The cyclopedic education dictionary

Tai Lieu Chat Luong Delmar Online zyxwvu zyxwv To access a wide varietyof Delmar products and services on the World Wide Web, point your browserto: http://www.delmar.com/delmar or email: infoQdelmar.com thomson.com To access International ThomsonPublishing’s home site for information on more than 34 publishers and 20,000 products, point your browserto: http://www.thomson.com or email: findit@kiosk.thomson.com - The Cyclopedic Education Dictionary zyxwvu zyxwv CAROL SULLIVAN SPAFFORD ED.D AUGUSTUS z J.ITZO PESCE D.ED GEORGE S GROSSER PH.D Delmar Publishers Albany Bonn Boston Cincinnati Detroit London Madrid Melbourne Mexico City New York Pacific Grove Paris San Francisco Singnpore Tokyo Toronto Washington Contents zyx Y I A B C D E F G H I J K L M N P Q R S T U V zyxwv zyxwvut zyxwvutsrq zyxwvu zyx w X Y Z 26 38 68 85 102 112 119 131 147 149 150 162 178 187 194 230 231 246 281 297 300 307 312 313 313 Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Abbreviations in Education, 315 Legal Terms and Issues Related to Education, 351 MARCS and MAPP, 363 Computer Terms, 369 Important Federal Legislation, Milestones, and Reports which Relate to Education Affairs in theUnited States: Past and Present, 399 Supreme Court Decisions Related to Education, 403 Sample Individualized Education Plan (IEP), 405 Sample Literacy Activities, 411 V Preface zyxw Welcome to a challenging profession in which you must consider many facets and conditions associated with your field When entering the education realm you must become familiarized with the vocabulary of the profession and be knowledgeable of the subject-matter of yourcareer if YOU are to optimally serve studentsin your charge We believe that this dictionary will give you an excellent introduction into the field of education as well as a resource upon which you can rely throughout your studies from thebaccalaureate to the doctoral levels The information provided here can answer most questions you may have about the meaning of a word, phrase, legal ruling, medical term, name, testing terminology, and abbreviation important to an educator’s background Educators increasingly need to build their knowledge base in a society that is experiencing a rapidly changing information base and is still rooted in many philosophical and psychological schools of thought from previous generations This dictionary is a one-of-a-kind resource in that there are several terms that integrate numerous disciplines important to the field of education in one reference guide There is no other resource of its kind in the education realm The prospective teacher/learner/ practitioner may consult this guide whether studying physiology; psychology; education; current issues; law; special education; early childhood, elementary, secondary, or middle school education; philosophy; math; reading; literature; language arts; or other courses related to the pedagogy ofthe profession Key terms and concepts are explained in easily-understood language which can in turn be used to assist parents, students, other professionals, and nonprofessionals when needed Schools today differ from those as few as 10 years ago There are more and more emphases placed on ”inclusionary practices” and “mainstreaming efforts.” The advent of important federallegislation (Section 504 of the Rehabilitation Act of 1973, the 1975 P.L 94-142, and IDEA of 1990) as well as individual state initiatives (e.g., Chapter 766 in Massachusetts) redefined how children with special needs are educated Instead of substantially separating those with special learning needs from nondisabled learners, educators are now trying to provideinclusive learning experiences within the regular education setting whenever z zyx vii ” zyxwvutsrq zyx Preface possible YOU might wonder what quality integration is, how mainstreaming and inclusion effortsare similar and how they are different, what practices can be used to enhance integrated classroom environments, what legal precedent has been set for suchpractices, and just what some of that confusing language means (i.e., ”decentralized school model,” ”individualization,” “cultural compatibility,” ”empowered school communities,” etc.) Appendix 1, Abbreviations in Education, will help you decipher this educational Morse code and will be useful throughout your entire career as such acronyms always have a wayof cropping up during a report, conversation, and in reading materials Appendix 2, Legal Terms and Issues Related to Education, provides valuable information for all educators who must address suchissues as ”What are theschools’ legal responsibilities in regard to assessments?” “What does thelaw say regarding thecopying of materials, television shows, and videos?“ “Who sets standards for curriculum according to the law?” ”What school systems need todo before students are expelled or suspended?” ”Just howfar can students go in regard to the freedom of speech?” “What about locker searches-are these legal?” and ”Can teachers strike?” Please always keep in mind ”the presumptionof innocence,“ ”probable cause,“ and “beyond a reasonable doubt” before someone is charged with an infraction or offense Effective teachers rely on systematic and reflective thinking about appropriate instructional strategies and practices Appendix entitled MARCS and MAPP allows educators to extend their knowledge base by identifying important components toan action-based research classroom (e.g., mathematics) Ideas for portfolio inclusions focus on special sensitivity to ethnic minority students and those factors that help personalize the learning experience for all students Computer logos such as ”Internet,” ”RAM,” ”CPUs,” ”CRTs” ”Software,” “Megabytes“ and ”Gigabytes,” “e-Mail,“ ”Muppet Learning Keys,” ”Mouses,” “CD-ROM,” ”Fortran,” ”Laser Printers,” and ”Digitized Speech” can be found in Appendix4, Computer Terms You’ll be pleased to know that ”Worm Disks” are far different than the literal translation When you hear ”wizzeewig!!” don’t call an ambulance! You’ll also find that ”Handshaking”via the computer is actually a part of computer ”Protocol.” Before you begin to hyperventilate or get “ANSI” after reading this computer jargon, jump to Appendix4 to find these technical terms described in easy-to-understand and remembered language YOU will find that the ”virtualreality” of our appendix is thatit is very “user friendly.” It is estimated that there will be at least billion users of the Internet worldwide by the year 2000 There are several web sites we have listed that would be of interest to professionals using this dictionary For example, under the “College” entry, students and parents are provided information regarding how toaccess web sites for college alternatives, zyxwvu viii z zy - Preface z locations, financial aid, SAT preparations, etc Also, the Orton Dyslexia Society (ODs) links to other national learning disability organizations on the Internet and provideslistings of resources and a bulletin board where questions can be posted and answered As of 1994, WebTV became available to television users who can now dial-up access to the World Wide Web via their television sets On February 8, 1996, President Clinton signed into effect the Telecommunications Act of 1996 SO as to provide the opportunitiesfor every classroom and every child to be connected to the Internet Read about the nation’s technology goals and exactly what ”technology literacy” is within Appendix4 as wemove into the twenty-first century Descriptions of new technological devices are presented thatcan assist and improve thelife situations of friends, colleagues, students, etc For example, did you know that closed-circuit television (CCTV), versabraille systems, viewscans, braille embossers, optacons, seeing-eye-dogs, sonic guides, sonic pathfinders, talking books, talking programs, echo speech synthesizers, Hoover canes, large-print books, MIT braille embossers, and laser canes are all technological tools that can assist blind and visually impaired individuals to adapt to academic and social situations? This dictionary might give those who are interested and in aposition to assist some ideas as to what is available technologically for individuals with varying special needs to includethose with visual disabilities You might be wondering what federal guidelines allow expenditures for educational tools for individuals with disabilities There are a bewildering number of federal laws (e.g., P.L 90-170, P.L 91-230,P.L 101476, P.L 101-336, etc.) and related amendments that impact all school-age individuals We have listed the major educational legislation by public law in the ’7’’’ section of this dictionary Appendix lists important Federal Legislation, Milestones, and Reports which relate to Education Affairs in the United States, past and present A number of studies, reports from foundations and governmental agencies, and legal rulings have greatly impacted our educational system Perhaps you have heardof the national reports,A Nation ut Risk, the Carnegie Foundatiolz Report on Secondary Education, the Hohms Group, or the College Board Report but were not sure of the point of each Many such references have been provided and are cross-referenced with other important information Additionally, several social issues and reforms have been identified and defined in a nonjudgmental mannerSO that the reader receives just the facts Appendix lists Supreme Court Decisions Related to Education Read on and try to decipher the following message (believe it or not, this conversation could very well happen tomorrow in one of ourschool corridors!): zyx ix zyxwvuts zyxwvu zyxwvutsrqponmlkjih Appendix ” - 1918 1918 1919 1920 1932 1935 1935 1936 1937 1938 1940 1941 1943 1944 1944 1944 1946 1946 1948 1949 1950 1950 1952 1954 400 - - Cardinal Principles of Secondary Education Report Vocational Rehabilitation Act Provided grants for WWI 1954 veterans 1954 Education Facilities Act Smith-Bankhead Act 1954 New Deal education programs 1956 Bankhead-Jones Act 1957 Agricultural Adjustment Act The Act to Further the Development and Maintenanceof an Adequate and Well-Balanced 1957 American Merchant Marine 1958 Academy Public Health Fellowship Program Established bythe National Cancer InstituteAct 1958 Purposes of Education in American Democracy Report By the 1958 1961 Education Policies Commission of the National EducationAssociation (NEA) 1961 Vocational Education for 1962 National Defense Act Amendment to the LanhamAct of 1940 Authorized aid for 1962 schools in federally impacted areas 1962 Vocational Rehabilitation Act GI Bill of Rights 1963 Surplus Property Act Allowed 1963 transfer to educationalconcerns Education for All American 1963 Youth Report By the National Education Association (NEA) 1963 National School LunchAct 1964 George-Barden Act Provided additional support for vocational 1964 education efforts U.S Information and Educational 1964 1964 Exchange Act Federal Property and Administra- 1965 tive Services Act 1965 National Science Foundation 1965 established Housing Act For college 1965 facilities Imperative Needsof Youth 1965 Report By the Educational Policies Commission 1965 Brown vs Board of Education of Topeka Supreme Court 1965 decisionSupport for eliminating racial segregation in schools; overturned Plessy vs Fcrguson of 1896 Cooperative Research Act National Advisory Committee on Education Act School Milk ProgramAct Library Services Act Launching of Russian Sputnik (first space launch) Leads to increased federation education funds Practical Nurse TrainingAct National Defense Education Act Leads to funds for math, science, and foreign language programs Education of Mentally Retarded Children Act Captioned Films for theDeaf Act Area Redevelopment Act Retraining individuals in redevelopment areas Peace Corps Establishment Act Communications Act of 1934 AmendmentProvidedmonies for education concerns Manpower Development and Training Act Migration and Refugee Assistance Act Vocational Education Act Health Professions Educational Assistance Act Manpower Development and Training Act Higher Education FacilitiesAct CivilRights Act Protections against race discrimination Economic Opportunity Act Head Start Program Job Corps Program Elementary and Secondary Education Act Higher Education Act Health Professions Educational Assistance Amendments National Foundation on the Arts and Humanities Act National Technical Institute for the Deaf Act National Vocational Student Loan Insurance Act Medical Library Assistance Act zyxwvu zy z Appendix 1965 1966 1966 1966 1966 1966 1966 1967 1967 1968 1968 1968 1968 1970 1970 1970 1970 1970 1971 1972 1972 1972 1972 1973 1973 1973 1974 1974 1974 School Assistance in Disaster Areas Act National Sea Grant College and Program Act International Education Act Adult Education Act Model Secondary School for the Deaf Act Elementary and Secondary Education Amendments Coleman Report Public Broadcasting Act Education Professions Development Act Elementary and Secondary Education Amendments Handicapped Childrens' Early Education Assistance Act Vocational Education Amendments Higher Education Amendments Elementary and Secondary Assistance Programs National Commission on Libraries and Information Science Act Office of Education Appropriation Act Environmental Education Act Drug Abuse Education Act Comprehensive Health Manpower Training Act Title IX Education AmendmentProhibits sex discrimination in the schools Drug Abuse Office andTreatment Act Education Amendments Indian Education Act Rehabilitation Act Provided vocational rehabilitation services for students with disabilities Older Americans Comprehensive Services Amendment Comprehensive Employment and Training Act Women's Educational Equity Act Expandsopportunities for females i n science, math, technology, and athletics Educational Amendments White House Conference on Library and Information Services Act 1974 1974 1975 1975 1975 1976 1976 1377 1977 Juvenile Justice and Delinquency Prevention Act Women's Educational Equity Act Expands opportunities for females in science, math, technology, and athletics Education for All Children Handicapped Act (P.L 94-142) Indian Self-Determination and Education Assistance Act Indochina Migration and Refugee Assistance Act Magnet schools begin to become popular Education Amendments Voucher Schools become popular in some states Youth Employment and Demonstration Projects Act Career Education Incentive Act Tribally Controlled Community College Assistance Act Education Amendments Middle Income Student Assistance Act Department of Education Organization Act Federal department of education is now a reality Cabinet-level Department of Education is established Asbestos School Hazard Protection and Control Act Amendments to the Higher Education Act of 1965 Education Consolidation and Improvement Act A Nation at Risk:The lrnperative f o r Educational Refonn A book and report issuedby the National Commission on Excellence i n Education High School: A Report onSecondary Education in America Issued by the Camegie Foundation P.L 98-377 Science and math programs added Education for Economic Security Act Equal Access Act Allows religion clubs to hold meetings on school properties Perkins Vocational Education Act Talented Teachers Fellowship Act zyxwvu zyxw 1978 1978 1978 1978 1979 1979 1980 1980 1981 1983 1983 1984 1984 1984 1984 1984 401 zyxwvuts zyxwvu zyxwvut Appendix 1984 1985 1986 1986 1986 zyxwvu zyxwvu zyxwvu zyxwvu Equal Access Act Allows religion clubs to hold meetings on school properties NCATE standards updated Holmes Report CarnegiereportEntitled A Nntion Prepred: Tenclwrsfor the 21st Centur!/, a report on teaching as a profession First Lessons:A Report on Ele- 1989 1989 Report RenaissanceGroupReport Entitled Temhers for n New World, specified goals for teacher-trainees Presidential Education Summit with state governors Carnegie Foundation Report, Timing Points:Preparing Alnerican Youthfor the Tzuenty-First Century Recommended the elimi1989 1989 1989 1990 1990 1990 1990 1990 1990 1990 1990 1990 1990 1990 1991 402 1992 1992 1992 CivilRights Act Expandsprotections to disability,sex, religion, and national origin HigherEducationAmendments NationalCommission on Time andLearningReauthorized civic education programs Winners Ail 'k document on inclusion produced by the National Association of State Boards of Education (NASBE) Ready-to-Learn Act Provided TV educational support programs/ materials Amendments to the Rehabilitation Act of 1973 Higher Education Technical Amendments Act NAEP Assessment Authorization zyxwvu mentary Education in America, U.S Secretary of Education 1989 1991 nation of tracking and the creation of learning communities Children with DisabilitiesTemporary Care ReauthorizationAct Drug-Free Schools and Communities Act Childhood Education and Development Act Excellence in Mathematics,Science and EngineeringAct Children's Television Act Student Right-to-Know and Campus Security Act Americans with Disabilities Act National Assessment of Chapter I Act National and Community Service Act School Dropout Prevention and Basic Skills ImprovementAct Tribally Controlled Community College Reauthorization Act National Environmental Education Act Public Service Assistance Education Act u.S Supreme Court ruled that schools could have Bible clubs America 2000 An education strategy report 1992 1992/ 1993 1993 1993 1993 1993 1993 1994 1994 1994 1994 1994 1994 1996 1996 Leading and Managing for Performance A document on inclusion produced by the National Association of State Directorsof Special Education Student Loan Reform Act National Services Trust Act Provided opportunities for national service for those in postsecondary programs over 17 years Federal government adopts National Education Goals 2000 "School to Work" Where children learn "on thejob" becomes implemented in 50 states Safe Schools Act Educational Research, Development, Dissemination, and Improvement Act Technology-Related Assistance for Individuals with Disabilities Amendments of 1993 Improving America's Schools Act Third International Matlzematics and Science Study Assessed mathematics and science education in several countries from 1991-1995; 1996,1997,1998 addendums Getting America's Students Ready for the 21st Century Report on meeting the technology literacy challenge Appendix 5upreme Court Decisions zyxwvutsrq zyxwvu Case Pierce vs Society o f Sisters (1925) Cochran vs Louisiana Board of Education (1930) Everson vs Board o f Education (1947) People of the State of Illinois ex rel McCollum vs Board of Education of School District No 71, Champaign, Illinois (1948) Zorach vs Clauson(1952) Brown vs Board of Education of Topeka (1954) Engle vs Vitale (1962) Schempp vs School Districtof Abington Township (1963) and Murray vs Curlett (1963) Green vs County School Board (1964) Board of Education of Central School District No 1, Town of Greenbush vs Allen (1968) Epperson vs State of Arkansas (1968) Decision The Court ruled that the law requiring public school attendence by all children was unconstitutional and infringed on the rights of parents to controltheir children The Court ruled that state monies for secular textbooks to nonpublic school children was acceptable The Court ruled that reimbursement funds for schools d o not violate the first amendment The Courtheld that religious programs violated the principle of separation of church and state when heldin public schools The Court uphelda New Yolk law that allowed release time for children in religious centers for religious instruction The Court ruled that separatc but equal education opportunities violated the fourteenth amendment The Courtheld that religious prayer violated the first amendment The Court held that reading the Bible and reciting the Lord’s Prayer in public schools violated the first and fourteenth amendments The Court ruled thatfreedom-of-choice school plans are acceptable only if they lead to desegragationof schools The Court ruled that the loaning of books to nonpublic schools alone did not show an unconstitutional dcgreeof support for a religious institution The Court held that teaching of evolution as a theory was allowedby the first amendment The Court ruled that desegregation of schools does not mean thata l l schools zyxwvuts Swann vs Charlotte-MecklenburgBoard of Education (1971) Appendix 403 zyxwvuts zyxwvut Appendix Lemon vs Kurtzman(1971) Wisconsin vs.Yoder (1972) Milliken vs Bradley(1974) must always reflect the racial composition of the school systemas a whole The Court ruled that the legislation providing salaries and textsfor nonpublic schools was unconstitutional The Court held that state laws requiring children to attend school until sixteen years of age violated thefree exercise of religion (Case in point: Amish) The Court overturned the lower-court rulings requiring cross-district busing unless “it is shown that there has been a constitutional violation within one school district that impacts significantly another school district resulting in segregation” The Court ruled thata district court can order compensatory or remedial programs for school children who have been subjected to past actsof de jure segregation The Court ruled that providing remedial services to nonpublic school pupils was unconstitutional The Court upheld a ruling prohibiting state courts from ordering mandatory busing unless a federal court doesso to remedy a federal constitutional violation The Court ruled that having public school teachers instruct nonpublic school students in supplemental subjects violated the establishment clausein that it promoted religion The Court held that one minuteof silence for meditation or prayer led by teachers was unconstitutional The Court ruled that the determinationof whether or not the manner (type) of speech in a school by students is appropriate or inappropriate rests with school boards The Court held that a state cannot require schools to teach the Biblical version of creation The Court ruled that school administrators may control student expressionin official school publications, theater productions, etc The Court stated that such publications were not public forums but rather supervised learning experiences The Court reaffirmedTitle IX provisions regarding sexual discrimination against students by allowing money damages to be awarded when discrimination occurs zyxwvu Milliken vs BradleyI1 (1977) Wolman vs Walter(1977) Crawford vs Board of Education City of Los Angeles (1982) Grand Rapids School Districtvs Ball (1985) Wallace vs Jaffree(1985) Bethel School Districtvs Fraser (1986) Edwards vs Aguilard (1987) Hazelwood School District vs Kuhlmeier (1988) Franklin vs Guinneth County Schools (1992) 404 zyxw zy Appendix 5ample Individualized Education Plan (IEP) Individualized Education Plans(IEPs) are required under theIDEA or Individuals with Disabilities Education Act (20 U.S.C 1400et seq.) of 1990 Specifically, under 1401 (a)(2) and 34CFR Parts 300.340-350, IEPs are designated as written statements of program planning efforts designed for children with disabilities.IEPs are developed in a meeting by a representative of the local education association or a qualified intermediate educational unit TheIEP is supposed to describe a specially designed individual programof instruction/remediation to meet the unique learning styles and challenges of the child with disabilities The componentsof an IEP are listed in the model presented belowby the State Departmentof Education for the Stateof Massachusetts The format may differ from state to state, but the basic components are present in the various state forms IEPs must contain statements of present levels of academic performance, annualgoals, short-term instructional objectives, the specific educational servicesto be provided, the child’s participation in regular program efforts, transition servicesif needed, projected date(s) of program commencement, duration of program services, and program evaluation criteria and schedules zyxwvutsrq Appendix 405 ne: one: Postllon: zyxwvutsr zyxwvuts zyxwv Appendix PPS-e COMMONWEALTH OF MASSACHUSElTS DEPARTMENT OF EDUCATION zyxw INDIVIDUALIZED EDUCATIONAL PLAN (IEP) MEETING Date Type: i3 lnctlal Evaluatlon U Review # U Reevaluatlon School District: PART A INFORMATION SECTION STUDENT INFORMATION ldentlflcatlon number - Student name' last Blrth date: Home / Age: Primary Grade: language: / Address, ( School nameladdress: Schooltelephone: ( - mlddte fmt ) ) zyxwvuts zyxw z zyxwvutsrq zyxwv zyxwvutsrqp zyxwvut PARENTINFORMATION Informallon below pertains to: il Parent cl Fosterparent U Guardlan L Educatlonal I advocate Name, Name Address: Address: Home telephone' ( ) Olhertelephone- ( ) Hometelephone: ( telephone: Other language Prlmary Primary language 01 the home Student ( ) - ) - home: of the INITIAL EVALUATIONANDREEVALUATIONINFORMATION Prerelerral actlvitles (lor tnitial evaluation only) Prereferral actIvI1Ieswere implemented U Yes documented In student record NO If no, explain Ellglblllty Determlnalion Existence of dlsabllity Yes U No Student is making eflectlve progress in regular educatlon: Ellglble lor speclal educatlon services: LI Yes Yes c1 N O LI NO 11student is not ellglble for speclal education completeParts C (L D on last page of IEP form If student 1s eligible tor special education, completethe IEP form name: IEP INFORMATION Llalson IEP p e r i d : ( to ) date: revlew scheduled annual Next Scheduled three yearevaluation date Costplacement: share 406 U Yes partlcipants: share cost ~ _ LINoPage of zy Appendix " - DateName: Student of Blrth: Perlod:IEP ~ .-~ PART B: STUDENT SECTION STUDENT PERFORMANCEPROFILE Describe: (a) student's areas of strength (b) student's area($ of need; and (c) the current level@)of performance for each area 01 need that corresponds to anached goal@)and oblectlves STUDENT INSTRUCTIONALPROFILE Describe: (a) student's approach to learnmg and (b) instructional approaches andlor mcdlllcatlons inthe classroom and other settings that wlll facilitate successful accommodatlon andeducation tor the student including teachmg approach, curr!culum methods, equlpment, asslstlve technology staff facllltles gradlng,testlng, etc _I Check box 11lntormation is continued onanother page Page of 407 zyxwvutsr Appendix zyxwvutsrqp Student Name Dale of Birth: IEP Pernod: GOALS AND OBJECTIVES Annual Goal # -: Obpctlves and Evaluatlon Procedure and Schedule Objective: Evaluation Procedure: Evaluation schedule: Objective' zyxwvutsrqp Evaluation procedure Evaluation schedule: I Objective Evaluation procedure: Evaluatlon schedule: I Oblective: Evaluatlon procedure Evaluatlon schedule: Progress Report Informallon Progress reports shallbe at least seml-annual For studentsIn collaborative and private school placements progre reports shall bequarterly The annuala review meets the requlrement for the annual progress IePOrt 408 zy z Appendix zyxwvu -" Name: Student IEP Perlod' - ~~~ SPECIAL EDUCATION SERVICEDELIVERY School ~ l s t r l cCycle: t ; I5 day cycle U day cycle U 10 day cycle U Other ~ L t zyxwvut zyxwvu zyxwv Date of Btrth: A Consultation (Indlrecl Servlces to School Personnel and Parents) "~ t B Special Educatlon and Related Servlces in Regular Education Classroom (Direct Servlces) ~ Focus on Goal # Type of Servlce ~ "- ~ ~ ~~ Start Date FreglDuratlon Total Tlmel Cycle per Daylcycle i Nature of Servlce (IfApplicable) - " ~~ _ - " Person@) Responslble " " _" t C Speclal Education and Related Servlces in Other Selling (Direct Servlces) Type of Service focus on Goal # Person@) Responstble Start Date FreqiDuratlon Total Tlmel Cycle per DayICycle Locallon - - tt ~ ~~ _" " " " ~~~ "~ ~~ ~~ I Service Dellvery totals Per Cycle Total consultation tlme (A) -~ Total servlce delivery tme In regular education classroom (B) ~ Total sewce delivery tlme In other setting (C) _ T h e and Prototype Determlnatlons Total tlme In student's school cycle Total tme of speclal educatlodrelated Total tlme services In regular educatlon and other settmgs (B + C) In regular educatlon wlthout speclal educatlodrelated SeNlces (school cycle - (B + C)) Prololype: Totaltime oulslde regular educatlon with speclal educatiodrelated servlces (C + school cycle) ~ ~ 409 zyxwvutsrq zyxwvut Appendix Student Name Date of Blrth IEP Perbod ~~ - SCHOOL DAYECHOOLYEAR The length 01 Student's school day and/or school yearIS modllied: J Yes - Hours day per Days year per ~ J No - - ~ _ _ _ _ If yes bass lor modlfled duration' TRANSPORTATION PLAN zyxwvutsr A speclal transportation plan IS needed: U Yes LI No Ifyes check oneof the following and descrlbe J Regular transportation wlth modlllcatlons J Speclal transportation Parent-provlded transportation wlth relmbursement at state rate ~ Descrlbe: ~ DISCIPLINE CODE The student's dlsablllty Interferes wlth hldher capaclty to meet the regular dlsclpline code: describe If yes modlflcalions J Yes J No zyxwvutsrq ~ - ~ PARTICIPATIONIN REGULAREDUCATION Slate the student's participatlon In regular educatlon lor the duratlon01 thls IEP (Includmg academlc; non-academtc phystcal educatlon adapted as necessary;and extracurrlcular actlvltles): _ _ ~ _ _ - ~~ ~~ For students recelvlng speclal educatlon and/or related serwces oulslde of the regular educatfonClasSrOOm pro- vide a justtflcatlon: ~ ~ ~ ~~ " " For students who are not In a regular education classroom 100% of the tome ldenllfy steps to Increase the student's parllclpatlon In regular educatlon' _ - ~ GRADUATlONlDlPLOMA ~~r students 14 years or older, the TEAM has determlned that the student IS expected to graduate from high school' J Yes No If yes anfmpated date Criteria forgraduatlonIncludesmodlflcatlons: 10 of graduatlon: U Yes " " J NO If yes.descrlbe ~ _ ~ _ _ _ - ~ ~ ~ ATTACHED INFORMATION Statement ofTranslllon Needed SeWlCeS JNo JYes Attachment: Testlng Mandated State Other JYes JNo JYes J NO Page "01 410 zyx zy Appendix sample Literacy Activities A zy Literacy activities need to occur at all levels Emergent and proficient readers and writers acquire implicit and explicit knowledge of language systems and conventions by reading and writing endeavors thatoccur throughout the day from home and the community, to the school, and back to home and the community again The of usetechnology atall levels provides motivation, background building,resources, and critical applications Literacy activities naturally take into consideration cultural contexts and the backgrounds students bring to the learning situation The following samples are meant to provide ideas for teachers and parents withconcrete ways to engage learners into the reading-writingprocess zyxwvu Early Childhood Samples (Nursery School through Grade3) Parents/teachers reading words, pages, and short stories and environmental terms (e.g., cereal box) to children and modeling good reading behaviors Pointing to pictures Matching pictures and words Showing understanding of the parts of a book Reciting the title, author, and illustratorof a book Reading wordless books Listening to language and language patterns Listening to nursery rhymes and rhyming words Listening to stories beingread Listening to tapes of stories Reading or reciting stories for memorization Reading signs and materialsin the environment or classroom Writing one’s name Spelling/vocabulary word banks Creating semantic webs Writing one’s address and phone number Writing simple questions Pretending to read Pretending to read to another Appendix Reading alphabet letters and the entire alphabet Writing letters of the alphabet Writing the entire alphabet Identifying beginning letters and sounds of words Sounding outor decoding words Copying letters and words Inventive spelling Reading and writing sight words Reading and writing important environmental terminology (e.g., entrance, poison, flammable) Copying letters Copying words Copying sentences Reading simple books Making predictions Confirming/disconfirming predictions Dictating stories Reading dictated stories Creating stories and storybooks Writing a simple autobiography Reading or repeating predictable stories and words Journal and diary writing Spelling accurately Using literature books Buddy reading Using basals 41 zyxwvuts zyxwvu Appendix Skills work Writing draftsof work Writing and sharing stories Writing telegrams Using resources such as the library Beginning use of the Internet and computers Beginning use of computer browsers Reading and writing second/foreign language words and sentences Identifying words and pictures from the newspaper Writing poems Writing simple math problems Labeling words and pictures Writing to prompts Creating art activities to accompany print (e.g., mobiles, collages, story boxes, posters) Creating word puzzles Using music with print Writing thank-you notes Writing simple letters Keeping simple portfolios Parent-child trips to the library Cooperative reading/writing activities (e.g., brainstorming a topic) Content-area journals such as math and science Spelling journals Reading and writing second/foreign language stories and books Reciting the publisherof a book and how to obtain a book Reading and using various library systems Browsing and reading information on the Internet/World Wide Web Publishing books using word processors and computer technology Reading original source documents Reading the newspaper for enjoyment and information Writing personal assessmentso f progress in an areaof study Writing essays and biographies Writing a thumbnail sketch of a person, place, thing, or event Maintaining written assignment records Writing notes for test taking Outlining text material Keeping notes, observation logs, lab reports Taking a position on an issue Writing about a current event Elementary Samples (Grades 1-6 Writing requests or 1-8) (when appropriate, the same Writing businessletters activities listed under early childhood) Writing persuasive letters Peer coaching activities (e.g., how to help Writing story recollections Writing about fantasy, adventure stories improve another's writing) Writing about fiction, nonfiction,and sciParents/teachers reading to students ence fiction Teachers reading a chapter a day from a Writing historical pieces book Writing dialogue Maintaining portfolios in an organized Writing summaries manner with reflective Writing book reports Writing pieces Writing about other cultures Writing interrogative pieces Writing math problems and processes Writing about one's strengths and weakused to arrive at solutions nesses in a particular area Creating and writing cartoons Using stories/activites to create/write Creating/narrating a video or slide dialogue presentation Creating graphic outlines/complex webs Reading maps, graphs, charts, tables Writing responses to literature Reading road maps Confirming/disconfirming predictions Reading household manuals and providing details for either Reading instructions toa purchased item Reading and writing different kinds of Writing class newspapers/newsletters text Writing a proper letter Response journals Writing buddies/penpals Double-entry journals Writing to politicans, environmental Learning logs groups, etc Creating story maps zyxwvu zyxwv 412 zy z Appendix Writing responses and rebuttalsto prompts/popular press Creating word search puzzles Rewriting a television episode Writing and submitting workfor publication in newspapers, magazines Writing songs Writing book and movie reviews Maintaining an organized study system Writing about good citizenship Middle School/Secondary Samples (Grades 5/6/7-12) (when appropriate, the same activities listed under elementary) Being reading/writing consultants to others Parents/teachers reading to students Using portfoliosto document and reflect individual goals/objectives and tobe organized, reflective, evaluative, with multiple measures of learning outcomes/assessment Writing about one’s metacognitive abilities Writing about one’s literacy development Written debates Writing the pros and cons to a current issue Analyzing the qualityof a writing piece using criteria/rubrics Writing scripts (e.g.,radio/play) Writing conversations Creating vocabulary circles/maps/classification systems Creating text pattern guides Writing commentaries Writing and responding to multicultural presentations Explaining or teaching the writing process to another Creating a class/school booklet/ newspaper Writing a resume Completing a job application Completing a driver’slicense application Writing an editorial Writing a research proposal to learn in Writing about what one wants a particular area Writing about an interview Writing a case study Writing a character study zyx Writing an anecdote from experience or as told by another Creating rubrics or evaluation criteria for writing endeavors Creating subject dictionaries Writing complex math solutions Writing about science issues Writing content area research reports Creating Venn diagrams Writing about environmental/national/state/local concerns/issues Writing a how-to guide Writing about career decisions/options Writing about qualifications Writing about training needs/options/choices Writing about military service Writing about public and community service Writing about college choices/information Writing songs and lyrics Full responsibility for publishing schoolwide Programs/guides/yearbooks/newspapers Full responsibility for parent newsletters Creating questions for interviews Writing summariesof interviews Writing about a computer search Writing an explanation Using literacy skillsto help another Improving the literacy skillsof another Writing or explaining good reading/ writing strategies Creating an organized study system Microteaching Mentoring others Using literacy skillsto further own/ family/friends career goals Technology Literacy-All Levels Connecting to the Internet Connecting to on-learning resources Using multimedia computers Using multimedia centers Accessing libraries, museums, and cultural resources Critically evaluating software used Expanding own‘s knowledge base Reinforcing own‘s knowledge base Using word-processing programsfor written work Using dictionaries/spell check/grammar programs to improve writing quality 413 zyxwvutsr zyxwvu Appendix On-line reading of books/materials/ people/news and other areasof interest during leisure reading Using on-line resourcesto find needed information Using interactive technology on the computer (e.g., encyclopedias) Using technology to improve learning strategies/skills 414 Maintaining running recordsof progress/leaming Making vocational/job connections Communicating via bulletin boards, e-mail Accessing reading/writing materials Visiting reading/writing centers/organizations via the Internet