Linking Student Individualized Education Programs and Classroom Instruction Using Quick Looks

1
Linking Student Individualized Education Programs
and Classroom Instruction Using Quick Looks
Presented By,

• Willetta George, M.Ed

2
What is a Quick look?

• A Quick Look is a brief overview of key
• components of a childs IEP.
• IEP start and end date
• 3 year evaluation due date
• Qualifying category
• Education and related service areas
• Frequency of services
• Annual goals and objectives
• Classroom adaptations accommodations and/or
  modifications
• Accommodations for classroom and state testing

3
Example of a Quick Look

• The following students will be on Mr. Js
  Caseload this school year. If you have any
  questions regarding these students please contact
  him at extension 4444.
• Student a1234567b D/C 40
• Start date ____ End Date_____ Eval
  Date_____
• Student p1234556b D/C 47
• Start date ____ End Date_____ Eval
  Date_____
• Student c1234467d D/C 49
• Start date ____ End Date_____ Eval
  Date_____
• Student a1234567h D/C 47
• Start date ____ End Date_____ Eval
  Date_____
• Student c1334567b D/C 47
• Start date ____ End Date_____ Eval
  Date_____
• Student f1244567n D/C 42
• Start date ____ End Date_____ Eval
  Date_____
• Thanks for your commitment to student learning!

• Quick Look
• 2012-2013 School Year
• Student a1234567b Grade 7th

Writing Sped Teacher 15 5xs wk
By January 2013, student will compose three paragraphs using a topic sentence, detail conclusion, transition words and self-edit with teacher support using teacher generate rubric. By January 2013, student will compose three paragraphs using a topic sentence, detail conclusion, transition words and self-edit with teacher support using teacher generate rubric. By January 2013, student will compose three paragraphs using a topic sentence, detail conclusion, transition words and self-edit with teacher support using teacher generate rubric.
Reading Sped Para 30 5xs wk
By January 2013. By January 2013. By January 2013.
Speech Therapist 30 1x wk
By January 2013. By January 2013. By January 2013.
Accommodations for Classroom Testing ___________
__________________________________________________
__________________________________________________
________________
4
Why Use Quick Looks?

• For many students with disabilities- and
  for many without- the key to success in the
  classroom lies in having appropriate adaptations,
  accommodations, and modifications made to
  instruction and other classroom activities.
• Adaptations- An adaptation can be as simple as
  moving a distractible student to the front of the
  classroom or away from high traffic areas or the
  window.
• Accommodations- An accommodation may include
  extended testing times, alternative testing
  settings, use of assistive technology.
• Modifications- A modification may involve
  changing the way the material is presented or the
  way a student responds to demonstrate their
  learning.
• Quick looks outline adaptations,
  accommodations, and modifications to ensure
  optimal student success in the general education
  setting and ensure that critical components of
  the students IEP are followed.

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What is Special Education?

• By definition, special education is specially
  designed instruction (300.39). And IDEA defines
  that term as follows
• (3) Specially designed instruction means
  adapting, as appropriate to the needs of an
  eligible child under this part, the content,
  methodology, or delivery of instruction
• (i) To address the unique needs of the child that
  result from the childs disability and
• (ii) To ensure access of the child to the general
  curriculum, so that the child can meet the
  educational standards within the jurisdiction of
  the public agency that apply to all children.
  300.39(b)(3)
• Thus, special education involves adapting the
  content, methodology, or delivery of
  instruction.

6
Least Restrictive Environment (LRE)- means that a
student who has a disability should have the
opportunity to be educated with non-disabled
peers, to the greatest extent appropriate.

• The student should have access to the general
  education curriculum, or any other program that
  non-disabled peers would be able to access.
• The student should be provided with supplementary
  aids and services necessary to achieve
  educational goals if placed in a setting with
  non-disabled peers.
• A resource room may be available within the
  school for specialized instruction, with
  typically no more than two hours per day of
  services for a student with learning
  disabilities.
• Should the nature or severity of his or her
  disability prevent the student from achieving
  these goals in a regular education setting, then
  the student would be placed in a more restrictive
  environment, such as a special school, classroom
  within the current school, or a hospital program.
  
• Generally, the less opportunity a student has to
  interact and learn with non-disabled peers, the
  more restrictive the placement is considered.

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How is Placement Determined?

• The federal special education regulations
  require that a child with a disability will not
  be removed from the regular classroom to receive
  instruction unless his/her educational needs
  cannot be met with supplemental aids and services
  in regular classroom. All placement decisions are
  made by the IEP team, are based on the IEP, and
  are reviewed at least annually.
• The IEP team should also consider any potentially
  negative effects of a placement on the child and
  on the adequacy of services the child may
  receive.

8
What is the Difference Between Modification and
Accommodation?

• Modification- A change in what is being
• taught or expected from a student.
• Shorted assignment.
• Reduce difficulty of assignment.
• Reduce reading level on assignment.
• Accommodation- A change that helps a student
  overcome or work around the disability.
• Allow for oral response.
• Provide an audiotape of lesson or books.
• Provide copies of teachers lesson.

9
Who is Responsible for Ensuring IEP is Properly
Implemented?

• School administration and the special education/
  special services director have the responsibility
  of making sure that the services contained in the
  childs IEP are delivered as written.
• Parents are given a copy of the IEP and should
  be empowered to advocate to ensure services are
  provided as outlined in childs IEP.
• Each of the childs teachers and service
  providers have access to the IEP and should be
  aware of his or her specific responsibilities for
  carrying out IEP services.
• Including all accommodations, modifications,
  and supports that must be provided to the child,
  in maintaining compliance with the students IEP.

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Using Quick Looks as a Tool to Get to Know Your
Student

• Reviewing goals will provide you with a basic
  understanding of current academic levels.
• Reviewing Quick Looks will provide you
  information on students disability.
• Reviewing Quick Looks will provide you with
  information about any adaptations,
  accommodations, and modifications you will need
  to make prior to instruction.
• Reviewing Quick Looks provide you with
  information on Related Services.
• Using Quick Looks will help you plan for
  instruction.

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Use Quick Looks to Plan for Instruction

• Incorporate goals in daily lessons to ensure
  students continue working toward his/her goals on
  a regular basis.
• Incorporate objectives in lessons that are
  aligned with IEP.
• Plan for times where pull-out may be necessary in
  order for services to be delivered.
• Plan with possible adaptations, modifications, or
  accommodations.
• Adjust instruction as student increases
  achievement toward goal attainment.

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Collaborate

• Collaboration between teachers implies that
  there is a shared effort to achieve a goal and
  that ultimately there is a shared responsibility
  during all stages of the process.
• For general education and special education
  teachers, collaboration means that teachers work
  together to ensure that the educational needs of
  all students are met.
• In order for collaboration to be successful,
  all members must commit to the team effort.

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Benefits of Collaboration

• Provides options to allow students to be educated
  in the least restrictive environment (LRE).
• Ensures teachers and support staff are all on the
  same page.
• Teachers able to clearly understand the goals and
  structure of each lesson prior to delivery.
• Teachers can divide teaching roles, so each knows
  exactly what to do during the instructional
  periods.
• Teachers are better able to prepare for the
  diversity of students in their classrooms.
• Teachers able to work together to brainstorm and
  decide on ways to meet the needs of each child.
• Teachers are better prepared to introduce the
  modifications and accommodations to support
  student learning.
• Conversations become more centered on instruction
  and student learning.
• Conversations become more thought provoking and,
  in turn, help to deepen the quality of lesson
  planning.

14
Use Quick Looks During Collaboration

• Monitor students progress toward goals and
  objectives.
• Exchange ideas on how to continue to make gains
  toward goals (what works, what doesnt).
• Discuss options.
• Plan for interventions
• Generate strategies.
• Celebrate successes.

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Collaboration Worksheet
Goal Worksheet Goal Worksheet Goal Worksheet Goal Worksheet Goal Worksheet Goal Worksheet
Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________ Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________ Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________ Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________ Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________ Team Members _________________________________________________________ Meeting Date _________________ Review Date ____________________
Student Goal Person/s Responsible Time Frame Strategies Evidence






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Involving Students in Goal Planning Using Quick
Looks
Student Monitoring Sheet For Quick Looks Student Name________________ Student Monitoring Sheet For Quick Looks Student Name________________ Student Monitoring Sheet For Quick Looks Student Name________________ Student Monitoring Sheet For Quick Looks Student Name________________ Student Monitoring Sheet For Quick Looks Student Name________________
Goal Goal due date What will I do to reach my goal? Who will help me reach goal? Date my goal was met.




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The Importance of a Students Role in Goal
Setting and Planning

• It helps students stay on track while working
  toward their goals.
• It allows students to feel a sense of ownership
  over their work.
• Its a good way to monitor the students progress
  and track his/her success.
• It helps to build student self-esteem when goals
  are accomplished.
• It is admirable to work toward a worthy
  goal. It is gratifying to reach your goal. It is
  wise to set a new goal
• William Arthur Ward, Up Words

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Celebrate Student Success

• By celebrating, you acknowledge the work that
  went into student accomplishments.
• Celebration breaks up the routine and can inspire
  the student to continue to try hard.
• Accomplishments are remembered if you mark them
  with celebrations.
• By celebrating, you remind students of the
  purpose and priorities in their learning.
• Celebrations allow teachers to display admiration
  and appreciation of student accomplishments.
• By celebrating, the teacher can convey the ideals
  and values of the school.
• Stop worrying about the potholes in the
  road and celebrate the journey!Barbara Hoffman

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What Do General Education Teachers Need to Know
About Special Education?

• General education teachers not only teach general
  education students, but all students.
• General education teachers are required by law to
  follow a student's IEP.
• It is the responsibility of the general education
  teacher to ensure that all aspects of the IEP are
  being followed in the general education class,
  particularly the accommodations.
• Ignorance of the law is no defense, or ignorance
  of what is in an IEP that isn't being followed is
  no defense when it isn't followed.

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Special Education is a Service Not a Place

• When educators view special education as a
  place, they fail to evaluate and address the
  childs unique needs and how they can meet these
  needs.

21
Im In Here

• http//www.youtube.com/watch?v1hiQYurSJCQfeature
  player_detailpage
• Play You Tube Video

22
Discuss the following elements of the Quick Look.
Explain why it would be important to have these
elements included in the Quick Look. Discuss with
a partner.

• IEP start and end date
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• 3 year evaluation due date
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Qualifying category
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Education and related service areas
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Frequency of services
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Annual goals and objectives
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Classroom adaptations accommodations and/or
  modifications
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________
• Accommodations for classroom and state testing
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________________

23
Work Together to Fill in Blanks

• The key to success in the classroom lies in
  having appropriate ________________,
  ____________, and ____________ made to
  instruction and other classroom activities.
• Quick Looks outline ___________,
  _____________, ___________, to ensure optimal
  _____________ _____________ in the general
  education setting and to ensure that __________
  ______________ of the students IEP are followed.

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Work Together to Fill in Blanks

• Special education is ___________ ____________
  _____________
• Specially designed instruction means
  _________, as appropriate to the needs of an
  eligible child under this part the ____________,
  ___________, or delivery of ______________.To
  address the
• ___________ ____________ of the child that
  result for the childs disability and to ensure
  _________ of the child to the general education
  ___________, so that the child can meet the
  __________
• _______________ within the jurisdiction of
  the public agency that apply to all children.
  Thus, special education involves adapting the
• ____________, ______________, or
  ______________________.

25
Work Together to Fill in Blanks

• Least Restrictive Environment means that a
  student who has a disability should have the
  _____________ to be ____________ with
  non-disabled peers, to the ____________ ________
  appropriate. The student should have __________
  to the _________ education ______________, or any
  other program that non-disabled peers would be
  able to access. The student should be _________
  with supplementary aids and services necessary to
  ____________ educational __________ if placed in
  a setting with non-disabled peers.
• Generally, the _____ ___________ a student
  has to interact and learn with non-disabled
  peers, the ________ ____________ the placement is
  considered.

26
Work Together to Fill in Blanks

• The federal special education _____________
  require that a child with a disability ____ ____
  removed form the _________ classroom
• to receive instruction unless his/ her
  ______________ __________ cannot be met with
  supplemental aids and services in the regular
  classroom. All placement decisions are made by
  the ____ _______, are based on _____ ____, and
  are reviewed at least ___________. The IEP team
  should also consider any potentially
  _____________ effects of a placement on the child
  and on the ______________ of services the child
  may receive.

27
Work with a partner..

• Discuss with a partner the difference between
  a modification and an accommodation.
• List three possible modifications, and three
  possible accommodations.

Accommodations
Modifications
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Work Together to Fill in Blanks

• List persons responsible to ensuring IEP is
  properly implemented.
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________

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Answer questions and discuss with table

• List ways in which Quick Looks can be used as
  a tool to get to know your student.
• __________________________________________________
  _________
• __________________________________________________
  _________
• __________________________________________________
  _________
• List ways in which Quick Looks can be used to
  plan for instruction.
• __________________________________________________
  _________
• __________________________________________________
  _________
• __________________________________________________
  _________
• List ways in which Quick Looks can be used
  during collaboration
• __________________________________________________
  _________
• __________________________________________________
  _________
• __________________________________________________
  _________

30
Arent They All Our Kids

• http//www.youtube.com/watch?vkaIRNXpoi34feature
  player_detailpage
• Play You Tube Video