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Presented by Ms. Crum and Ms. Sousa
SPECIAL EDUCATIONAT RAFAEL HERNANDEZ SCHOOL OF PERFORMING ARTS
Agenda•Student strengths•IEP Snapshots•Co-teaching•Modifications, Accommodations, Adaptations
•Sample Behavior Chart•Parent Communication
Focusing on Strengths•Builds self-confidence•These students are very aware of their weaknesses. By focusing on strengths, you build a relationship with the student and then you can work on building on weaknesses.
•“Too often people get locked into a label such as dyslexia, ADHD or autism and they cannot see beyond the label.” --Temple Grandin
Creating IEP Snapshots•Inspires you to read through the IEP carefully.
•Get to know students through their IEPs.
•Helps you to easily share with all adults that the students will encounter in school.
•Much more manageable to refer to than the IEP itself.
Ms. Crum – RC-I Gr. 4
List of Students Serviced
2014-2015
Student/Room# Contact Info. ID D.O.B. Transportation SN Classification Program Related Services
Accuracy Levels
Student’s Name and Homeroom
Parent/Guardian’s name and phone
number
Name of Company and Bus
Number
OHI, SLD, CI, etc. RC-I, RC-O, Self-Contained
Speech Therapy, Physical Therapy, Personal
Aide
Found on IEP
Ramirez, Alex 309
(973)779-5660 Emmanuel Rodriguez
623768
1/21/02 M and M 12
(973)566-7632
OHI RC-I 80-90%
Souza, Crystal 309
(973)690-5522 Marcia Souza
563352
5/20/02 Star 98
(973)342-7775
SLD RC-I Speech Thera
py Personal Aide
85-90%
Ramirez, Alex
NJASK 3 - LAL - 217 NJASK 3 – Math -263 Strengths Challenges General Modifications Motivated and eager to learn Attends to instruction and participates in
lessons Able to retell a story that is read to him Can use details to complete a graphic
organizer Works well with visuals, manipulatives,
and read alouds Shows responsibility, follows directions
well Responds well to verbal reinforcement Able to follow along with grade level work
as long as he is kept on task and is oriented towards the assignment
Average verbal and perceptual reasoning abilities
Average speed of information processing Enjoys being challenged Able to follow spoken instructions
Difficulty with reading comprehension Easily distracted from instruction On-task behavior low Fidgety, poorly organized Struggles keeping pace with the rest of
the class Impacted by socio-emotional stressors Difficulty with auditory tasks Difficulty with comprehending questions Rushes through work Difficulty with sentence structure, tense
and grammar Phonetic spelling pattern
Frequent repetition Additional time Instruction with the use of multiple
modalities Periodical revision of previously learned
material to insure understanding of new concepts
Continuously check to be sure he is following assignment
IEP accuracy level: 80-90%
A Video• Working Together
Co-Teaching
•One teach, one support•One teacher has primary responsibility, while the other teacher moves around the classroom and supports struggling students
•Parallel teaching•Split the classroom in half and teach the same information at the same time.
•Alternative Teaching•One teacher manages most of the class while the other teacher works with a small group independent of the larger group.
•Station Teaching•Both teachers divide the instructional content and each takes responsibility for teaching a part of it.
Team Teaching • Teachers have shared responsibility of
the class and the lesson planning.• Lesson is taught by both teachers who
actively engage in conversation to encourage discussion by students.
• Both teachers are actively involved in the management of the lesson and discipline.
Modifications, Accommodations, Adaptations•Modifications: Changes made in instruction or assessment to make it possible for a student with a disability to respond more typically.
•Accommodations: Changes in the delivery of instruction, type of student performance or method of assessment which to do not significantly change the content or conceptual difficulty of the curriculum.
•Adaptations: Changes in the curricular content or conceptual difficulty or changes in instructional objectives and methods.
For Example…• Scheduling
• giving the student extra time to complete assignments or tests• breaking up testing over several days
• Setting• working in a small group
working one-on-one with the teacher
• Materials• providing audiotaped lectures or books• giving copies of teacher’s lecture notes• using large print books, Braille, or books on CD (digital text)
• Instruction• reducing the difficulty of assignments• reducing the reading level• using a student/peer tutor
• Student Response• allowing answers to be given orally or dictated• using a word processor for written work• using sign language, a communication device, Braille, or native language if it is
not English.
Sample Behavior ChartMy Daily Report Name:
Date:
Subject Area
Prepared for Class
Teacher’s Initials
On Task Behavior
Teacher’s Initials
Respectful Behavior
Teacher’s Initials
Ms. Crum’s Verification
Mathematics
Science
Language Arts
Social Studies
Evaluation Rubric + Student exceeded
expectations Student met expectations - Student did not meet
expectations
Evaluation Criteria/Objective/Benchmark Prepared for Class
Student had the appropriate material for class (books, notebooks, binder, homework, writing instruments)
On Task Behavior
Student was following along with class assignment and engaged and participated in the lesson
Respectable Behavior
Student demonstrated appropriate behavior towards both peers and teachers (This should be assessed independent of completion of work and preparedness for class)
Ms. Crum’s Verification
Ms. Crum is to initial the complete/ incomplete evaluation for the subject area (This is to hold the student accountable, not the teacher. It is the
Parent Communication•Remember that everyone wants what is best for the student.
•Email•Create a folder in your inbox and save all emails from parents there.
•Phone calls/meetings•Document all interactions.
•Communicate about great things kids did!
References
• Exceptional Learners: An Introduction to Special Education. 10th ed. Boston: Pearson Education, 2006. Print.
• Friend, Marilyn, and Lynne Cook, comps. Liberty University Student Teaching Handbook. N.p.: n.p., 2011. Print.
• Heasley, Shawn. "Temple Grandin: Focus on Strengths, Not Weaknesses." Disability Scoop. Disability Scoop, 16 Aug. 2012. Web. 21 Aug. 2014. <http://www.disabilityscoop.com/2012/08/16/ temple-grandin-strengths/16264/>.
• YouTube. YouTube, 21 Aug. 2014. Web. 26 Apr. 2012. <https://www.youtube.com/watch?v=FIlMhPhkoSA>.