PART 1

Thoroughly answer the initial Discussion questions

1. According to the ‘Program Comparison’ information on pg.6 of the provided GaDOE link for 504, name at least 4 components of an IEP that are NOT included in a 504 plan.

2. Does LRE considerations change for students moving from one grade level to another or could a change in LRE be considered at anytime, if necessary? Why or Why not?

Use this Link for information to answer the questions.

https://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20Rules/160-4-7-.07.pdf

SEE ATTACHMENT SECTION 504

PART 2

Eligibility and Accommodations/Modifications

A). Compare and Contrast Accommodation and Modification services provided to students with Individual Education Plans (IEP)?

B). Please provide an educational artifact (photo, document or materials) of an accommodation used within your class/subject area to support a student or students’ ability to gain access to education. Please include the specific standard (ex: ELAGSEKRL1 With prompting and support, ask and answer questions about key details in a text.) and a brief description of your lesson/activity. If you are submitting a photo, only include students who are approved for photos or angles that restricts the identity of a student(s).

Please refer to Exhibit A below. In this example you can only see the back or side profile of a student. This photo could perhaps be an example of a student or students who were placed in front of the class for close proximity to the teacher. Close proximity is an accommodation often used to redirect students for academic and/or behavior purposes.

Please refer to Exhibit B below. This could perhaps be an example of a teacher providing a braille document to a student with progressive visual impairment who is learning to identify and or write his/her alphabet letters in Kindergarten.   

Next, in 5-6 sentences, please explain your artifact, including a description of the lesson/activity, an eligibility category which you might see this accommodation being implemented, and how the accommodation is uniquely supporting the student(s) ability to gain access to education. 

NOTE: If you do not have an inclusion or self-contained class, please refer to the below examples to search an imagine and provide a description of how the picture displays an effective accommodation to be used to assist a student(s) with a specific diagnosis access education. 

PART 3

Use the examples and templates below to develop a behavior expectations matrix of your own. You can customize the categories of the matrix to reflect your own needs for communicating behavior expectations to your students. You should have your previously stated class norms/expectations in the far left column. Across the top row you will list the relevant settings that your students will find themselves in throughout the day or throughout your class period. The remaining cells will define precise and positive descriptions of each expectation in each context/setting.

Total pts: 16

SEE ATTACHMENT PART 3A

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