Understanding the IEP At-a-Glance Supplemental Aids Section

Understanding theIEP At-a-GlanceDocumentHow to view IEP At-a-Glance documents online in Infinite Campus

Hands-on: Viewing one of your students IEP At-a-Glance documents

Demystifying the sections of the IEP At-a-Glance document; in particular, the Supplemental Aids section

Hands-on: Brainstorm ways to implement effective supplemental aids in your classroom

AgendaWhen were done, you will:

Know how to identify a student with an IEP and view that students IEP At-A-Glance online

Understand the meaning of the information listed in the Supplemental Aids section

Understand the difference between accommodations and modifications

Have a list of resources to obtain additional informationObjectivesWere talking about the IEP At-a-Glance document

One is available for each student with an IEPOrientation

Gives a summary of students disability, accommodations, strengths, etc.Orientation

One section is called Supplemental Aids

Lists ways to help the student learn and express understandingOrientation

Next-to-last section of the document

Exact location may vary

Look for the words Supplemental AidsWhere is it?

Red IEP flag at top of screen:

Identifying students with IEPs

Step 1: After bringing up a student, click Special Ed on left:

Viewing the At-a-Glance

Step 2: Click the Documents tab, at the top:

Viewing the At-a-Glance

Step 3: Double-click on IEP summary:

Viewing the At-a-Glance

Step 4: Click on the long blue link that appears under Document Name:

Viewing the At-a-Glance

Changes we make to lesson, environment, assessments

Minimize detrimental effects of disability

Improve learning, morale, and work completion rateSupplemental Aids

Extended time

Chunking long tasks into shorter segments over one or more daysPacing & Timing

Preferential seating

Taking tests/giving presentations in same classroom at another time (before or after school).

Performing tasks in a different classroomEnvironment/Setting

Reading instructions and exams to student

Instructions presented on board/projector screen and orallyPresentation

Student gives responses orally rather than in writing

No use of Scantron; writes directly on test

Response

Course sequence custom-designed to accommodate a students needs

Selection of specific PE tracks

Scheduling

Note cards / formula cards

Teacher notes

Calculator use

Assistive technology

Materials

Self-assessments to target attendance, reduce classroom talkouts

Self-Management

Modified assignments

Reduction of assignments

Alternative assignment that may be more appropriate

Assignments

Limit questions to core concepts

Change format of test (essay to multiple choice & vice versa)

Test Adaptations

Sharing information about students disability with class

Involving classmates in student interventions

Social InteractionSupport

Modifications and Accommodations are not the same, although they are often used interchangeably. Accommodationsare changes in HOW a student accesses information and demonstrates learning.Accommodationsare allowances for a disability that can be made without compromising the level of instruction or the expectations of the course.Modifications are significant changes in what a student is expected to learn and demonstrate.Modifications Major changes in WHAT a student is expected to learn and demonstrate in the curriculum

while participating in regular education classses

This may include:

different instructional outcomes, modified requirements for success,

fewer concepts,

less details,

or deletion of some part of curriculum.A very few special education students have provisions in their IEP for modifications or a modified curriculum. If it is obvious that a modified curriculum will be needed,

it is developed at the beginning of the course. In most cases, however, the need for a modified curriculum cannot be determined until after the student has been in the course for 3-6 weeks. The case manager and the content teacher are responsible for developing the modified curriculum collaboratively.Developing a modified curriculumModifications/Accommodations Quiz

Place an A next to an accommodation and an M next to a modification

When done, we will review as a group

ActivitySelect one of your students with an IEP that contains supplemental aids about which you have questions (5 minutes)

Lets discuss your questions and suggestions as a large group (10 minutes)

If we didnt have time to discuss your question, how can you get this information?Case StudyAttend the Special Education Open House!

North Campus:South Campus:

Contact the students case manager (at top right of the IEP At-a-Glance document).How to get answershttp://www.djusd.k12.ca.us/emerson/jkurth/AccommodationsandModifications.htmhttp://www.ivtv.k12.oh.us/Accommodations.aspxhttp://www.disabilitycenter.fsu.edu/fac_guide.htmlhttp://www.osepideasthatwork.org/toolkit/accommodations_manual_j.asphttp://cornbeltcoop.k12.sd.us/PRINTABLE%20PDF/Accommodations.pdfhttp://www.lkdsb.net/Speced/accomodations1.htmhttp://www.hishelpinschool.com/adaptation/modadapt.html

Additional Resources