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Individual Education Plan Overview

Individual Education Plan Overview. Presented By: Pamela Cameron Fall 2012. “If your plan is for 1 year, plant rice; if your plan is for 10 years, plant trees; if your plan is for 100 years, educate children.” Confucius. An IEP is…

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Individual Education Plan Overview

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  1. Individual Education Plan Overview Presented By: Pamela Cameron Fall 2012

  2. “If your plan is for 1 year, plant rice; if your plan is for 10 years, plant trees; if your plan is for 100 years, educate children.” Confucius

  3. An IEP is… a concise and useable document which summarizes the plan for the student’s education program a tool to assist teachers in monitoring and communicating student growth a plan developed, implemented and monitored by school staff in consultation with others involved with the student a flexible working document with meaning for all contributors an ongoing record to ensure continuity in programming What is an IEP?

  4. An IEP is not… • “written in stone” • a daily plan, or a description of everything that will be taught to one student • a means to monitor the effectiveness of teachers

  5. PARENT'S RIGHTS IN THE SCHOOL ACT – BC School Act, Section 7 States: (1)  A parent of a student of school age attending a school is entitled: • to be informed, in accordance with the orders of the Minister, of the student's attendance, behaviour and progress in school • to examine records • to be consulted regarding student placement  • to be offered the opportunity for consultation in preparation of the student's IEP

  6. THE OBLIGATIONS OF SCHOOL BOARDS The Special Needs Order states (2) A board must ensure that a principal offers to consult with a parent of a student with special needs regarding the placement of that student in an educational program.

  7. THE OBLIGATIONS OF SCHOOL BOARDS cont. The Individual Education Plan Order states 2.     (1) A board must ensure that an IEP is designed for a student with special needs as soon as practical after the student is identified by the board.

  8. THE OBLIGATIONS OF SCHOOL BOARDS cont. 3. Where a board is required to provide an IEP for a student under Section 2…, the board must offer each student with special needs…learning activities in accordance with the IEP designed for that student.

  9. Suggested Timeframe • September /Oct.– IEP developed in consultation with parent • October/ Nov. – IEP completed • November – Brief report on IEP goals (if needed) and Parent Teacher meeting (if needed) • March – Review IEP goals, report on IEP goals, and Parent Teacher meeting (if needed) • June – Final report on IEP goals and Transition meeting

  10. Goals and Plan Identify the most important and achievable areas to focus on with consideration of: • parents’ and student’s goals and values • immediacy/urgency of need, • transferability to other curriculum areas

  11. Goals and Plan cont. • age appropriateness • usefulness in other environments (The first goal should address the disability) Ref.: Individual Education Planning for Student with Special Needs: Min of Education; RB0061)

  12. Goals • It is recommended that no more than three to four goals be selected except in unusual circumstances. In rare occasions, it may be necessary to work on more than four goals.

  13. Goals cont. Determine the priority long-term goals for the student Goals should: • challenge the student, but be achievable • be relevant to the individual student’s actual needs • focus on what will be learned, rather than what will be taught • be stated positively (what the student will do) (Individual Education Planning for Students with Special Needs: Min of Education; RB0061)

  14. Objectives • Break the goals down into objectives • These objectives should be S.M.A.R.T. • Specific • Measurable • Achievable • Relevant • Timely

  15. Objectives cont. Objectives should follow the CBC method • Condition – When student X is given a single oral direction • Behavior – he will be able to follow it • Criteria – 4 out of 5 times with verbal prompting

  16. Objectives cont. Objectives should follow the CBC method • Condition – When student X is given an assignment in the classroom • Behavior – he will be able to complete • Criteria – 80% of the task without redirection

  17. REPORTING: Adaptations For students whose learning outcomes are the same as the provincial curriculum: • teaching methods, materials and/or evaluation methods are adapted and identified in the IEP  • standard reports: structured comments for the primary years and letter grades or percentages after grade 3 • may be awarded a Dogwood Graduation Diploma or a School Completion Certificate

  18. REPORTING: Modifications For students whose learning outcomes are different from or in addition to the provincial curriculum:  • individualized, personalized goals are developed and stated in the IEP • reports include structured written comments on individualized goals without letter grades or percentages • may receive a School Completion Certificate after meeting the goals of their IEP/Student Learning Plans

  19. Progress To help monitor progress a rating scale may be included. An example is: • Not yet introduced • Does not meet • Progressing • Meets Beside each objective indicate the progress the student has made towards this objective.

  20. Signatures • Signatures are NOT required on an IEP. • Meaningful consultation of the parent IS required and the date should be indicated on the IEP when consultation was offered (in a meeting, by phone, letter, etc.).

  21. Use as a Report Card • The IEP can be used as a report card. It is included as a regular attachment to the regular report card. It does not replace the regular classroom teacher’s report card. • When used as a report card attachment, Structured Written Comments (what the student is able to do, areas of difficulty and ways of providing support) will be written for each of the goal areas. • It is still required to maintain the Ministry mandated reporting schedule of formally reporting progress three times per year.

  22. Identification and Assessment Assessment should: • Analyze the student’s functional behaviour in various settings; • Focus on strengths and needs; (the goals are formulated from the student’s needs); • Rule out other conditions; • Contribute to the planning and evaluating of the educational program.

  23. The IEP describes • Current strengths and needs; • Goals and measurable objectives; • Strategies, resources and measures for tracking student achievement of the goals; • Persons responsible (including parents); • Specific areas of the curriculum which are adapted or modified; • Where the plan will be carried out; • Transition plans

  24. ? Questions ?

  25. TASK: • With a partner and using the information you were given about Michael: • Write 3 goals, • 1 CBC objective for each goal • 1 strategy for each objective • Be prepared to report your results to the larger group

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