SPD550 Professional Development for General Education Teachers Presentation Special educators need to understand how to include and engage general educator

SPD550 Professional Development for General Education Teachers Presentation Special educators need to understand how to include and engage general educators in the IEP process. They also need to have a firm understanding of the research behind inclusive classrooms for special education students, the benefits of inclusion settings, and their potential drawbacks.

Create a 15 slide digital presentation for professional development for general education teachers on the topics of IEPs, inclusive classrooms, and team teaching.

Address the following within the presentation:

Explain each major section of an IEP.
Describe what an inclusive classroom setting looks like, and when it may be the most beneficial setting for students with disabilities; include specific examples of students with disabilities being appropriately placed in an inclusive setting.
Describe three team teaching models; include benefits and drawbacks of each.

Include a title slide, reference slide, and presenter’s notes.

Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Use the IEP template examples to inform the assignment. Support your presentation with a minimum of three scholarly resources. School District Identifying Information
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
STUDENT NAME:
DATE OF BIRTH:
LOCAL ID #:
PROJECTED DATE IEP IS TO BE IMPLEMENTED:
DISABILITY CLASSIFICATION:
PROJECTED DATE OF ANNUAL REVIEW:
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS)
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS
LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING,
ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:
STUDENT STRENGTHS, PREFERENCES, INTERESTS:
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE
PARENT:
SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL
AND COMMUNITY ENVIRONMENTS:
STUDENT STRENGTHS:
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH
PERTAIN TO THE LEARNING PROCESS:
STUDENT STRENGTHS:
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
New York State Education Department IEP Form
MANAGEMENT NEEDS
THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS NEEDS IDENTIFIED
ABOVE:
EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT
OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES
STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT’S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE
TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR
SERVICE(S) NEEDED.
Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or
that of others?
Yes
No
Does the student need a behavioral intervention plan?
No
Yes:
For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP?
Yes
No
Not Applicable
For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille?
Yes
No
Not Applicable
Does the student need a particular device or service to address his/her communication needs?
Yes
No
In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and
communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode,
academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode?
Yes
No
Not Applicable
Does the student need an assistive technology device and/or service?
Yes
No
If yes, does the Committee recommend that the device(s) be used in the student’s home?
Yes
No
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
EDUCATION/TRAINING:
EMPLOYMENT:
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):
TRANSITION NEEDS
In consideration of present levels of performance, transition service needs of the student that focus on the student’s courses of study, taking into account the student’s
strengths, preferences and interests as they relate to transition from school to post-school activities:
New York State Education Department IEP Form
MEASURABLE ANNUAL GOALS
THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM, ADDRESS
OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT’S DISABILITY, AND PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.
ANNUAL GOALS
CRITERIA
METHOD
SCHEDULE
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE
MEASURE TO DETERMINE IF
HOW PROGRESS WILL BE
WHEN PROGRESS WILL
END OF THE YEAR IN WHICH THE IEP IS IN EFFECT
GOAL HAS BEEN ACHIEVED
MEASURED
BE MEASURED
REPORTING PROGRESS TO PARENTS
Identify when periodic reports on the student’s progress toward meeting the annual goals will be provided to the student’s parents:
New York State Education Department IEP Form
ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS
(REQUIRED FOR PRESCHOOL STUDENTS AND FOR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT)
MEASURABLE ANNUAL GOALS
THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A
PRESCHOOL CHILD, IN APPROPRIATE ACTIVITIES, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT’S DISABILITY, AND, FOR A SCHOOL-AGE
STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.
ANNUAL GOAL
CRITERIA
METHOD
SCHEDULE
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE
MEASURE TO DETERMINE IF
HOW PROGRESS WILL BE
WHEN PROGRESS WILL
END OF THE YEAR IN WHICH THE IEP IS IN EFFECT
GOAL HAS BEEN ACHIEVED
MEASURED
BE MEASURED
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE
MEASURABLE ANNUAL GOAL):
ANNUAL GOAL
CRITERIA
METHOD
SCHEDULE
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE
MEASURABLE ANNUAL GOAL):
ANNUAL GOAL
CRITERIA
METHOD
SCHEDULE
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE
MEASURABLE ANNUAL GOAL):
(DUPLICATE TABLE/ROWS AS NEEDED)
REPORTING PROGRESS TO PARENTS
Identify when periodic reports on the student’s progress toward meeting the annual goals will be provided to the student’s parents:
New York State Education Department IEP Form
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
SPECIAL EDUCATION PROGRAM/SERVICES
SPECIAL EDUCATION PROGRAM:
SERVICE DELIVERY
RECOMMENDATIONS*
FREQUENCY
DURATION
LENGTH OF
WHERE SERVICE WILL BE
PROVIDED
SESSION
PROVIDED
HOW OFTEN
LOCATION
PROJECTED
BEGINNING/
SERVICE
DATE(S)
RELATED SERVICES:
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM
MODIFICATIONS/ACCOMMODATIONS:
ASSISTIVE TECHNOLOGY DEVICES AND/OR
SERVICES:
SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF
OF THE STUDENT:
*
Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant
teacher services or other service delivery recommendations.
New York State Education Department IEP Form
12-MONTH SERVICE AND/OR PROGRAM – Student is eligible to receive special education services and/or program during July/August:
If yes:
Student will receive the same special education program/services as recommended above.
OR
Student will receive the following special education program/services:
SPECIAL EDUCATION PROGRAM/SERVICES
SERVICE DELIVERY
RECOMMENDATIONS
FREQUENCY
DURATION
LOCATION
No
Yes
PROJECTED
BEGINNING/
SERVICE DATE(S)
Name of school/agency provider of services during July and August:
For a preschool student, reason(s) the child requires services during July and August:
TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL CHILDREN):
INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE STUDENT’S DISABILITY AND NEEDS, TO BE USED CONSISTENTLY BY THE STUDENT IN THE
RECOMMENDED EDUCATIONAL PROGRAM AND IN THE ADMINISTRATION OF DISTRICT-WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT AND, IN ACCORDANCE
WITH DEPARTMENT POLICY, STATE ASSESSMENTS OF STUDENT ACHIEVEMENT
TESTING ACCOMMODATION
CONDITIONS*
IMPLEMENTATION RECOMMENDATIONS**
NONE
*Conditions – Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable.
**Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable.
New York State Education Department IEP Form
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED APPROPRIATE).
COORDINATED SET OF TRANSITION ACTIVITIES
NEEDED ACTIVITIES TO FACILITATE THE
STUDENT’S MOVEMENT FROM SCHOOL TO
POST-SCHOOL ACTIVITIES
Instruction
Related Services
Community Experiences
Development of Employment and Other Postschool Adult Living Objectives
Acquisition of Daily Living Skills (if applicable)
Functional Vocational Assessment (if applicable)
SERVICE/ACTIVITY
SCHOOL DISTRICT/
AGENCY RESPONSIBLE
PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)
The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students.
The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement.
Identify the alternate assessment:
Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student:
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
REMOVAL FROM THE GENERAL EDUCATION ENVIRONMENT OCCURS ONLY WHEN THE NATURE OR SEVERITY OF THE DISABILITY IS SUCH THAT, EVEN WITH THE USE
OF SUPPLEMENTARY AIDS AND SERVICES, EDUCATION CANNOT BE SATISFACTORILY ACHIEVED.
FOR THE PRESCHOOL STUDENT:
Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day
and/or specify particular activities):
FOR THE SCHOOL-AGE STUDENT:
Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day
and/or specify particular activities):
If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in
physical education, including adapted physical education:
EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT:
No
Yes – The Committee has determined that the student’s disability
adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement.
New York State Education Department IEP Form
SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY
None.
Student needs special transportation accommodations/services as follows:
Student needs transportation to and from special classes or programs at another site:
PLACEMENT RECOMMENDATION
New York State Education Department IEP Form

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