LOOKING AT IEP’S ASLOOKING AT IEP’S ASBEST PRACTICEBEST PRACTICE

IEP’s IEP’s Can Make A DifferenceCan Make A Difference

FNESC & FNSA

Madeline PohlmannSpecial Education Support

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2004/11/15

What Research Is SayingWhat Research Is Saying

The speed of our society! (James Glick-FSTR)-We need formal times to question, discuss,reflect, key learning issues.Black/Williams 1998-10,000 learners-Threequestions

1. Does formative assessment make a difference tolearning?

2. If so how much difference? (2-3 Gr. L.)3. What practices are making the difference?

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What Makes The BiggestWhat Makes The BiggestDifference in Student Learning?Difference in Student Learning?

When students are involved in knowing whatthey are expected to learn.When students are involved in setting criteria.When students are involved in descriptivefeedback.When students are involved in the celebration oftheir achievements.When students can communicate outside theschool setting what they have learned.

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Research is saying that thesekey points make a biggerdifference to studentachievement than any otherteaching innovation.

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Cover PageCover Page

School LogoSchool NameSchool Address/Phone/FaxIEP School YearStudent NameBirthdate, Address, Phone,Parent/Guardian

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Page 2-Student ProfilePage 2-Student ProfileStrengths/InterestsDescriptors (describing words)Learns Best When..Medical HistoryAssessmentSchool Background/HistoryAreas of /Needs: Academic,Social/Emotional,Physical, Behavioural, Communication, LifeSkills.

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Long Term GoalsLong Term GoalsList long term goals

What are the thoughts, wants, dreams, desires, ofthe student for the future

Several years ahead.

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Page 3--Brainstorm SessionPage 3--Brainstorm Session

What do we want________to accomplishthis year:

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Four Column Goal SettingFour Column Goal Setting

State Need- academic, physical, social,emotional, behavioural, communication,or life skillsState goal for student-(realistic - achievable-and is apriority goal from the team brainstorm session)

State Criteria, Strategy,TeamResponsibilityState how you will evaluate

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IEP ReviewIEP Review

Date of reviewAccomplishments-what has the studentAccomplished! Learned! Completed!-CELEBRATESUCCESSGoal Review-(6-8 weeks)what has worked, whatis completed, what needs to continue. Can new goals beput in place?Transition Planning-Next year, Into K frompreschool, Into 8 from Elem, Into College from Grade12, or into new school. Plan ahead for transition!

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Contact InformationContact Information

Role-What are the team members roles?

Participant-Name of team member

Contact-Phone/Fax/email/cell

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Final PageFinal Page

Signatures-(not a formal requirement) usually signed byprincipal and parent/guardian.

Review Date-(important to review 2-3 times per year-/ or6-8 weeks)

Adaptation & Modification Sheet

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The Team ApproachThe Team Approach

Who is responsible for putting intopractice an IEP?Who calls the meeting and writes the IEP?Who is the facilitator of the IEP?What participants make up the IEP team?

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What is the intent of the IEP?What is the intent of the IEP?

To bring together a team of people whounderstand the student’s needs, to developa plan and provide an appropriate andeffective education for the student.

The IEP should be a working document.

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What an IEP should not beWhat an IEP should not be

Bureaucratic process that eliminates thekey players.Separate reports that are presented to thekey players.Forms are filled out in isolation.Little true collaboration is done.

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The essential elements of an The essential elements of an IEP IEP

Determining current strengths and needs.Setting general goals (brainstorm) and specific objectiveswith clear criteria(4 column format)Planning strategies and support needed.Deciding who will provide support.Making plans for transition.Determining ways to evaluate progress-Setting a date for review and follow up.

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ReflectReflect

Review the way IEP’s are developed inyour school system. Consider not only theforms that are used and the goals that arewritten, but also the way meetings arefacilitated. Who is invited? What arepeople asked to prepare and bring? Whocontributes? What seems to be mostimportant?

WRITING IEP’S WRITING IEP’S THAT WORK.THAT WORK.

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IntroductionIntroduction

ACKNOWLEDGE: Intervention must beuseful TOTO and usable BYBY the person inorder to be interventionREFLECT: RespectPROMOTE: Self WorthSUPPORT: Self Esteem (JLUTKE/FASNBC)

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EXPECTATIONS MUST BE CLEAR,STATED SIMPLY, AND CONSISTENT

GOALS NEED TO BE BASED ON THEUNIQUE CHARACTERISTICS OF THEINDIVIDUAL AND NOT AGENERALIZATION. (JLUTKE/FASNBC)

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WRITING GOALS & OBJECTIVESWRITING GOALS & OBJECTIVESGoals need to be based on reliable information ofstudent’s past performance and an understanding of theirstrengths- and what the student is capable of doing. Inthis way reasonable expectations are able to be put inplace.

When goals and objectives are well beyond what thestudent is capable of doing the student becomes unable torealistically achieve the goal often resulting in;frustration, failure, loss of confidence and self esteem,and sometimes escalation of inappropriate behaviour.

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HOW TO WRITE IEP GOALSHOW TO WRITE IEP GOALS4 Column Goal Sheet- #1-Need4 Column Goal Sheet- #1-Need

What Is The Need? Is it Academic? Is it Behavioural? Is it Social/Emotional? Is it Physical? Is it a communication goal? Is it a Life Skill Goal?

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Goal For The Student - TheGoal For The Student - The studentstudentwill:will:

State the goal- The student will:

Example: Tom will increase his sight wordvocabulary from the Dolch Pre-Primer list from15-25 words.

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Writing Criteria, Strategies,& TeamWriting Criteria, Strategies,& TeamResponsibility.Responsibility.Criteria: Words to master: Tom will learn the sight words

jump, little, look, make, me, my, not, one, play, red bynext reporting time (6 weeks)

Strategies: Flashcards for home and school, LanguageMaster for independent practice,10 minutes 1-1 supporttime outside the class, visual check list for wordsmastered.

Team Responsibility: TA/CT will design flashcards forschool and home. Mom will work @ home for 5 minutesMon-Thurs., CT will set up Language Master program inthe classroom. CT & LAT to liaise with 1-1 support 10minutes daily outside the classroom. CT will design avisual check list of words so Tom can see his progress.

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Assessing Prerequisite SkillsAssessing Prerequisite SkillsTeachers need to determine if the student has the requiredprerequisite skills necessary to achieve the outlined goalsand objectives.Informal classroom assessments- checklists, andobservation, as well as more formal assessments willhelp determine level and ability.Teachers must make sure that the students clearlyunderstand the objectives and that supports are in place toensure a measure of success.

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How To Ensure Success How To Ensure SuccessHave the students “overlearn” the objective- use repetition andpractice as much as needed.Catch them “doing it right” and provide praise and positive feedback.Have a visual way of monitoring success- charts, pictures etc, andkeep a record of their progress.Encourage students to believe in themselves- find opportunities toremind them of their successes.Find a way for the learner to self assess his progressWithin the student’s support team develop a powerful model ofbeliefs and expectancies that support the student. The support teammust have confidence in the student, for the student to learn tobelieve in his/herself.

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How To Facilitate An IEP How To Facilitate An IEPInform team members of date and time at leastone week in advance.(one hour meeting)

Prepare charts before the meeting. (follow the outline on theIEP when preparing the charts)

Set up room in semi circle facing charts.If needed introduce yourself and the team.Explain the process (go over the charts briefly)

Thank everyone in the end for participating.Type up the IEP as soon as possible anddistribute to all team members and the principal.Keep a copy of the IEP in the file.

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Where to get more informationWhere to get more information

• Consultation with Madeline Pohlmannmadelinep@fnesc.bc.ca

604-290-1282 or 1-877-422-3672

First Nations Special Education Resource Line1-877-547-1919 khorner@uniserve.com

FNESC IEP Booklet

Ministry IEP Publication