Beginning Teachers’ Beginning Teachers’ Conference September 2014Conference September 2014

Creating Meaningful & FunctionalCreating Meaningful & FunctionalIndividualized Program Plans Individualized Program Plans

alana.ladd@epsb.caalana.ladd@epsb.casheelagh.brown@epsb.casheelagh.brown@epsb.ca

Special Education CouncilSpecial Education Council

www.specialeducation.ab.cawww.specialeducation.ab.ca

Our Session Agenda

Special Education Council’s website

www.specialeducation.ab.ca

Individualized Program Plan binder

http://education.alberta.ca/media/511715/ipp.pdf

Review the essential components of IPPs

Writing SMART goals and objectives

Share contact informationalana.ladd@epsb.caalana.ladd@epsb.ca

sheelagh.brown@epsb.casheelagh.brown@epsb.ca

Parental InputParental Input

Parental Input Parental involvement is documented (including

meetings) IPP is signed or attempts to obtain parent signature to

indicate informed consent are documented

ExampleSeptember 12, 2014. Meeting with parents and teacher to

discuss planning for the upcoming school year and to gather information on student strengths and areas of need.

Appendix 2-AAppendix 2-ASample Parent SurveySample Parent Survey

Name Name Date Date Parent’s Name Parent’s Name

The following questions are designed to help your child’s learning team begin The following questions are designed to help your child’s learning team begin the Individualized Program Planning (IPP) process. We value your input the Individualized Program Planning (IPP) process. We value your input and invite you to think about the following questions in preparation for and invite you to think about the following questions in preparation for the learning team meeting.the learning team meeting.

1.1. What are your child’s strengths and interests?What are your child’s strengths and interests?

2.2. Describe successes your child had in school.Describe successes your child had in school.

3.3. Describe any challenges your child had in school.Describe any challenges your child had in school.

4.4. What are your child’s learning needs for this school year? (These could What are your child’s learning needs for this school year? (These could be skills that your child needs to acquire or improve on.)be skills that your child needs to acquire or improve on.)

5.5. What type of learner is your child? How does your child learn best?What type of learner is your child? How does your child learn best?

6.6. Does your child display any behaviours that are of concern to you? If so, Does your child display any behaviours that are of concern to you? If so, please explain how you deal with this type of behaviour at home.please explain how you deal with this type of behaviour at home.

7.7. What are your goals and hopes for your child this year?What are your goals and hopes for your child this year?

8.8. Where do you see your child five years from now?Where do you see your child five years from now?

9.9. Is there any other information that could help us gain a better Is there any other information that could help us gain a better understanding of your child?understanding of your child?

10.10. Are there any specific concerns that you would like us to address at this Are there any specific concerns that you would like us to address at this meeting? If so, please explain.meeting? If so, please explain.

Thank you for sharing your ideas.Thank you for sharing your ideas.

Strengths and Areas of NeedStrengths and Areas of NeedStrengths Academic, social, emotional, behavioural or physical

areas that positively impact learning Input from parents Input from studentExample:Works well in small groupsPrefers to share learning in written form

Areas of Need Academic, social, emotional, behavioural or physical

areas that negatively impact learning Needs are expressed in positive terms Input from parents Input from student Example:Improved expressive languageIncreased focus and attention

Medical Information Medical Information Relevant to LearningRelevant to Learning

Medical Information Relevant to LearningMedical diagnosisMedicationsOther conditions that impact schoolingNo medical information that impacts schooling

Assessment Data Assessment Data (Specialized Assessment (Specialized Assessment

Results)Results)

Assessment Data (Specialized Assessment Results) Current specialized assessments: name of

assessment tool and date administered Name of specialist and area of specialization Summary of report findings

Concisely and briefly – NO percentiles or numerical values. This are available in formal reports for reference.

Current Level of Performance Current Level of Performance and Achievement and Achievement

(Classroom and Informal (Classroom and Informal Assessments)Assessments)

Current Level of Performance and Achievement (Classroom and Informal Assessments)

Student’s current level of functioning or level of achievement

Current pre- and post-classroom assessments: name of tool and date administered

Summary of findings

Include information on previous year and current year. At the end of the year, delete the previous year’s information.

Coordinated Support ServicesCoordinated Support Services

Coordinated Support Services

Support services offered within the school Support services offered outside the school Amount of time services offered

Instructional AccommodationsInstructional Accommodations

Instructional Accommodations Individualized instructional accommodations

and strategies (e.g., unique expectations, specialized materials, resources, facilities, equipment, assistive technology, personnel)

Aligned with personal strengths, areas for growth and goal statements

Instructional accommodations and strategies

should highlight all of the specific strategies that are in place for the student.

Check out the websites on specialeducation.ab.ca resource page for a variety of recommended strategies.

http://www.inclusiveeducationpdresources.ca

http://www.learnalberta.ca/content/ieptlibrary/index.html

http://www.education.alberta.ca/admin/supportingstudent.aspx

Appendix 6-A

Sample General AccommodationsName Date Completed by EnvironmentalSeat student near teacherSeat student in an area with minimal distractions Seat student near a positive peer model Stand near student when giving instructions Provide access to study carrelUse a desktop easel or slant board to raise reading materials Allow student to move around the classroom Modify text materials by adding, adapting or substituting informationMake materials self-correctingHighlight important concepts and information and/or passagesPrepare recordings of reading/textbook materials, tasksProvide an extra textbook for home useProvide graph paper or large spaced paper for writingAllow use of personal word lists, cue cardsIncrease use of pictures, diagrams, concrete manipulatorsIncrease print size in photocopyingProvide a visual summary of the daily scheduleOther

Sample Academic and Instructional Accommodations

Name Date Completed by ____________

Reading Difficulties

Written Expression Difficulties

Fine and Gross Motor Difficulties

Use less difficult/alternative reading materialIdentify/define words prior to reading Reduce amount of reading requiredAllow alternative methods of data collection (dictation, interviews, fact sheets)Set time limits for specific task completionEnlarge text of worksheets, reading material and testsLimit words on a pageExtend time to complete assignmentsRead directions several times at start of assignments and testsProvide additional repetition and guided practice of directions, skills and conceptsUse assistive technology (optical character recognition system, books on tape/CD, screen readers)

Reduce volume or requirements for written work, e.g., by accepting an outline or point-form notes Break long-term assignments into manageable tasksExtend timelines for completing assignmentsOffer alternative assignments Allow student to work on homework at schoolAllow alternative methods of data collection (dictation, interviews, fact sheets)Permit use of scribe or word processor for answers Waive spelling, punctuation and paragraphing requirementsUse assistive technology (word processor, spell-check device, grammar-check device, text-to-speech software)

Use assistive and adaptive devices (slant boards/desktop easels) to display written material─pencil or pen adapted in size or grip diameter─alternative keyboard─portable word processorSet realistic and mutually agreed-upon expectations for neatness and organizationReduce or eliminate the need to copy from a text or board ─provide copies of notes─permit student to photocopy a peer’s notes─provide carbon/NCR paper to a peer to allow a duplicate copy of notes to be madeExtend time to complete assignmentsAlter the size, shape or location of the space provided for answersAccept keyword responses instead of complete sentencesAllow student to type answers or to answer orally instead of in writing

Appendix 6-B

Sample Academic and Instructional Accommodations

Attention Difficulties Memory Difficulties

Provide alternative seating ─near teacher─facing teacher─at front of class, between well-focused students, away from distractionsProvide additional or personal work space (quiet area for study, extra seat or table, “time-out” spot, study carrels)Permit movement during class activities and testing sessionsProvide directions in written form ─on board─on worksheets─copied in assignment book by studentSet time limits for specific task completionExtend time to complete tests and assignmentsUse multiple testing sessions for longer testsUse place markers, special paper, graph paper or writing templates to allow student to maintain position better or focus attentionProvide cues, e.g., arrows, stop signs, on worksheets and testsProvide a quiet, distraction-free area for completing assignments and testsAllow student to wear noise buffer device such as headphones to screen out distracting soundsProvide checklists for long, detailed assignments

Provide a written outlineProvide directions in written form─on board─on worksheets─copied in assignment book by studentProvide a specific process for turning in completed assignmentsProvide checklists for long, detailed assignmentsRead and discuss standard directions several times at start of examProvide cues, e.g., arrows, stop signs, on worksheets and testsAllow student to use reference aids such as dictionaries, word processors or vocabulary cue cards

Appendix 6-B

AssessmentAssessmentAssessment Procedures

Assessment procedures for monitoring and evaluating student progress are identified (e.g., observations, work samples, diagnostic or standardized tests, developmental assessments, checklists)

Accommodations for Assessment

Individual accommodations for assessment are identified (e.g., time, reader, scribe, equipment, testing format)

Measurable Goals & Measurable Goals & ObjectivesObjectives

Measurable Goals and Objectives Consistent with the student’s areas of growth and

clearly linked to assessment data Short-term objectives are measurable and/or

observable * expected behaviour is described * conditions under which the student will

perform the task * criteria for measurement * date that objective is expected to be

achieved Based on input from teachers, parents and student

(where appropriate) Manageable number of goals and objectives New ones are added/revised as planned ones are

reviewed and/or achieved

SMART Goals and SMART Goals and ObjectivesObjectives

SpecificSpecific: written in clear language: written in clear language

MeasurableMeasurable: provides information for : provides information for describing, assessing and evaluating describing, assessing and evaluating student achievementstudent achievement

Achievable:Achievable: realistic for the student realistic for the student

RelevantRelevant: meaningful for the student: meaningful for the student

Time-limitedTime-limited: can be accomplished in a : can be accomplished in a specific time periodspecific time period

Annual Goals & Short Term ObjectivesAnnual Goals & Short Term Objectives

Annual GoalsAnnual Goals An annual goal is a statement An annual goal is a statement

of one of one specific specific learning learning outcome that a student could outcome that a student could realistically be expected to realistically be expected to accomplish in accomplish in one yearone year. It is . It is not a statement of ongoing or not a statement of ongoing or lifelong needs. When written lifelong needs. When written effectively, an annual goal is a effectively, an annual goal is a positive statement (what a positive statement (what a student will do) that describes student will do) that describes an observable event, allowing an observable event, allowing the student’s learning team to the student’s learning team to say with certainty whether or say with certainty whether or not the student has achieved not the student has achieved the goal.the goal.

Short-term objectivesShort-term objectives Short-term objectives are the Short-term objectives are the

stepping-stones between the stepping-stones between the current level of performance current level of performance and the annual goal. They are and the annual goal. They are the pieces necessary to the pieces necessary to achieve the annual goal and achieve the annual goal and act as indicators that the goal act as indicators that the goal is being achieved. Generally, is being achieved. Generally, each long-term goal would be each long-term goal would be supported by two to five short supported by two to five short term objectives.term objectives.

Able toAnalysesAppliesArrangesAssessesCalculatesChooses (between, from)ClassifiesComparesConstructsCopiesCountsCreatesDecidesDefinesDemonstratesDescribesDesignsDeterminesDevelopsDifferentiatesDiscriminatesDiscussesDistinguishesDraws Engages inEstimatesExamines

ExplainsExpressesFollows (e.g., directions, rules)GeneralizesGives (e.g., support, reasons)GreetsGroupsIdentifies (e.g., objects,

emotions)IllustratesIndicatesInitiates (e.g., conversation,

activity)InteractsInvestigatesListsLocatesMaintains (e.g., eye contact, self-

control)MakesMatchesMeasuresNamesOrdersOrganizesParticipatesPoints toPractises

PredictsPreparesPrintsProducesProposesRanksRatesReacts appropriatelyReadsRecitesRelatesRepeatsResponds toSelectsSharesShowsSolvesSpeaksSpecifiesStates (e.g., names of, reasons

for)Takes (e.g., turns, care of)TellsTracesTranslatesUses (e.g., time, manners,

objects)VerbalizesWrites

Appendix 7-AAppendix 7-AObservable and Measurable Terms UsedObservable and Measurable Terms Used

for Phrasing IPP Goals and Objectivesfor Phrasing IPP Goals and Objectives

Appendix 7-B

Four-square Organizer for IPPsLong-term goal:

Objective

ACHIEVEMENT DATE EXPECTED BEHAVIOUR

CONDITIONSunder which the

student will perform the task

CRITERIAfor measurement

Planning for Transition

A summary of planned actions to prepare the student for success in upcoming changes to environment is outlined at the beginning of the year

Transition plan involves family Transition plan involves other specialists where

appropriate

Planning for TransitionPlanning for Transition

Year-end SummaryYear-end SummaryYear-end Summary

Year-end summary includes most effective strategies, areas of continuing concern and recommendations for next year

Beginning Teachers’ Beginning Teachers’ Conference Sept 2014Conference Sept 2014

Special Education CouncilSpecial Education Council

www.specialeducation.ab.cawww.specialeducation.ab.ca

alana.ladd@epsb.caalana.ladd@epsb.ca

sheelagh.brown@epsb.casheelagh.brown@epsb.ca