Presented by Ms. Crum and Ms. Sousa

SPECIAL EDUCATIONAT RAFAEL HERNANDEZ SCHOOL OF PERFORMING ARTS

Agenda•Student strengths•IEP Snapshots•Co-teaching•Modifications, Accommodations, Adaptations

•Sample Behavior Chart•Parent Communication

Focusing on Strengths•Builds self-confidence•These students are very aware of their weaknesses. By focusing on strengths, you build a relationship with the student and then you can work on building on weaknesses.

•“Too often people get locked into a label such as dyslexia, ADHD or autism and they cannot see beyond the label.” --Temple Grandin

Creating IEP Snapshots•Inspires you to read through the IEP carefully.

•Get to know students through their IEPs.

•Helps you to easily share with all adults that the students will encounter in school.

•Much more manageable to refer to than the IEP itself.

Ms. Crum – RC-I Gr. 4

List of Students Serviced

2014-2015

Student/Room# Contact Info. ID D.O.B. Transportation SN Classification Program Related Services

Accuracy Levels

Student’s Name and Homeroom

Parent/Guardian’s name and phone

number

Name of Company and Bus

Number

OHI, SLD, CI, etc. RC-I, RC-O, Self-Contained

Speech Therapy, Physical Therapy, Personal

Aide

Found on IEP

Ramirez, Alex 309

(973)779-5660 Emmanuel Rodriguez

623768

1/21/02 M and M 12

(973)566-7632

OHI RC-I 80-90%

Souza, Crystal 309

(973)690-5522 Marcia Souza

563352

5/20/02 Star 98

(973)342-7775

SLD RC-I Speech Thera

py Personal Aide

85-90%

Ramirez, Alex

NJASK 3 - LAL - 217 NJASK 3 – Math -263 Strengths Challenges General Modifications Motivated and eager to learn Attends to instruction and participates in

lessons Able to retell a story that is read to him Can use details to complete a graphic

organizer Works well with visuals, manipulatives,

and read alouds Shows responsibility, follows directions

well Responds well to verbal reinforcement Able to follow along with grade level work

as long as he is kept on task and is oriented towards the assignment

Average verbal and perceptual reasoning abilities

Average speed of information processing Enjoys being challenged Able to follow spoken instructions

Difficulty with reading comprehension Easily distracted from instruction On-task behavior low Fidgety, poorly organized Struggles keeping pace with the rest of

the class Impacted by socio-emotional stressors Difficulty with auditory tasks Difficulty with comprehending questions Rushes through work Difficulty with sentence structure, tense

and grammar Phonetic spelling pattern

Frequent repetition Additional time Instruction with the use of multiple

modalities Periodical revision of previously learned

material to insure understanding of new concepts

Continuously check to be sure he is following assignment

IEP accuracy level: 80-90%

A Video• Working Together

Co-Teaching

•One teach, one support•One teacher has primary responsibility, while the other teacher moves around the classroom and supports struggling students

•Parallel teaching•Split the classroom in half and teach the same information at the same time.

•Alternative Teaching•One teacher manages most of the class while the other teacher works with a small group independent of the larger group.

•Station Teaching•Both teachers divide the instructional content and each takes responsibility for teaching a part of it.

Team Teaching • Teachers have shared responsibility of

the class and the lesson planning.• Lesson is taught by both teachers who

actively engage in conversation to encourage discussion by students.

• Both teachers are actively involved in the management of the lesson and discipline.

Modifications, Accommodations, Adaptations•Modifications: Changes made in instruction or assessment to make it possible for a student with a disability to respond more typically.

•Accommodations: Changes in the delivery of instruction, type of student performance or method of assessment which to do not significantly change the content or conceptual difficulty of the curriculum.

•Adaptations: Changes in the curricular content or conceptual difficulty or changes in instructional objectives and methods.

For Example…• Scheduling

• giving the student extra time to complete assignments or tests• breaking up testing over several days

• Setting• working in a small group

working one-on-one with the teacher

• Materials• providing audiotaped lectures or books• giving copies of teacher’s lecture notes• using large print books, Braille, or books on CD (digital text)

• Instruction• reducing the difficulty of assignments• reducing the reading level• using a student/peer tutor

• Student Response• allowing answers to be given orally or dictated• using a word processor for written work• using sign language, a communication device, Braille, or native language if it is

not English.

Sample Behavior ChartMy Daily Report Name:

Date:

Subject Area

Prepared for Class

Teacher’s Initials

On Task Behavior

Teacher’s Initials

Respectful Behavior

Teacher’s Initials

Ms. Crum’s Verification

Mathematics

Science

Language Arts

Social Studies

Evaluation Rubric + Student exceeded

expectations Student met expectations - Student did not meet

expectations

Evaluation Criteria/Objective/Benchmark Prepared for Class

Student had the appropriate material for class (books, notebooks, binder, homework, writing instruments)

On Task Behavior

Student was following along with class assignment and engaged and participated in the lesson

Respectable Behavior

Student demonstrated appropriate behavior towards both peers and teachers (This should be assessed independent of completion of work and preparedness for class)

Ms. Crum’s Verification

Ms. Crum is to initial the complete/ incomplete evaluation for the subject area (This is to hold the student accountable, not the teacher. It is the

Parent Communication•Remember that everyone wants what is best for the student.

•Email•Create a folder in your inbox and save all emails from parents there.

•Phone calls/meetings•Document all interactions.

•Communicate about great things kids did!

References

• Exceptional Learners: An Introduction to Special Education. 10th ed. Boston: Pearson Education, 2006. Print.

• Friend, Marilyn, and Lynne Cook, comps. Liberty University Student Teaching Handbook. N.p.: n.p., 2011. Print.

• Heasley, Shawn. "Temple Grandin: Focus on Strengths, Not Weaknesses." Disability Scoop. Disability Scoop, 16 Aug. 2012. Web. 21 Aug. 2014. <http://www.disabilityscoop.com/2012/08/16/ temple-grandin-strengths/16264/>.

• YouTube. YouTube, 21 Aug. 2014. Web. 26 Apr. 2012. <https://www.youtube.com/watch?v=FIlMhPhkoSA>.