Transition iep

1. Transition iep EEX 4242 Jennifer Drescher

2. Courtney:Birth Date: 11/12/96 • Courtney is a seventeen year old Caucasian female who is currently home schooled, however she is taking all her courses with the Florida Virtual School. Courtney is extremely social and enjoys spending time with friends and family. • Courtney plans on attending college after high school graduation. In fact if she is able to complete the tenth grade on schedule she wants to enroll in dual enrollment at a local community college. If she is unable to complete that task she has the plan to work each semester towards getting closer to that goal. She would like to graduate high school on time and with some college credits complete. Currently she is interested the field of physical therapy. • Courtney has many strengths as identified by both her teachers and family. Academically she struggles with completing assignments on time. She works hard and never gives up no matter the time it takes her to complete her work. Courtney has a very determined attitude towards her school work. A large part of Courtney’s course work completion pace stems from her poor reading ability. This is a direct result of her developmental reading disorder. This causes problems with reading fluency and comprehension. • Courtney’s IEP lists her exceptionality as “Dyslexia”. This is characterized as having difficulty with learning to read because the brain has a hard time processing language. A dyslexic individual might misread the letter in a word or have difficulty reading unfamiliar words. Dyslexia is estimated to affect between 15 and 20 percent of school age children in the U.S. It is the most common learning disability. Since there are no known causes of dyslexia at this time it is hard to identify where it originates.

3. U.S. History • Students in my class will be developing writing skills. We will also work on the process of historical analysis to understanding and interpreting the past. • Students will be expected to keep up with reading assignments. Students are expected to come to class prepared and to complete assignments on time. Students are expected to use correct spelling, proper grammar, and complete sentences on a regular basis. • Students will be working in groups in our class. Groups will be given activities to complete. Everyone will be expected to participate in your group and participation points will be assessed accordingly. Therefore, each student will be graded as an individual.

4. Courtney’s goals in U.s. History • Receive an A in this class in order to keep up her GPA • To Complete all assignments including reading on time • Participation in group activities will give Courtney the opportunity to work with others which will assist in her expressing herself. • By completing all assignments on time will create the responsibility of working through difficulties. • My belief that education begins in the home would mean that my process would start with setting up clear communication lines with the parents of my students. • The process would then continue with clear communication of my expectation to my students. • I will provide contact information and a classroom webpage as a way to communicate class information home.

5. Sample Assignments Provided Courtney with an outline of each chapter to fill in the blanks during her independent reading and lectures Use peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct activities. Use flexible work times. Students who work slowly can be given additional time to complete written assignments

6. Progress and planning for success • The ultimate goal is to provide Courtney with good work habits, to prepare and anticipate, to avoid unnecessary tardiness, and to stay on task. Par for the course with teaching organization, homework, and learning strategies is making a progress while minimizing stress. • In order to help Courtney succeed I will provide the following: • Use peer-mediated learning • Use flexible work times. • Allow use of instructional aids. • Design hierarchical worksheets. • Encourage use of graphic organizers

7. Digital books or e-books While students with learning disabilities, such as dyslexia, have trouble understanding the words they read, it is not due to a lack of desire or intelligence. While dyslexia is not curable it is improvable. Access to digital and audio books may improve learning outcomes. Reading digital or e-books enriches the user’s experience by engaging through multi-sensory ways.

8. Text-to-speech • Opens a world of new learning possibilities • Provides flexible options based on learning styles and preferences • Promotes independence, socialization, and personal achievement • Unlocks decoding struggles • Holds a reader’s attention span longer • Ensures readability on grade level • Encourages note taking and annotations • Corrects spelling

9. Universal Design for Learning -Universal Design for Learning also known as UDL has the goal to help teachers and educators meet the learning needs of all their students. -Each student is different and unique in their own way. This is also true for the way they learn. -The Center for Applied Special Technology created UDL as a way to give flexible goals, methods, and assessments that will accommodate multiple learners and their differences. CAST found that the brain processes information through different networks that are the how, what, any of learning. -In our U.S. History class each lesson has alternative assignments and assessments available such as Providing the option to write a skit or write a short reflection essay. -Each lesson will have multiple principles built into it to provide a variety of learning needs, abilities, and skills.

10. USING UDL IN THE CLASSROOM

11. References Dieker, L., & Hines, R. (2014). Strategies for teaching content effectively in the inclusive secondary classroom. Boston: Pearson. Home of Choice Theory - William Glasser Institute. (n.d.). Home of Choice Theory - William Glasser Institute. Retrieved March 16, 2014, from http://www.wglasser.com/ Laura Candler's Teaching Resources - Free Printables and Lesson Ideas for Teachers!. (n.d.). Laura Candler's Teaching Resources - Free Printables and Lesson Ideas for Teachers!. Retrieved March 16, 2014, from http://www.lauracandler.com Schimmel, D., Fischer, L., & Stellman, L. (2008). School law: what every educator should know : a user-friendly guide. Boston: Pearson/Allyn and Bacon. Welcome to the IRIS Center. (n.d.). IRIS. Retrieved March 15, 2014, from http://iris.peabody.vanderbilt.edu