Professional development power point presentation for general education teachers

Anonymous
timer Asked: Oct 17th, 2018
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Question Description

Create a 15-20 slide professional development presentation for general education teachers on the topics of IEPs, inclusion, and team teaching. Include a title slide, reference slide, and presenter's notes.

Address the following within the presentation:

  • Provide a synopsis for each section of an IEP.
  • Describe an inclusion classroom setting and when it is beneficial for special education students; include specific examples of special education students appropriately and inappropriately placed in an inclusive setting.
  • Describe 3-5 team teaching models and include benefits and drawbacks of each.
  • Provide and describe three additional team teaching strategies appropriate for modifications in an inclusive setting.

Use the attached IEP templates to inform the assignment. Support your presentation with a minimum of three scholarly resources.

While APA format is not required for the body of the assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.

EXTRA INFORMATION THAT MAY HELP IN ASSIGNMENT

1. A Guide to the Individualized Education Program

Read "Individualized Education Programs: Process and Procedures for Developing IEPs for Students with Disabilities," located on the U.S. Department of Education website.

http://www2.ed.gov/parents/needs/speced/iepguide/index.html

2. Inclusion Classrooms and Teachers: A Survey of Current Practices

Read "Inclusion Classrooms and Teachers: A Survey of Current Practices," by Kilanowski-Press, Foote, and Rinaldo, from the International Journal of Special Education (2010).

http://files.eric.ed.gov/fulltext/EJ909035.pdf

RUBRIC

Professional Development: IEPs, Inclusion, and Team Teaching

1
No Evidence
0.00%

2
Nominal Evidence
69.00%

3
Unacceptable Evidence
74.00%

4
Acceptable Evidence
87.00%

5
Target Evidence
100.00%

100.0 %Criteria

20.0 %Professional Development: IEPs

No submission.

Presentation fails to provide synopses of IEP sections.

Presentation includes inadequate synopses of IEP sections.

Presentation includes adequate synopses of IEP sections.

Presentation includes thorough and clear synopses of IEP sections.

30.0 %Professional Development: Inclusion

No submission.

Presentation fails to include a description of an inclusion classroom setting or rationalization of appropriately and inappropriately placed special education students.

Presentation includes an insufficient description of an inclusion classroom setting. Rationalization of appropriately and inappropriately placed special education students is provided, but is lacking.

Presentation includes a detailed description of an inclusion classroom setting. Adequate rationalization of appropriately and inappropriately placed special education students is provided.

Presentation includes a professional and detailed description of an inclusion classroom setting. Comprehensive and clear rationalization of appropriately and inappropriately placed special education students is provided.

35.0 %Professional Development: Team Teaching

No submission.

Presentation fails to include descriptions of team teaching models or benefits and drawbacks of each. Descriptions for additional team teaching strategies are not provided.

Presentation includes inadequate descriptions of team teaching models and inappropriately includes benefits and drawbacks of each. Incomplete descriptions for additional team teaching strategies are provided and are inappropriate for modifications in an inclusive setting.

Presentation includes adequate descriptions of team teaching models and appropriately includes benefits and drawbacks of each. Descriptions for additional team teaching strategies are provided and are appropriate for modifications in an inclusive setting.

Presentation includes comprehensive descriptions of team teaching models and appropriately includes benefits and drawbacks of each. Complete descriptions for additional team teaching strategies are provided and are appropriate for modifications in an inclusive setting.

5.0 %Layout

No submission.

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. No notes that script the presentation are included.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. Minimal notes are present to script the presentation.

The layout background and text complement each other and enables the content to be easily read. The fonts are easy-to-read and point size varies appropriately for headings and text. Notes are present to script and facilitate the presentation.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. Notes are well written and facilitate the delivery of the script in the presentation.

5.0 %Mechanics of Writing

No submission.

Slide errors are pervasive enough that they impede communication of meaning.

Some mechanical errors or typos are present, but are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

Submission is nearly/completely free of mechanical errors.

5.0 %Title and Research Citations Sources

No submission.

Contains no title slide, no References section, and no correctly cited references within the body of the presentation.

Title slide has minor errors. References section includes sources, but they are not cited consistently or correctly. Citations are included within the body of the presentation, but with some errors.

Title slide has minor errors. References section includes sources, but not consistently cited correctly. References included within the body of the presentation, but with some citation errors.

Title slide is complete. References section includes correctly cited sources. References within the body of the presentation are included and correctly cited.

100 %Total Weightage

Unformatted Attachment Preview

School District Identifying Information INDIVIDUALIZED EDUCATION PROGRAM (IEP) STUDENT NAME: DATE OF BIRTH: LOCAL ID #: PROJECTED DATE IEP IS TO BE IMPLEMENTED: DISABILITY CLASSIFICATION: PROJECTED DATE OF ANNUAL REVIEW: PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS) ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE: STUDENT STRENGTHS, PREFERENCES, INTERESTS: ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: SOCIAL DEVELOPMENT THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT'S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS: STUDENT STRENGTHS: SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: PHYSICAL DEVELOPMENT THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS: STUDENT STRENGTHS: PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: New York State Education Department IEP Form MANAGEMENT NEEDS THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS NEEDS IDENTIFIED ABOVE: EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES STUDENT NEEDS RELATING TO SPECIAL FACTORS BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED. Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that of others? Yes No Does the student need a behavioral intervention plan? No Yes: For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP? Yes No Not Applicable For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille? Yes No Not Applicable Does the student need a particular device or service to address his/her communication needs? Yes No In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode? Yes No Not Applicable Does the student need an assistive technology device and/or service? Yes No If yes, does the Committee recommend that the device(s) be used in the student's home? Yes No BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE) MEASURABLE POSTSECONDARY GOALS LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT EDUCATION/TRAINING: EMPLOYMENT: INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE): TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities: New York State Education Department IEP Form MEASURABLE ANNUAL GOALS THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S DISABILITY, AND PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS. ANNUAL GOALS CRITERIA METHOD SCHEDULE WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE MEASURE TO DETERMINE IF HOW PROGRESS WILL BE WHEN PROGRESS WILL END OF THE YEAR IN WHICH THE IEP IS IN EFFECT GOAL HAS BEEN ACHIEVED MEASURED BE MEASURED REPORTING PROGRESS TO PARENTS Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents: New York State Education Department IEP Form ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (REQUIRED FOR PRESCHOOL STUDENTS AND FOR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT) MEASURABLE ANNUAL GOALS THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL CHILD, IN APPROPRIATE ACTIVITIES, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S DISABILITY, AND, FOR A SCHOOL-AGE STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS. ANNUAL GOAL CRITERIA METHOD SCHEDULE WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE MEASURE TO DETERMINE IF HOW PROGRESS WILL BE WHEN PROGRESS WILL END OF THE YEAR IN WHICH THE IEP IS IN EFFECT GOAL HAS BEEN ACHIEVED MEASURED BE MEASURED SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): ANNUAL GOAL CRITERIA METHOD SCHEDULE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): ANNUAL GOAL CRITERIA METHOD SCHEDULE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL): (DUPLICATE TABLE/ROWS AS NEEDED) REPORTING PROGRESS TO PARENTS Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents: New York State Education Department IEP Form RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PROGRAM/SERVICES SPECIAL EDUCATION PROGRAM: SERVICE DELIVERY RECOMMENDATIONS* FREQUENCY DURATION LENGTH OF WHERE SERVICE WILL BE PROVIDED SESSION PROVIDED HOW OFTEN LOCATION PROJECTED BEGINNING/ SERVICE DATE(S) RELATED SERVICES: SUPPLEMENTARY AIDS AND SERVICES/PROGRAM MODIFICATIONS/ACCOMMODATIONS: ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES: SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT: * Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations. New York State Education Department IEP Form 12-MONTH SERVICE AND/OR PROGRAM – Student is eligible to receive special education services and/or program during July/August: If yes: Student will receive the same special education program/services as recommended above. OR Student will receive the following special education program/services: SPECIAL EDUCATION PROGRAM/SERVICES SERVICE DELIVERY RECOMMENDATIONS FREQUENCY DURATION LOCATION No Yes PROJECTED BEGINNING/ SERVICE DATE(S) Name of school/agency provider of services during July and August: For a preschool student, reason(s) the child requires services during July and August: TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL CHILDREN): INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE STUDENT’S DISABILITY AND NEEDS, TO BE USED CONSISTENTLY BY THE STUDENT IN THE RECOMMENDED EDUCATIONAL PROGRAM AND IN THE ADMINISTRATION OF DISTRICT-WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT AND, IN ACCORDANCE WITH DEPARTMENT POLICY, STATE ASSESSMENTS OF STUDENT ACHIEVEMENT TESTING ACCOMMODATION CONDITIONS* IMPLEMENTATION RECOMMENDATIONS** NONE *Conditions – Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable. **Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable. New York State Education Department IEP Form BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED APPROPRIATE). COORDINATED SET OF TRANSITION ACTIVITIES NEEDED ACTIVITIES TO FACILITATE THE STUDENT’S MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES Instruction Related Services Community Experiences Development of Employment and Other Postschool Adult Living Objectives Acquisition of Daily Living Skills (if applicable) Functional Vocational Assessment (if applicable) SERVICE/ACTIVITY SCHOOL DISTRICT/ AGENCY RESPONSIBLE PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS (TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS) The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students. The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement. Identify the alternate assessment: Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student: PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES REMOVAL FROM THE GENERAL EDUCATION ENVIRONMENT OCCURS ONLY WHEN THE NATURE OR SEVERITY OF THE DISABILITY IS SUCH THAT, EVEN WITH THE USE OF SUPPLEMENTARY AIDS AND SERVICES, EDUCATION CANNOT BE SATISFACTORILY ACHIEVED. FOR THE PRESCHOOL STUDENT: Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day and/or specify particular activities): FOR THE SCHOOL-AGE STUDENT: Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day and/or specify particular activities): If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education: EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT: No Yes - The Committee has determined that the student's disability adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement. New York State Education Department IEP Form SPECIAL TRANSPORTATION TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY None. Student needs special transportation accommodations/services as follows: Student needs transportation to and from special classes or programs at another site: PLACEMENT RECOMMENDATION New York State Education Department IEP Form NEW YORK CITY BOARD OF EDUCATION THIS IEP INCLUDES: Transitions Interim Service Plan CONFERENCE INFORMATION CSE Case# INDIVIDUALIZED EDUCATION PROGRAM - Home District: Date: / Service District: / Type: STUDENT INFORMATION Name: Address: Phone: ( ) English LAB Language(s) Spoken/Mode of Communication Primary Agency with whom student is involved Name of Contact *Age as of the date of the conference NYC ID# Year The student requires Other alerts: - Date of Birth Spanish LAB Phone: ( PARENT/GUARDIAN INFORMATION Name: Address: Phone (Home): ( ) Preferred Language/ Mode of Communication SPECIAL MEDICAL/PHYSICAL ALERTS The student has medical conditions and/or - ) / / Year - Agency Case# Relationship to Student Phone (Work): ( ) - Interpreter Required (Refer to Health & Physical Development Page for additional details.) physical limitations which affect his/her learning behavior and/or medication and/or Gender Age: Grade Yes No participation in school activities. health care treatment(s) or procedure(s) during the school day. SUMMARY OF RECOMMENDATIONS Recommended Services Eligibility Yes Classification of Disability No Staffing Ratio : Twelve Month School Year Yes No : Recommended Services for the Twelve Month School Year Staffing Ratio : Other Recommendations (Check all that apply) Program Accessibility Related Services Adaptive Phys. Ed.* Assistive Technology Bilingual Instruction Monolingual Services with ESL : *Details are provided in relevant sections of IEP Monolingual Services without ESL Special Education Transportation – Comment Students who are blind or visually impaired: Students who are deaf or hard of hearing Braille instruction needed Language of Instruction Mode of Communication Copy for CSE Yes No Parent School Student Other Page 1 Student: NYC ID# - - CSE Case# - Date of Conference: / / CONFERENCE INFORMATION Referral Type: Initial Triennial Conference Type: Annual Review Requested Review EPC CSE Review Annual Review CPSE Review Attendance at Conference Please note that your signature reflects your participation at the conference and does not necessarily indicate agreement with the Individualized Education Program. Signature/Title Role Signature/Title Role (Indicate if Bilingual) (Indicate if Bilingual) Parent/Legal Guardian District Representative Parent/Legal Guardian Special Education Teacher Or Related Service Provider General Education Teacher Parent Member (CPSE/CSE) Student Other Education Evaluator Other School Psychologist Other School Social Worker Other Use an asterisk(*) to signify the participant who interprets the instructional implications of evaluation results. Use the letter (T) to signify participation by teleconference. Conference Result Initiate Service Modify Service Change Recommended Service Indicate Modifications Projected Date of Initiation of IEP / / Initiation, Duration and Review of IEP Projected Date of Review of IEP Duration of Services Date Notice of Meeting Sent / Date of Follow-up (if any) / Type of Follow-up Letter / / Contacts with Parent/Legal Guardian Date IEP and Notice of Recommendation Given to Parent / / Telephone Sent to Parent / / Page 2 No Change / / Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: READING and WRITING Area Decoding Date / Test/Evaluation MATH Score Instructional Level / Area Date Computation / / Problem Solving / / Reading Comprehension / / Listening Comprehension / / / / Writing / / / / / / / / / / / / ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3 Test/Evaluation Score Instructional Level Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3-1 Student: NYC ID# - - CSE Case# - Date of Conference: / / ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: ACADEMIC MANAGEMENT NEEDS (Environmental modifications and human/material resources) Page 3-2 Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: BEHAVIOR AND THE INSTRUCTIONAL PROCESS Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support Behavior does not seriously interfere with instruction and can be addressed by the general education and/or special education classroom teacher. Behavior seriously interferes with instruction and requires additional adult support. Behavior requires highly intensive supervision. SOCIAL/EMOTIONAL MANAGEMENT NEEDS (Environmental modifications and human/materials resources) A behavior intervention plan has been developed Page 4 Yes No Student: NYC ID# - - CSE Case# - Date of Conference: / / SOCIAL/EMOTIONAL PERFORMANCE Describe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students. Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments. Discuss how the student’s disability affects his/her involvement and progress in a general curriculum or, for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities. PRESENT PERFORMANCE: BEHAVIOR AND THE INSTRUCTIONAL PROCESS Behavior is age appropriate Describe present levels of support including personnel responsible for providing behavioral support Behavior does not seriously interfere with instruction and can be addressed by the general education and/or special education classroom teacher. Behavior seriously interferes with instruction and requires additional adult support. Behavior requires highly intensive supervision. SOCIAL/EMOTIONAL MANAGEMENT NEEDS (Environmental modifications and human/materials resources) A behavior intervention plan has been developed Page 4-1 Yes No Student: NYC ID# - - CSE Case# - Date of Conference: / / HEALTH AND PHYSICAL DEVELOPMENT Describ ...
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Tutor Answer

paula9
School: UCLA

Attached.

INDIVIDUALISED EDUCATIONAL
PROGRAMME (IEP)

Name of student:
Instructor:
Date:

Introduction











Individualized Educational program(IEP) facilitate better learning for the disabled children (Wiibe,
2006).
It pertains the child and generated in writing according to the law
Its is created in a meeting by concerned parties; parents and teachers
Once developed, it is reviewed and modified yearly
Its purpose is to create a framework of meeting the students with special needs
Purpose may be divided into two main categories;
i.
To create annual measurable goals
ii.
To outline the special educational and other related support the child needs
This enables the student to cope in the learning environment and perform just like the rest of the
students
It contains several sections as outlined in the next slides

Synopsis for the IEP Sections
IEP has the following sections
➢ Conference information- Contains details of parties in attendance
➢ Academic performance and learning characteristics- Details the current
academic performance and achievements of the child. Also outlines how the
disability affects the child’s performance
➢ Social/emotional Performance- It details child’s relationship with fellow children
and adults. Also discusses child’s ability to adapt socially in the school and
community environment
➢ The effect of the child's social/emotional capability on academic and general
performance is analyzed. Details of the environmental modification to meet
special needs (Konrad & Test, 2004).

Cont’d










Health and physical development- Contains all development information in regard
to health and physical aspects of the student and its effect on performance. Also
outlines the students medical care needs
Annual goals and short term objectives- Contains information about goals to be
achieved by the students
School environment and service recommendation- Contains the information of
analysis of the learning environment. Also contains appropriate aid to student to
ease their learning
Participation to school activities, related...

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Anonymous
awesome work thanks

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