1. Developed and implemented by the multidisciplinary team (MDT)

2. 2  Student’s present levels of performance  Measurable annual goals  Special education and related services to be provided to the student  Statement of program modifications or supports  An explanation of the extent, if any, to which student will not participate with non- disabled peers

3. 3  Individualized modifications for state or district wide assessments  Projected date for the beginning of services  How progress towards annual goals will be measured  Method to inform parents of their child’s progress toward annual goals  A transition statement

4. 4  Representative of the local education agency  School representative other than the teacher  Parents or guardians  Student  Student’s teacher  Others whom the parents or school believe can help develop the IEP

5. 5  Representative of the local education agency  Classroom teacher  Special education teacher  Parents or Caregivers  Evaluation specialist  Student  Professionals from related services

6. 6  Each student’s strengths and needs are assessed and considered by a team of professionals, the parents, and sometimes the student  Schools use the IEP to guide their provision for services; and parents use it to track whether a student is receiving services and meeting their goals.

7. 7  Some school districts provide each teacher with a copy of the full IEP.  Other schools provide only the page that deals with strengths, weaknesses, goals/objectives, and accommodations/modifications  Other schools provide a one page summary of the strengths, weaknesses, goals and accommodations

8. 8  Present level of academic achievement and performance  Assessments given  Strengths  Deficits  Needs  Possible goals Possible accommodations for instruction and assessment What accommodations have been successful and unsuccessful Abilities for statewide assessment

9. 9  Behavioral challenges  Reinforcers  Interests  Possible transition plan for after school  Needs for placement Needs for specific related services Needs for supplementary aides and services Needs for support for the teacher Other…

10. 10  Remember to be prepared  Be an active member of the team

11. Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics Teaching Students in Secondary Content Areas

12. 12  The most important single factor influencing student learning is an effective teacher. Effective practices to ensure learning are:  Lessons should be carefully planned so students know what is expected of them.  Students should be actively involved in the lesson whenever possible.  Teachers need to know their students well, understand what they know and don’t know, and provide extra instruction in areas where students are struggling.

13. 13  The Reality of Elementary Classrooms  Teachers juggle to figure out how to distribute their time among students to ensure that they provide effective instruction and address students’ needs.  Instructional services are being reorganized to provide seamless tiers of instruction to better meet students needs as part of RTI models.

14. 14  Effective Instruction  Is well organized  Focuses student attention on well-defined, critical information  Provides multiple opportunities to learn material with feedback  Includes follow-up monitoring to ensure that the information is retained over time

15. 15  Direct Instruction is a “model that uses teacher explanation and modeling combined with student feedback and practice to teach concepts and procedural skills” (Eggen & Kaucha, 2006).  Reading Mastery is an instructional program built on the principles of direct instruction.

16. 16  Tier 2 Instruction is  For students who continue to struggle when provided high quality effective Tier 1 instruction  Provided in small, homogeneous groups  not to take the place of regularly provided reading instruction  additional instruction that is intensive and focused

17. 17  Students Who Struggle with Mathematics Have Problems with  Word problems when the demands of reading make it difficulty for them to make adequate progress.  Learning basic math skills because of memory problems.  Math concepts because of a math disability or a cognitive deficit.

18. 18  Supporting Students Who Struggle  Instruct students in small groups, or individually, using systematic, explicit instruction  Use fast paced instruction, varied activities, and ensure student engagement  Use concrete, representation and abstract examples of problems in lessons  Encourage students to use self-questioning or think-aloud strategies

19. 19  It is a grouping strategy that uses mixed-ability groups for instruction. Cooperative learning  Is used to improve the achievement of students across a range of content areas  Improves social interactions among students who differ  Improves acceptance of students with disabilities  Improves affective outcomes

20. 20  Can Be As Simple As Having Students  Verbalize their thinking as they work on math problems.  Draw a graphic representation of the steps needed to solve a computation problem.  Learn several steps to follow in solving a word problem.  Helps students control the impulsive often random approach they use in problem solving.

21. 21  Difficulties understanding incoming information  Poor spelling and handwriting skills  A tendency towards distractibility  Note-taking, studying, and test taking skills fail to develop adequately  Frustration builds, motivation fails, and inappropriate behaviors become evident

22. 22  Guided Discovery Learning: designed to teach students to be independent problem solvers, to learn generic steps to scientific inquiry and logical thinking.  Cooperative Learning: characterized by  Positive interdependence  Individual accountability  Cooperative skills

23. 23  These are procedures that enhance memory by forming associations that do not exist naturally in the content.  They are not a specific curricular approach, educational philosophy, or a method of improving comprehension.  They simply help students remember things.

24. 24  Many students with disabilities lack the reading skills to fully benefit from their subject area textbooks.  Textbooks have been simplified to adjust to student’s lowered reading levels and short attention spans. Still many students fail to succeed. ▪ Teachers assist by including specific activities, adaptations, and modifications.

25. 25  Note taking requires coordination of a number of complex skills and cognitive processes.  Students need to recollect what their notes represent about the important content of the lesson. ▪ Students with disabilities do not take notes or rely on others to take notes for them, or to provide them with preexisting products. ▪ Teachers will need to provide accommodations, adaptations, or directly teach note taking.