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Understanding the IEP At-a-Glance Document. Agenda. How to view IEP At-a-Glance documents online in Infinite Campus Hands-on: Viewing one of your student’s IEP At-a-Glance documents Demystifying the sections of the IEP At-a-Glance document; in particular, the “Supplemental Aids” section
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Agenda • How to view IEP At-a-Glance documents online in Infinite Campus • Hands-on: Viewing one of your student’s IEP At-a-Glance documents • Demystifying the sections of the IEP At-a-Glance document; in particular, the “Supplemental Aids” section • Hands-on: Brainstorm ways to implement effective supplemental aids in your classroom
Objectives When we’re done, you will: • Know how to identify a student with an IEP and view that student’s IEP At-A-Glance online • Understand the meaning of the information listed in the Supplemental Aids section • Understand the difference between accommodations and modifications • Have a list of resources to obtain additional information
Orientation • We’re talking about the “IEP At-a-Glance” document • One is available for each student with an IEP
Orientation • Gives a summary of student’s disability, accommodations, strengths, etc.
Orientation • One section is called “Supplemental Aids” • Lists ways to help the student learn and express understanding
Where is it? • Next-to-last section of the document • Exact location may vary • Look for the words “Supplemental Aids”
Identifying students with IEPs • Red IEP flag at top of screen:
Viewing the At-a-Glance • Step 1: After bringing up a student, click “Special Ed” on left:
Viewing the At-a-Glance • Step 2: Click the “Documents” tab, at the top:
Viewing the At-a-Glance • Step 3: Double-click on IEP summary:
Viewing the At-a-Glance • Step 4: Click on the long blue link that appears under “Document Name”:
Supplemental Aids • Changes we make to lesson, environment, assessments • Minimize detrimental effects of disability • Improve learning, morale, and work completion rate
Pacing & Timing • Extended time • “Chunking” long tasks into shorter segments over one or more days
Environment/Setting • Preferential seating • Taking tests/giving presentations in same classroom at another time (before or after school). • Performing tasks in a different classroom
Presentation • Reading instructions and exams to student • Instructions presented on board/projector screen and orally
Response • Student gives responses orally rather than in writing • No use of Scantron; writes directly on test
Scheduling • Course sequence custom-designed to accommodate a student’s needs • Selection of specific PE tracks
Materials • Note cards / formula cards • Teacher notes • Calculator use • Assistive technology
Self-Management • Self-assessments to target attendance, reduce classroom talkouts
Assignments • Modified assignments • Reduction of assignments • Alternative assignment that may be more appropriate
Test Adaptations • Limit questions to core concepts • Change format of test (essay to multiple choice & vice versa)
Social InteractionSupport • Sharing information about student’s disability with class • Involving classmates in student interventions
Modifications and Accommodations are not the same, although they are often used interchangeably.
Accommodations are changes in HOW a student accesses information and demonstrates learning.
Accommodations are allowances for a disability that can be made without compromising the level of instructionor the expectations of the course.
Modificationsare significant changes in whata student is expected to learn and demonstrate.
Modifications • Major changes inWHATa student is expected to • learn and demonstrate in the curriculum • while participating in regular education classses • This may include: different instructional outcomes, • modified requirements for success, • fewer concepts, • less details, • or deletion of some part of curriculum.
A very few special educationstudents have provisions in their IEP for modifications or a modified curriculum.
If it is obvious that a modifiedcurriculum will be needed, it is developed at the beginning of the course.
In most cases, however, • the need for a modifiedcurriculum cannot be determined • until after the student has been in the course for 3-6 weeks.
Developing a modified curriculum… The case manager and the content teacher are responsible for developing the modified curriculumcollaboratively.
Activity • Modifications/Accommodations Quiz • Place an “A” next to an accommodation and an “M” next to a modification • When done, we will review as a group
Case Study • Select one of your students with an IEP that contains supplemental aids about which you have questions (5 minutes) • Let’s discuss your questions and suggestions as a large group (10 minutes) • If we didn’t have time to discuss your question, how can you get this information?
How to get answers • Attend the Special Education Open House!North Campus:South Campus: • Contact the student’s case manager (at top right of the IEP At-a-Glance document).
Additional Resources http://www.djusd.k12.ca.us/emerson/jkurth/AccommodationsandModifications.htmhttp://www.ivtv.k12.oh.us/Accommodations.aspxhttp://www.disabilitycenter.fsu.edu/fac_guide.htmlhttp://www.osepideasthatwork.org/toolkit/accommodations_manual_j.asphttp://cornbeltcoop.k12.sd.us/PRINTABLE%20PDF/Accommodations.pdfhttp://www.lkdsb.net/Speced/accomodations1.htmhttp://www.hishelpinschool.com/adaptation/modadapt.html