Beruflich Dokumente
Kultur Dokumente
District reprehensive
Transition specialist-If
needed
Students-Should ALWAYS
have a say and know what
is going on
Accommodations
LRE- Where will the student
receive services?
Short Term
objectivesSMART:
Specific
Measurable
Attainable
Realistic
Timely
Supplementary Aid
Goal
Component
s
Behavior
Quality
Criterion
Setting
All goals
must be
measurable
Parent
documentation
s:
Give parents 3
notices- phone,
email, snail mail, or
send a letter home.
COPY
Accommodatio
ns:
Provide access to
the course content
but does not alter
the amount or
complexity of the
information taught
to the child.
Example-
Changes made in
the way materials
are presented
Changes in the
way children
demonstrate
learning
Changes in
setting
Allowing more
time
MTSS
Continuous
monitoring of student
performance
Multiple levels or tiers
of instruction that are
progressively more
intense and based on
the students
response to
instruction
1. What's the
problem
2. Why is it
happening
3. What are we going
to do
4. Is it working
Assessments:
Observations, state
test, school work, peer
and self evaluation.
IEP Process
Gather information:
Review records
Talk with parents, previous
teachers, student and
support staf
Make observations
Review school work
Preform/look at
assessments
Set direction:
Establish classroom rules
set roles and
responsibilities
collaborate
Develop IEP
students strengths and
weaknesses
goals and expectations
strategies
monitoring
Implement it
IEP meeting
Provide a copy to
parents/student
Put IEP into practice
Evaluate and adjust as
needed
Resources