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Special Education Department Meeting November 5, 2012

Special Education Department Meeting November 5, 2012. 1. Compliance Issues 2. Paperwork Updates 3. Accommodations and Modifications 4. MME/MEAP Amendments 5 . Service Log. The Magic Button. or. What is Mark IEP Complete?. The Steps. Complete the IEP Click “Validate”

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Special Education Department Meeting November 5, 2012

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  1. Special Education Department MeetingNovember 5, 2012 1. Compliance Issues2. Paperwork Updates3. Accommodations and Modifications4. MME/MEAP Amendments5. Service Log

  2. The Magic Button or What is Mark IEP Complete?

  3. The Steps • Complete the IEP • Click “Validate” • Correct all validation errors • Click “Save” • Click the “Mark IEP Complete” button • Message: IEP form data has been marked complete and will be transferred to the SIS Special Education module • Click “Okay”

  4. This is what Dawn sees.

  5. Validation Will Not Find... • Date errors -- all of them • PLAAFP errors • Provider errors • Hours errors • Instructional Setting errors • Personal Care errors • ESY errors You are responsible for checking that these items are correct.

  6. If Dawn sends you a note about errors, you MUST correct them in MISTAR, validate, save and click on “Mark the IEP Complete.”

  7. Instructional Setting OR Where does a student receive instruction?

  8. How to decide which number to use: • If a student receives instruction inside a general education classroom for 80% or more of the day, choose setting 11. • If a student receives instruction inside a general education classroom for 40% - 79% of the day, choose setting 12. • If a student receives instruction inside a general education classroom for less than 40% of the day, choose setting 13.

  9. SECTION III: PARTICIPANTS INVOLVED IN THE REVIEW OF EXISTING EVALUATION DATA: REED/IEP/Notice of Meeting • NEW LINE -- REPLACES THE MET REPRESENTATIVE LINE: • Evaluation/Evaluation Data Representative Required! Someone must be designated. For an annual, this could be the serviceprovider.

  10. IEP Accommodations & Modifications

  11. Strategies Strategies refer to skills or techniques used to assist in learning. Strategies are individualized to suit the student learning style and developmental level.

  12. HighlightingRehearsalcolor codingmemory joggersvisual cuesnumber linesalphabet stripskey ring sight wordsflip chart organization/transition cards

  13. Accommodations are intended to lessen the effects of a student’s disability; they are not intended to reduce learning expectations Accommodations are not the same as modifications. Accommodations

  14. taped booksmath chartsadditional timeoral testpreferred seatingstudy carrelamplified systembraille writeradapted keyboardspecialized software

  15. Modifications are made when the expectations are beyond the students level of ability. Modifications Modifications may be minimal or very complex depending on the student performance. Modifications must be clearly acknowledged in the IEP. Modifications refer to changes made to curriculum expectations in order to meet the needs of the student.

  16. Examples *second language exemptions*withdrawal for specific skill*include student in same activity but individualize the expectations and materials*student is involved in same theme/unit but provide different task and expectations

  17. Modifications • The student is taught something different from the rest of the class. • The student is taught the same information, but at a different level of complexity. • The student has a reduced assignment (for example, has fewer questions to answer). • Use a lower level reading text book, which covers similar subject content. • Expectations of what the student learns will vary based on modifications agreed to on the IEP

  18. The Basics • Accommodations and modifications are the specific supports and services a student needs to succeed in the general education classroom • Routine procedures used with every student in a class are NOT accommodations. • Accommodations and modifications for instruction and assessment MUST be clearly specified in the student’s IEP and must be routinely used in the classroom.

  19. What accommodations is the student regularly using in the classroom and on tests? What is the student’s perception of how well an accommodation has worked? Has the student been willing to use the accommodation? What are the perceptions of the parents, teachers and others about how the accommodations appear to have worked? Have there been difficulties administering the selected accommodations?

  20. Accommodations are generally grouped into the following categories:• Presentation• Response• Timing/Scheduling (e.g., extended time, frequent breaks)• Setting

  21. Timing/Scheduling• Test at students best time of day• Extended assessment time• Frequent supervised breaks• Use of clock or timer

  22. Setting• Alternative location• Individually or in small group• Placement of student where he/she is most comfortable• Able to move, stand or pace in a manner where others’ work cannot be seen and is not distracting.• Use of concentration aids (e.g., stress balls or noise buffers).• Placement of teacher/proctor near student.

  23. Presentation: Aids• Use of calculator /talking calculator (on non mental math assessments)• Use of manipulatives (e.g. actual coins,base10 blocks)• Use of rulers• Use of auditory amplification devices or sound systems• Use of visual aids (e.g., magnification devices)• Use of Braille and enlarged printversions of assessment• Use of page tuner• Use of acetate colored shield, highlighters,highlightertape, page flags, and reading guides on test booklets.

  24. Presentation: Reading TestReading Aloud Math, Science, Social StudiesSign Math, Science and Social Studies ASL orExact English.

  25. There are six general rules that must be followed in determining what types of accommodations can be used on a test:

  26. 1. An accommodation should be used on an assessment only if it is routinely used as partof the student’s instructional program. In other words, to the greatest extent possible,accommodations used on the assessment should match accommodations used in theclassroom.

  27. 2. The accommodation must be documented in the student’s IEP, Section 504 Plan, or ELLinstructional plan. That means accommodations need to be discussed by a team of peoplewho know the student well and understand the student’s educational goals.

  28. 3. The student must be proficient in using the accommodation. That means that the student hashad plenty of time to learn how to work with the accommodation in the classroom beforetrying to use it on the test.

  29. 4. Accommodations must be evaluated and determined to be beneficial for the student’slearning during instruction before carrying them over into the assessment process.

  30. 5. Decisions about using accommodations must be based on the individual student. For example, all students with visual impairment may not need Braille assessment booklets. In some cases, enlarged print booklets are more appropriate. The test could be read aloud for some content areas, such as mathematics. It all depends on the student’s individual needs.

  31. 6. A student’s classroom accommodations should be reviewed periodically to make sure they’re still effective and necessary. Over time, as the student grows and changes, thedecisions about accommodations may change, too.

  32. The accommodation summary tables can be found at www.michigan.gov/baaunder each of the assessments.

  33. Quiz Time:Modification or Accommodation

  34. AccommodationorModification • HIGHLIGHT IMPORTANT POINTS OF THE TEXT TO DRAW ATTENTION.TELL STUDENTS TO READ THESES POINTS FIRST

  35. Provide student with copies of notes taken by a peer

  36. Allow students to answer half of the questions on a test for full credit.

  37. Let the student respond orally for a Science test.

  38. Allow a fifth grade student to use a 1st grade math book to complete assignments,

  39. Require fewer problems covering all content on assignments.

  40. Objectives Service Log Goal: • To Track and Report student progress toward objectives and use of accommodations listed in the IEP. • Two ways to Demonstrate Progress • Service Log • Goal and Objectives • Lesson Plans • Student Name and Goal identified within the lesson plan

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  42. Monitoring • To stay in compliance with the state we must be able to demonstrate that students are making progress toward their goals. • Observation • Service Log • Lesson Plan • Schedule Return Observation Date

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