1. So Half Your Students Need Accommodations, Now What?
Basics for all Teachers and Staff

2. Dear Teacher Video

3. Do Now
Write down one question you have regarding SpEd. This could include:
IEPs
504 Plans
Accommodations & Modifications
Differentiation
Inclusion teachers/Paras

4. Objectives Impart basic Special Education knowledge.
To give insight on how to apply accoms/mods in your classroom starting Day One.

5. Our Student Population

6. Our Student Population
2017 – 2018 West Jefferson:
176 students with IEPs
293 ESL students
students

7. Inclusion
The term inclusion captures, in one word, an all-embracing ideology regarding individuals with disabilities and special education. Inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms.

8. Inclusion Why we really do it?
Students who are included into the general population perform better academically and socially.
Students who are included with disabled peers have higher tolerance for diversity and increased levels of empathy.
Parents want their disabled children to be challenged.

9. What are IEPs? IEPs are: The Individualized Educational Plan is a plan
or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.

10. What is a 504 Plan? 504 Plans are:
The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

11. IEPs vs. 504
Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others.
The thing to know:
All these plans are federally mandated to implement. We as a team need to figure out ways to ensure that we follow these plans. (IDEA)(FAPE)

12. Accommodation and Correlation for ELLs (ACE) Form
What is an ACE form?
Accommodation and Correlation for ELLs (ACE) Form
In compliance with federal mandates this form must be completed annually on ALL ELLs (and again for the second semester)
Provides documentation of ongoing classroom and state-wide testing accommodations
Must be signed by all teachers of the ELL
Form is distributed to each teacher of the ELL, the parent, filed in CUM folder, and send to Central Office

13. Accommodations and Modifications:
Do Now
Accommodations and Modifications:
What are they?
What is the difference?
- Share your ideas with a partner -

14. Accommodations Vs. Modifications
Alteration to environment, curriculum format, or equipment that allows scholar to access content.
Modifications
Change in curriculum in the way mastery is defined; changing the skill to be completed.
Rigor is Key

15. JP27 Lists individual student’s accoms and mods based on their IEP
What to do after received/signed the JP27
Be sure that you have this student in your class currently
Write down the name of the Caseload Manager
Store this in a place that is safe but accessible

16. Tracking Data/use of Mods & Accoms
Seating Chart
Stamp/writing on each test
Grouping students
Different worksheets/skeleton notes/tests

17. …or exchange what you think differentiation is.
Take Two minutes to share with a partner what you are currently doing to differentiate in your classroom.
…or exchange what you think differentiation is.

18. Differentiation
Differentiated instruction is the way in which a teacher anticipates and responds to a variety of students' needs in the classroom. To meet students' needs, teachers differentiate by modifying the content (what is being taught), the process (how it is taught) the product (how students demonstrate their learning) and the learning environment (the way the class works and feels).

19. Differentiation
Rather than developing a lesson aimed at the 'average student,' teachers using differentiated instruction specifically tailor a lesson to incorporate a variety of learning needs.
Differentiated instruction does not mean that a separate lesson plan is developed for every single student. Instead, students are presented with several learning options or different paths to learning in order to help them take in and make sense of the information.

20. Examples of Differentiation
All, Most, Some lesson planning
Station Teaching

21. Do Now
Take Two minutes to share with a partner how you might be able to better implement differentiation into your lessons.

22. Teaching with a Tiered Approach
Tier 3 – Intense Intervention -
Tier 2 – Intervention –
Below expected benchmark
Tier 1 - General Instruction – Students who need minimal support after instruction and typical lesson implementation.

23. Self-Contained Teachers
SPED Personal
Who will you most likely work with?
Inclusion Teachers
Self-Contained Teachers
Caseload Managers
Para-educators
Specialists
Administration

24. Inclusion Teachers How do I utilize the inclusion teacher?
There is no specific way, but you are co-teachers who are both responsible for the management of a particular class or subject matter.
Suggestions:
Create better differentiation in lesson planning.
Test development
Data collection
Intervention Implementation (small group and individual instruction).
Problem solvers

25. Self-Contained Teachers
What do they do and why do they have all the fun?
Self-contained teachers work with students who are unable to be included into the typical education setting for multiple reasons. This may be for the full day or for part of a day.
Note: a Self-Contained teacher may be a caseload manager for a specific student in your class. They may also provide good insight and help, but they do have responsibilities for their self-contained students.

26. Caseload Managers
Caseload Managers: are teachers who facilitate an IEP. This includes creating, implementing, amending and tracking goals on an IEP. They have a specific group of students that they manage.
Notes:
Caseload managers may or may not be your inclusion teacher and are not responsible for all SPED students within your class (see inclusion teacher).
Good caseload managers check in weekly or bi-weekly to see how students are doing. They need your information.
Good caseload managers will help create solutions. You can take them, leave them or work at it.
Inclusion teachers work with caseload managers to collect data.

27. Para-educators What do they do again? What don’t they do then?
A Para-educator:
defined as a school employee who works under the supervision of teachers or other professional practitioners. Their jobs are instructional in nature and they provide other direct services to children and youth and their families
What do they do again?
One on one tutoring
Assist with classroom management
Provide instructional support
Translator
Data collection
What don’t they do then?
Create lesson plans
Create interventions
Create tests
Caseload management
Classroom management *they assist*

28. Three Key Tips to SPED Know the Caseload teacher/manager
2. Ask for Support
3. Ask the Student what they need