360 view of the IEP Process and the ARD/Identification Process

1. +
A 360 of the IEP
Erin Kelts, MS
Project Manager, AGC Network
210.370.5664
erin.kelts@esc20.net

2. +

3. +
Acronyms

4. +Dear Teacher,
Your presence is needed at an ARD meeting, required by
the IDEA. We will make sure to stay in accordance with
FERPA and TEA. We will be discussing your student’s IEP
and how they are AGCing and receiving their FAPE in the
LRE. We will take a look at their FIE to find out if the
student is a SLD, or has AU, TBI, ED, VI, DB, SI, OI, AI, ID,
MD, or NCEC. Together, we will examine their FBA and
develop a BIP, if appropriate. We will make sure to provide
ESL services if needed and examine RTI data.
Sincerely,
LEA ARDC

5. LD
Glossary

7. +

8. Individuals with Disabilities
Education Improvement Act
Our nation’s special education law

9. Free Appropriate Public
Education
What states must make available to all
children with disabilities.

10. Least Restrictive
Environment
Children with disabilities are to be educated
with children who do not have disabilities
to the maximum extent appropriate.

11. +The Least Restrictive Environment (LRE)
Question and Answer Documents
LRE Q&A Document in English
LRE Q &A Document in Spanish
Preschool LRE/Settings Document
These documents can be found at www.esc20.net/agcnetwork

12. Admission, Review, and
Dismissal
The IEP Team is made up of student’s
parents, school staff, and the student
when appropriate, who meet at least
annually.

13. Step 1:
 Child is having difficulty in
school.
 Academic
 Behavioral
 Physical
 Emotional/Social
 Other problem

14. Step 2:
 Child is evaluated.
 Variety of tools and strategies;
 Provides comprehensive information
about the child including; examination
of existing data;
 Helps the team decide whether or not
a child may have a disability that may
qualify them for special education
services.

15. Step 3:
Criteria for a
disability is met.
 All data on the child is
thoroughly examined and
considered to assist the
educational team in deciding if
criteria for a certain disability is
met.
 Lack of appropriate instruction
in the past is not the reason for
the child’s educational
difficulties.

16. Step 4
ARD meeting is
scheduled.
 Once a child has met criteria for a
disability, the educational team
must meet.
 At the ARD meeting, an Individual
Education Plan (IEP) will be
developed to reflect the services
and supports needed to meet the
child’s educational needs.

17. • A group of qualified
professionals and the
parent determines
whether the child is a
―child with a disability.‖
Step 5
• Student data
indicates child
meets criteria for a
disability.
• ARD committee
makes formal
decision regarding
the disability.

18. Full and Individual
Evaluation
School districts are required to conduct a full
and individualized evaluation of the student.
Decisions must be based on current and
appropriate data.

19. +
Evaluation data may include:
 Test of intelligence;
 Test of achievement
level;
 Psychological test;
 Test of
speech/language
abilities;
 Medical evaluation;
 Grades;
 Behavior reports;
 Data regarding student
response to intervention;
 Research-based
intervention strategies
that have been tried; and
 Other information from
teachers or parents

20.  health
 vision
 hearing
 social and emotional status
 general intelligence
 academic performance
 communication status
 motor abilities
All areas related to the suspected disability, including (if
appropriate):
Full and Individual Evaluation

21. Evaluation Data
• Does the data indicate that the child has a disability
that requires the provision of special education and
related services in order for the child to receive a
free appropriate public education (FAPE)?
• What are the child’s specific educational needs?
• What special education services and related
services, then, would be appropriate for addressing
those needs?

22. +
Eligibility

23. Determining Eligibility
• Adversely affects a child’s educational
performance;
• By reason thereof, the child needs special
education and related services
Information is gathered from multiple sources
and compiled into an FIE. Within each
evaluation, specific eligibility criteria are
outlined and data to support whether the child
meets that eligibility is discussed.

24. Who decides a student’s eligibility?
The ARD-Admission
Review and
Dismissal team
decides if a student
is eligible for special
education and
his/her disability
eligibility category.

25. What does the term ―a child
with a disability‖ mean?
The term child with a disability
means a child evaluated in
accordance with a Full and Individual
Evaluation who, by reason thereof,
needs special education and related
services.

26. +
Disability Categories under
idea

27. Disabilities
 Auditory Impairment
 Autism
 Deaf-Blindness
 Emotional Disturbance
 Intellectual Disabilities
 Multiple Disabilities
 Noncategorical Early Childhood
 Orthopedic Impairment
 Other Health Impairment
 Specific Learning Disability
 Speech or Language Impairment
 Traumatic Brain Injury
 Visual Impairment Including Blindness

28. Admission/Review/Dismissal
(ARD) Committee

29. The ARD: Purpose
Who must have one?
– The Local Education Agency (LEA) shall
establish an admission, review, and dismissal
(ARD) committee for
• Every eligible student with a disability; and
• Every student for whom a full and
individual initial evaluation is conducted.

30. +Who makes up the ARD Committee?
 The child’s parent (s)
 Not less than 1 of the child’s special education teachers
 Not less than 1 of the child’s general education teachers
 A representative of the Local Education Agency (LEA) who:
 Is qualified to provide or supervise the provision of specially designed instruction to
meet the unique needs of children with disabilities;
 Is knowledgeable about the general education curriculum; and,
 Is knowledgeable about the availability of resources of the District;
 An individual who can interpret the instructional implications of evaluation
results AND
 Other Individuals who have knowledge or special expertise regarding the
child, at the discretion of the parent or the agency (LEA); including related
service providers
#64 NOTES

31. Who is missing
from this team?

32. +
The Child!

33. + We Know That
Keeping Parents
Involved Is The
Key To
Success….

34. How do we ensure parents will
participate in the ARD?
Prior Written Notice must allow for 5 school
days written notice of the LEA’s proposal.
Prior Written Notice must:
•Be provided in the native language of the parents;
•Provide the date, time and location of the meeting as well as
who will be in attendance at the meeting; and
•State the purpose of the meeting as well as options considered
and other topics to be discussed.
•Include a copy of the procedural safeguards.
Procedural Safeguards—English
Procedural Safeguards—Spanish

35. +
Examples - Special Education
Services
 Alternate Curriculum
 Specific Reading Materials
 Special Education Teacher for Resource or Withdrawal Support
 Self-contained classroom

36. +
Examples - Related Services
 Audiology
 Occupational Therapy
 Physical Therapy
 Psychological Services
 Recreation
 Counseling Services
 School Health Services
 Transportation
 Orientation & Mobility
 Etc.

37. +
Examples – Supplementary Aids
 Environmental Supports
 Reduction of Distractions
 Modifying Equipment
 Pacing of Instruction
 Assignment Modifications
 Testing Adaptations
 Levels of Staff Support Needed
 Modified Presentation of Subject Matter

38. +
Discuss transition and
graduation
Special Education Graduation Flowcharts
Graduation Flowchart for All Students
Graduation Flowchart for all STAAR Assessments
Modified Graduation Flowchart
Alternate Graduation Flowchart

39. +
Determine eligibility for Extended
School Year (ESY)

40. +
Reach closure and consensus
Consensus = parties in agreement!

41. + STEP 1: GRADE LEVEL CONTENT
STANDARDS
 CONSIDER THE GRADE LEVEL CONTENT STANDARDS
FOR THE GRADE IN WHICH THE STUDENT IS ENROLLED
RO WOULDB BE ENROLLED BASED ON AGE.
 WHAT IS THE INTENT OF THE CONTENT STANDRD?
 WHAT IS THE CONTENT STANDARD SAYING THAT THE
SUTNDENT MUST KNOW AND BE ABLE TO DO?

42. +
STEP 2:WHERE IS THE
STUSDENT FUNCTIONING?
 EXAMINE CLASSROOM AND STUDENT DATA TO
DETERMINE WHERE THE STUDENT IS DUNCTIONING IN
RELATION TO THE GRADE LEVEL STANDARDS.
 HAS THE STUDENT BEEN TAUGHT CONTENT ALIGNED WITH
GRADE-LEVEL STADARDS?
 HAS THE STUDENT BEEN PROVIDED APPROPRIATE
INSTRUCTIONAL SCAFFOLDING TO ATTTAIN GRADE LEVEL
EXPECTATIONS?
 WERE THE LESSSONS AND REACHING MATERIALS USED TO
TEACH THE STUDENT ALIGNED WITH STATE GRADE-LEVEL
STANDARDS?
 WHAS THE INSTRUCTION EVIDENCE BASED?

43. + STEP 3: PLLAFP…NO IT’S NOT A SNEEZE
 DEVELOP THE PRESENT LAVEL OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMACE
(PLAAFP).

44. +

45. +

46. + Present Levels of Academic
Achievement & Functional
Performance

47. +
PLAAFP Basis
The PLAAFP is so critical
because it is the:
 Cornerstone of the IEP
 Description of the student's
strengths in relation to
standards
 Source that drives the other
IEP components
 Statement that links all IEP
components together

48. +
Questions to ask?
Has the student been
taught content aligned with
grade-level standards?
Has the student been provided appropriate
instructional scaffolding to attain grade level
expectations? Were the lessons and teaching
materials used to teach the
student aligned with state
grade level standards?
Was the instruction
evidence-based?

49. +
PLAAFP
Evaluation
Classroom Data
Accommodations/ModificationsParent Information
Additional Supports
The Rock Star of the IEP: PLAAFPs

50. +
Common Mistakes
 1. Too much= unfocused
 2. Too diagnostic= confusing
 3. Too general=irrelevant

51. +
PLAAFP Noncompliance Issues
 No PLAAFP
 PLAAFP is the same for multiple years (lack of educational
benefit)
 PLAAFP does not clearly demonstrate student is multiple years
behind grade level expectations (tied to state assessments)

52. + Rock Star's have to consider their wardrobe...
Things you should
consider:
 Academic/functional areas
 Critical need(s)
 Current measurable and
observable data
 Data sources
 Conditions (supports)
 Enrolled grade level content
standards (For academic
achievement portions)

53. +
PLAAFP Data Sources
 Work Samples
 Photographs
 Videotape
 Behavioral data
 Parent Feedback
 Standardized Tests
 Anecdotal records
 Running Records
 Statewide Tests
 Benchmark tests
 Teacher made tests
• Observations
• Likert scales
• Checklists
• Discipline referrals
• Reading inventories
• Oral Reading
• Formative assessments
• WPM
• FIE data
• Dibels
• Teacher made tests

54. +
How to choose the Monitoring
Method for Data...

55. +
Putting it all together...
 PLAAFP: A review of
classroom assessments
indicates that Anthony needs
to improve reading for
fluency, which will increase his
reading comprehension;
which is interfering with his
access to grade level
materials. Anthony can read
80 wpm of connected text with
100% accuracy, which is
within the range of typical
peers in the second grade.
Reading
Fluency
Anthony can read
80 wpm of
connected text with
100% accuracy,
which is within the
range of words per
minute for typical
peer in 2nd grade.
Standards Based Annual Goal:
Standard: Grade 4 TEK 4.2B: Use the context of a sentence to
determine the meaning of unfamiliar words or multiple meanings of
words.
Goal: Anthony will read 105 words of connected text per minute with
100% accuracy on classroom assessments at the end of the fourth
grading period.

56. +

57. + The PLAAFP determines:
• where the student is functioning
in relation to enrolled grade
level standards
• critical needs
• what a student can reasonably
achieve within one year
• what a student needs in order to
access/progress in the general
education curriculum, including
-specially designed instruction
-accommodations
-modifications
-supplementary aids and
services

58. +

59. +
The Legal Requirement
34 CFR §300.320(a)(2)
The IEP must include:
―A statement of measurable annual goals, including academic and functional goals…‖
34 CFR §300.320(a)(2)
Annual goals must be designed to:
―Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the
general education curriculum; and
Meet each of the child’s other educational needs that result form the child’s disability‖
34 CFR §300.320(a)(2)
For students who take STAAR Alternate, benchmarks/short-term objectives must be included.

60. +

61. +
―Can Do‖ & ―Can’t Do‖ Statements
 Identify present performance level of student
 Includes current baseline data
 Are specific and measureable
 Are positively stated
 Use understandable language vs. strictly technical language.

62. +
―Needs To‖ Statements
 Are aligned with the ―Can Do‖ &
―Can’t Do‖ statements
 Linked to TEKS
 Identify what student needs ―to
do‖ in order to progress in the
general curriculum

63. +
Step 4
 Develop measurable annual
goals aligned with grade-level
academic content standards.
 Ask:
 What are the
student’s needs as
identified in the
present level of
performance?

64. +
Step 4
 Develop measurable annual goals
aligned with grade-level academic
content standards.
 Ask:
 Does the goal have a
specific timeframe?

65. +
Step 4
 Develop measurable annual
goals aligned with grade-level
academic content standards.
 Ask:
 What can the
student reasonably
be expected to
accomplish in one
school year?

66. +
Step 4
 Develop measurable annual
goals aligned with grade-level
academic content standards.
 Ask:
 Are the conditions
for meeting the goal
addressed?

67. +
Step 4
 Develop measurable annual
goals aligned with grade-level
academic content standards.
 Ask:
 How will the
outcome of the goal
be measured?

68. + Writing goals can be one of the most
challenging parts of developing the IEP…
• What does the child need to learn or do
academically?
• What does he or she need to learn or do
functionally?
• What is reasonable to achieve in a year?
• Can you measure whether or not the child has
reached the goal?
From NICHCY’s Building the Legacy: IDEA 2004 Training
Curriculum

69. +What is a measurable annual goal? (1.4)
Contains four critical components:
• timeframe
• conditions
• behavior
• criterion
A measurable goal includes the behavior or
skill that can be measured at periodic intervals
against a criterion of success.
1 2
43

70. +
Four Elements (1.4)
Timeframe
Identified the amount of time in the goal period
and is usually specified in the number of weeks
or a certain date for completion.
•For example, “within 36 instructional weeks”
might be the timeframe for an annual goal.
Conditions
Specify the manner in which progress toward
the goal occurs. Conditions describe the
specific resources that must be present for the
child to reach the goal.
•The condition of the goal should relate to the
behavior being measured.
•For example, a graphic organizer could be a
condition.
Behavior
Clearly identifies the skill or performance that is
being monitored.
•It represents an action that can be directly
observed and measured.
•For example, “points to the yellow object”
could be a behavior.
Criterion
Identifies how much, how often, or to what
standard the behavior must occur in order to
demonstrate that the goal has been achieved.
•The goal criterion specifies the amount of growth
that is expected.
•For example, “in 7 out of 10 trials” might be a
criterion.

71. Category:
What is the…

72. +
By May 15, 2011, given a 4th grade story
prompt and 30 minutes to
write, Brittany, a 4th grade student, will
write a three paragraph essay using
transition words in sentences and
between paragraphs with 5 or less errors.
What is the condition?

73. +
By May 15, 2011, given a 4th grade story
prompt and 30 minutes to write, Brittany,
a 4th grade student, will write a three
paragraph essay using transition words
in sentences and between paragraphs
with 5 or less errors.
What is the timeframe?

74. +
By May 15, 2011, given a 4th grade story
prompt and 30 minutes to
write, Brittany, a 4th grade student, will
write a three paragraph essay using
transition words in sentences and
between paragraphs with 5 or less errors.
What is the criterion?

75. +
By May 15, 2011, given a 4th grade story
prompt and 30 minutes to write, Brittany,
a 4th grade student, will write a three
paragraph essay using transition words
in sentences and between paragraphs
with 5 or less errors.
What is the behavior?

76. +
When does an ARD committee need to
develop annual goals?
ALWAYS
 If a student has no modified content and is not removed
from a general education setting, the ARD committee
must still include measurable annual goals.
 Annual goals may:
 Be developed from an area of need addressed in the
student’s PLAAFP that affects the student’s ability to
make progress and/or access the general education
curriculum; and/or
 Be developed to clearly define specially designed
instruction that the student will receive

77. +Let’s take a look
at a standard.

78. +
ContentStandardsAcademicStandards
(1.4) Reading/Beginning Reading/Strategies. Students comprehend a variety
of texts drawing on useful strategies as needed. Students are expected to:
(A) confirm predictions about what will happen next in text by
"reading the part that tells";
(B) ask relevant questions, seek clarification, and locate facts and
details about stories and other texts; and
(C) establish purpose for reading selected texts and monitor
comprehension, making corrections and adjustments when that
understanding breaks down (e.g., identifying clues, using
background knowledge, generating questions, re-reading a
portion aloud).
SE
1.4(A)
SE
1.4(C)
SE
1.4(B)
TEA 2008
Content Strand TEKS 1.4

79. + The importance
of alignment.

80. +Academic vs. Functional (1.12)
The two different
types of goals have
different purposes.
There are two types
of measurable annual
goals. A student may
have measurable
academic and/or
functional goals.
Based on the
student's
PLAAFP, measurable
annual goal(s) must
be developed.
All students who
receive special
education services
must have a PLAAFP.
Present Levels of
Academic Achievement
and Functional
Performance (PLAAFP)
Measurable Annual Goals
Academic Goals
(Standards-Based) -
based on TEKS
Focus on student
learning/progressing in the
general curriculum
Functional Goals
(not Standards-Based) -
not based on TEKS
Focus on student accessing
the general curriculum

81. +
Short-Term Objectives
(STOs)/Benchmarks? (1.20-1.23)
 Required for all goals for students
who take STAAR Alternate
 Optional for other students (local
guidelines may vary)

82. +
The examples includes
the TEKS number.
Districts/Charters may
elect to include this
TEKS number in
writing standards-
based IEP goals.

83. +OK then… can we write "Mainstream Goals‖
(1.19 and 1.24)
―70% mastery of the TEKS‖
NO!!!

84. +Can one annual goal cover multiple
subject areas/courses? (1.17)
It depends…

85. +In which subject areas/courses are goals
needed? (1.16)
Based on PLAAFP
BUT…..

86. +
A Reminder…
annual goal
≠
―entire‖
course
content

87. +
Let’s Talk
Functional Goals

88. +
What are some examples of functional
goals?
 Examples:
Social, emotional, communication and executive skills (time
management, self-advocacy/determination), and behaviors.
 The amount of time a student can remain on task
 The number of times a student raises his/her hand
 The amount of time it takes for a student to begin work on an
assignment after the teacher gives directions
 The percentage of time a student is rocking
 The number of times a student brings his/her
notebook, textbook, and pencil to class
 Non-Example:
 The number of opportunities the student has to improve his/her self-
esteem
 The percentage of time the student demonstrates he/she is
responsible

89. +Who should have functional goals? (3.3)
 Based on PLAAFP

90. +Must measurable annual functional goals be
standards-based? (3.4)
 NO!!!
 See Preschool Note for Exception

91. +Can one functional goal cover multiple subject
areas/courses? (3.5)
 It depends…
 Determined by ARD committee/PLAAFP

92. +
TIP
All professionals that work with students who receive special education
services need to have a copy of the applicable components of the
student’s IEP:
 PLAAFP
 Annual Goals (Short-term objectives)
 Accommodations
 Modifications
 Behavior Improvement Plan (BIP), if the student has one

93. +
STEP 5: ASSESS & REPORT
PROGRESS
 ASSESS AND REPORT THE STUDENT’S PROGRESS
THROUGHOUT THE YEAR.
 HOW DOE STHE STUDENT DEMONSTRATE WHAT HE/SHE
KNOWS ON CLASSROOM, DISTRICT, AND STATE
ASSESSMENTS?
 ARE A VARIETY OF ASSESMENTS USED TO MEASURE
PROGRESS?
 ARE THE CONDISTIONS FOR MEETING THE GOAL
ADDRESSED?
 HOW WILL THE OUTCOME OF THE GOAL BE MEASURED?

94. +1.8 What should the Admission, Review
and Dismissal (ARD) committee consider
to ensure that IEP goals are measurable?
A measurable goal meets the following requirements:
 indicates what to do to measure accomplishment of the goal;
 yields the same conclusion if measured by several people;
 allows a calculation of how much progress it represents; and
 can be measured without additional information.

95. +
Why use data for decisions?
 Measuring progress is required
 Provide the ―now what‖ after instruction
 Guide decisions for ARD Committee
 Remove guesswork
 Ensure equity across plans
I think…I feel…believe

97. +
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8/26/2011
9/2/2011
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10/28/2011
11/4/2011
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Phase 1 Phase 2
WordsReadCorrectly(%)
Stu Dent’s Fluency Intervention
% Correct
Aim Line
Goal Line
Trend Line
Baseline
Measurement
COMPARE
DIFFERENCE
DATES OF INTERVENTION PROGRESS MONITORING

98. +
STEP 6: IDENTIFY SPECIALLY
DESIGNED INSTRUCTION
 IDENTIFY SPECIALLY DESIGNED INSTRUCTION
INCLUDING ACCOMMODATIONS AND/OR MODIFICATIONS
NEEDED TO ACCESS AND PROGRESS IN THE GENERAL
EDUCATION CURRICULUM
 WHAT ACCOMMODATIONS ARE NEEDED TO ENABEL THE
STUDENT TO ACCESS THE KNOLEDGE IN THE GENERAL
EDUCATION CURRICULUM?
 WHAT ACCOMMODATIONS HAVE BEEN USED WITH THE
STUDENT AND WERE THEY EFFECTIVE?
 HAS THE COMPLEXITY OF THE MATERIAL BEEN CHANGED IN
SUCH A WAY THAT THE CONTENT HAS BEEN MODIFIED?

99. +

100. These adaptations are the specially designed instruction for the student based upon the specific needs
resulting from the disability.
The first step is to determine how the current ability levels affect their
access and progress in the enrolled grade level curriculum.
The second step is to determine what adaptations are needed for the student
to access and progress the enrolled grade level curriculum.
Content is the state
standards. Consider how the
student is accessing the
general education curriculum
(i. e.
accommodations, modificatio
ns, or pre-requisite skills) and
whether adaptations to the
content are needed as a result
of the disability.
Methodology refers to
any educational
practice or approach
that is evidenced-
based/best practices.
Delivery of Instruction
is the application and
implementation of the
evidenced-based/best
practices that are
needed as a result of
the disability.
Should content be
adapted? If yes, how?
Should delivery of
instruction be
adapted? If yes, how?
Should methodology
be adapted? If
yes, how?
Determining Specially Designed Instruction

102. Accommodations

105. Accommodating TEKS
The student knows that living systems at all levels of organization
demonstrate the complementary nature of structure and function.
7.12D—differentiate between structure and function in plant and
animal cell organelles including cell membrane, cell
wall, nucleus, cytoplasm, mitochondrion, chloroplast, and
vacuole. -Enlarge the Picture
-Oral Response
-Color Overlay
-Transcribing
-Create a Mnemonic
-Provide a partially completed
diagram of the anatomy of a
plant and animal cell

106. Velcro
Pencil Grip
Audio/Digital Books;
i.e., Bookshare, Learning Ally
Customized Keyboard
Screen Reader
Software
Adapted Computer
Word cards/book/wall
Voice Recognition Software;
i.e., Dragon Diction
Abacus/Math Line/Geoboards
Talking Calculator
Electronic Organizer
Books Adapted for page turning
Large Print Materials
Math Software
Word Processors
Scanners—Single Word;
Hand-Held; Calculator
Manipulatives;
i.e., Base Ten Blocks, Geometric Figures, Algebra Tiles,
Clocks, Play Money, Faction Pieces, Wikisticks, Counting Beans
Magnifying devices
Blank place markers
Daily Visual Schedule
Electronic Dictionary
Text-to-Speech Software &
Speech-to-Text Software;
i.e., Dragon Naturally Speaking
Apps for iPad, iTouch, Smart Phones
Proloquo 2 Go, Time Timer, Dragon Diction/Search,
White Noise
Highligher Tape
Assistive Technology Options

107. +
Instructional State Assessment
• Mnemonics with subject specific
words that the mnemonic
represents
• Graphic organizers or science
graphics containing titles,
words, labels, pictures,
acronyms, mnemonics,
numbers, symbols, or variables
• Labeled pictorial models
• Grammar/Mechanic Rules with
specific examples
• Formula triangles representing
relationships between variables
and symbols for mathematic
operations
• Executive Functioning skills
Versus

108. +
Modifying Content
The student knows that living systems at all levels of organization
demonstrate the complementary nature of structure and function.
7.12D—differentiate between structure and function in plant and
animal cell organelles including cell membrane, cell
wall, nucleus, cytoplasm, mitochondrion, chloroplast, and
vacuole.
What are the most ―critical‖ components
that a student needs to know?
Student participates in all class
discussions, activities, and
assignments, but is only expected to
demonstrate mastery of the ―critical‖
components.
Student is only assessed on knowledge
of ―critical‖ components.

109. Instructional Strategies:
Are methods that are used to deliver a variety of
content objectives.
Instructional strategies determine the approach a
teacher may take to achieve learning objectives.

110. Instructional Strategy
The7.12D—differentiate between structure and function in plant
and animal cell organelles including cell membrane, cell
wall, nucleus, cytoplasm, mitochondrion, chloroplast, and
vacuole.
Sorting Activity
At a station, a student matches a variety
of pictures associated with a plant &/or an
animal cell to its corresponding
vocabulary word
Collaboration:
Students work in teams to compare
and contrast an animal & a plant cell
Optional Testing Administration
Procedures & Materials
Color overlay
Magnifier
Highlighters/Color Pencils
Modifications TAB

112. +
In a language arts class, the teacher
provides a student(who has a reading
disability) with a book on tape. The
student is expected to complete all the
reading guides and take the same
exams as the other students in the
class.
Accommodation

113. +
Certain students use a different
textbook that is at a lower reading
level and has simpler explanations of
concepts. These students take a
different test over the content though
they participate in all class
discussions and activities.
Modification

114. +Students work in teams of four to create
a presentation on a science topic. Each
student in each group is assigned a
particular role (recorder, organizer
resource collector, and fact checker)
with specified tasks to do to accomplish
that role. Students are given guidance
by the teachers as needed to keep the
assignment on track.
Instructional Strategy

115. +
A teacher designs a unit that allows
students to choose a test, poster, or oral
presentation to demonstrate
understanding of the five main concepts
and their connections. For one
student, the teacher has constructed a
guide so that the teachers, student and
the parents can track progress as the
project is completed.
Accommodation

116. +
In a Social Studies class, the teacher
constructs a study guide that is
partially completed. These are given
to a few students.
Accommodation

117. +
Specific students are graded on test
items that cover critical information
and are not graded on their
performance on the short essay
portion even though they are asked to
attempt it.
Modification

118. +
In Math class, the teacher creates
cards with critical symbols or
vocabulary and corresponding
definitions. The cards are distributed
in class and the students move
around the class to find the card that
matches their cards.
Instructional Strategy

119. +
STEP 7: MOST APPROPRIATE
ASSESSMENT OPTION
 DETERMINE THE MOST APPORPRIATE ASSESSEMENT
OPTION.

120. +
Confidentiality

121. +Confidentiality
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Workshop #: PD 110818-C13

122. +