edc 308 EDC 308
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This 3 page Class Notes was uploaded by Jaslyn Tirado on Sunday April 24, 2016. The Class Notes belongs to EDC 308 at La Salle University taught by Yost, Gelman in Winter 2016. Since its upload, it has received 7 views. For similar materials see Assess/Accommodat/Disabilities in Education and Teacher Studies at La Salle University.
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Date Created: 04/24/16
Notes for edc. 308 Major parts of the IEP Procedural Safeguards Notice Procedural safeguards include the right of families to: o participate in all meetings o to examine all educational records o to obtain an independent educational evaluation (IEE) of the child. Parents have the right to written notice when the school proposes to change or refuses to change the identification, evaluation or placement of a child. The law includes several ways to resolve disputes including: o mediation o a "Resolution Session“ o and due process hearings. Procedural safeguards include legally binding written mediation agreements and confidentiality. Present Levels of Academic Achievement and Functional Performance Present Levels of Academic Achievement (most recent evaluation results) Present Levels of Functional Performance (functional behavioral assessment results, ecological assessments, progress toward current goals) Present Levels Related to Post-Secondary Goals (age 14 or older unless the team determines that transition is an issue) Parental concerns for enhancing the education of the student How disability affects involvement and progress in the general education curriculum Strengths Academic, developmental, and functional needs related to the student’s disability Transition Services Included in the IEP when a student is turning 14 o Post-secondary goals o Employment goals o Independent Living goals Participation in State and Local Assessments The Traditional PSSA with or without accommodations o Presentation o Response o Setting o Timing The Pennsylvania Alternate System of Assessment (PASA) o is a statewide alternate assessment based on alternate achievement standards. o It is designed for a very small number of students with severe cognitive disabilities. These students require intensive instruction and extensive support in order to perform and/or participate meaningfully and productively in the everyday activities of integrated school, home, community, and work environments. o They require substantial modifications of the general education curriculum, as well as instruction in areas not presently assessed by the PSSA. Specifically, the PASA is intended for those who are unable to participate meaningfully in the PSSA or PSSA-M, even with accommodations. Goals and Objectives Based on identified needs from Present Levels 3-5 goals are ideal Annual Goal(s) – the expected achievement in a year’s time, based on where the student is currently performing Objective – the steps in which the student will work toward their annual goal(s) – only required of students who take the alternative PASA tests In PA, for students who are not taking the PASA, we write only annual goals For students taking the PASA, you must write both annual goals and short term objectives for each annual goal Goals must be MEASUREABLE Four parts to a goal: o Condition o Name o Behavior o Criteria Progress Monitoring Collection of data that summarizes the student’s performance on the goal Specially Designed Instruction (SDI) and Related Services SDI - Additions, deletions, changes and/or modifications that will assist a student in being successful with or within… o The curriculum o The learning environment o Their IEP goals Related Services – additional things a student requires to be successful that must be delivered by a specific provider o Transportation, speech and language, OT, PT, etc
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