the individual education plan… a living...

NanaimoNanaimo Professional Learning Group Professional Learning Group2004-052004-05

The IndividualThe IndividualEducation Plan…Education Plan…

A Living DocumentA Living Document

http://www.bctf.ca/TeachingToDiversity/BC-projects/IEP-presentation.pdf

The IEP is a living process that has theThe IEP is a living process that has thepotential to guide assessment, planning,potential to guide assessment, planning,

collaborative communication andcollaborative communication andteaching.teaching.

Participants:Participants:Evelyn Matthews, Cindy Stanley, Barbara Daniels,Evelyn Matthews, Cindy Stanley, Barbara Daniels,KarinaKarina YounkYounk, Lisa , Lisa SundeSunde, and Jacqueline , and Jacqueline KellamKellam..

A joint project sponsored by the BCTF, the NDTA, and SD 68A joint project sponsored by the BCTF, the NDTA, and SD 68

PurposePurpose

The IEP has three purposes:The IEP has three purposes:•• LegalLegal•• UtilitarianUtilitarian•• EmpowermentEmpowerment

The IEP should determine or frameThe IEP should determine or frameinstructional strategies and practices utilized (forinstructional strategies and practices utilized (forthe student) in the classroom.the student) in the classroom.

Key Elements of a Living IEPKey Elements of a Living IEP

•• Face-to-face shared conversations identify bothFace-to-face shared conversations identify bothstrengths and needsstrengths and needs

•• Clear, specific support strategies are identifiedClear, specific support strategies are identifiedand presented on a single pageand presented on a single page

•• Collaborative feedback and guidance is easilyCollaborative feedback and guidance is easilyaccessedaccessed

•• Students move toward becoming self-advocatesStudents move toward becoming self-advocates

Issues interfering with the concept ofIssues interfering with the concept ofa living IEPa living IEP

•• Long, cumbersome, technical documentsLong, cumbersome, technical documents•• Lack of time for conversations between adultsLack of time for conversations between adults

advocating for student supportadvocating for student support•• Multiple students with different Multiple students with different IEPsIEPs in a class in a class

create challenges for effective incorporation ofcreate challenges for effective incorporation ofstrategiesstrategies

•• Confusion still exists about whether strategiesConfusion still exists about whether strategiesare adaptations or modificationsare adaptations or modifications

Focus of this InquiryFocus of this Inquiry

Collaboratively create, identify, and pilot anCollaboratively create, identify, and pilot aneffective one-page adapted learning plan thateffective one-page adapted learning plan thatwill:will:

•• Advocate for the studentAdvocate for the student•• Support teachers in their daily practiceSupport teachers in their daily practice•• Highlight clear, concise, effective strategies.Highlight clear, concise, effective strategies.

Process HighlightsProcess Highlights

The team:The team:•• Reflected on existing IEP documentsReflected on existing IEP documents•• Explored adaptation strategies in Explored adaptation strategies in IEP WriterIEP Writer•• Created collaborative adapted learning plansCreated collaborative adapted learning plans•• Piloted these adapted learning plansPiloted these adapted learning plans•• Compared elementary/secondary delivery modelsCompared elementary/secondary delivery models•• Identified the additional challenges large school settingsIdentified the additional challenges large school settings

presentpresent

Specific Issues and Concerns at theSpecific Issues and Concerns at theElementary LevelElementary Level

•• Students requiring adaptations are generallyStudents requiring adaptations are generallybeing well-supported, as these adaptations arebeing well-supported, as these adaptations areoften incorporated in regular “good practice foroften incorporated in regular “good practice forall” classroom practicesall” classroom practices

•• Students requiring modifications present aStudents requiring modifications present agreater challenge when creating, implementing,greater challenge when creating, implementing,and overseeing their IEPand overseeing their IEP

•• Transition plans for students moving fromTransition plans for students moving fromelementary to secondary organizational settingselementary to secondary organizational settings

Specific Issues and Concerns at theSpecific Issues and Concerns at theSecondary LevelSecondary Level

•• Students requiring modifications are generally beingStudents requiring modifications are generally beingwell-supported through specific programswell-supported through specific programs

•• Communications regarding students requiringCommunications regarding students requiringadaptations are more challengingadaptations are more challenging

•• Multiple classroom settings often require course-Multiple classroom settings often require course-specific adaptationsspecific adaptations

•• Students who can be successful with a single teacher atStudents who can be successful with a single teacher atthe elementary level may have difficulty adapting tothe elementary level may have difficulty adapting tomultiple teachers and expectationsmultiple teachers and expectations

Elementary – Secondary TransitionsElementary – Secondary Transitions

•• The most challenging time for students requiringThe most challenging time for students requiringIEPsIEPs outlining outlining adaptiveadaptive strategies occurs during strategies occurs duringthe transition from elementary to high school.the transition from elementary to high school.

•• Student needs do not become apparent as easilyStudent needs do not become apparent as easilyor as quickly.or as quickly.

•• Teachers are often initially unaware of theTeachers are often initially unaware of theadapted strategies that were used in theadapted strategies that were used in theelementary school.elementary school.

Recommendation #1Recommendation #1

To ensure teachers have a realistic opportunityTo ensure teachers have a realistic opportunityto become familiar with the IEP strategies for ato become familiar with the IEP strategies for aspecific student, it is recommended that there bespecific student, it is recommended that there bea one-page adapted learning plan provided fora one-page adapted learning plan provided forthe student and discussed with all teachers ofthe student and discussed with all teachers ofthis student.this student.

•• N.B.: IEP Writer Program N.B.: IEP Writer Program has has the ability tothe ability tocreate these one-page adapted learning plans.create these one-page adapted learning plans.


For the learning plan to become comfortableFor the learning plan to become comfortabledaily practice, meaningful conversations anddaily practice, meaningful conversations andcommon understandings must occur betweencommon understandings must occur betweenstudents and their advocates (teachers, supportstudents and their advocates (teachers, supportstaff, and parents).staff, and parents).


Ongoing conversations and collaborativeOngoing conversations and collaborativerevisions of the Adapted Learning Planrevisions of the Adapted Learning Planstrategies are essential.strategies are essential.


The process of sharing the adapted learning planThe process of sharing the adapted learning planwith teachers through meaningful conversationswith teachers through meaningful conversationsmust be included in the “Year-at-a-glance”must be included in the “Year-at-a-glance”district checklist.district checklist.


Further implementation of the IEP strategies soFurther implementation of the IEP strategies sothey become:they become:

-- comfortable daily practice for teacherscomfortable daily practice for teachers-- a comfortable part of a student’s planninga comfortable part of a student’s planning-- and, ultimately an intrinsic part of the self-and, ultimately an intrinsic part of the self-

advocacy by the student and later as an adult.advocacy by the student and later as an adult.

Areas requiring further study:Areas requiring further study:

•• Clear differentiation between adapted andClear differentiation between adapted andmodified strategiesmodified strategies

•• Ongoing in-service and support for classroomOngoing in-service and support for classroomteachers to promote the living IEPteachers to promote the living IEP–– as a process rather than as a documentas a process rather than as a document–– as a link between the legal function and the humanas a link between the legal function and the human

function of the documentfunction of the document–– as a means to move toward the ultimate goal ofas a means to move toward the ultimate goal of

student self-advocacy.student self-advocacy.

the individual education plan… a living...

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