenever possible.

Utilize visual aidsto supplementverbal information.

Alert student'sattention to keypoints with suchphrases as, "This isimportant. Listencarefully."

Reduce amount ofextraneous noise(noises fromoutside).

Contract withstudent, using areward forcompletion of thecontract.

Hand out writtenassignments withexpected dates ofcompletion typedor written on onecorner.

Set up weeklyacademic progressreports.

ABC’s of SPED

• ADD - Attention Deficit Disorder; chemical imbalance in brain resulting in difficulties in staying focused.

• ADHD - Attention Deficit Hyper-activity Disorder; chemical imbalance in brain resulting in impulsive and /or hyperactivity.

• CD - Cognitive Delayed; low IQ - Required label for Alternative Assessment consideration for standardized tests.

• CWD - Child with Disability. • ETR -Evaluation Team Report; compilation of the all the testing performed for a

student with a suspected disability (formerly called MFE)• FAPE - Free and Appropriate Education; what all students with disabilities have

a right to - legally, NO charter school may limit, turn away, or discourage a child with a disability in any way.

• IDEA - Individuals with Disabilities Education Improvement Act of 2004; the manual has all sped information and by law, a copy needs to be given to parents of a child with an IEP yearly.

• OEC - Office of Exceptional Children; a part of the ODE.• OHI - Other Health Impairment; an IEP disability label.• OT - Occupational Therapy; Not a part of typical ETR, VERY expensive if needed,

NO extra funds are acquired if student needs OT. • SLD - Specific Learning Disability; average or above average IQ with specific

discrepancies.

WHERE can I learn more?

•Www.edresourcesohio.org

•www.ode.state.oh.us

• www.2.ed.gov/about/offices/list/ocr/504faq.html