WHS Implementation Guide for Special Education IEP’s Student Curriculum Assignments Grading Mainstream (Supplemental IEP w/ Accommodations) Same curriculum as regular education students. The objectives of the course/activity remain intact. Assignments are not modified. SPED Teacher collaborates with general ed to assure progress/mastery of student’s supplemental IEP Accommodations (as reflected in the student’s ARD paperwork) only changes how the content is taught, made accessible to the student and/or how the student is assessed. Accommodations DO NOT change what the student is expected to master. Examples of a student with a Supplemental IEP: Elimination of questions not related to the content strand or assignment, One on one or small group instruction, oral administration, one or two step directions, provide guided choices, extra time on assignments/tests, homework assignment notebook, simplified wording, study carrels, taped texts, highlighted material, frequent breaks, note taking assistance and shortened assignments Students are graded the same as regular education students on their accommodated work. (Student’s ARD paperwork will reflect that progress/grade will be determined by the general ed teacher)

WHS Implementation Guide for Special Education IEP’s Student Curriculum Assignments Grading Applied IEP (Aligned to the enrolled grade-level TEKS) Same curriculum as regular education students, but the curriculum is being adjusted IEP modifies SOME, but not all, of the content for the course IEP goals are written based on the student’s weaknesses. SPED students are not expected to master the same academic content as others in the classroom. Anything not included on the student’s modified IEP is covered just like it is for regular education students; if agreed upon by the ARD Committee. Some or all assignments may be applied curriculum by SPED; see ARD paperwork Assignments which address the IEP goals would be modified according to the IEP. Planned and tightly aligned to enrolled grade-level standards Changes are made to the content and/or performance expectations; see ARD paperwork SPED teacher responsible for modified student’s assignments All other assignments are assessed just like regular education students; See ARD paperwork . Examples of an Applied IEP for a student: SPED student is involved in the lesson, but is provided different tasks and expectations to complete SPED student may be working with different materials to learn a prerequisite skills to the skills being taught by the classroom teacher Assignments/ tests are designed to evaluate a selected number of skills, concepts or knowledge taught, Grade is collaboratively determined by the General Ed and SPED Teacher (Student’s ARD paperwork will reflect that progress/grade will be joint-General Ed Teacher and Special Ed Teacher) General Ed Teacher maintains documentation of performance on the non-modified standards and special ed. teacher maintains documentation of performance on IEP goals and objectives.

WHS Implementation Guide for Special Education IEP’s Student Curriculum Assignments Grading Functional IEP (Prerequisite Skills) LIFE-SKILLS Student is working on prerequisite skills of the grade level curriculum May have extensive modification to the general ed curriculum IEP modifies most or all of the content for the course. Applied IEP means that the curriculum and/or instruction is changed quite a bit. SPED students are not expected to master the same academic content as others in the classroom All assignments are modified according to the IEP by the SPED teacher. Examples of an Applied IEP for a student: Lower reading level assignments Projects or alternate assignments in lieu of major written assignments. Participation grades may count same as original assignment. Utilizes specialized curriculum written at a lower level of understanding SPED students may be excused from particular projects/assignments; see ARD paperwork Projects, assignments, tests are created to evaluate a selected number of prerequisite skills, concepts or knowledge taught SPED Teacher maintains documentation about progress on IEP goals and objectives. Grade determined by SPED teacher. See ARD paperwork IEP progress update and the report card should be reporting the same information because they are only graded on the IEP.