Context-based IEPs Shelley Moore

www.blogsomemoore.wordpress.com

@tweetsomemoore

The start…

TEACHERS AND EA’S SURVEYED: IEP’S ARE… ¤  Too long

¤  Not relevant to content

¤  Not accessible as an evaluation tool

¤  A bureaucratic document

¤  Not useful for teachers or EA’s in modifying curriculum

Modified Schmodifed. Shelley Moore, 2012

PARENTS SAID…

¤  There is not enough information of what they want, too much of what they don’t

¤  Not enough record of progress

¤  They deserve a mark for their work

¤  Were unsure who was accountable for what

¤  They wanted students in content classes

RE

SU

LT

¤  1 page content IEP’s

¤  Content related goals

¤  Evaluation checklist

¤  Separate IEP’s for literacy and category goals

¤  Trial with 12 modified students

¤  0-100 %

Teacher

participation in

creation and/ or

evaluation of

modified student’s

IEPS. Modified Schmodifed. Shelley Moore, 2012

Considering individual students… ¤  A new view of students with special needs…

¤  Traditionally students with special needs have programs limited to goals around:

¤  Behaviour

¤  Communication

¤  Social skills

¤  Advocacy

¤  Functional Academics

¤  But these are often not tied to content class with their peers

¤  To make inclusion meaningful, student need to have access to content too… but how to we bridge the cognitive gap??

¤  Literacy IS Cognition

WHO?

Student Profile – case study

Where can inclusion happen?

Places

¤  Classrooms for Content ¤  Social studies, math, science etc.

¤  Classrooms for Electives ¤  Phys Ed, Music, Home Ec., Art etc.

¤  Activities/spaces inside the school ¤  Hallways, cafeteria, lunch room, assemblies etc.

¤  Activities/ spaces outside the school ¤  Recess, field trips, extra curricular activities, sports

teams etc.

Purposes

¤  Behaviour ¤  Goals to help students be included in the physical community

¤  Communication & Interaction ¤  Goals to help students be included in the social-emotional

community

¤  Curricular ¤  Goals to help students be included in the learning community

Meaningful inclusion (a purpose in a place) … is the difference between inclusion and integration… This is having a community.

Purpose WITHIN a Place = Community

Physical Community

Social/Emotional

Community

Learning Community

Behaviour goals

Communication goals

Curricular goals

Social-Emotional goals

Where to start?

¤  Think of all the different spaces that your student goes to

¤  Choose one (gym, socials studies, resource, hallways)

¤  Think about the different purposes in that space (behaviour, social-emotional, curricular)

Assessing for Strengths & Stretches

¤  Communication

¤  Behaviour

¤  Learning

¤  Within each space…

What behaviour supports does this student need to foster independence in the physical community?

Student:

Different Spaces Strengths Stretches Supports

Classroom

School

Unstructured indoor (hallway, bathroom etc.)

Unstructured outdoor (playground, arriving/leaving school etc.) Moore & Bradford 2015

What communication/interaction supports does this student need to foster independence in the social community?

Student:

Different Spaces Strengths Stretches Supports

Reception

Expression

Interaction

Moore & Bradford 2015

What curricular supports does this student need to foster independence in the learning community?

Student:

Different Spaces Strengths Stretches Supports

Literacy (reading/writing/word work)

Numeracy

Core subject areas (Science, Social Studies etc.)

Elective subject areas (music, PE, Art etc.)

Moore & Bradford 2015

Communication

Behaviour

¤  Positive Behaviour Support Checklists ¤  Assessment checklist

¤  Ecological Checklists ¤  What is the context? ¤  What is safe? ¤  What is the routine for this specific context? ¤  What are the behavioural expectations specific for the

routines? ¤  What are the typical kids doing?

Context: Home Ec

What are behaviors to keep student’s safe?

What are common routines?

What are behavioural expectations?

Washing hands Walking with knives/scissors pointing down Handles turned in on stove Saying “Hot”

Arrival Lesson/demo Getting ingredients Cooking Eating Cleaning up

- sit down at station with group - students watch and listen - student groups send one member to collect ingredients from centralized cart - Get supplies, measure, follow recipe, cook, prepare - Use plates, utensils, sitting down, pack up what they want to take away - Wash and dry dishes, return ingredients

Try it…

¤  What is a context that your student will be attending?

¤  What behaviour will they need to know be safe in this space?

¤  What are the routines in this space?

¤  What are the behavioural expectations for these routines?

Learning

What am I teaching? Planning Pyramid

Even more goals

More goals

Goals

Even more goals

More goals

Goals

What is one thing…

¤  What is the unit?

¤  What is ONE thing you want EVERYONE to understand?

¤  What is ONE thing that this student can do so that the content is purposeful?

Context: Unit:

What is a big idea the class learning? (Goal for ALL)

How can we make this accessible to your student?

Basketball Bouncing a ball consecutively

Periodic table of elements Heavy/Light, metal/non metal

Electromagnetic Spectrum Colours in a light spectrum

Louis Riel Manitoba

Baking muffins Stirring the batter

Impact of contact Who came to Canada

Prisms 2D/3D

Circulatory system The heart

Back of the goal PAGE

IEP BIG PICTURE

IEP

1

2

3

4

5

Student Profile Page

Category Goals

Content 1

Content 2

IEP Accommodations