Example Of IEP Accommodations

One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans

Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.

For this assignment, I observed an IEP meeting for a three year old boy. The child is a three year old Hispanic boy, and his native language is Spanish. The child was receiving speech services through Early Intervention.

None of § 1415’s other procedures show that there were procedural defects in CW’s IEP

Means of Assessment (Describe briefly here, and attached below in each lesson): After you describe your assessment, mention how you will differentiate for a student with special needs (e.g., struggling reader, English language learners): The students will be assessed on the 13 colonies by presenting to the class the information they found on their assigned colony and completing a foldable graphic organizer. For the French and Indian War students will be assessed by being given a reflective worksheet where they are asked to reflect on what they learned about the French and Indian War. The lesson over the Stamp Act will include a game that serves as the formative assessment. Day 5 will cover the Boston Massacre. The students will be given a reading for homework and then will answer questions that go along with the reading. On the last day, after discussing the Boston Tea Party, the students will be given homework. The homework is a worksheet answering questions over the Boston Tea Party. Finally, we will be giving a summative assessment. The assessment includes creating an interactive timeline where students will have to draw in the major events we have talked about. Once they have

When I was in elementary and middle school, I had an IEP. My IEP was for help in reading and writing. I enjoyed reading, but I wasn't very good at it. I also couldn't, and still can't, spell. To this day, I have no idea why I was so bad at reading and writing. My parents read to me all the time and I tried so hard at it. With my IEP, I received services outside of the classroom. In early elementary, I probably spent 2-3 hours in a separate room and then that time decreased as I got older. I would also take my test in a separate room from the rest of my classmates. My friends didn't understand why I didn't stay in the room, and they saw it as unfair.

Also the special education teacher can suggest meeting with the general education teacher to come up with some accommodations that are effective. Moreover, the special education teacher can request a formal IEP meeting and it requires a number of attendees, so the special education teacher should be prepared and have an action plan to discuss how important the accommodation and modifications

When collaborating on IEPs, my employer uses a web based program to assist in the improvement of IEP teams. The web based program allows access to it from any computer with internet (home or work). The ability to access the IEP document from anywhere increases the efficiency by not limiting where the document can be edited. In addition to easy access, the online program allows multiple people to edit the document. This technology allows the IEP to be update as the student progress through different goals or for the annual IEP review. The case manager of the IEP does not need to guess if a service provider has completed their section. They can simply review the document for the last update.

Throughout this inquiry process the criteria will be created in a mixture of ways. Some of the assessment pieces are created by the teacher while others will be created with the students. Furthermore, sometimes the assessment pieces will be made as a result from my observations or notes. I think the criteria should be communicated to students before the actual assessment takes place. Thus, if they do not understand this gives them the opportunity to ask any questions needed and allows myself to make any changes that are necessary. Above I have mentioned the major assessments as a rubric, oral discussion/checklist, and a self assessment. I have decided to focus mostly on students oral and drawing skills since the students in the classroom struggle with writing down full assessments. Thus, they will be able to fully express their understanding and learning without the struggle of writing everything down.

ASSESSMENTS: What assessment type(s) (formal and/or informal) and strategies will you use to assess student achievement of the lesson objective?

I use various forms of formal and informal assessments within my lessons and my classroom. I use pretests, observation checklists, student check-ins, student conferences, student observations, student conversations/discussions, unit tests, Fountas and Pinnell Tests, NWEA score, rubrics, and posttests. I am always checking in with my students because I want my instruction to be purposeful and meaningful for my students. I use my assessments to guide and adapt my instruction as well as my lesson plans.

One of the most common ways that assessment is achieved is through a mix of teacher observation and parent

An assessment is an assortment of devices or techniques used by instructors to measure, assess, and report the learning progress, scholarly preparedness, instructive requirement, or ability obtaining of students (Newman, et al., 2013). Additionally, assessments help to distinguish each students’ strong qualities and struggling areas. For this

School assessment process differ in each school. It is important for all schools to follow the Assessment Principles. According to the personal communications with Bindi (2017) at the beginning of each school year the assessment results from the previous year are used to place students into appropriate learning groups and plan what to teach. Bindi also noted that she tries not to assess to regularly as she finds it difficult to get accurate results within her classroom. Bindi (2017) stated that she integrates both formative and summative assessment into the classroom by doing this she is able to keep assessments fair and meet their specific purposes.

It involves the different assessment and evaluation strategies and methods that can be employing during and after the discussion. With the use of different assessment like authentic assessment, the learners will become effective performers with acquired knowledge, while the teacher will be able to measure the learners ' capacity to do work and enhance her/his strategies to be an effective teacher.