The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments a
The reality of teaching is that every new semester brings new challenges and rewards. Individualized Education Plans and 504 plans are part of most classroom environments and can pose challenges to instructional and assessment planning. Understanding your students will help you to better meet their needs.
At least annually, you will meet with the IEP team or support staff and parents to review these plans and share student progress. To prepare for these meetings, teachers often write a brief description of strategies, resources, and accommodations used in the classroom to support the student’s learning goals in order to improve achievement.
Examine the assessment data in the "Class Roster" and write a 100-150 word description for each student including strategies, possible resources, and accommodations to help improve student achievement. In addition, include a 100-150 word summary describing how you would interpret the assessment data for these students to inform and improve instruction.
Support your findings with a minimum of three scholarly resources.
Period 3: Class Roster of Individualized Education Plans and 504 Plans
|
Name |
Plan |
|
|
Clarissa Jones (twin sister to Grayson Jones) Quiet and hardworking student. Keeps to herself. Is hard on herself in regards to producing work and grades. Often last to turn in classwork and assessments. |
504 plan for ADHD. Struggles with focusing for extended periods of time. |
Approaching benchmark/Partially proficient |
|
Grayson Jones (twin brother to Clarissa Jones) Highly motivated student. Works hard to produce quality work. Works well above grade level on assignments, but often does not meet minimum scores on assessments. Struggles with written expression, but can articulate verbally very well. |
IEP for Twice Exceptional: Student has diagnosis of dyslexia, but also qualifies for gifted services for quantitative and non-verbal |
Approaching benchmark/Partially proficient |
|
William Hughes Tries his best, does not ask for help. Often first one done with an assessment. Student appears to have text anxiety. |
IEP for dysgraphia. Struggles with the ability to write and organize thoughts on paper using appropriate detail, sequence, sentence structure, and literary form. Also has difficulty completing schoolwork involving writing and using writing in everyday situations. |
Falls far below the benchmark/Minimally proficient |
|
Emma Weaver Artistic student and very distracted. Often shouts out during instruction. Most likely to gain attention of peers. Likes to appear that she is on task, but struggles with executive functioning to organize materials and tasks. Lacks time management skills. Appears to have test anxiety and asks many questions during assessments for clarification as well as drawing all over test papers. |
504 plan for ADHD and executive functioning disorder. |
Falls far below the benchmark/Minimally Proficient |
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