The change in placement that would be the most appropriate.
Why his IEP wasn't able to address his behavior problems.
If his behavior was caused by his disability.
What the punishment should be for his disruptive behavior.
A separate classroom where she can concentrate on academic skills.
Part of the day in regular education classes and the rest of the day in special education classes.
A setting that can best meet her educational needs.
Spending all day in the regular classroom with age appropriate friends.
Review the IEP goals and objectives of all the special education students in the class.
Mr. Guest should assign specific students to the paraprofessional who will be her responsibility.
Mr. Guest should remind the paraprofessional that only teachers have the authority to discipline students.
Mr. Guest should make sure that the paraprofessional does not have access to student information for legal reasons.
Intelligence and achievement tests.
Interviews with her parents regarding her behavior, interests, etc.
An adaptive behavior scale completed by the teacher.
A classroom observation.
There should be in-service training with all the current service providers and those in the PPCD program.
Additional staff will need to be added to the existing PPCD program.
There must be continuous communication and collaboration between the two programs.
Dylan should start out attending PPCD 2 days per week and the Early Childhood Intervention Program 3 days per week.
Have weekly meetings with the students' parents.
Review the students' standardized achievement tests each semester.
Use progress monitoring.
Gather reports from other teachers who work with the students.
Approved by the ARD committee.
Used for students with learning disabilities in case these students eventually qualify for special education.
The same ones used for other students in the class.
Research-based and validated.
A physical education class with 80-90 students and free play for 20 minutes out of the 50-minute class.
A classroom setting with only 9 - 10 students.
An inclusion classroom that is very structured and the routine for daily activities are very consistent.
An adaptive physical education class with small groups of students.
Understanding of graphs.
Pervasive developmental disorder.
An emotional disturbance.
Oppositional defiant disorder.
CBM-Curriculum Based Monitoring Assessment
Graduate Record Exam-GRE
An Emotional Disturbance
An Other Health Impairment
A Traumatic Brain Injury
Autism Spectrum Disorder
A Learning Disability
An Emotional Disturbance
An Other Health Impairment
Mental Retardation/Intellectual Disability
The local education agency-school district
The federal government
The Texas Education Agency
Cognitive behavioral modifications
Problem based learning
Predominantly inattentive type
Predominantly hyperactive-impulsive type
Predominantly hyperactive inattentive type
A drug overdose
A car accident
A blood clot that resulting in having a stroke
Delivery complications at birth
Tell the parents they just had his annual meeting and they will have to wait until next year.
Consider the parents concerns and then determine if an ARD is necessary.
Schedule the meeting at the earliest, mutually agreeable time.
Tell the parents about their due process rights.
Agree to remove all special ed services if the parent provides a written request.
Remind the parents that they gave permission 4 years ago and that permission may not be revoked.
Inform the parents that to remove her from special education they would have to first file for mediation.
Tell the parents that they can discuss it at the next annual ARD meeting.
Acquire new math skills
Generalize skills to a new situation
Maintain existing skills
Have her sit in the office when her class going to PE.
Tell her to be very careful and not to climb on the bleachers in PE.
Modify activities for her so that she can participate with her peers in PE.
Have her mother come and help in the PE class so that Carrie can participate.
Ask the 1st-grade teacher for some of her worksheets since Kendall is working about a 1st-2nd-grade level.
Give Kendall the same worksheets over and over until she gets it right.
Be sure that the work that Kendall is receiving is in her Zone of Proximal Development.
Concentrate on vocational skills and forget the academics.
Conduct an ARD meeting with the administrator and the special ed teacher, then change the IEP and send a copy to parents, explaining that the IEP needed to be modified.
Send a copy to the parents, telling parents that the IEP needed to be modified without a meeting.
Changes can only be made at an ARD meeting.
Modify the IEP without a meeting as long as you have the school administrator's and the parent's approval.
She is exempt from the state assessment
Give Ronnie an IQ test to see if the difficulties are due to an intellectual deficit.
Have him go to the special education resource reading class for a couple of weeks to see if he is more successful there.
Call Ronnie's parents about the concerns regarding Ronnie's problems.
Ask the special education teacher to come in and work with Ronnie for a while.
Least Restrictive Environment (LRE)
Having an ARD meeting
Changing Josh's IEP
Asking for an assistive technology device so he will want to be in Mr. Thompson's class.
Praising the student as he/she accomplishes small steps toward reaching the goal.
Praising the student only when he/she meets his/her goal.
Lowering the goal so the student can achieve it.
Be sure to teach the student the importance of goal setting and reaching goals.
The objectives of the IEP match the TEKS as closely as possible.
The IEP objectives are developed according to what the teacher says he needs.
The IEP has modified objectives by assigning below grade level TEKS.
Use the IEP of another student who seems to have similar problems.
A program that has all cognitively delayed students in a special education setting most of the day.
A program that is developmentally appropriate and can meets Tyler's needs.
A program that has a strong emphasis on building in reading and math skills.
A program that expects students to have independent work habits.
On the first day of school have a class meeting so the other students can ask Sydney about her disability.
On the first day of school meet with all the class except Sydney and give them written guidelines on how they should interact and communicate with her.
Model the correct attitude and behavior to demonstrate acceptance of Sydney as an important member of the class.
Make a schedule to assign all students a turn as a peer tutor for Sydney.
The individual education plan (IEP).
The individual transition plan (ITP).
The vocational adjustment class (VAC).
The career and technology education class (CTE).
Assigning a list of activities for the student to do using the device.
Encouraging other students to talk with the student while using the device.
Requiring the student to use the device for 1 hour a day.
Having the speech therapist to talk to the class about the device.
Have Sandra read the chapter ahead of time.
Make sure that Sandra sits in an area where she will not be distracted.
Give Sandra an alternate assignment to work on during math.
Provide Sandra with manipulatives to use while learning new concepts and to demonstrate knowledge of concepts.
Look for agencies that will be able to help Russell.
Make sure Russell has mastered independent living skills.
Share with the committee what they know about Russell and help in the development of the post-secondary goal.
Make sure that Russell follows through on the goals developed by the committee.
Make sure the student knows what he can and can't do.
Be sure to tell the student about changes in the environment before they occur.
Modify all assignments so the student will be successful.
Rearrange the room on a regular basis to give the student mobility practice.
Focuses on getting behaviors in control before starting to work on academics.
Focuses on vocational training for students.
Focuses on psychotherapy and direct instruction of social skills.
Focuses evenly on academic instruction and behavior control.
Mia is smarter than Cara.
Mia's score was above average and Cara's was average.
Cara and Mia both scored above average on the test.
Cara and Mia both had average scores on the test.
Tommy is bored with therapy sessions.
Tommy is not getting a good night's sleep at home.
Tommy is sleepy due to his anti-seizure medication.
Tommy is behaving this way to get more attention.
Contact Jose's doctor and recommend that his medication be reevaluated for a higher dose.
Contact Jose's mother and ask whether she was able to give him his medication today.
Contact the school principal and recommend that Jose be placed in a different classroom.
Contact Jose's doctor and recommend that he be reevaluated for a different medication.
Carson has already had 10 days out of placement this school year so they must hold an MDR.
Carson has already had an MDR for the 15 days so he will not need another since he has 10 more days to be out of placement.
Carson has already had one MDR so we will not need another one this year.
The school must always hold an MDR every time an incident happens.
Helps them related new information to old information.
Assists students in using new information more quickly.
Provides tools for students to take control of their own learning.
504 Plans for students, parental access to personally identifiable information, & including special education students in state assessments.
Transition services, assistive technology, & provisions for infants and toddlers.
Special education student included in state assessments, transition services, & general ed teacher at ARD meetings.
Provisions for infants and toddlers, 504 plans, & general education teacher at ARD meetings.
He wants to determine the student's academic functioning in comparison to other students in the class.
He wants to determine the student's academic functioning in comparison to other students her age.
He wants to determine the student's academic functioning based on the curriculum he is teaching..
He wants to determine the student's academic functioning to see if she can benefit from being in his class.
Avoid bothering them and only call if it is necessary.
Establish contact with them as soon as possible in the year.
Call them at home in the evening, every week.
Remind them to visit the classroom every time they are invited.
Most students can be placed in the regular education classroom and he/she will be fine.
Most students can be placed in the regular education classroom with support to assist with communication and/or social skills.
Most students need to stay in a special education setting for their education.
Most students need to be placed in a special school for students with Autism.
Mental Retardation/Intellectual Disability
Other Health Impaired
Positive behavior supports.
Planned ignoring of behaviors.
Contact their personal attorney-Mr. Baez.
Access the Developmental Disabilities website.
Access the Legal Framework for IDEA 2004 on Region 18's website.
Contact the district attorney's office in Orlando, FL.