Student-Specific Planning. A Handbook for Developing and Implementing Individual Education Plans (IEPs)

Transcription

1 Studet-Specific Plaig A Hadbook for Developig ad Implemetig Idividual Educatio Plas (IEPs)

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3 S TUDENT-SPECIFIC P LANNING A Hadbook for Developig ad Implemetig Idividual Educatio Plas (IEPs) 2010 Maitoba Educatio

4 Maitoba Educatio Cataloguig i Publicatio Data Maitoba Educatio School Programs Divisio Wiipeg, Maitoba, Caada Studet-specific plaig [electroic resource] : a hadbook for developig ad implemetig idividual educatio plas (IEPs) Icludes bibliographical refereces. ISBN-13: Idividualized educatio programs Maitoba Hadbooks, mauals, etc. 2. Idividualized istructio Maitoba Hadbooks, mauals, etc. I. Maitoba. Maitoba Educatio Every effort has bee made to ackowledge origial sources ad to comply with copyright law. If cases are idetified where this has ot bee doe, please otify Maitoba Educatio. Errors or omissios will be corrected i a future editio. All images foud i this documet are copyright protected ad should ot be extracted, accessed, or reproduced for ay purpose other tha for their iteded educatioal use i this documet. Ay websites refereced i this documet are subject to chage. Educators are advised to preview ad evaluate websites ad olie resources before recommedig them for studet use. Prit copies of this resource ca be purchased from the Maitoba Text Book Bureau (stock umber 80656). Order olie at < This resource is available o the Maitoba Educatio website at < Ce documet est dispoible e fraçais.

5 C ONTENTS Ackowledgemets vii Preface 1 Philosophy of Iclusio 1 Purpose 1 Backgroud 1 Usig This Documet 2 Graphics ad Sidebars 3 Itroductio 5 Appropriate Educatioal Programmig 5 Studet-Specific Plaig 5 Idividual Educatio Plas 6 Chapter 1: A Overview of Studet-Specific Plaig 7 Key Ideas i This Chapter 9 Addressig Studet Diversity through Studet-Specific Plaig 9 The Core Team 10 The I-School Team 11 The School Support Team 12 Collaborative Plaig 14 Istructioal Supports for Addressig Studet Diversity 14 Differetiated Istructio 15 Adaptatio 15 Modificatio 15 Idividualized Programmig 16 Effective IEPs 18 Chapter Summary 20 Cotets iii

6 Chapter 2: Documetig Studet-Specific Plaig: The IEP 21 Key Ideas i This Chapter 23 Iitiatig ad Documetig Studet-Specific Plaig 23 Who Must Have a IEP? 24 Chapter Summary 25 Chapter 3: A Studet-Specific Plaig Process 27 Key Ideas i This Chapter 29 A Overview of Studet-Specific Plaig ad IEP Developmet 29 Develop or Revise the Studet Profile 32 Develop ad Write the IEP 38 Implemet the IEP 47 Review, Evaluate, ad Revise the IEP 49 Chapter Summary 51 Appedices 53 Appedix A: Appropriate Educatioal Programmig Regulatio 155/ Appedix B: Plaig i Educatio 62 Appedix C: The Studet-Specific Plaig Process withi Educatioal Programmig 65 Appedix D: Resposibilities of Studet-Specific Plaig Team Members 67 Appedix E: Coductig a Studet-Specific Plaig Meetig 68 Appedix F: Paret Hadout 69 Appedix G: Studet Profile (Sample Form) 70 Appedix H: Compoets of a IEP 71 Appedix I: Verbs ad Studet-Specific Outcomes 73 Appedix J: IEP Framework for Documetig Adaptatios (Sample Form) 76 Appedix K: IEP Framework for Documetig Studet-Specific Outcomes (Sample Form) 77 Appedix L: Daily Plaer for a Studet Who Receives Adaptatios (Sample) 78 Appedix M: Daily Plaer for a Studet Who Receives Modified Programmig (Sample) 79 Appedix N: Daily Plaer for a Studet Who Receives Idividualized Programmig (Sample) 80 Appedix O: Studet Outcome Rubric (Sample Form) 81 iv Studet-Specific Plaig

7 Glossary 83 Refereces 89 Maitoba Acts ad Regulatios 91 Healthy Child Maitoba Documets 92 Maitoba Educatio Documets 92 Cotets v

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9 A CKNOWLEDGEMENTS Maitoba Educatio gratefully ackowledges the cotributios of the followig idividuals i the developmet of Studet-Specific Plaig: A Hadbook for Developig ad Implemetig Idividual Educatio Plas (IEPs). Developmet Team Michelle Bahuaud Cosultat Bret Epp Cosultat Ricki Hall Educatioal Supervisor Audrey North Cosultat Lida Thorlakso Cosultat Bette-A Turer Cosultat/ Project Leader Studet Services Uit Program ad Studet Services Brach Studet Services Uit Program ad Studet Services Brach Maitoba School for the Deaf Studet Services Uit Program ad Studet Services Brach Assessmet Uit Istructio, Curriculum ad Assessmet Brach Studet Services Uit Program ad Studet Services Brach Exteral Reviewers Doug Aderso Maitoba Associatio of School Superitedets Caroly Duhamel Pat Hamm Ae Kresta Naomi Kruse Lida McLea Desirée Narvey Wilma Ritzer Robert Rivard Val Surbey Joa Zaretsky Maitoba School Boards Associatio (formerly Maitoba Associatio of School Trustees) Maitoba Teachers Society Commuity Livig Maitoba Maitoba Associatio of Paret Coucils Maitoba Associatio of School Superitedets Studet Services Admiistrators Associatio of Maitoba Studet Services Admiistrators Associatio of Maitoba Maitoba School Boards Associatio Commuity Livig Maitoba Maitoba Teachers Society Ackowledgemets vii

10 Maitoba Educatio School Programs Divisio Staff Joaa Blais Director Lee-Ila Bothe Coordiator Ly Harriso Desktop Publisher Susa Letkema Publicatios Editor Marily Taylor Coordiator Tim Thore-Tjomslad Project Maager Bette-A Turer Project Leader Program ad Studet Services Brach Documet Productio Services Uit Educatioal Resources Brach Documet Productio Services Uit Educatioal Resources Brach Documet Productio Services Uit Educatioal Resources Brach Studet Services Uit Program ad Studet Services Brach Studet Services Uit Program ad Studet Services Brach Studet Services Uit Program ad Studet Services Brach viii Studet-Specific Plaig

11 P REFACE Philosophy of Iclusio Maitoba Educatio is committed to fosterig iclusio for all people. Iclusio is a way of thikig ad actig that allows every idividual to feel accepted, valued, ad safe. A iclusive commuity cosciously evolves to meet the chagig eeds of its members. Through recogitio ad support, a iclusive commuity provides meaigful ivolvemet ad equal access to the beefits of citizeship. I Maitoba, we embrace iclusio as a meas of ehacig the well-beig of every member of the commuity. By workig together, we stregthe our capacity to provide the foudatio for a richer future for all of us. Purpose This support documet provides studet support teams* with a foudatioal studetspecific plaig process to address the wide rage of exceptioal learig eeds of studets throughout their school careers. Backgroud Educators i Maitoba are committed to helpig all studets reach their idividual learig potetial. Core beliefs that provide the foudatio for educatio i Maitoba are that all studets ca lear have idividual abilities ad eeds lear i differet ways ad at differet rates lear i differet places come from diverse backgrouds eed their differeces to be respected eed to feel that they belog ad are valued have the right to appropriate educatioal programmig * For the purpose of this documet, a studet support team icludes those idividuals who support studets to achieve appropriate learig outcomes. Preface 1

12 Idividual educatio plaig is a established part of educatioal practice i Maitoba. Sice the publicatio i 1998 of Idividual Educatio Plaig: A Hadbook for Developig ad Implemetig IEPs, Early to Seior Years (Maitoba Educatio ad Traiig), major provicial legislative ad regulatory chages have occurred, as have chages i pedagogical philosophy ad practice. Studet-Specific Plaig: A Hadbook for Developig ad Implemetig Idividual Educatio Plas (IEPs) is a support documet that provides a revised descriptio of the studet-specific plaig process ad of idividual educatio plas. Usig This Documet This documet is iteded to be a practical resource for guidig a studet-specific plaig process ad developig idividual educatio plas (IEPs). It is orgaized ito three chapters, each of which begis by drawig the reader s attetio to key ideas that will be addressed i the chapter ad eds with a summary of those ideas. This hadbook cotais the followig sectios: The Preface idetifies Maitoba s philosophy of iclusio ad briefly describes the backgroud, purpose, ad cotet of this documet. The Itroductio provides a brief overview of the followig processes: appropriate educatioal programmig, studet-specific plaig, ad idividual educatio plaig. Chapter 1: A Overview of Studet-Specific Plaig describes a educatioal plaig process that starts i the classroom with the studet, paret(s),* ad teacher(s), ad develops ad icreases i complexity accordig to the uique eeds of the studet. Chapter 2: Documetig Studet-Specific Plaig: The IEP summarizes who must have a IEP, accordig to provicial legislatio ad regulatios ad departmetal stadards, policies, ad guidelies. Chapter 3: A Studet-Specific Plaig Process describes four steps to guide studet support teams as they develop, write, implemet, ad review IEPs to address a studet s specific educatioal eeds. The Glossary defies terms related to studet-specific plaig as they are used throughout this documet. The Appedices provide iformatio, refereces, forms, ad tools to support the studet-specific plaig process. The Refereces cosist of related resources cosulted ad cited i the developmet of this documet. * The term paret is used throughout this documet to refer to parets, legal guardias, or others who have resposibility for carig for studets. 2 Studet-Specific Plaig

13 Graphics ad Sidebars This documet uses a variety of graphics ad sidebars to guide the reader s attetio to the followig: Develop or Revise the Studet Profile Review, Evaluate, ad Revise the IEP Develop ad Write the IEP Implemet the IEP The studet-specific plaig process Refereces to Maitoba acts ad regulatios Maitoba Educatio resources Citatios from Appropriate Educatioal Programmig Regulatio 155/2005 (Maitoba) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth) Clarificatio ad emphasis of cocepts ad terms Preface 3

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15 I NTRODUCTION Appropriate Educatioal Programmig Appropriate educatioal programmig is a collaborative process through which school commuities create learig eviromets ad provide resources ad services that are resposive to the lifelog learig, social, ad emotioal eeds of all studets. I Maitoba, all studets have the right to appropriate educatioal programmig. Most studets achieve the expected learig outcomes of provicial curricula with the support of classroom ad/or subject area teachers who use a variety of istructioal ad assessmet strategies ad materials. For some studets, teachers will be the first to idetify that they are experiecig learig challeges. A small umber of studets eter school with previously diagosed coditios ad/or idetified learig eeds. Resources related to appropriate educatioal programmig i Maitoba are available o the Maitoba Educatio website at Studet-Specific Plaig Studet-specific plaig is the process through which members of studet support teams, icludig educators ad parets, collaborate to meet the uique eeds of idividual studets. The purpose of studet-specific plaig is to help studets attai the skills ad kowledge that are the ext logical step beyod their curret levels of performace. Through the studet-specific plaig process the studet support team works to idetify a studet s uique learig eeds ad to determie, implemet, ad evaluate appropriate educatioal itervetios. These itervetios may rage from short-term strategies applied i the classroom to comprehesive, idividualized programmig. The studet-specific plaig process is sufficietly broad-based to address, i a systematic way, a wide rage of exceptioal learig eeds. The effort ad time ivested i studet-specific plaig results i improved outcomes for studets. If the plaig process is ot dyamic ad ogoig, ad if the IEP that is developed is ot referred to regularly, it is ulikely that there will be ay impact o the day-to-day performace of the studet or o his or her log-term progress ad achievemet. Itroductio 5

16 Studet-specific plaig ad IEPs are most effective whe the process is collaborative ad geuiely iclusive of all team members all members of the studet support team are ivolved i sharig iformatio, assessig studet performace, ad providig recommedatios, all withi their area of expertise plaig is based o a curret studet profile programmig suggestios ad decisios are clearly liked to the studet s curret level(s) of performace programmig suggestios ad decisios are reflected i daily istructio resposibilities are idetified studet progress is cotiuously moitored programmig is revised as a studet s circumstaces ad progress idicate Idividual Educatio Plas Idividual educatio plas (IEPs) documet the studet-specific plaig process. IEPs are ot legal documets; they fuctio as plaig, record-keepig, ad commuicatio tools. While school divisios may use differet terms ad acroyms to describe studet-specific plaig processes ad writte plas, i this documet IEP is a global term referrig to a writte documet developed ad implemeted by a team, outliig a pla to address the uique learig eeds of studets. Because a wide rage of studets with very differet stregths ad eeds ca be served through studet-specific plaig, each resultig IEP is specific to the studet for whom it is desiged. The format, legth, ad cotet of the IEP will reflect the eeds of the studet. IEPs for studets who require adaptatios withi regular programmig ca ofte be completed i oe or two pages. A smaller umber of studets with more ivolved eeds will require more detailed ad comprehesive IEPs. Studets with carefully developed ad implemeted IEPs are more likely to attai their educatioal outcomes ad reach their potetial as learers. 6 Studet-Specific Plaig

17 C HAPTER 1: AN O VERVIEW OF S TUDENT-SPECIFIC P LANNING Key Ideas i This Chapter 9 Addressig Studet Diversity through Studet-Specific Plaig 9 The Core Team 10 The I-School Team 11 The School Support Team 12 Collaborative Plaig 14 Istructioal Supports for Addressig Studet Diversity 14 Differetiated Istructio 15 Adaptatio 15 Modificatio 15 Idividualized Programmig 16 Effective IEPs 18 Chapter Summary 20

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19 C HAPTER 1: AN O VERVIEW OF S TUDENT-SPECIFIC P LANNING Key Ideas i This Chapter q q q Studet-specific plaig is a collaborative team process that requires the idetificatio of appropriate outcomes, istructio, ad assessmet. A rage of optios are available for addressig studet diversity. Studet support team membership will vary accordig to the eeds of the studet. Addressig Studet Diversity through Studet-Specific Plaig Resposibilities ad rights related to educatio i Maitoba are defied i The Public Schools Act ad i The Educatio Admiistratio Act. School boards are required to provide each residet ad erolled pupil access to appropriate educatioal programmig. Appropriate educatioal programmig for most studets cosists of the expected learig outcomes i the provicial curriculum.* Some studets, however, require studet-specific outcomes i additio to, or istead of, the expected learig outcomes. For example, a studet who has difficulty cotrollig his or her disruptive behaviour may be workig o the expected learig outcomes i the curriculum ad also o a studet-specific outcome related to behaviour maagemet. A studet with a profoud cogitive disability, however, may be workig oly o fuctioal studet-specific outcomes. For further iformatio, refer to the followig Maitoba acts ad regulatios: Appropriate Educatioal Programmig Regulatio 155/2005, available olie at The Educatio Admiistratio Act, available olie at Educatio Admiistratio Miscellaeous Provisios Regulatio, Amedmet, Regulatio 156/2005, available olie at The Public Schools Act, available olie at * The terms expected learig outcomes ad provicial curriculum are used iterchageably throughout this documet. Chapter 1: A Overview of Studet-Specific Plaig 9

20 Appropriate educatioal programmig starts i the classroom with the studet, the studets paret(s), ad the studets teacher(s). Studet-specific plaig is a process that guides educators i idetifyig studet eeds, providig programmig supports, ad moitorig studet progress. Geeral Obligatio 2(1) The appropriate educatioal programmig that a school board must provide is the curriculum. Appropriate Educatioal Programmig Regulatio 155/2005 The Core Team Educatioal plaig for all studets begis with a core team: the studet, the studet s paret(s), ad the studet s classroom teacher(s). Plaig for all studets is a collaborative process i which the core team idetifies appropriate educatioal outcomes ad ways of attaiig these outcomes (refer to Figure 1.1). Learig is a iteractive process i which learers try to make sese of ew iformatio ad itegrate it ito what they already kow. Teachers use their kowledge of the curriculum ad various classroom assessmet processes to determie the startig poits for istructio ad to moitor each studet s developig uderstadig ad skill as istructio proceeds. Whe a teacher observes differeces i a studet s learig ad/or behaviour, focused classroom observatio ad assessmet occur. The teacher the employs variatios i the pacig of istructio, materials, or istructioal approaches to better eable the studet to be successful. School divisios shall: use the iformatio gathered by the classroom teacher as the first source of iformatio regardig studet learig (Maitoba Regulatio [MR] 155/05) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 13) Figure 1.1 T HE C ORE T EAM E DUCATIONAL P LANNING P ROCESS Curriculum Expected Learig Outcomes Core Team Studet Paret(s) Classroom Teacher(s) Assessmet Classroom-Based Istructio Differetiated Istructio 10 Studet-Specific Plaig

21 The I-School Team Eve with skilled classroom istructio, some studets cotiue to demostrate difficulty i meetig the expected learig outcomes. The core team of the studet, paret(s), ad teacher(s) may the decide it is appropriate to request the ivolvemet of additioal school-based colleagues to form a i-school team. The i-school team will vary accordig to the eeds of the studet ad the resources available, ad may iclude the resource teacher ad/or school cousellor (refer to Figure 1.2). The i-school team cotiues gatherig ad sharig iformatio to develop a studet profile that describes the uique developmet of the idividual studet. This may be doe through focused classroom observatio ad/or additioal assessmet ad will guide the selectio of additioal classroom itervetio strategies ad the implemetatio of those strategies. Figure 1.2 T HE I N -SCHOOL T EAM E DUCATIONAL P LANNING P ROCESS Curriculum Expected Learig Outcomes I-School Team Pricipal School Cousellor Core Team Studet Paret(s) Classroom Teacher(s) Special Educatio Teacher Resource Teacher Assessmet Classroom-Based Studet-Specific Istructio Differetiated Istructio Adaptatio Chapter 1: A Overview of Studet-Specific Plaig 11

22 Assessmet 4(1) A pricipal must esure that a pupil is assessed as soo as reasoably practicable if he or she is havig difficulty meetig the expected learig outcomes. 4(2) A pricipal must esure that a pupil is referred for a specialized assessmet if the pupil s teacher ad resource teacher, guidace cousellor or other applicable i-school persoel are (a) uable to assess why the pupil is havig difficulty meetig those outcomes; or (b) of the opiio that differetiated istructio ad adaptatios are isufficiet to assist the pupil i meetig those outcomes. 4(5) A specialized assessmet must idetify the followig, as applicable: (a) other methods of differetiated istructio ad adaptatios that ca be used to assist the pupil i meetig the expected learig outcomes, if it is determied that such methods or adaptatios will be sufficiet to assist the pupil i meetig those outcomes; (b) if it is determied that differetiated istructio ad adaptatios will be isufficiet to assist the pupil i meetig the expected learig outcomes, what the pupil requires to meet or approximate (i) the expected learig outcomes, or (ii) the learig outcomes the pupil ca reasoably be expected to achieve. Appropriate Educatioal Programmig Regulatio 155/2005 The School Support Team For most studets, the collaborative plaig of the i-school team ad the resultig itervetios will successfully address the studets eeds. If this is ot the case, however, the i-school team may cosult with the school support team for further assistace. The school support team may iclude cliicias, therapists, metal health professioals, ad/or others who work with the i-school team to support studetspecific plaig ad educatioal programmig (refer to Figure 1.3). The Studet Support Team A core team is the studet, the studet s paret(s), ad the studet s teacher(s). A i-school team is the core team ad other school staff, such as the resource teacher ad/or school cousellor. The i-school team is the key decisio maker i the studet-specific plaig process. A school support team is the i-school team ad additioal persoel, such as cliicias ad cosultats, who cosult ad collaborate with the i-school team to support studet-specific plaig ad educatioal programmig. 12 Studet-Specific Plaig

23 Figure 1.3 T HE S CHOOL S UPPORT T EAM E DUCATIONAL P LANNING P ROCESS Curriculum Expected Learig Outcomes ad/or Studet-Specific Outcomes (SSOs) School Support Team Metal Health Professioals I-School Team Therapists Cliicias Pricipal School Cousellor Core Team Studet Paret(s) Classroom Teacher(s) Special Educatio Teacher Resource Teacher Child ad/or Adult Support Services Persoel Assessmet Classroom-Based Studet-Specific Specialized Health Professioals Commuity Resources Persoel Cosultats Istructio Differetiated Istructio Adaptatio Modificatio Idividualized Programmig Chapter 1: A Overview of Studet-Specific Plaig 13

24 Collaborative Plaig Studet-specific plaig gives the people who work most closely with studets a opportuity to collaborate. It represets a coordiated effort by families, school staff, school divisio staff, commuity agecies, ad others to develop ad implemet educatioal programmig to accommodate studet eeds. Studet-specific plaig helps idividuals who work with studets to share iformatio ad observatios about the studet s learig ad behaviour over time ad i a variety of settigs develop a studet profile that reflects a commo uderstadig of the studet s stregths, iterests, eeds, ad curret level(s) of performace idetify priorities for educatioal programmig ad plaig across curriculum areas ad/or domais moitor ad report o studet progress ad achievemet Istructioal Supports for Addressig Studet Diversity Maitoba Educatio has idetified a rage of istructioal supports for addressig studet diversity, icludig differetiated istructio, adaptatio, modificatio, ad idividualized programmig. This is ot a cotiuum of supports; rather, each istructioal support is iteded to address specific programmig eeds i cosideratio of expected learig outcomes ad/or studet-specific outcomes. Defiitios Adaptatio meas a chage i the teachig process, materials, assigmets or pupil products to assist a pupil to achieve the expected learig outcomes. Differetiated istructio meas a method of istructio or assessmet that alters the presetatio of the curriculum for the purpose of respodig to the learig diversity, iterests ad stregths of pupils. Expected learig outcome meas the learig outcomes cosistet with the curriculum. Appropriate Educatioal Programmig Regulatio 155/ Studet-Specific Plaig

25 Differetiated Istructio Differetiated istructio (DI) is istructio that ackowledges ad respods to the differeces amog learers. Whe plaig ad providig daily istructio, educators use a wide rage of itetioal strategies ad techiques, as well as ogoig formative assessmet, to support studet learig ad to help the broadest studet populatio achieve the expected curricular learig outcomes. Differetiated istructio recogizes that there are may aveues for reachig the expected learig outcomes ad that each studet requires a complex ad uique mix of basic istructio ad practice to reach his or her potetial. Educators differetiate istructio to offer studets optios at various stages of the learig process. For further iformatio, see Success for All Learers: A Hadbook o Differetiatig Istructio: A Resource for Kidergarte to Seior 4 Schools (Maitoba Educatio ad Traiig). Adaptatio Adaptatio meas a chage made i the teachig process, resources, assigmets, or pupil products to help a pupil achieve the expected learig outcomes. Adaptatio addresses idetified studet-specific eeds. For example, a studet with a prit disability may require iformatio ad directios to be preseted verbally as well as i writig, ad may eed to demostrate his or her learig i the same ways. A studet with a attetio disorder may require that istructios ad assigmets be broke ito chuks, ad may require a checklist to moitor task completio. Modificatio Modificatio is appropriate for studets who have a sigificat cogitive disability ad refers to alterig the umber, essece, ad cotet of the curricular learig outcomes that the studet is expected to meet. I high school, studets with sigificat cogitive disabilities ca register for Modified (M) courses. M-desigated courses are iteded for studets who will beefit from departmet-developed or -approved curricula, providig they have bee modified sigificatly to meet the studet s uique learig requiremets. Studets receivig modificatio will have a IEP that details the curriculum modificatios ad a implemetatio pla. For further iformatio, see Towards Iclusio: A Hadbook for Modified Course Desigatio, Seior 1 4 (Maitoba Educatio, Traiig ad Youth), available olie at Chapter 1: A Overview of Studet-Specific Plaig 15

26 Idividualized Programmig Idividualized programmig is iteded for studets whose cogitive disabilities are so sigificat that they do ot beefit from participatig i curricula developed or approved by Maitoba Educatio. Idividualized programmig idetifies highly idividualized learig experieces that are fuctioally appropriate. Studets receivig idividualized programmig will have a IEP that details their studet-specific outcomes ad implemetatio pla. For further iformatio, see Towards Iclusio: A Hadbook for Idividualized Programmig Desigatio, Seior Years (Maitoba Educatio, Traiig ad Youth), available olie at Each member of the studet support team has differet kowledge, skills, ad experieces with the studet. Collaborative plaig allows the team to idetify, coordiate, ad make use of a rage of resources ad strategies that will offer studets the best opportuities for developig ad achievig i all educatioal experieces (refer to Figure 1.4). For further iformatio, see Workig Together: A Hadbook for Parets of Childre with Special Needs i School (Maitoba Educatio, Citizeship ad Youth), available olie at 16 Studet-Specific Plaig

27 Figure 1.4 I NSTRUCTIONAL S UPPORTS FOR A DDRESSING S TUDENT D IVERSITY Chapter 1: A Overview of Studet-Specific Plaig 17

28 Effective IEPs Idividual educatio plas (IEPs) documet the iformatio gathered, decisios made, strategies idetified, ad ogoig assessmet that occurs durig the studetspecific plaig process. I geeral, IEPs summarize what is kow about the studet (curret level of performace) the programmig that is beig ad/or will be provided (outcomes, istructioal strategies, activities, ad materials) the effectiveess of the programmig (assessmet, evaluatio) A writte pla esures cotiuity i educatioal programmig by providig a record of the educatioal programmig for the studet a tool for trackig idividual studet learig i terms of agreed-upo outcomes a basis for reportig the studet s progress The format, legth, detail, ad comprehesiveess of the IEP will reflect the eeds of the studet. Most studets who require studet-specific plaig will require supports, such as adaptatio, withi regular programmig ad will be workig to achieve expected learig outcomes. These supports ca ofte be documeted i oe or two pages. A smaller umber of studets with more ivolved eeds will require more detailed ad comprehesive plas. A studet s specific eeds ad the comprehesiveess of the IEP they require are related. Most studets achieve the expected learig outcomes i provicial curricula with the support of differetiated istructio. The teacher plas istructio accordig to the class profile. Very few studets require idividualized programmig; those who do, have uique eeds ad require detailed IEPs describig fuctioal outcomes (refer to Figure 1.5). 18 Studet-Specific Plaig

29 Figure 1.5 P ROGRAMMING D IRECTION AND R ELATED C OMPREHENSIVENESS OF P LANNING Chapter 1: A Overview of Studet-Specific Plaig 19

30 Chapter Summary q At its core, the educatioal plaig process is the same for all studets. q Parets ad classroom teachers are the first source of iformatio regardig studet learig. q Studet-specific plaig occurs whe a studet requires support. q Collaborative plaig allows the studet support team to idetify, coordiate, ad implemet resources ad strategies to address a studet s uique eeds. q Studet-specific plaig is a process; a IEP is a writte documet. 20 Studet-Specific Plaig

31 C HAPTER 2: DOCUMENTING S TUDENT-SPECIFIC P LANNING: T HE IEP Key Ideas i This Chapter 23 Iitiatig ad Documetig Studet-Specific Plaig 23 Who Must Have a IEP? 24 Chapter Summary 25

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33 C HAPTER 2: DOCUMENTING S TUDENT-SPECIFIC P LANNING: THE IEP Key Ideas i This Chapter q q q q Studet-specific plaig is a collaborative team process that occurs whe a studet is idetified as requirig support. Documetig studet-specific plaig facilitates commuicatio ad record keepig; a IEP ca be a effective tool for doig so. A IEP is ot a legal documet; it is a tool for documetig ad commuicatig studet-specific plaig. Provicial legislatio ad regulatios ad Maitoba Educatio stadards ad policies require that IEPs be developed for some studets. Iitiatig ad Documetig Studet-Specific Plaig Studets vary widely i their ability to thik abstractly or uderstad complex ideas. They have differet learig prefereces, uique backgrouds ad iterests, ad differet stregths ad eeds. Teachers use differetiated istructioal ad assessmet strategies, activities, ad materials to address the diverse eeds of their studets. Whe a educator workig with a studet becomes aware that he or she cotiues to have difficulty meetig expected learig outcomes, the studet-specific plaig process is iitiated. A studet s curret level(s) of performace ad required supports are documeted i a IEP. The IEP is ot a legal documet; it fuctios as a plaig, record-keepig, ad commuicatio tool. Studet-specific plaig is the process through which studet support teams, icludig educators ad parets, collaborate to meet the uique eeds of idividual studets. The studet-specific plaig process is sufficietly broad-based to address, i a systematic way, a wide rage of exceptioal learig eeds. It is importat that the studet support team documets the plaig process, icludig the studet iformatio gathered, the strategies implemeted, the effectiveess of the decisios made, ad the plaed revisios. A IEP ca be a effective tool to facilitate programmig, commuicatio, ad record keepig. For further iformatio, see Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth), available olie at Chapter 2: Documetig Studet-Specific Plaig: The IEP 23