Individual Education Plans & Identification, Placement and Review Committees

Transcription

1 Individual Education Plans & Identification, Placement and Review Committees Navigating the maze P. Symmonds System Principal Learning Support Services 16 January 2016

2 Alphabet Soup Individual Education Plan (IEP) Identification, Placement & Review Committee (IPRC) Accommodations (AC) Modifications (Mod) Alternative (Alt) See Special Education Report

3 Learning for All We are committed to Learning for All. We believe everyone can succeed in a culture of high expectations when we: Support the whole child, ensure equity Tiered Intervention Differentiated Instruction (DI) to meet the needs of all learners through intentional, precise planning of assessment and instruction Universal Design for Learning (UDL) to intentionally meet the needs of all learners

4 Tiered Intervention Model Tier 3 For students who require additional support to achieve learning goals even more precise and intensive instruction and assessment are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues. Tier 2 On the basis of assessment results, interventions are planned who are experiencing difficulty in a particular area or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed Tier 1 Instruction and assessments for all students, planned in relation to the curriculum. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty

5 Tier 1 Data and Identify Needs Gather information from teachers and student Implement Strategies Consider what instructional strategies and accommodations have been tried and their effectiveness Assess and Adjust Gather information from a variety of work samples, reading and writing workshops, running records, anecdotal notes etc.

6 Tier 2 Present and Analyze Data at an In-school Team Meeting Discuss assessment and instructional strategies used (analyze work samples, assessments, learning style activities, observation notes) Identify Areas of Need List evidence of observable difficulties. Discuss strengths and needs and possible explanations Implement Action Plan Generate a list of strategies to maximize student s strengths and address needs due to extrinsic factors Assess and Adjust Try strategies and record observations and outcomes and consult with team before moving to next level of intervention Discuss and accommodations and/or program modifications and possible need for an IEP Implement IEP if decided to do so

7 Tier 3 Refer student to Multi-D Team Inform parents and communicate effective strategies to date, outline relative strengths and observable difficulties Identify Areas of Need Share gathered data and discuss accommodations and/or program modifications Determine if further assessments are appropriate Update Action Plan Consider next steps; further assessments, update and revise IEP if necessary, consider recommendations for more specialized support

8 Part One: INDIVIDUAL EDUCATION PLAN

9 What is an IEP? A written plan describing the special education programs and/or services required by a particular student based on assessment of the student s strengths and needs A record of the particular accommodation(s) needed to help the student achieve learning expectations A working document that identifies modified expectations or alternative learning expectations not represented in the Ontario Curriculum A record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement

10 An IEP is not A description of everything that will be taught to the student A list of the teaching strategies used in regular classroom instruction A record of all learning expectations, including those that are not modified from the regular grade level expectations A daily lesson plan

11 Why develop an IEP? The school principal determines that a student s achievement will be assessed on the basis of modified expectations and/or The student regularly requires accommodations for instructional or assessment purposes

12 Accommodations & Modifications Accommodations: Special teaching and assessment strategies, human supports, and/or individual equipment required to enable a student to learn or demonstrate learning They do not alter Ontario Curriculum expectations May be instructional, environmental, assessment Modifications: Expectations are changed from the grade level expectations in order to meet the student s learning needs May involve expectations at a different grade level and/or increasing or decreasing the number and complexity of expectations

13 Alternative Expecations Expectations not reflected in the Ontario Curriculum Speech remediation, social skills, personal care programs Assessed using the alternative report card format

14 Process in developing an IEP In-school team Gather information Develop the IEP Implement the IEP Review/Update the IEP Communication

15 Major Sections of the IEP

16

17

18

19

20 Part Two: IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE

21 IPRCs Process governed under Regulation 181/98 Sets out specific timelines, process, responsibilities and appeal

22 Purpose of an IPRC The committee consists of at least 3 people one of whom must be the school principal, supervisory officer or designate Participants include: parents, student, school staff, professionals, parent s representative, etc. To determine whether a student is exceptional To identify strengths and needs To identify the exceptionality To recommend a placement To review identification and placement of a pupil at least once each year

23 What is an exceptional pupil? The Education Act defines an exceptional pupil as one: Whose behavioural, communication, intellectual, physical, or multiple exceptionalities are such that he/she is considered to need placement in a special education program by a committee

24 When does an IPRC occur? 1. The school principal may initiate an IPRC upon written notice to the parent, or 2. The school principal shall initiate an IPRC upon written request of a parent.

25 Categories of Exceptionality Behaviour Behaviour Intellectual Giftedness Mild Intellectual Disability Developmental Disability Multiple Multiple Exceptionalities Communication Autism Deaf and Hard of Hearing Language Impairment Speech Impairment Learning Disability Physical Physical Disability Blind and Low Vision

26 Placements & Programs Ministry Placements: Regular class with indirect support Regular class with resource assistance Regular class with withdrawal assistance Special education with partial integration Special education class full time OCDSB Special Education Programs: Regular classroom with monitoring from the LRT/LST Regular classroom with support from the LRT/LST Regular classroom with specialized support (ITBLV, ITDHH)

27 Strengths & Needs Gross motor skills Reading comprehension Artistic expression Organizational skills Critical thinking skills Expressive language

28 At the end of the IPRC The committee will produce a Determination Record

29 Where can I get more info? Parent Guides