Welcome to Day 2 Teacher Academy 2021 - Introduction to Writing Compliant IEPs in SEIS - El Dorado ...
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Teacher Academy 2021
Welcome to Day 2
Introduction to Writing Compliant IEPs in SEIS
to Ensure Educational BenefitDay 2 Pre-Recorded Webmodule Resources
Notes Catcher: Writing Compliant IEPs in SEIS to Ensure Educational Benefit
Section 1: Meeting Notice
Key Take-Aways
Section 2: Present Levels
Strengths/Preferences/Interests
Concerns of Parent
Preacademic/Academic/Functional Skills
Present Levels Tips
Gross/Fine Motor Development
www.edcoe.org 6767 Green Valley Road, Placerville, CA 95667 | (530) 295-2462Social Emotional/Behavioral
Vocational
Adaptive/Daily Living Skills
Health
Present Levels Common Pitfalls:
Section 3: Special Factors
Assistive Technology
Low Incidence
Blind/DHH
English Learner
BehaviorIn order to receive Educational Benefit, goals will be written to address the following areas of need:
Section 4: Goals
Goal or Benchmark:
By When:
Who:
Does What:
Given What/Under What Conditions:
Measured By:
Level of Mastery:
Baseline Tip
Section :4 Services
Service Options Considered
Harmful EffectsAccommodations/Modifications
Services
ESY
Section 6: Educational Setting
Key Take-Aways
If your LEA/school does not have a traditional SDC program, what are some supports and resources
your LEA/school can consider putting into place to meet students' needs?
Section 7: Parent Consent
Key Take-Aways
Section 6: Notes Page
Key Take-AwaysDay 2 Live Workshop
ResourcesPage _____ of _____
EL DORADO COUNTY TRAINING SELPA
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Name: Day Teacher Academy, Jessica Birthdate: 1/11/2009 IEP Date: 11/15/2021
Strengths/Preferences/Interests
Jessica enjoys playing soccer, spending me with friends, and working in the yard/garden at her family's home. Jessica is very social and is
inclusive of others. She prefers to work in groups and enjoys assignments that have an ar s c component. Jessica states her favorite class is
science, especially on lab days. Jessica has shared she would like to a end college a er high school and hopes to be a pediatric nurse or work
on costumes for movies/television.
Parent input and concerns relevant to educational progress
Parents are concerned with her reading comprehension and wri ng, especially as she is ge ng closer to high school.
Smarter Balanced Assessment Consortium (SBAC)
Not Applicable
English/Language Arts Overall
Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Reading Above Standard Near Standard Below Standard
Writing Above Standard Near Standard Below Standard
Speaking and Listening Above Standard Near Standard Below Standard
Research/Inquiry
Above Standard Near Standard Below Standard
Math
Not Applicable
Math Overall
Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Concepts and Procedures Above Standard Near Standard Below Standard
Problem Solving and Data
Above Standard Near Standard Below Standard
Analysis
Communication Reasoning Above Standard Near Standard Below Standard
California Alternate Assessments (CAA)
Not Applicable
English Language Arts Understanding Foundational Understanding Limited Understanding
Math Understanding Foundational Understanding Limited Understanding
Science Understanding Foundational Understanding Limited Understanding
English Language Development Test (English Learners Only)
Not Applicable
ELPAC
Overall Score: Overall Performance Level: Oral Language Score/Level:
Written Language Score/Level:
Listening: Speaking: Reading:
Writing:
Alternate Assessment Name:
Overall Score/Level: Listening: Speaking: Reading: Writing:
Physical Education Testing (grades 5, 7 & 9): Jessica will take the PE test in Spring of 2022.Page _____ of _____ Other Assessment Data (e.g., curriculum assessment, other district assessment, etc.) September 2021 NWEA Map Test Scores Math - 214 Language - 200 Reading - 196 KTEA Standard Scores - October 2021 Academic Skills Ba ery Composite - 70 Math Concepts & Applica ons - 80 Le er & Word Recogni on - 70 Wri en Expression - 68 Math Computa on - 74 Spelling - 66 Reading Comprehension - 64 Reading Composite - 67 Math Composite - 77 Wri en Language Composite - 67 Hearing Date: 10/18/2021 Pass Fail Other Vision Date: 10/18/2021 Pass Fail Other Preacademic/Academic/Functional Skills Current Grades (11/14/21): ELA - 77% History - 72% Science - 84% Math - 79% PE - 88% Teacher Narra ves: Gen Ed Math: Jessica shows basic understanding of 7th grade concepts covered in class including unit rates, dividing frac ons, ra os and propor ons, but struggles to apply the understanding to solve mul -step problems. According to the NWEA MAP mathema cs, her strength is in geometry and her biggest area for growth is in sta s cs and probability. If Jessica gets stuck on a step, she will o en stop solving a problem un l she has adult guidance. With lots of encouragement and reminders to sketch-out models, she can usually succeed in solving a problem she is stuck on. She enjoys working in groups and works well with her peers. She is able to follow classroom rou nes but needs reminders to turn her homework in on me. She benefits extended me on her math tests and o en takes her tests/quizzes in the resource room. Gen Ed ELA: In her wri ng, Jessica is very crea ve and innova ve with details. She has begun using a laptop more consistently and it has helped her to express herself during wri ng. She specifically struggles with spelling but can usually iden fy if a word is spelled wrong and work through correc ng spelling with support. Jessica is growing in her ability to develop and organize wri ng and needs lots of front loading and support to begin a wri ng assignment. She has trouble ge ng started with her wri ng and having a space to orally process and develop ideas is most successful in helping her get started. She relies on graphic organizers to support her through dra ing a five paragraph essay, and is able to understand the concept of a thesis and use it to drive her wri ng. Jessica is able to introduce a narra ve subject very well, but has had a harder me with developing persuasive wri ng. She is able to state a clear posi on, but needs support in ci ng evidence to support her thinking and address counter arguments logically. Jessica recently finished The Outsiders literature unit, and benefited from working with Ed Specialist in the learning center to review key concepts and themes. Jessica struggled to demonstrate her comprehension of text, specifically to be able to independently draw inferences using text evidence. Her reading comprehension is s ll below grade level, although she is able to read grade level text fluently. Giving her checks for understanding throughout reading passages has been helpful in making sure she is able to make connec ons with our novel studies and comple ng her readers notebook regularly. Gen Ed History: Jessica is very courteous and respec ul. She works hard during class, and showed a lot of interest in the Renaissance Unit. She o en does not turn in her vocabulary assignments and needs mul ple prompts to do so. She has some challenges with making up
Page _____ of _____ missing assignments independently and having missing work. Jessica has retaken a few tests which has helped her overall grade. Recently she started to listen to audio recordings of the textbook which also seems to help with her understanding. Gen Ed Science: Jessica completes most of her assignments without being asked, but some mes does need reminders to submit her finished work. She is hard working and strives to do her best in class. She does very well in her lab group, and o en chooses to be the group “Material Leader.” Jessica also did a beau ful job on her Cell project, and was able to demonstrate her learning through a 3D model. Instead of a wri en task, she chose to verbally tell me about each cell components. This way of demonstra ng learning seemed to work very well for her. She demonstrates some difficulty with assignments that involve wri en comprehension. Ed Specialist Narra ve (11/14/21) Jessica con nues to benefit from both her push in support as well as her me in the resource classroom. Jessica prefers to go to the resource room for extra math help in a smaller se ng, and o en asks to go when given independent work me in the GE classroom. Jessica did very well with one on one support in frac on and ra o skills, and really benefited from visuals to understand nega ve number opera ons. During push-in to math class she will o en ask for help with mul -step problems. She can understand most of the concepts but struggles to apply her learning to word problems especially. Chunking word problems into smaller pieces and steps and helping her use pictures and manipula ves to show her thinking is especially helpful. Jessica knows most of her basic math facts but could improve in memoriza on of her mes tables. She o en uses skip coun ng or repeated addi on to solve mul plica on problems and this slows her ability to solve problems efficiently. When she is allowed to use a calculator, this helps with her frustra on greatly. She works best in math when problems are modeled visually and steps are outlined for her to follow. We are just beginning a unit on equa ons and order of opera ons is a concept Jessica needs more prac ce in. In her ELA class she takes advantage of having someone to talk through her wri ng with before ge ng started and recently we have started to use a laptop for wri ng instead of handwri ng her work. While typing she is able to make edits to her work in real me, while on paper this is much harder for her because it takes longer me and more sustained focus. Jessica likes using graphic organizers to develop her essays in which each por on of the introduc on, body, and closing paragraphs are outlined. She is passionate about her narra ve wri ng, and shows strengths in character development. She does not feel confident using dialogue in her wri ng, and requires teacher support to include it correctly. Jessica also needs prompts to include transi onal words and phrases in her wri ng. It’s been helpful to have a “Transi on Word Cheat Sheet” she can refer to when cra ing her narra ves. Jessica is con nuing to work on developing her persuasive wri ng skills. She enjoys sta ng her posi on with a strong thesis statement, but o en needs support to add details and cite evidence in her body paragraphs. She is able to talk through counter arguments, but needs promp ng (through a graphic organizer or teacher reminder) to use them in her wri ng. In the resource room we con nue to have a small group to work on reading skills, as well as suppor ng her in comple ng both classwork and tests from her gen ed classes. Jessica has grown in her comprehension skills, as well as her ability to write comprehensive summaries based on notes that she has taken while reading. I would like to see her focus on using textual evidence to support her thinking as well as for her to take skills she has learned in her small groups and apply them more consistently when reading independently. Jessica demonstrates areas of need academically in reading comprehension (ci ng textual evidence to support inferences) , wri en expression (wri ng persuasive essays), math (order of opera ons and solving word problems) and voca on (turning in completed assignments). Communication Development SLP, 11/14/2021 Jessica con nues to struggle with following mul -step direc ons, making associa ons between words, answering ques ons about stories, and recalling sentences verba m. Jessica's overall language skills are in the well below average range, including recep ve and expressive language, language memory, and language content. Triennial Assessment Overview, 11/14/21: Jessica was very coopera ve and worked hard throughout this assessment. She made good eye contact, engaged in conversa on appropriately, answered ques ons and transi oned well from one task to other. Addi onally her overall speech intelligibility is judged to be 90% intelligible to an unfamiliar listener when the topic is unknown. Her pragma c language skills, voice and fluency of speech were judged to be within normal limits. Jessica presents with a moderate to severe recep ve-expressive language disorder according to standardized tests
Page _____ of _____ CELF-5 (Standard Score: 65), informal assessment and language sample. Jessica demonstrates difficulty in formula ng gramma cal correct sentences using proper syntax and seman cs, recalling sentences of increasing length and complexity and understanding rela onships between words, and making comparisons and iden fying rela onships. Addi onally results of EOWVPT-4 (SS:77) and language samples indicate a deficit in her expressive vocabulary and understanding concepts skills. Jessica's deficits in recep ve and expressive language may impede her from fully accessing the general educa on curriculum and it is recommended that Jessica con nue to receive communica on supports as part of her overall academic program. Gross/Fine Motor Development Jessica’s gross and fine motor development appears appropriate for her age. She is able to write legibly, and manipulates containers and common classroom items. She can walk, run, and climb stairs easily, and she par cipates in physical educa on and other physical ac vi es without accommoda ons. Social Emotional/Behavioral Jessica presents as a well-adjusted, posi ve, polite young lady. She has many friends, and is appropriately social. Her teachers and family report that behavior is not an area of concern for them at this me. Vocational Jessica is able to par cipate in some of the prevoca onal skills expected for a student her age, including a ending classes on me and running basic errands within her school. Her teachers report that she works well with peers, can follow class norms and expecta ons and is a respec ul member of the school community. Jessica does struggle with execu ve func oning skills and teachers note concerns with her turning in her completed work, making up missed assignments, task ini a on and self management. Adaptive/Daily Living Skills Jessica’s daily living skills appear to be appropriately developed. She can use the restroom, feed herself, dress herself, and a end to her other basic needs independently. Health Parents report no health concerns at this me. For student to receive educational benefit, goals will be written to address the following areas of need: Reading comprehension: Ci ng Textual Evidence to Support Inferences) Wri en expression: Wri ng Persuasive Essays) Math: Order of Opera ons Math: Word Problems Voca on: Turning in Assignments Recep ve Language: Accessing Vocabulary in Context
Note Catcher: Introduction to Jessica Day
Demographics
Current Grade
Current Eligibilities
Present Levels of Performance
Current Grades According to the students’ grades, what are the areas of strength?
According to students’ grades, what could be an area of need?
Teacher Narrative According to teacher narrative, what are the students’ area of
strength?
According to teacher narrative, what could be an area of need?
www.edcoe.org 6767 Green Valley Road, Placerville, CA 95667 | (530) 295-2462Education Specialist Narrative According to teacher narrative, what are the students’ area of
strength?
According to teacher narrative, what could be an area of need?
Communication Development What are the students’ areas of strength according to the current
plp?
What are the students’ areas of need according to the current
plp?
Gross/Fine Motor What are the students’ areas of strength according to the current
Development plp?
What are the students’ areas of need according to the current
plp?Social Emotional/Behavioral What are the students’ areas of strength according to the current
plp?
What are the students’ areas of need according to the current
plp?
Vocational What are the students’ areas of strength according to the current
plp?
What are the students’ areas of need according to the current
plp?Page __ of __
EL DORADO COUNTY SELPA
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Name Date of Birth IEP Date:
Strengths/Preferences/Interests
Concerns of parent relevant to educational progress
SBAC
English/Language Arts Overall □ standard Exceeded0Standard MetOStandard Nearly MetDStandard Not Met
Reading □ Above Standard0At or Near Standard0Below Standard
Writing □ Above Standard0At or Near Standard0Below Standard
Speaking and Listening □ Above Standard0At or Near Standard0Below Standard
Research/Inquiry □ Above Standard0At or Near Standard0Below Standard
Math Overall □ standard Exceeded0Standard MetOStandard Nearly MetDStandard Not Met
Concepts and Procedures □ Above Standard0At or Near Standard0Below Standard
Problem Solving and Data
Analysis
□ Above StandardDAt or Near Standard0Below Standard
Communication Reasoning □ Above Standard0At or Near Standard0Below Standard
CAA
English Language Arts D Understanding DFoundational Understanding D Limited Understanding
Math D Understanding D Foundational Understanding D Limited Understanding
Science D Understanding D Foundational Understanding D Limited Understanding
CA Standards Test
Science
□ Adv.DProficient □ Basic □ Below Basic □ Far Below Basic
CMA
Science DAdv.DProficientDBasicDBelow BasicDFar Below Basic
CAPA
Science DAdv.DProficientDBasicDBelow BasicDFar Below Basic
CELDT
Listening ___ Speaking ___ Reading ___ Writing ___
Physical Education Testing (grades 5, 7 & 9):
Other Assessment Data (e.g., curriculum assessment, other district assessment, etc.)
Hearing Date:( _____ ) 0Pass0Fail □ Other
Vision Date: ( ) DPassDFail □ OtherPage __ of __ Preacademic/Academic/Functional Skills Communication Development Gross/Fine Motor Development Social Emotional/Behavioral Vocational Adaptive/Daily Living Skills Health For student to receive educational benefit, goals will be written to address the following areas of need:
Goal Writing Activity Template
Need/Goal Title Standard Essential Element Goal
• BY WHEN
• WHO
• DOES WHAT
• GIVEN WHAT/UNDER WHAT CONDITIONS
• MEASURED BY
• LEVEL OF MASTERY
Reading Comprehension: CCSS.RL.7.1 EE.RL.7.1 Analyze text to By 11/14/2022, given an independent level
Citing Text Evidence Cite several pieces of textual evidence to identify where information is informational text and a claim about the text (e.g.
support analysis of what the text says explicitly stated and where central idea, key conclusion) Jessica will cite (3)
explicitly as well as inferences drawn inferences must be drawn. pieces of evidence and use sentence starters to
from the text. write 2-3 sentences to explain how it supports the
claim with 100% accuracy in 3 out of 4 trials as
measured by student work sample.Need/Goal Title Standard Essential Element Goal
• BY WHEN
• WHO
• DOES WHAT
• GIVEN WHAT/UNDER WHAT CONDITIONS
• MEASURED BY
• LEVEL OF MASTERY
Written Expression: W.7.1 Write arguments to support EE.W.7.1 Write claims about topics
Persuasive Essays claims with clear reasons and relevant or texts. a. Introduce a topic or
evidence. a. Introduce claim(s), text and write one claim about it.
acknowledge alternate or opposing b. Write one or more reasons to
claims, and organize the reasons and support a claim about a topic or
evidence logically. b. Support claim(s) text. c. Use temporal words (first,
with logical reasoning and relevant next, also) to create cohesion.
evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text. c.
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence. d. Establish and
maintain a formal style. e. Provide a
concluding statement or section that
follows from and supports the
argument presentedNeed/Goal Title Standard Essential Element Goal
• BY WHEN
• WHO
• DOES WHAT
• GIVEN WHAT/UNDER WHAT CONDITIONS
• MEASURED BY
• LEVEL OF MASTERY
Math: Expressions & 7.EE.B.3 Apply properties of EE.7.3 Solve multi-step real-life and
Equation word problems operations as strategies to add and mathematical problems posed with
subtract rational numbers. positive and negative rational
numbers in any form (whole
numbers, fractions, and decimals),
using tools strategically.Need/Goal Title Standard Essential Element Goal
• BY WHEN
• WHO
• DOES WHAT
• GIVEN WHAT/UNDER WHAT CONDITIONS
• MEASURED BY
• LEVEL OF MASTERY
Vocation: Turning In X X
AssignmentsNine Types of Curriculum Adaptations
Quantity * z Time * Level of Support *
Adapt the number of items that the learner is Adapt the time allotted and allowed for learning, task Increase the amount of personal assistance to keep
expected to learn or number of activities student completion, or testing. the student on task or to reinforce or prompt use of
will complete prior to assessment for mastery. specific skills. Enhance adult-student relationship;
For example: use physical space and environmental structure.
For example: Individualize a timeline for completing a task; pace learning
Reduce the number of social studies terms a learner differently (increase or decrease) for some learners. For example:
must learn at any one time. Add more practice Assign peer buddies, teaching assistants, peer tutors,
activities or worksheets. or cross-age tutors. Specify how to interact with the
student or how to structure the environment.
Input * Difficulty * z Output *
Adapt the way instruction is delivered to the Adapt the skill level, problem type, or the rules on how the Adapt how the student can respond to instruction.
learner. learner may approach the work.
For example:
For example: For example: Instead of answering questions in writing, allow a
Use different visual aids, enlarge text, plan more Allow the use of a calculator to figure math problems; verbal response, use a communication book for some
concrete examples, provide hands-on activities, simplify task directions; change rules to accommodate students, allow students to show knowledge with
place students in cooperative groups, pre-teach key learner needs. hands on materials.
concepts or terms before the lesson.
Participation * Alternate Goals z Functional Curriculum z
Sometimes called “engagement”
Adapt the goals or outcome expectations while using the Provide different instruction and materials to meet a
Adapt the extent to which a learner is actively same materials. When routinely utilized, this is only for learner’s individual goals. When routinely utilized,
involved in the task. students with moderate to severe disabilities. this is only for students with moderate to severe
For example: disabilities.
During instruction, using “every pupil response For example:
techniques” or “choral responding.” In geography, In a social studies lesson, expect a student to be able to For example:
have a student hold the globe, while others point out locate the colors of the states on a map, while other students During a language lesson a student is learning toileting
locations. Ask the student to lead a group. Have the skills with an aide.
learn to locate each state and name the capital.
student turn the pages while sitting on your lap
(kindergarten).
* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate
that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference.
z This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized
goals and assessment.
Substantially altered by Diana Browning Wright with permission from Jeff Sprague, Ph.D. from an original by DeSchenes, C., Ebeling, D., & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference. ISDD-
CSCI Publication.
Diana Browning Wright, Teaching & Learning 2005 NineTypes_inst05.docFOR TEACHER USE ONLY
INDIVIDUAL CURRICULUM ADAPTATION PLAN NOT FOR DISPLAY
Student: Subject: IEP date:
QUANTITY TIME LEVEL OF SUPPORT
INPUT DIFFICULTY OUTPUT
PARTICIPATION ALTERNATE GOALS FUNCTIONAL CURRICULUM
GRADING
Originally from DeSchenes, C., Ebeling, D., & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference. ISDD-CSCI Publication. Reprinted with minor changes, permission of Jeff Sprague, Ph.D.
Diana Browning Wright, Teaching & Learning 2003 6.-Grid-of-Nine-BLANKPage _____ of _____
EL DORADO COUNTY TRAINING SELPA
Offer of FAPE - SERVICE
Student Name: Day Teacher Academy, Jessica Birthdate: 1/11/2009 IEP Date: 11/15/2021
The service options that were considered by the IEP team (List all):
In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services
that he or she needs:
SUPPLEMENTARY AIDS & SERVICES AND OTHER SUPPORTS FOR SCHOOL PERSONNEL, OR FOR STUDENT, OR ON
BEHALF OF THE STUDENT
The IEP team discussed and determined program accommodations are not needed in general education classes or other education-
related settings.
The IEP team discussed and determined the following program accommodations are needed in general education classes or other
education-related settings.
Program Accommodations Start Date End Date Location
The IEP team discussed and determined program modifications are not needed in general education classes or other education-
related settings.
The IEP team discussed and determined the following program modifications are needed in general education classes or other
education-related settings.
Program Modifications Start Date End Date Frequency Duration Location
The IEP team discussed and determined other supports for school personnel, or for student, or on behalf of the student are not needed.
The IEP team discussed and determined the following other supports for school personnel, or for student, or on behalf of the student
are needed.
Other Supports for School Personnel, To Support Start Date End Date Frequency Duration Location
or for Student, or on Behalf of Student
Student
Personnel
SPECIAL EDUCATION and RELATED SERVICES
Service: Start Date: End Date:
Provider: Ind Grp Sec Transition
Duration/Freq: min served Location:
Comments:
Programs and services will be provided according to where student is in attendance and consistent with the district of service calendar
and scheduled services, excluding holidays, vacations, and non-instructional days unless otherwise specified.
Special Education Transportation Yes No
EXTENDED SCHOOL YEAR (ESY)
Yes No
Rationale:
Programs and services will be provided according to where student is in attendance and consistent with the district of service calendar
and scheduled services, excluding holidays, vacations, and non-instructional days unless otherwise specified.Percent In / Out of General Ed Calculation Form
According to the CASEMIS TAG: Percent In Regular Class is the amount of instructional time (expressed in percentage) a student spends inside the general education
classroom or general education environment.
This means time IN General Ed is the full school day, bell to bell, minus time that the Special Ed student is pulled into environments that General Ed students do not have
access to. Examples include pull-out services that General Ed students are not able to participate in or specific classes that are not open to General Ed students.
Any Special Education services that are provided to a student in the proximity of General Education Students count as In Regular Ed, even though the student is in Special
Education during that time.
SEIS has designed this template to help determine the Percent In General Ed based on the number of minutes in the school day (bell to bell) and the number of minutes
the student is pulled out of the General Ed setting. Please note service minutes are calculated per WEEK.
To calculate the percentage of time inside the general education classroom or environment, this template will divide the number of minutes the student spends outside
the regular classroom by the total number of minutes in the school day, and subtract that from 100%.
This sheet calculates minutes per week and is to be used by schools with different minutes per day!
I. Minutes per day (enter the total number of minutes in the school WEEK (from opening bell to closing bell)
Total Minutes in the School Week (Monday - Friday) 1980
II. Services OUT of General Ed (only include services and minutes where the student is OUTSIDE the General Ed. Setting. Do not include Special Ed. Services that
take place in proximity to General Ed. Students)
Total Minutes Out of Class Per Week
Services
Be sure to calculate the number of minutes OUT of General Ed. per WEEK!!!
Service #1
Service #2
Service #3
Service #4
Service #5
Service #6
Service #7
Service #8
Service #9
Service #10
Other Time OUTSIDE of the General Ed Setting (if applicable)
III. Totals (these fields will be calculated automatically based on what was entered above)
Total School Minutes per week 1980
Total Instructional Minutes OUT of Class per week
% Out of General Ed
% Inside General EdYou can also read
