Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
I. Special Education
Special Education
Goal (i.e. reading, writing, math, etc)
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
II. Related Services
May include: Occupational Therapy,
Speech Therapy, Transportation
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
III. Supplementary Aids and Services
May include: modified curriculum, modified
testing procedures, modified grading,
educational assistants
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
VI. Program Modifications or Supports for
school personnel
This may include specific trainings or
meetings needed to appropriately meet
the students needs
I-9 Continued
V. Participation in Regular Education
Classes
If any minutes are registered, select that
the student will NOT participate full time
in regular education classes
Discuss the students needs
Modified curriculum, small-group instruction,
direct instruction, etc
I-9 Continued
Participation in Extracurricular or
Nonacademic Activities
Will the student be able to participate in
extracurricular and nonacademic activities with
nondisabled students?
Select yes
Students should be able to participate in
extracurricular activities if the activity is deemed
appropriate
Activities requested by parents must be
discussed with the IEP team
The appropriateness of the activity should be
discussed
If appropriate, the necessary supports can be
determined
I-11 Extended School
Year
First, understand the criteria of the district
Take data throughout the year on all goal
Criteria for qualification: recoupment
period, self-sufficiency, emerging skill (with
your data, discuss this with the IEP team)
Form: include the goal, supports, and
curriculum used to best support the student
during ESY
Behavior Intervention Plan
(BIP)
Completed after a Functional Behavior
Assessment has been completed
Proactive Strategies
antecedent strategies and/or environmental
adjustments- establishing motivation, removal of
excess stimuli, visuals, short and clear
instructions, consistency among staff, access to
sensory tools, etc
Desired behavior(s) to Increase
Appropriate replacement behavior
Accommodations: model, practice, choice, etc
Consequence: reinforcement
BIP Continued
Challenging Behavior Response Plan
Describe the behavior: what the function is,
what it looks like, and how to respond
Implementation Considerations
Consider supports needed in the
environment, specific trainings (ex: CPI),
materials, etc