Upper Moreland Township Special Education
Fall is here......
Special Education Updates
February 15th will be here before you know it and we are in a state of preparation for the state compliance monitoring. Please make sure that you check and double check your IEP's to ensure that goals are well written and measurable, ensure that you are including parent input on all IEP's and make sure that all IEP's are completed before their expiration date. With your help, Upper Moreland is sure to shine when the Compliance Monitor comes to visit.
All middle school and high school teachers received an email regarding new transition planning updates. Please make sure that you read the updates carefully and incorporate them in your IEP planning and writing. For a refresher, review the Transition Updates document, Indicator 13 Powerpoint and Document. All of these documents provide useful tips and examples for creating a great transition plan for all students turning 14 or older.
Please remember to update your caseload in IEPPlus. This information is crucial to provide you with updates for due dates and reminders. Also, for tracking purposes, IEPPlus provides us with information regarding caseload sizes. Make sure that your caseload is accurate! This information was also posted on IEPPlus earlier this school year.
Writing Great IEP Goals
Sample goals are provided below:
Non-Specific Goal: Given a reading probe, the student will be able to answer 7 out of 10 comprehension questions correctly.
Specific Goal: Given a 4th grade comprehension probe, the student will be able to correctly answer 15 questions at the 4th grade level in 4 out of 6 trials on three consecutive biweekly assessments and advance to the 5th grade level and answer 10 correct questions in 4 out of 6 trials on three consecutive biweekly assessments.
Non-Specific Goal: Given a computation task, the student will be able to complete addition problems in 4 out of 5 trials.
Specific Goal: Given curriculum-based problem-solving tasks at the 3rd grade level, the student will demonstrate knowledge of basic facts for the four basic operations (addition, subtraction, multiplication and division) with whole number, fractions and decimals with at least 75% accuracy in 4 out of 5 trials.
Non-Specific Goal: Given an annual IEP period, the student will be able to achieve a satisfactory behavior rate of 95% across the curriculum according to the PBSP.
Specific Goal: Given an academic setting, the student will be able to demonstrate appropriate organizational skills, including recording assignments in the assignment book in 7 out of 10 randomly assessed trials per marking period.
Need more training? Contact me to schedule a sit down to review IEP goals!
Calculating LRE v. Support Services
On every IEP, two calculations must be made:
Penn Data LRE- Time spent in the general education classroom with their general education peers (For example: A student that has all co-taught classes would have a LRE % of 100% or a student included in social studies and science classes, but pulled out for reading and math may come to about 45% LRE)
Type of Support Services- Itinerant, Supplemental, Full-time- This calculation takes into account how much time a student receives a direct service (i.e. special education teacher, related service such as speech, OT, PT, etc) (****This does not include time with an aide). (For example: A student in a co-taught reading and/or math classroom would be considered a supplemental student, but a student that only receives consult with a teacher or 30 minutes per week of speech would be considered itinerant) (*****Note: There are no full time students serviced in-district, all of these students are serviced in Out of District Placements)
If you have any questions on how to calculate LRE or Support Services, feel free to contact me.
Tips and Tricks
How do you choose what to teach? This question should cause you to examine what you are teaching and remember that the following answers should not come into your mind:
-Your teacher next year will expect you to know this.
-Because I told you so.
-You'll be asked this material on a test.
- This is what every class at this level is studying.
-It's none of your business.
-I had to suffer through this, so should you.
One of the reasons why so little of what students study in school stays with them is because no one has demonstrated the usefulness of the information. Good teachers provide practical applications for the facts that they are presenting.
By starting with the big picture and working backwards, you can ask yourself what you want students to be able to do when they leave your class and then come up with activities to master that objective.
Have students choose goals on the first day of class and help the students take responsibility for what will go on in the classroom!
From The Eleven Commandments of Good Teaching by Vickie Gill.