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360 view of the IEP Process and the ARD/Identification Process
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+
Acronyms
+Dear Teacher,
Your presence is needed at an ARD meeting, required by the IDEA. We will make sure to stay in accordance with FERPA and TEA. We will be discussing your student’s IEP and how they are AGCing and receiving their FAPE in the LRE. We will take a look at their FIE to find out if the student is a SLD, or has AU, TBI, ED, VI, DB, SI, OI, AI, ID, MD, or NCEC. Together, we will examine their FBA and develop a BIP, if appropriate. We will make sure to provide ESL services if needed and examine RTI data.
Sincerely,
LEA ARDC
ADA
ARDAGC
AI
AYPAU
BIP
CIP
ESYDBELL
FBAFERPAFAPE
FIEIDEA IEE
LDLEA
LRE
MD
MDRVINCEC
NCLB
OHI
OI
RDSPD
SI
STAAR TSD
TEC
TBITBSI
SPP
PBMED
SLP
ASL
ESL
Acronyms
Glossary
ARDFAPE
IDEALREIEP
+
IDEAIndividuals with Disabilities Education Improvement Act
Our nation’s special education law
FAPEFree Appropriate Public Education
What states must make available to all children with disabilities.
LRELeast Restrictive
Environment
Children with disabilities are to be educated with children who do not have disabilities to the maximum
extent appropriate.
+The Least Restrictive Environment (LRE)Question and Answer Documents
LRE Q&A Document in English
LRE Q &A Document in Spanish
Preschool LRE/Settings Document
These documents can be found at www.esc20.net/agcnetwork
ARDAdmission, Review, and
Dismissal
The IEP Team is made up of student’s parents, school staff,
and the student when appropriate, who meet at least
annually.
Step 1:
Child is having difficulty in school.
Academic
Behavioral
Physical
Emotional/Social
Other problem
Step 2:
Child is evaluated.
Variety of tools and strategies;
Provides comprehensive information about the child including; examination of existing data;
Helps the team decide whether or not a child may have a disability that may qualify them for special education services.
Step 3:
Criteria for a disability is met.
All data on the child is thoroughly examined and considered to assist the educational team in deciding if criteria for a certain disability is met.
Lack of appropriate instruction in the past is not the reason for the child’s educational difficulties.
Step 4
ARD meeting is scheduled.
Once a child has met criteria for a disability, the educational team must meet.
At the ARD meeting, an Individual Education Plan (IEP) will be developed to reflect the services and supports needed to meet the child’s educational needs.
• A group of qualified professionals and the parent determines whether the child is a “child with a disability.”
Step 5
• Student data indicates child meets criteria for a disability.
• ARD committee makes formal decision regarding the disability.
Full and Individual Evaluation
School districts are required to conduct a full and individualized evaluation of the student.
Decisions must be based on current and appropriate data.
+Evaluation data may include:
Test of intelligence;
Test of achievement level;
Psychological test;
Test of speech/language abilities;
Medical evaluation;
Grades; Behavior reports; Data regarding
student response to intervention;
Research-based intervention strategies that have been tried; and
Other information from teachers or parents
health vision hearing social and emotional status general intelligence academic performance communication status motor abilities
All areas related to the suspected disability, including (if appropriate):
Full and Individual Evaluation
Evaluation Data
• Does the data indicate that the child has a disability that requires the provision of special education and related services in order for the child to receive a free appropriate public education (FAPE)?
• What are the child’s specific educational needs?
• What special education services and related services, then, would be appropriate for addressing those needs?
+
Eligibility
Determining Eligibility• Adversely affects a child’s educational
performance;
• By reason thereof, the child needs special education and related services
Information is gathered from multiple sources and compiled into an FIE. Within each evaluation, specific eligibility criteria are outlined and data to support whether the child meets that eligibility is discussed.
Who decides a student’s eligibility?
The ARD-Admission Review and Dismissal team decides if a student is eligible for special education and his/her disability eligibility category.
What does the term “a child with a disability”
mean? The term child with a disability means a child evaluated in accordance with a Full and Individual Evaluation who, by reason thereof, needs special education and related services.
+Disability Categories under idea
Disabilities Auditory Impairment Autism Deaf-Blindness Emotional Disturbance Intellectual Disabilities Multiple Disabilities Noncategorical Early Childhood Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment Including Blindness
Admission/Review/Dismissal (ARD) Committee
The ARD: Purpose Who must have one?
– The Local Education Agency (LEA) shall establish an admission, review, and dismissal (ARD) committee for
• Every eligible student with a disability; and
• Every student for whom a full and individual initial evaluation is conducted.
+Who makes up the ARD Committee?
The child’s parent (s)
Not less than 1 of the child’s special education teachers
Not less than 1 of the child’s general education teachers
A representative of the Local Education Agency (LEA) who: Is qualified to provide or supervise the provision of specially designed
instruction to meet the unique needs of children with disabilities;
Is knowledgeable about the general education curriculum; and,
Is knowledgeable about the availability of resources of the District;
An individual who can interpret the instructional implications of evaluation results AND
Other Individuals who have knowledge or special expertise regarding the child, at the discretion of the parent or the agency (LEA); including related service providers
#64 NOTES
Who is missing from this team?
+
The Child!
+ We Know That Keeping Parents Involved Is The Key To Success….
How do we ensure parents will participate in the ARD?
Prior Written Notice must allow for 5 school days written notice of the LEA’s
proposal. Prior Written Notice must:
•Be provided in the native language of the parents;•Provide the date, time and location of the meeting as well as who will be in attendance at the meeting; and •State the purpose of the meeting as well as options considered and other topics to be discussed.•Include a copy of the procedural safeguards.
Procedural Safeguards—EnglishProcedural Safeguards—Spanish
+Examples - Special Education Services
Alternate Curriculum
Specific Reading Materials
Special Education Teacher for Resource or Withdrawal Support
Self-contained classroom
+Examples - Related Services
Audiology
Occupational Therapy
Physical Therapy
Psychological Services
Recreation
Counseling Services
School Health Services
Transportation
Orientation & Mobility
Etc.
+Examples – Supplementary Aids
Environmental Supports
Reduction of Distractions
Modifying Equipment
Pacing of Instruction
Assignment Modifications
Testing Adaptations
Levels of Staff Support Needed
Modified Presentation of Subject Matter
+Discuss transition and graduation
Special Education Graduation Flowcharts
Graduation Flowchart for All Students
Graduation Flowchart for all STAAR Assessments
Modified Graduation Flowchart
Alternate Graduation Flowchart
+Determine eligibility for Extended School Year (ESY)
+Reach closure and consensus
Consensus = parties in agreement!
+STEP 1: GRADE LEVEL CONTENT STANDARDS
CONSIDER THE GRADE LEVEL CONTENT STANDARDS FOR THE GRADE IN WHICH THE STUDENT IS ENROLLED RO WOULDB BE ENROLLED BASED ON AGE.
WHAT IS THE INTENT OF THE CONTENT STANDRD? WHAT IS THE CONTENT STANDARD SAYING THAT THE
SUTNDENT MUST KNOW AND BE ABLE TO DO?
+STEP 2:WHERE IS THE STUSDENT FUNCTIONING?
EXAMINE CLASSROOM AND STUDENT DATA TO DETERMINE WHERE THE STUDENT IS DUNCTIONING IN RELATION TO THE GRADE LEVEL STANDARDS.
HAS THE STUDENT BEEN TAUGHT CONTENT ALIGNED WITH GRADE-LEVEL STADARDS?
HAS THE STUDENT BEEN PROVIDED APPROPRIATE INSTRUCTIONAL SCAFFOLDING TO ATTTAIN GRADE LEVEL EXPECTATIONS?
WERE THE LESSSONS AND REACHING MATERIALS USED TO TEACH THE STUDENT ALIGNED WITH STATE GRADE-LEVEL STANDARDS?
WHAS THE INSTRUCTION EVIDENCE BASED?
+STEP 3: PLLAFP…NO IT’S NOT A SNEEZE
DEVELOP THE PRESENT LAVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMACE (PLAAFP).
+
+
+ Present Levels of Academic Achievement & Functional Performance
+PLAAFP Basis
The PLAAFP is so critical because it is
the:
Cornerstone of the IEP
Description of the student's strengths in relation to standards
Source that drives the other IEP components
Statement that links all IEP components together
+Questions to ask? Has the student been
taught content aligned with grade-level standards?
Has the student been provided appropriate instructional scaffolding to attain grade level expectations? Were the lessons and
teaching materials used to teach the student aligned with state grade level standards?
Was the instruction evidence-based?
+
PLAAFP
Evaluation
Classroom Data
Accommodations/ModificationsParent Information
Additional Supports
The Rock Star of the IEP: PLAAFPs
+Common Mistakes
1. Too much= unfocused
2. Too diagnostic= confusing
3. Too general=irrelevant
+PLAAFP Noncompliance Issues
No PLAAFP
PLAAFP is the same for multiple years (lack of educational benefit)
PLAAFP does not clearly demonstrate student is multiple years behind grade level expectations (tied to state assessments)
+Rock Star's have to consider their wardrobe...
Things you should consider:
Academic/functional areas
Critical need(s)
Current measurable and observable data
Data sources
Conditions (supports)
Enrolled grade level content standards (For academic achievement portions)
+PLAAFP Data Sources
Work Samples
Photographs
Videotape
Behavioral data
Parent Feedback
Standardized Tests
Anecdotal records
Running Records
Statewide Tests
Benchmark tests
Teacher made tests
• Observations
• Likert scales
• Checklists
• Discipline referrals
• Reading inventories
• Oral Reading
• Formative assessments
• WPM
• FIE data
• Dibels
• Teacher made tests
+How to choose the Monitoring Method for Data...
+Putting it all together...
PLAAFP: A review of classroom assessments indicates that Anthony needs to improve reading for fluency, which will increase his reading comprehension; which is interfering with his access to grade level materials. Anthony can read 80 wpm of connected text with 100% accuracy, which is within the range of typical peers in the second grade.
Reading
FluencyAnthony can read 80 wpm of connected text with 100% accuracy, which is within the range of words per minute for typical peer in 2nd grade.
Standards Based Annual Goal:
Standard: Grade 4 TEK 4.2B: Use the context of a sentence to determine the meaning of unfamiliar words or multiple meanings of words.
Goal: Anthony will read 105 words of connected text per minute with 100% accuracy on classroom assessments at the end of the fourth grading period.
+
+ The PLAAFP determines:
• where the student is functioning in relation to enrolled grade level standards
• critical needs
• what a student can reasonably achieve within one year
• what a student needs in order to access/progress in the general education curriculum, including
-specially designed instruction
-accommodations
-modifications
-supplementary aids and services
+
+The Legal Requirement
34 CFR §300.320(a)(2)
The IEP must include:
“A statement of measurable annual goals, including academic and functional goals…”
34 CFR §300.320(a)(2)
Annual goals must be designed to:
“Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
Meet each of the child’s other educational needs that result form the child’s disability”
34 CFR §300.320(a)(2)
For students who take STAAR Alternate, benchmarks/short-term objectives must be included.
+
+“Can Do” & “Can’t Do” Statements
Identify present performance level of student
Includes current baseline data
Are specific and measureable
Are positively stated
Use understandable language vs. strictly technical language.
+“Needs To” Statements
Are aligned with the “Can Do” & “Can’t Do” statements
Linked to TEKS
Identify what student needs “to do” in order to progress in the general curriculum
Johnny n
eeds to:
•Count t
o 100
•Read 8
0 wpm
•Sta
y on ta
sk fo
r 10
min
utes
+Step 4
Develop measurable annual goals aligned with grade-level academic content standards. Ask:
What are the student’s needs as identified in the present level of performance?
+Step 4
Develop measurable annual goals aligned with grade-level academic content standards. Ask:
Does the goal have a specific timeframe?
+Step 4
Develop measurable annual goals aligned with grade-level academic content standards. Ask:
What can the student reasonably be expected to accomplish in one school year?
+Step 4
Develop measurable annual goals aligned with grade-level academic content standards. Ask:
Are the conditions for meeting the goal addressed?
+Step 4
Develop measurable annual goals aligned with grade-level academic content standards. Ask:
How will the outcome of the goal be measured?
+Writing goals can be one of the most challenging parts of developing the IEP…
• What does the child need to learn or do academically?
• What does he or she need to learn or do functionally?
• What is reasonable to achieve in a year?
• Can you measure whether or not the child has reached the goal?
From NICHCY’s Building the Legacy: IDEA 2004 Training Curriculum
+What is a measurable annual goal? (1.4)
Contains four critical components: • timeframe • conditions• behavior• criterion
A measurable goal includes the behavior or skill that can be measured at periodic intervals against a criterion of success.
1 243
+Four Elements (1.4)
TimeframeIdentified the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.
•For example, “within 36 instructional weeks” might be the timeframe for an annual goal.
ConditionsSpecify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for the child to reach the goal.•The condition of the goal should relate to the behavior being measured.
•For example, a graphic organizer could be a condition.
BehaviorClearly identifies the skill or performance that is being monitored.•It represents an action that can be directly observed and measured.
•For example, “points to the yellow object” could be a behavior.
CriterionIdentifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved.•The goal criterion specifies the amount of growth that is expected.
•For example, “in 7 out of 10 trials” might be a criterion.
Category:What is the…
+
By May 15, 2011, given a 4th grade story prompt and 30 minutes to write, Brittany, a 4th grade student, will write a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors.
What is the condition?
+
By May 15, 2011, given a 4th grade story prompt and 30 minutes to write, Brittany, a 4th grade student, will write a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors.
What is the timeframe?
+
By May 15, 2011, given a 4th grade story prompt and 30 minutes to write, Brittany, a 4th grade student, will write a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors.
What is the criterion?
+
By May 15, 2011, given a 4th grade story prompt and 30 minutes to write, Brittany, a 4th grade student, will write a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors.
What is the behavior?
+When does an ARD committee need to develop annual goals?ALWAYS
If a student has no modified content and is not removed from a general education setting, the ARD committee must still include measurable annual goals.
Annual goals may: Be developed from an area of need addressed in the
student’s PLAAFP that affects the student’s ability to make progress and/or access the general education curriculum; and/or
Be developed to clearly define specially designed instruction that the student will receive
+Let’s take a look at a standard.
+
Con
ten
t S
tan
dard
sA
cad
em
ic S
tan
dard
s
(1.4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) confirm predictions about what will happen next in text by "reading the part that tells";
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
SE 1.4(A)
SE 1.4(C)
SE 1.4(B)
TEA 2008
Content Strand TEKS 1.4
+ The importance of
alignment.
+Academic vs. Functional (1.12)
The two different types of goals have different purposes.
There are two types of
measurable annual goals. A student
may have measurable
academic and/or functional goals.
Based on the student's PLAAFP, measurable annual
goal(s) must be developed.
All students who receive special
education services must have a
PLAAFP.
Present Levels of Academic
Achievement and Functional
Performance (PLAAFP)
Measurable Annual Goals
Academic Goals(Standards-Based) -
based on TEKS
Focus on student learning/progressing in the
general curriculum
Functional Goals(not Standards-Based) - not based on TEKS
Focus on student accessing the general curriculum
+Short-Term Objectives (STOs)/Benchmarks? (1.20-1.23)
Required for all goals for students who take STAAR Alternate
Optional for other students (local guidelines may vary)
+
The examples includes the TEKS number. Districts/Charters may elect to include this TEKS number in writing standards-based IEP goals.
+OK then… can we write "Mainstream Goals” (1.19 and 1.24)
“70% mastery of the TEKS”
NO!!!
+Can one annual goal cover multiple subject areas/courses? (1.17)
It depends…
+In which subject areas/courses are goals needed? (1.16)
Based on PLAAFP
BUT…..
+A Reminder…
annual goal
≠
“entire” course content
+Let’s Talk
Functional Goals
+What are some examples of functional goals?
Examples:
Social, emotional, communication and executive skills (time management, self-advocacy/determination), and behaviors. The amount of time a student can remain on task The number of times a student raises his/her hand The amount of time it takes for a student to begin work on an
assignment after the teacher gives directions The percentage of time a student is rocking The number of times a student brings his/her notebook,
textbook, and pencil to class
Non-Example: The number of opportunities the student has to improve
his/her self-esteem The percentage of time the student demonstrates he/she is
responsible
+Who should have functional goals? (3.3)
Based on PLAAFP
+Must measurable annual functional goals be standards-based? (3.4)
NO!!!
See Preschool Note for Exception
+Can one functional goal cover multiple subject areas/courses? (3.5)
It depends… Determined by ARD committee/PLAAFP
+TIP
All professionals that work with students who receive special education services need to have a copy of the applicable components of the student’s IEP: PLAAFP Annual Goals (Short-term objectives) Accommodations Modifications Behavior Improvement Plan (BIP), if the student has one
+STEP 5: ASSESS & REPORT PROGRESS
ASSESS AND REPORT THE STUDENT’S PROGRESS THROUGHOUT THE YEAR.
HOW DOE STHE STUDENT DEMONSTRATE WHAT HE/SHE KNOWS ON CLASSROOM, DISTRICT, AND STATE ASSESSMENTS?
ARE A VARIETY OF ASSESMENTS USED TO MEASURE PROGRESS?
ARE THE CONDISTIONS FOR MEETING THE GOAL ADDRESSED?
HOW WILL THE OUTCOME OF THE GOAL BE MEASURED?
+1.8 What should the Admission, Review and Dismissal (ARD) committee consider to ensure that IEP goals are measurable?
A measurable goal meets the following requirements: indicates what to do to measure accomplishment of the
goal; yields the same conclusion if measured by several
people; allows a calculation of how much progress it represents;
and can be measured without additional information.
+
Why use data for decisions?
Measuring progress is required
Provide the “now what” after instruction
Guide decisions for ARD Committee
Remove guesswork
Ensure equity across plans
I think…I feel…believe
+8/2
6/2
011
9/2
/2011
9/9
/2011
9/1
6/2
011
9/2
3/2
011
9/3
0/2
011
10/7
/2011
10/1
4/2
011
10/2
1/2
011
10/2
8/2
011
11/4
/2011
11/1
1/2
011
Phase 1 Phase 2
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Stu Dent’s Fluency Intervention
% CorrectTrend LineAim LineGoal Line
Word
s R
ead C
orr
ectl
y (
%)
Baseline Measuremen
t
COMPARE
DIFFERENCE
DATES OF INTERVENTION PROGRESS MONITORING
+STEP 6: IDENTIFY SPECIALLY DESIGNED INSTRUCTION
IDENTIFY SPECIALLY DESIGNED INSTRUCTION INCLUDING ACCOMMODATIONS AND/OR MODIFICATIONS NEEDED TO ACCESS AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM
WHAT ACCOMMODATIONS ARE NEEDED TO ENABEL THE STUDENT TO ACCESS THE KNOLEDGE IN THE GENERAL EDUCATION CURRICULUM?
WHAT ACCOMMODATIONS HAVE BEEN USED WITH THE STUDENT AND WERE THEY EFFECTIVE?
HAS THE COMPLEXITY OF THE MATERIAL BEEN CHANGED IN SUCH A WAY THAT THE CONTENT HAS BEEN MODIFIED?
+
These adaptations are the specially designed instruction for the student based upon the specific needs resulting from the disability.
The first step is to determine how the current ability levels affect their access and progress in the enrolled grade level curriculum.
The second step is to determine what adaptations are needed for the student to access and progress the enrolled grade level curriculum.
Content is the state standards. Consider how the student is accessing the general education curriculum (i. e. accommodations, modifications, or pre-requisite skills) and whether adaptations to the content are needed as a result of the disability.
Methodology refers to any educational practice or approach that is evidenced-based/best practices.
Delivery of Instruction is the application and implementation of the evidenced-based/best practices that are needed as a result of the disability.
Should content be adapted? If yes, how?
Should delivery of instruction be adapted? If yes, how?
Should methodology be adapted? If yes, how?
Determining Specially Designed Instruction
Accommodations
Move IT!Notes
Separate Handout
TechnologyBehavior
Homework
Assignments
Instruction
Accommodating TEKSThe student knows that living systems at all levels of organization demonstrate the complementary nature of
structure and function.
7.12D—differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.
-Enlarge the Picture
-Oral Response
-Color Overlay
-Transcribing
-Create a Mnemonic
-Provide a partially completed diagram of the anatomy of a plant and animal cell
Low Te
ch/L
ow
Cost
High Te
ch/H
igh
Cost
Velcro
Pencil Grip
Audio/Digital Books; i.e., Bookshare, Learning Ally
Customized Keyboard
Screen Reader Software
Adapted Computer
Word cards/book/wall
Voice Recognition Software; i.e., Dragon Diction
Abacus/Math Line/Geoboards
Talking Calculator
Electronic Organizer
Books Adapted for page turning
Large Print Materials
Math Software
Word Processors
Scanners—Single Word;Hand-Held; Calculator
Mid
Tech
/Mid
Cost
Manipulatives; i.e., Base Ten Blocks, Geometric Figures, Algebra Tiles,Clocks, Play Money, Faction Pieces, Wikisticks, Counting Beans
Magnifying devices
Blank place markers
Daily Visual Schedule
Electronic Dictionary
Text-to-Speech Software & Speech-to-Text Software; i.e., Dragon Naturally Speaking
Apps for iPad, iTouch, Smart PhonesProloquo 2 Go, Time Timer, Dragon Diction/Search, White Noise
Highligher Tape
Assistive Technology Options
+Instructional State Assessment
• Mnemonics with subject specific words that the mnemonic represents
• Graphic organizers or science graphics containing titles, words, labels, pictures, acronyms, mnemonics, numbers, symbols, or variables
• Labeled pictorial models• Grammar/Mechanic Rules with
specific examples• Formula triangles representing
relationships between variables and symbols for mathematic operations
• Executive Functioning skills
V e
r s
u s
+Modifying Content
The student knows that living systems at all levels of organization demonstrate the complementary nature of
structure and function.
7.12D—differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.What are the most “critical”
components that a student needs to know?
Student participates in all class discussions, activities, and assignments, but is only expected to demonstrate mastery of the “critical” components.
Student is only assessed on knowledge of “critical” components.
Instructional Strategies:
Are methods that are used to deliver a variety of content objectives. Instructional strategies determine the approach a teacher may take to achieve learning objectives.
Instructional StrategyThe7.12D—differentiate between structure and function in
plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion,
chloroplast, and vacuole.Sorting Activity
At a station, a student matches a variety of pictures associated with a plant &/or an animal cell to its corresponding vocabulary word
Collaboration: Students work in teams to compare and contrast an animal & a plant cell
Optional Testing Administration Procedures & Materials
Color overlay Magnifier Highlighters/Color PencilsModifications TAB
ACCOMMODATION, MODIFICATION,
ORINSTRUCTIONAL
STRATEGY?
+In a language arts class, the teacher provides a student(who has a reading disability) with a book on tape. The student is expected to complete all the reading guides and take the same exams as the other students in the class.
Accommodation
+Certain students use a different textbook that is at a lower reading level and has simpler explanations of concepts. These students take a different test over the content though they participate in all class discussions and activities.
Modification
+Students work in teams of four to create a presentation on a science topic. Each student in each group is assigned a particular role (recorder, organizer resource collector, and fact checker) with specified tasks to do to accomplish that role. Students are given guidance by the teachers as needed to keep the assignment on track.Instructional
Strategy
+A teacher designs a unit that allows students to choose a test, poster, or oral presentation to demonstrate understanding of the five main concepts and their connections. For one student, the teacher has constructed a guide so that the teachers, student and the parents can track progress as the project is completed. Accommodatio
n
+In a Social Studies class, the teacher constructs a study guide that is partially completed. These are given to a few students.
Accommodation
+Specific students are graded on test items that cover critical information and are not graded on their performance on the short essay portion even though they are asked to attempt it.
Modification
+In Math class, the teacher creates cards with critical symbols or vocabulary and corresponding definitions. The cards are distributed in class and the students move around the class to find the card that matches their cards.
Instructional Strategy
+STEP 7: MOST APPROPRIATE ASSESSMENT OPTION
DETERMINE THE MOST APPORPRIATE ASSESSEMENT OPTION.
+Confidentiality
+Confidentiality
Free online course at ESC-20
www.esc20.net
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Workshop #: PD 110818-C13
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