ABL23
SEE ATTACHED ITEMS
3 years ago 20
ATTACHMENTPART3A.pdf
Section504.pdf
abl23.docx
ATTACHMENTPART3A.pdf
Class Expectations Planning Matrix Use the examples and templates below to design your own matrix for your classroom.
Class Norm/ Expectation
Classroom Hallway Specials Cafeteria Recess
Class Norm/ Expectation
Whole Group
Indepen- dent
Partner/ Small
Group
Homewor k
Daily Interactio
ns
Section504.pdf
Georgia Department of Education Section 504 Guidance for Georgia LEA | August 2018 Page 6
IEP Section 504
What's in the Program/Plan
An IEP generally includes the following: A 504 plan generally includes the following:
The child’s present levels of academic and functional performance—how she is currently doing in school
Specific accommodations, supports, and/or services for the child
Annual education goals for the child and how the school will track her progress
Names of who will provide each service
The services the child will get—this may include special education, related, supplementary and extended school year services
Name of the person responsible for ensuring the plan is implemented
The timing of services—when they start, how often they occur and how long they last
Any accommodations—changes to the child’s learning environment
Any modifications—changes to what the child is expected to learn or know
How the child will participate in standardized tests
How the child will be included in general education classes and school activities
Parent Notice When the school wants to change a child’s services or placement, it has to tell parents in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations.
The school must notify parents about evaluation or a “significant change” in placement. Notice doesn’t have to be in writing, but most schools do so anyway.
Parents also have “stay put” rights to keep services in place while there’s a dispute.
Not directly addressed in the law, but OCR has provided guidance for best practice.
Parent Consent A parent must consent in writing for the school to evaluate a child. Parents must also consent in writing before the school can provide services in an IEP.
A parent’s consent is required for the LEA to evaluate a child.
abl23.docx
PART 1
Thoroughly answer the initial Discussion questions
1. According to the ‘Program Comparison’ information on pg.6 of the provided GaDOE link for 504, name at least 4 components of an IEP that are NOT included in a 504 plan.
2. Does LRE considerations change for students moving from one grade level to another or could a change in LRE be considered at anytime, if necessary? Why or Why not?
Use this Link for information to answer the questions.
SEE ATTACHMENT SECTION 504
PART 2
Eligibility and Accommodations/Modifications
A). Compare and Contrast Accommodation and Modification services provided to students with Individual Education Plans (IEP)?
B). Please provide an educational artifact (photo, document or materials) of an accommodation used within your class/subject area to support a student or students' ability to gain access to education. Please include the specific standard (ex: ELAGSEKRL1 With prompting and support, ask and answer questions about key details in a text.) and a brief description of your lesson/activity. If you are submitting a photo, only include students who are approved for photos or angles that restricts the identity of a student(s).
Please refer to Exhibit A below. In this example you can only see the back or side profile of a student. This photo could perhaps be an example of a student or students who were placed in front of the class for close proximity to the teacher. Close proximity is an accommodation often used to redirect students for academic and/or behavior purposes.
Please refer to Exhibit B below. This could perhaps be an example of a teacher providing a braille document to a student with progressive visual impairment who is learning to identify and or write his/her alphabet letters in Kindergarten.
Next, in 5-6 sentences, please explain your artifact, including a description of the lesson/activity, an eligibility category which you might see this accommodation being implemented, and how the accommodation is uniquely supporting the student(s) ability to gain access to education.
NOTE: If you do not have an inclusion or self-contained class, please refer to the below examples to search an imagine and provide a description of how the picture displays an effective accommodation to be used to assist a student(s) with a specific diagnosis access education.
PART 3
Use the examples and templates below to develop a behavior expectations matrix of your own. You can customize the categories of the matrix to reflect your own needs for communicating behavior expectations to your students. You should have your previously stated class norms/expectations in the far left column. Across the top row you will list the relevant settings that your students will find themselves in throughout the day or throughout your class period. The remaining cells will define precise and positive descriptions of each expectation in each context/setting.
|
Criteria |
Grading Scale |
|
Criteria |
Grading Scale |
||||
|
Classroom Norms/Expectations Expectations/norms are listed individually. |
|
||||
|
Settings/Contexts Thoughtful inclusion of the various settings or context that this class (or student) will be in during a school day. |
|
||||
|
Alignment Descriptions of expectations are aligned to the class norms/expectations. |
|
||||
|
Clarity Descriptions are clear and explicit in order for students to understand what is expected of them. |
|
Total pts: 16
SEE ATTACHMENT PART 3A
image1.jpeg
ATTACHMENTPART3A.pdf
Class Expectations Planning Matrix Use the examples and templates below to design your own matrix for your classroom.
Class Norm/ Expectation
Classroom Hallway Specials Cafeteria Recess
Class Norm/ Expectation
Whole Group
Indepen- dent
Partner/ Small
Group
Homewor k
Daily Interactio
ns
Section504.pdf
Georgia Department of Education Section 504 Guidance for Georgia LEA | August 2018 Page 6
IEP Section 504
What's in the Program/Plan
An IEP generally includes the following: A 504 plan generally includes the following:
The child’s present levels of academic and functional performance—how she is currently doing in school
Specific accommodations, supports, and/or services for the child
Annual education goals for the child and how the school will track her progress
Names of who will provide each service
The services the child will get—this may include special education, related, supplementary and extended school year services
Name of the person responsible for ensuring the plan is implemented
The timing of services—when they start, how often they occur and how long they last
Any accommodations—changes to the child’s learning environment
Any modifications—changes to what the child is expected to learn or know
How the child will participate in standardized tests
How the child will be included in general education classes and school activities
Parent Notice When the school wants to change a child’s services or placement, it has to tell parents in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations.
The school must notify parents about evaluation or a “significant change” in placement. Notice doesn’t have to be in writing, but most schools do so anyway.
Parents also have “stay put” rights to keep services in place while there’s a dispute.
Not directly addressed in the law, but OCR has provided guidance for best practice.
Parent Consent A parent must consent in writing for the school to evaluate a child. Parents must also consent in writing before the school can provide services in an IEP.
A parent’s consent is required for the LEA to evaluate a child.
abl23.docx
PART 1
Thoroughly answer the initial Discussion questions
1. According to the ‘Program Comparison’ information on pg.6 of the provided GaDOE link for 504, name at least 4 components of an IEP that are NOT included in a 504 plan.
2. Does LRE considerations change for students moving from one grade level to another or could a change in LRE be considered at anytime, if necessary? Why or Why not?
Use this Link for information to answer the questions.
SEE ATTACHMENT SECTION 504
PART 2
Eligibility and Accommodations/Modifications
A). Compare and Contrast Accommodation and Modification services provided to students with Individual Education Plans (IEP)?
B). Please provide an educational artifact (photo, document or materials) of an accommodation used within your class/subject area to support a student or students' ability to gain access to education. Please include the specific standard (ex: ELAGSEKRL1 With prompting and support, ask and answer questions about key details in a text.) and a brief description of your lesson/activity. If you are submitting a photo, only include students who are approved for photos or angles that restricts the identity of a student(s).
Please refer to Exhibit A below. In this example you can only see the back or side profile of a student. This photo could perhaps be an example of a student or students who were placed in front of the class for close proximity to the teacher. Close proximity is an accommodation often used to redirect students for academic and/or behavior purposes.
Please refer to Exhibit B below. This could perhaps be an example of a teacher providing a braille document to a student with progressive visual impairment who is learning to identify and or write his/her alphabet letters in Kindergarten.
Next, in 5-6 sentences, please explain your artifact, including a description of the lesson/activity, an eligibility category which you might see this accommodation being implemented, and how the accommodation is uniquely supporting the student(s) ability to gain access to education.
NOTE: If you do not have an inclusion or self-contained class, please refer to the below examples to search an imagine and provide a description of how the picture displays an effective accommodation to be used to assist a student(s) with a specific diagnosis access education.
PART 3
Use the examples and templates below to develop a behavior expectations matrix of your own. You can customize the categories of the matrix to reflect your own needs for communicating behavior expectations to your students. You should have your previously stated class norms/expectations in the far left column. Across the top row you will list the relevant settings that your students will find themselves in throughout the day or throughout your class period. The remaining cells will define precise and positive descriptions of each expectation in each context/setting.
|
Criteria |
Grading Scale |
|
Criteria |
Grading Scale |
||||
|
Classroom Norms/Expectations Expectations/norms are listed individually. |
|
||||
|
Settings/Contexts Thoughtful inclusion of the various settings or context that this class (or student) will be in during a school day. |
|
||||
|
Alignment Descriptions of expectations are aligned to the class norms/expectations. |
|
||||
|
Clarity Descriptions are clear and explicit in order for students to understand what is expected of them. |
|
Total pts: 16
SEE ATTACHMENT PART 3A
image1.jpeg
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