11. Gen Ed Teacher’s role in the IEP process -To participate in the development of the IEP of the child -Assist in the determination of appropriate positive behavior interventions and strategies for the child; and -Assist in the determination of supplementary aids and services, program modifications, or supports for school personnel that will be provided for the child
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16. What do I do with the Section 504 plans and IEP documents? - Read them - Come to the SpEd team with any questions/concerns you may have - Keep documents in a locked cabinet (if you do not have a locking cabinet, please see Katie Clark-Keene, Case Manager)
There is a continuum of GenEd, > to 20%, 21-60%, >60-100%, separate placement (therapeutic), residential, hospitalization
- teacher will include all RtI data and work samples -meeting will be held with parents
A special education teacher may serve as a consultant for a 504 student, but may not provide services -birth to death– IEPs are only until age 22 EX: A physical or mental impairment is defined as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito‐urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness and specific learning disabilities, illness, and specific learning disabilities. EX: Major life activities are defined to include, but not limited to, caring for one's self, performing manual tasks seeing hearing eating sleeping walking tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. Major life activities also include the operation of major bodily functions, including but not limited to functions of the immune including, but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
If curriculum is significantly modified– the student’s grade, on the rc, should be followed by an *asterisk and include a footnote to explain the mod. curriculum There is no categorical rule that prohibits a SpEd student from receiving a high “A/4” or low “F/1” grade. When a student has chronic poor achievement, however, school staff should use the IEP process to make sure approp. a/ms are provided
If student is failing– IEP team should remeet to 1)if IEP services were appropriate, 2)was IEP implemented and all services provided, 3)method of assessing progress appropriate, 4)promotion criterion established appropriate If “YES”- student would be expected to attend appropriate summer school If “NO”- IEP revised, team makes rec of whether to promote or retain student
MDR to determine if violation is result of disability ***504 students included in the “10 day” rule protection
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