student blurbs:

Student Blurbs:

What’s inside the cover

By Elfie Schwiderson

Joseph K. Lumsden Bahweting Anishnabe Academy

What is a blurb?

A book blurb is a quick summary of a story that is designed to pique the reader’s interest.

It is usually found on the back cover or on the flaps of a book.

It gives the reader an idea of what the book will be like.

What are student blurbs?

Student blurbs are a quick, usually one-page summary of the IEP.

They contain the information from the IEP that general education teachers need to understand.

They are written in easy-to-understand language.

Why write a student blurb?

To assure understanding and implementation of IEP by all involved school staff: Classroom accommodations Services, supports, and supplemental aids State- and District-wide test accommodations

Is there another reason why I should write a student blurb? To enhance involved school staff’s

understanding of the student and his/her unique needs What kinds of behaviors to expect How to deal with these behaviors Academic level of the student Inclusion of goals/objectives may help staff

understand current level of student

When should I write a blurb?

After every new IEP

At the beginning of the new school year

Who should get a blurb?

Special Education coordinator/director Grade-level classroom teacher(s) Parapro Specials teachers (gym, art, music, etc.) School Social Worker (if behavior is an issue) Special Education file

Accountability

Blurbs can be used to document staff familiarization with the IEP Provide 2 copies and have staff sign one and

keep one for own use; keep signed copy in central location

Shared drive on school network? E-mail copy to staff and have them save to their shared drive (GroupWise)

How to write a blurb

Student’s name at top of page 14 point font Centered

Sample Student

Your Name, Special Education teacher General Ed. Teacher’s Name, 4th grade teacher IEP Date: 3/23/07 Classroom Parapro’s Name, teaching parapro

Student’s Name is eligible for Special Education based on (eligibility category).

Information from PLAAFP which will help general education teachers understand the student and provide the teacher with clues regarding the student’s behavior which impacts his/her education.

Mention the ancillary services here. Here are his goal, objectives, and accommodations:

Goal: Student Goal. Obj. 1: First objective Obj. 2: Second objective Obj. 3: Third objective Second Student Goal. Obj. 1: First objective Obj. 2: Second objective Supplemental Aids/Services/Personnel Supports (these are the classroom accommodations that are provided in the general education classroom)

List of classroom accommodations Etc. Etc.

State- and District-Wide Assessments:

Statement of state and district tests that student will take (including grade level if different from grade placement)

list accommodations for tests Instructions to staff person indicating what should be done with this blurb.


Your name and title Homeroom teacher

name and grade/subject

IEP Date Classroom parapro’s

name

10 point font

Sample Student











Student’s name 14-16 point font Bold face

is eligible for Special Education based on (add eligibility category) 12 point font Eligibility category in bold

and/or italicized Information from PLAAFP,

ancillary services, introduce goal and objectives

Sample Student











Add first student goal and objectives

Add subsequent goals and objectives

Sample Student











Add information from supplemental aids/ services/personnel supports from IEP

You may want to add an explanation that these are the accommodations in the general education classroom, and as such are the responsibility of the classroom teacher

Sample Student











Add student’s participation in state-wide (MEAP, MEAP-Access, or MI-Access) and district-wide assessments.

Note if student will be taking district-wide test at different grade level

Note testing accommodations

Note instructions for saving this blurb

Sample Student










Sample blurb

Student Sample Special Education teacher: Jane Doe 4th Grade teacher: Mary Jones IEP Date: 7/13/07 Teaching Parapro: Alice Smith

Student Sample has been identified as having a Learning Disability in the areas of Basic Reading and Oral Expression. Student is reading at a level about ½ to 1 year below her grade placement. She has particular difficulty with unfamiliar material but does much better on material that has been read to her and that she is able to re-read several times. She does not read fluently; she frequently pauses while figuring out a word, or she may have to re-read the word to say it correctly. Here are Student’s Goal, objectives, and accommodations: Goal: Student will increase her reading skills from GE 2.6 to GE 3.6 on the STAR-Reading or other standardized test.

1. Student will read unfamiliar grade-level text with 95% accuracy. 2. Student will answer comprehension questions about appropriately leveled

texts. 3. Student will read familiar grade level text fluently.

Supplementary Aids and Services (classroom accommodations) Student may have tests and directions read and explained to her. Student may have extra time for classroom tests and assignments.

Student will take the GLAD and MEAP, same as her peers. For those tests, Student:

May have the directions re-read to her May ask for clarification of directions May have the test read to her (within test guidelines) May have extra time

Student will be coming to the Resource Room for 1 hour per regular school day. ----------------------------------------------------------------------------------------------------------- Please read this student blurb/information sheet and save a copy to your e-portfolio.

Contact information:

Elfie Schwiderson

Special Education teacher

Joseph K. Lumsden Bahweting Anishnabe Academy

1301 Marquette Ave.

Sault Ste. Marie, MI 49783

(906) 635-5055, ext. 409

[email protected]

student blurbs:

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