1 / 7

Using lead4ward Resources to Inform IEP Development

Using lead4ward Resources to Inform IEP Development. www.lead4ward.com SBISD SPED 11/13. The Process. Prioritizing Critical Needs. How big is the gap between the student’s enrolled grade level and the current skill level?

mai
Télécharger la présentation

Using lead4ward Resources to Inform IEP Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using lead4ward Resources to Inform IEP Development www.lead4ward.com SBISD SPED 11/13

  2. The Process

  3. Prioritizing Critical Needs • How big is the gap between the student’s enrolled grade level and the current skill level? • Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)? • Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard? • What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year. • What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal? • Will addressing this need make a significant difference for the student in the coming year?

  4. Resources • STAAR Snapshots (for tested grades/subjects) • TEKS Snapshots (for untested grades/subjects) • Process Standards by content • The Verbs of the TEKS • TEKS Scaffolding • Student Recording Sheet • STAAR Vocabulary

  5. Critical Needs to Goals – Where to look • How big is the gap between the student’s enrolled grade level and the current skill level? • Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)? • Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard? • What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year. • What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal? • Will addressing this need make a significant difference for the student in the coming year?

  6. Activity • Is this a critical need?  • What resources could you use? • Which TEK would you use for a goal?

More Related