West Clermont Schools Special Education

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West Clermont SchoolsSpecial Education

• Present Level of Performance
• Process and Procedures Training

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Session Objectives

• To Provide Tools necessary for special educators
  to develop clear and meaningful present levels of
  performance in students Individualized Education
  Programs
• To empower special education teachers with the
  necessary tools to effectively communicate the
  needs of students with disabilities in regards to
  accommodations and meaningful assessment of
  performance

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Session Agenda

• Drafting the IEP
• Step 1 Future Planning
• Step 1 Present Levels of Performance
• Developing Accommodations sheet
• Developing Grade /Assessment Contract

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Future Planning
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Step 1 Discuss Future Planning

• The IEP team shall ensure that family and student
  preferences and interests are an essential part
  of the planning process. The team will document
  the planning information on the IEP. (OS page 65)

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Step 1 Discuss Future Planning

• DRAFTING GUIDING QUESTIONS
• What is the parents/familys vision for the
  child one, five, ten years from now?
• In addition to academics, what are the community,
  work, living, and vocational considerations?
• What are the students strengths and talents?

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Step 1 Discuss Future Planning

• STEP 1 EXAMPLE

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Step 1 Discuss Future Planning

• Drafting Discussion
• When should the information for this section be
  gathered?
• How can family and student preferences best be
  documented?
• Drafting Challenge
• Develop or outline a tool that could be used to
  document family and student preferences.

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Step 1 Discuss Future Planning

• Drafting Discussion
• Critique Step 1 of the IEP brought by your
  team/group.
• What should stay in place?
• What changes need to be made?

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Present Levels of Performance
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Step 2 Discuss Present Levels of Academic and
Functional Performance

• The IEP for each child with a disability must
  include a statement of the childs present levels
  of educational performance, including how the
  childs disability affects the childs
  involvement in the general curriculum

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Present Levels of Performance

• 1. What do we know about the Child?
• 2. How does it relate to the context of the
  content standards?
• 3. What is the students involvement in the
  general education curriculum?
• 4. How does the disability of the child affect
  the students involvement in general education?

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1. What do we know about the child?

• Document the students disability category
• What does the disability look like in regards to
  academic performance?
• Include background information which may be
  meaningful for the regular education and special
  education staff
• Discuss Interventions that have been put into
  place for the student, have they been successful?
  What interventions can be used in the future
  that may prove beneficial?
• Discuss progress monitoringhave previous
  measurable annual goals and objectives been met?
  To what extent?

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1. Examples of What we know about the child
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2. How does what we know about the child relate
to the context of the content standards?

• Comparison and analysis
• Grade vs. Student ability
• Student vs. Typically Developing Peers
• Information regarding performance on standardized
  testing such as the OAT OGT
• Scores on assessments such as Dibels, DRA, 6
  Minute Solution, etc..

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Examples of context of content
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3. Involvement in the General Education Curriculum

• What is the students grade level?
• What are the classes he/she is taking?
• What classes are in the general education
  setting?
• What is the percentage of time the student is
  participating in the general education setting?
  What percentage in a more restrictive setting?
• What are the services the student is receiving in
  each setting to assure that they are being
  successful and having access to the general
  education

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Examples of involvement in general education
setting
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4. How does the disability of the child affect
the students involvement in general education?

• What are the accommodations needed?
• What are the expectations of the child in regards
  to performance?
• How are grades to be determined?
• What are the expectations of the special
  educator(s) working with the student?
• What are the expectations of the regular
  educator(s) working with the student?

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Examples of how does the disability of the child
affect the students involvement in general
education?