part 2: the co-teaching partnership programming codes: o iep
TRANSCRIPT
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Part 2: The Co-Teaching PartnershipProgramming Codes:
o IEP
Terms
Adaptation
Individualized Programming
Individual Education Plan (IEP)
Modification
Addressing Student Diversity
Universal Design
IndividualizedProgramming
Modification
AdaptationsDifferentiated Instruction
Provincial Curriculum
Adaptation…• means a change in the teaching process,
materials, assignments or student products to assist a pupil to achieve the expected learning outcomes
The Public Schools Act Amendment (Appropriate Educational Programming)
Regulation 155/2005
• Adaptations are student-specific• When adaptations are made generally
available, other students may also benefit
Adaptations
• Adaptations are fair.• The Manitoba Human Rights Code requires reasonable
accommodation• Adaptations can follow a student through their education.• Adaptations assist students to achieve expected learning
outcomes.• Adaptation + adaptation ≠ modification• There are no adapted courses/programs• There are no adapted marks
Addressing Student Diversity
Universal Design
IndividualizedProgramming
Modification
Adaptations
Differentiated Instruction
Provincial Curriculum
Definition of Modification
Changes in the number or the content of the learning outcomes a student is expected to meet in the provincial curriculum, made by the student support team.
Student Specific Planning: A Handbook for Developing and Implementing Individual Education Plans (IEPs) (2010). Glossary
The Modified (M) course designation is intended for...
the student with significant cognitive disabilities who
– will benefit from department-developed or approved curricula providing they have been modified significantly to meet each student’s unique learning requirements
– have an IEP that details the significant curriculum modifications and implementation plans for the integrated learning experience
Towards Inclusion: A Handbook for Modified Course Designation,
Senior 1-4 (1995) p. 3
• The process for deciding whether a course should be modified for a student with a significant cognitive disability occurs before the student begins the course.
Towards Inclusion: A Handbook for Modified Course Designation, Senior 1-4 (1995) p. 4
Individualized (I) Programming…• is intended for students whose
cognitive disabilities are so significant that they do not benefit from participating in curricula developed or approved by Manitoba Education.
• identifies highly individualized learning experiences that are functionally appropriate.
• is not course specific but identifies a full year of individualized programming.Towards Inclusion: A Handbook for Individualized Programming Designation, Senior 1-4(1995)http://www.edu.gov.mb.ca/k12/specedu/individu/index.html
Individual education plan (IEP) is a global term that includes a wide variety of planning documents that address students’ unique learning needs. (Student-Specific Planning Document , 2010)
On the report card, the IEP box is ticked when a student has an IEP in place for the academic/ cognitive domain, and it is not reasonable to expect the student to meet or approximate the learning expectations of the grade level curriculum for the subject.
• IEP code video
Beginning the journey...
Is the student following grade level curriculum in the subject, including with adaptations?
Is there an IEP for academic domains?
NoYesIndicate ‘EAL’ or ‘L’ (‘L’ is applicable to
the Français program only). Indicate
‘IEP’
Is Additional Language learning the primary learning goal in the subject at this time?
Yes
Grades are based on curricular
grade-level outcomes.
Grades are based on individual learning goals.
No
YesNo
Decision Tree
Beginning the journey...
Is the student following grade level curriculum in the subject, including with adaptations?
Is there an IEP for academic domains?
NoYesIndicate ‘EAL’ or
‘L’ (‘L’ is applicable to the Français program
only).Indicate
‘IEP’
Is Additional Language learning the primary learning goal in the subject at this time?
Yes
Grades are based on
curricular grade-level outcomes.
Grades are based on individual learning goals.
No
Yes No
Decision Tree
Grade 1-8IEP code comments: • Grade is based on achievement of learning
goals in the student’s learning plan that are significantly different than grade level expectation
Followed by: • teacher comments that reflect the achievement that
is at grade level, comments about the level at which the student is working or on other information pertinent to the student’s achievement.
Learning Behaviours
• If there is an IEP for behaviour this will be indicated in the Learning Behaviour portion of the report card.
Beginning the journey...
Is the student following grade level curriculum in the subject, including with adaptations?
Is there an IEP for academic domains?
NoYesIndicate ‘EAL’ or
‘L’ (‘L’ is applicable to the Français program
only).Indicate
‘IEP’
Is Additional Language learning the primary learning goal in the subject at this time?
Yes
Grades are based on
curricular grade-level outcomes.
Grades are based on individual learning goals.
No
Yes No
Decision Tree
Grade 9-12• There is no IEP code for courses
• A student specific education plan is required when the last character of the 3 character course designation is a M. E.g.(30M)
• Modified (M): A course for students with significant cognitive disabilities and where learning goals have been modified to accommodate these individual learning needs.
Beginning the journey...
Is the student following grade level curriculum in the subject, including with adaptations?
Is there an IEP for academic domains?
NoYesIndicate ‘EAL’ or
‘L’ (‘L’ is applicable to the Français program
only).Indicate
‘IEP’
Is Additional Language learning the primary learning goal in the subject at this time?
Yes
Grades are based on
curricular grade-level outcomes.
Grades are based on individual learning goals.
No
Yes No
Decision Tree
If a student’s programming is individualized due to a severe /profound cognitive disability (i.e., the student does not participate in the provincial curriculum), then the report card is not used to report on progress.
The front page of the report card, completed to the extent appropriate, accompanies the IEP report.
Questions
Lunch11:30- 12:00
Putting it to Practice: Scenarios
• Get into groups of three• Look at each scenario• Determine which path the classroom
teacher will take on the decision tree• Discuss what would inputted onto the
report card and if the IEP code box would be ticked off or not.
When to use the IEP or EAL box
Student Programming: Decision Tree(Grades 1 to 8)
Is the student following grade level curriculum in the subject, including with adaptations?
Is there an IEP for academic domains?
NoYesIndicate ‘EAL’ or ‘L’ (‘L’ is applicable to the
Français program only). Indicate ‘IEP’
Is Additional Language learning the primary learning goal in the subject at this time?
Yes
Grades are based on curricular grade-level
outcomes.
Grades are based on individual learning goals.
No
Yes No
Questions and Wrap-up
Contact Information• [email protected] or 945-0976
Or 945-8358
• Toll free: 1 800 282 8069 extension (0976) or (8358) last 4 digits of our telephone number