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

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

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

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: 978-0-7711-4461-5 1. Idividualized educatio programs Maitoba Hadbooks, mauals, etc. 2. Idividualized istructio Maitoba Hadbooks, mauals, etc. I. Maitoba. Maitoba Educatio. 371.9 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 <www.mtbb.mb.ca>. This resource is available o the Maitoba Educatio website at <www.edu.gov.mb.ca/k12/specedu/documets.html>. Ce documet est dispoible e fraçais.

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

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 155/2005 55 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

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

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

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

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

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

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

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 www.edu.gov.mb.ca/k12/specedu/documets.html. 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

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

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

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 http://web2.gov.mb.ca/laws/regs/pdf/p250-155.05.pdf. The Educatio Admiistratio Act, available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/e010e.php. Educatio Admiistratio Miscellaeous Provisios Regulatio, Amedmet, Regulatio 156/2005, available olie at http://web2.gov.mb.ca/laws/regs/2005/156.pdf. The Public Schools Act, available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/p250e.php. * The terms expected learig outcomes ad provicial curriculum are used iterchageably throughout this documet. Chapter 1: A Overview of Studet-Specific Plaig 9

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

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

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

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

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 155/2005 14 Studet-Specific Plaig

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 www.edu.gov.mb.ca/k12/specedu/modified/idex.html. Chapter 1: A Overview of Studet-Specific Plaig 15

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 www.edu.gov.mb.ca/k12/specedu/idividu/idex.html. 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 www.edu.gov.mb.ca/k12/specedu/paret/idex.html. 16 Studet-Specific Plaig

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

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

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

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

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

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 www.edu.gov.mb.ca/k12/specedu/aep/pdf/stadards_for_studet_services.pdf. Chapter 2: Documetig Studet-Specific Plaig: The IEP 23

Who Must Have a IEP? Provicial legislatio ad regulatios ad Maitoba Educatio stadards ad policies require that IEPs be developed for some studets. A IEP must be developed for a studet whe it is ot reasoable to expect the studet to meet or approximate the expected learig outcomes of provicial curricula the studet receives Special Needs Categorical Fudig (Level II or III) the studet is determied to be eligible for the Eglish as a Additioal Laguage (E) course desigatio, the Modified (M) course desigatio, or the Idividualized Programmig (I) desigatio i Grades 9 to 12 Who Must Have a IEP? A studet must have a IEP whe Refereces a specialized assessmet idetifies that he or she requires support to meet the expected learig outcomes Appropriate Educatioal Programmig Regulatio 155/2005, Sectio 5(1) a specialized assessmet idetifies that he or she requires support to meet studetspecific learig outcomes Appropriate Educatioal Programmig Regulatio 155/2005, Sectio 5(1) trasitioig ito or out of school ad requirig supports to meet the expected learig outcomes or to meet studetspecific learig outcomes Bridgig to Adulthood: A Protocol for Trasitioig Studets with Exceptioal Needs from School to Commuity (Healthy Child Maitoba 17) Guidelies for Early Childhood Trasitio to School for Childre with Special Needs (Healthy Child Maitoba, et al. 3 4) Guidelies for School Registratio of Studets i Care of Child Welfare Agecies (Healthy Child Maitoba, et al. 3) erolled i a Modified (M) desigated course i high school Towards Iclusio: A Hadbook for Modified Course Desigatio, Seior 1 4 (Maitoba Educatio, Traiig ad Youth 2) receivig the Idividualized Programmig (I) desigatio i high school Towards Iclusio: A Hadbook for Idividualized Programmig Desigatio, Seior Years (Maitoba Educatio, Traiig ad Youth 2) receivig Special Needs Categorical Support (Level II or III) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 16) readig aloud outside the classroom is requested as a adaptatio for Eglish laguage arts ad Fraçais stadards tests Policies ad Procedures for Stadards Tests (Maitoba Educatio, Citizeship ad Youth 7) 24 Studet-Specific Plaig

Chapter Summary q A IEP ca be a effective tool to documet the studet-specific plaig process. q A IEP must be developed for a studet whe idicated by provicial regulatio ad/or departmetal policy. Chapter 2: Documetig Studet-Specific Plaig: The IEP 25

C HAPTER P LANNING 3: A STUDENT-SPECIFIC P ROCESS 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

C HAPTER 3: A STUDENT-SPECIFIC P LANNING P ROCESS Key Ideas i This Chapter q q q Studet-specific plaig is a collaborative team process. Studet-specific plaig ivolves four essetial ad overlappig steps/compoets. Effective studet-specific plaig is based o a comprehesive uderstadig of the studet. This chapter explores the steps i the studet-specific plaig process. Each step is preseted separately ad i a sequece; however, whe actually plaig for a studet, the steps ad activities will overlap ad bled. Teams will participate i the plaig process i differet ways, depedig o the eeds of the studets with whom they work. A Overview of Studet-Specific Plaig ad IEP Developmet Whe a educator workig with a studet becomes aware that the studet cotiues to struggle to meet the expected learig outcomes, the studet-specific plaig process is iitiated. Studet-specific plaig ivolves four essetial ad overlappig steps/compoets: Develop or revise the studet profile. Develop ad write the IEP. Implemet the IEP. Review, evaluate, ad revise the IEP. Together, these compoets costitute a cotiuous ad flexible process, rather tha a series of separate ad discotiuous steps. Wheever possible, this plaig process should be itegrated ito the regular routies of plaig, istructio, assessmet, evaluatio, ad reportig that occur for all studets. A educatioal plaig process is illustrated i Figure 3.1. The curriculum-istructioassessmet cycle that occurs i the classroom for all studets, as described i Chapter 1, is icluded as the typical first step i the studet-specific plaig process, followed by the four plaig compoets that follow after the core team has determied that the studet has a specific eed. Figure 3.2 lists activities that typically comprise each plaig compoet. Chapter 3: A Studet-Specific Plaig Process 29

Figure 3.1 T HE S TUDENT-SPECIFIC P LANNING P ROCESS WITHIN E DUCATIONAL P LANNING Curriculum Core Team Assessmet Istructio Determie That Studet Has a Specific Need (Clarify Purpose) Develop or Revise the Studet Profile Develop ad Write the IEP Review, Evaluate, ad Revise the IEP Implemet the IEP 30 Studet-Specific Plaig

Figure 3.2 T HE S TUDENT-SPECIFIC P LANNING P ROCESS (EXPANDED) Determie That Studet Has a Specific Need (Clarify Purpose) Develop or Revise the Studet Profile Idetify members of the collaborative team. Gather iformatio. Share iformatio. Create or revise the studet profile. Develop ad Write the IEP Idetify programmig directio. Categorize priority learig eeds by domai(s), as required. Describe curret level(s) of performace i idetified domai(s), as required. Develop studet-specific outcomes i idetified domai(s), as required. Develop performace objectives for each studet-specific outcome. Develop studet outcome rubrics, if desired. Write the IEP. Review, Evaluate, ad Revise the IEP Review ad revise regularly. Evaluate aually. Implemet the IEP Establish ad implemet a daily pla. Chapter 3: A Studet-Specific Plaig Process 31

Develop or Revise the Studet Profile The purpose of studet-specific plaig is to idetify ad address the uique learig eeds of studets. The studet-specific plaig process is iitiated whe someoe workig with a studet idetifies a cocer. A studet s eeds will most effectively be met if the IEP that results from the studet-specific plaig process is based o a solid uderstadig of the studet ad is grouded i the studet s profile. A studet profile is a summary of what the studet support team kows about a studet idetifies priority learig eeds guides the team i determiig appropriate educatioal programmig ad developig the studet-specific pla A studet profile should iclude history ad backgroud iformatio a summary of assessmet ad diagostic iformatio a summary of the studet s iterests, stregths, prefereces, ad learig styles clear descriptios of the studet s curret levels of performace priority learig eeds idetified ad agreed upo by the studet support team Develop or Revise the Studet Profile Idetify members of the collaborative team. Gather iformatio. Share iformatio. Create or revise the studet profile. Develop or Revise the Studet Profile Develop ad Write the IEP Review, Evaluate, ad Revise the IEP Implemet the IEP Idetify members of the collaborative team. For studet-specific plaig to be effective ad efficiet, it is essetial that the studet support team work with a clear sese of directio from the outset. Team members ivolved i implemetig programmig beefit from participatig i the plaig process. 32 Studet-Specific Plaig

The Studet Support Team A studet support team cosists of people who have the kowledge ad skills to idetify the studet s eeds ad to develop ad implemet a pla to meet those eeds. The compositio of the team will vary accordig to the uique eeds of each studet ad the resources available i the school ad/or school divisio. Every studet s core team will cosist of the studet, the studet s paret(s), ad the studet s teacher(s). The i-school team will cosist of the core team ad other school staff, as required. Members of the school support team, such as cliicias ad cosultats, will become ivolved as eeded whe the i-school team requires cosultatio ad collaboratio. Figure 3.3 idetifies some persoel who may be part of the studet support team, depedig o the eeds of the studet ad available school divisio ad commuity resources. Figure 3.3 P ERSONNEL ON A S TUDENT S UPPORT T EAM (SAMPLE) Chapter 3: A Studet-Specific Plaig Process 33

The Core Team The core team, cosistig of the studet, the studet s paret(s), ad the studet s teacher(s), is the fudametal educatioal plaig team. Studets may be ivolved i their educatioal plaig i may ways. They ca express their iterests, prefereces, ad eeds, ad may beefit by discussig the strategies ad activities that ehace their learig. This iformatio could be gathered durig classroom iteractios ad activities ad does ot require that the studets atted formal meetigs if this does ot seem appropriate. Studets egagemet i learig is ehaced by their sese that educatioal programmig goals reflect their aspiratios. Parets are advocates for their child, ad have the right to participate i the studet-specific plaig ad IEP process. They cotribute valuable iformatio about their child s iterests ad learig approaches, ad about ways to avoid potetial problems. The iformatio they provide helps esure cotiuity i educatioal programmig. Parets also play a importat role i reiforcig studet-specific outcomes at home. Teachers use whole-class ad studet-specific assessmet to become aware of the kowledge, skills, ad values that their studets brig to a learig task. Teachers also use the data gathered both as a startig poit for ew istructio ad to moitor each studet s chagig perceptios as istructio proceeds. Teachers eed to be aware of each studet s learig styles ad prefereces ad of the istructioal strategies that are most effective. The I-School Team Whe the core team requires cosultatio ad collaborative support, they are joied by school-based persoel to become a ischool team. Members of the i-school team are the key decisio makers i the studetspecific plaig process. The School Support Team A educatioal assistat is a perso hired to support the work of professioal staff, such as teachers ad cliicias. While ot key decisio makers, educatioal assistats are valued members of the school commuity. They make a sigificat cotributio to the work of the school ad toward the educatio of all studets. Members of the school support team ca assist the i-school team by further developig the studet profile by providig additioal assessmet data idetifyig additioal appropriate strategies ad materials developig strategies for icorporatig therapy ito the classroom routie traiig staff to implemet strategies providig techical assistace ad advice about materials ad resources accessig commuity-based resources ad supports, as required 34 Studet-Specific Plaig

The Case Maager Oe of the first tasks of the studet support team is to idetify the case maager. Case maagemet is a collaborative process of assessmet, plaig, facilitatio, ad advocacy for optios ad services to meet a idividual studet s eeds. Durig the studet-specific plaig process ad the developmet of the IEP, the case maager oversees the work of the team. Resposibilities of case maagers geerally iclude coordiatig the developmet ad ogoig revisio of the IEP facilitatig group decisio makig maitaiig commuicatio amog team members, icludig parets School divisios shall: esurig that a process to moitor studet progress ad achievemet is established orgaizig ad chairig studet-specific plaig meetigs distributig a writte ad timed ageda prior to meetigs esurig meetig miutes are kept ad distributed documetig ad distributig revisios of the IEP iitiatig ad maitaiig cotact with exteral agecies, as required require pricipals to desigate a case maager ad esure that IEPs are developed with the assistace of the teacher ad other i-school persoel (MR 155/05) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 16) E NCOURAGING P ARENTAL P ARTICIPATION Parets are more likely to participate actively i studet-specific plaig whe they uderstad the process ad are equal team members. The i-school team ca ecourage the participatio of parets by providig a comfortable, welcomig, o-itimidatig eviromet establishig ad maitaiig commuicatio valuig parets cotributios ad priorities arragig meetigs whe it is possible for parets to participate discussig the purpose of each meetig ad providig a ageda avoidig jargo ad explaiig all terms ad data clearly Pricipals are resposible for: esurig that a studet s parets ad the studet, if appropriate, are give the opportuity to participate i preparig ad updatig the studet s IEP ad to be accompaied ad assisted by a perso of their choosig Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 17) Chapter 3: A Studet-Specific Plaig Process 35

Gather iformatio. Whe gatherig iformatio about a studet, the studet support team focuses o determiig the followig: What do we kow about the studet? What do we eed to kow about the studet? What are the gaps i our kowledge? To optimize the studet s opportuities to lear, it is essetial that the studet support team profits from ad builds o existig iformatio. Iformatio ca be gathered ad provided by various members of the studet support team, accordig to their kowledge of ad iteractio with the studet, ad their backgroud ad traiig. School divisios shall: use assessmet results to guide programmig decisios (MR 155/05) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 13) Iformatio about the studet may be gathered from a variety of sources ad i a variety of ways, icludig discussios with the studet about his or her prefereces ad persoal perceptios of ow stregths ad eeds discussios with parets to lear their perspectives of their child s developmet, prefereces, stregths, ad eeds discussios with previous teachers about strategies that have bee effective or ieffective with the studet a review of the studet s pupil file studet portfolios ad work samples curret classroom assessmet ad performace records focused observatios that provide objective iformatio o how the studet fuctios i a variety of situatios, icludig maagig his or her daily routie ad respodig to specific activities, cues, ad istructioal strategies formal assessmet tools 36 Studet-Specific Plaig

Share iformatio. Sharig iformatio allows the studet support team to create a profile of the studet that is more complete tha ay oe idividual could create aloe. After cosiderig the iformatio available, team members may decide that further assessmet is ecessary to help them uderstad the challeges the studet is experiecig, or to idetify ways these challeges may be addressed. Create or revise the studet profile. The studet profile provides a comprehesive ad cocise writte descriptio of the studet s curret level(s) of performace, ad serves as a referece for the studet support team i determiig stregths ad priority learig eeds. The studet support team should attempt to agree upo a maageable umber of priority learig eeds. Reachig cosesus o priority learig eeds allows team members to focus their attetio ad effort. While agreemet is the goal, agreemet may ot always be possible. Disagreemet offers a opportuity for team members to explore ad gather additioal iformatio through further observatio additioal assessmet ivolvemet of others to provide a fresh perspective Appedix G: Studet Profile (Sample Form) Studet Name Date History ad Backgroud Diagostic Summary (e.g., medical, cogitive, adaptive) Iterests, Prefereces, Learig Styles Curret Level(s) of Performace Priority Learig Needs Domai Domai Domai A sample form for creatig a studet profile is provided i Appedix G. Chapter 3: A Studet-Specific Plaig Process 37

Develop ad Write the IEP The studet s stregths, eeds, ad curret level(s) of performace idetified i the studet profile serve as the basis for developig the IEP. Develop ad Write the IEP Develop or Revise the Studet Profile Review, Evaluate, ad Revise the IEP Develop ad Write the IEP Implemet the IEP Idetify programmig directio. Categorize priority learig eeds by domai(s), as required. Describe curret level(s) of performace i idetified domai(s), as required. Develop studet-specific outcomes i idetified domai(s), as required. Develop performace objectives for each studet-specific outcome. Develop studet outcome rubrics, if desired. Write the IEP. Idetify programmig directio. All studets ca lear, but ot all studets lear the same thigs, at the same rate, or i the same way. Idetifyig programmig directio requires that a studet support team cosider the studet s profile to determie the extet to which the studet will work to achieve expected curricular learig outcomes ad/or studet-specific outcomes, ad the supports required to do so. If a studet requires specific support to meet the expected curricular learig outcomes, it is appropriate to documet this requiremet, the supports provided, ad the effectiveess of the supports. A writte record serves as a plaig ad commuicatio tool. It is importat to documet ot oly the adaptatios beig provided, but also the studet s curret level(s) of performace (from the studet profile) i order to Adaptatio meas a chage i the teachig process, materials, assigmets or pupil products to assist a pupil to achieve the expected learig outcomes. Appropriate Educatioal Programmig Regulatio 155/2005 establish clear liks betwee the studet s eeds ad the supportig strategies ad materials. It is also importat to review the adaptatios regularly to esure that they are effective ad beeficial to the studet. If a studet requires adaptatios oly, it is ot ecessary to develop studet-specific outcomes, as the studet will be workig to achieve the expected learig outcomes i provicial curricula. Some studets, however, may be workig to achieve the expected curricular learig outcomes but also have specific eeds i other domais, such as behaviour or motor skills. These studets require studetspecific outcomes oly i the target domai(s). A IEP that documets academic adaptatios oly does ot iclude studet-specific outcomes. 38 Studet-Specific Plaig

Categorize priority learig eeds by domai(s), as required. The studet profile provides the basis for the studet support team to determie stregths ad priority learig eeds (i.e., those geeral areas that require focus ad attetio). Priority learig eeds ca geerally be grouped i domais. The broader the rage of studet eeds, the more domais the IEP will address. Domais Domais idetify specific areas of developmet, icludig å commuicatio (verbal ad o-verbal) å cogitive/academic å vocatioal å recreatio/leisure å social skills ad relatioships (e.g., play skills, sesitivity to others, resposibility takig) å å å self-help (e.g., dressig, feedig, toiletig) idepedet livig (e.g., use of moey, time maagemet, telephoe skills) physical (e.g., mobility, gross ad fie motor skills) Describe curret level(s) of performace i idetified domai(s), as required. A curret level of performace is a specific descriptio of the studet s achievemet. This iformatio is available i the studet profile ad will both guide the studet support team i selectig appropriate studet-specific outcomes ad serve as a baselie for measurig studet growth. Develop studet-specific outcomes i idetified domai(s), as required. Studet-specific outcomes (SSOs) are cocise descriptios of what the studet will kow ad be able to do by the ed of the school year. It is importat for the studet support team to agree o a maageable umber of SSOs i each target domai, to esure that educatioal programmig remais focused ad effective. Studet-Specific Outcomes Studet-specific outcomes (SSOs) are cocise descriptios of what the studet will kow ad be able to do by the ed of the school year. Chapter 3: A Studet-Specific Plaig Process 39

Each studet-specific outcome should address a priority learig eed idetified i the studet profile be derived from the studet s curret level of performace take ito cosideratio the studet s past rate of progress challege the studet be achievable focus o what the studet will lear (rather tha o what teachers will teach) idetify what the studet will do (rather tha what he or she will stop doig) Writig appropriate studet-specific outcomes is a fudametal compoet of the studet-specific plaig process. Effective SSOs should be SMART. SMART SSOS Specific: Measurable: Achievable: Relevat: Time-related: writte i clear, uambiguous laguage allow studet achievemet to be described, assessed, ad evaluated realistic for the studet meaigful for the studet able to be accomplished withi a specific time period, typically oe school year The followig sample template ca be used to facilitate writig SMART SSOs. S AMPLE T EMPLATE FOR W RITING SMART SSOS [The studet] will [actio] [how/what] [where] [by what criteria] [by what date]. A Vague SSO Caitli will improve her fuctioal readig skills. A SMART SSO Caitli will read idepedetly to locate requested iformatio i the daily ewspaper with 90% accuracy withi the Grade 9 Eglish Laguage Arts class by Jue 2010. A Vague SSO Simo will improve his social skills. A SMART SSO Simo will take three turs idepedetly whe playig a board game with peers from his circle of frieds at school for 10 miutes a day over five cosecutive days by Jue 2010. 40 Studet-Specific Plaig

Develop performace objectives for each studet-specific outcome. Studet-specific outcomes should be achievable withi oe school year. To facilitate studet achievemet, each studet-specific outcome is broke dow ito smaller, more maageable compoets or steps called performace objectives. Performace objectives provide greater detail regardig the what, where, ad how of istructio ad assessmet. The achievemet of performace objectives should culmiate i the ultimate achievemet of the studet-specific outcomes from which they were derived. Performace Objectives Performace objectives (POs) are studet-specific outcomes broke dow ito small, maageable compoets or steps. Performace objectives, like studet-specific outcomes, describe observable ad measurable behaviours. Whe writig a performace objective, the studet support team will idetify the essetial compoets ivolved i achievig the studet-specific outcome orgaize the compoet tasks ito sequeces describe how the studet will demostrate that the performace objective has bee achieved idetify the date whe achievemet is expected specify the coditios uder which the studet will perform the task (e.g., relevat evirometal factors, level of assistace required, equipmet eeded) determie the criteria (e.g., accuracy, duratio, rate, stadard of performace) for attaimet of the performace objectives Performace objectives should be attaiable withi a reasoable period of time, typically six to eight weeks, ad should be reviewed, assessed, ad revised regularly. It may be practical to write performace objectives so that the expected date of achievemet correspods to the stadard reportig periods of the school. Chapter 3: A Studet-Specific Plaig Process 41

P ERFORMANCE O BJECTIVES (SAMPLE) Studet-Specific Outcome Caitli will read idepedetly to locate requested iformatio i the daily ewspaper with 90% accuracy withi the Grade 9 Eglish Laguage Arts (ELA) class by Jue 2010. Performace Objectives By October 2009, Caitli will locate four pieces of iformatio i the daily ewspaper idepedetly with 90% accuracy, as measured usig a checklist. The pieces of iformatio are ame of paper date day i the school cycle day i the recyclig cycle By Jauary 2010, Caitli will idepedetly use the above four pieces of iformatio to aswer scripted questios posed by her peers withi the Grade 9 ELA class with 90% accuracy. By March 2010, Caitli will locate six pieces of iformatio i the daily ewspaper idepedetly with 90% accuracy, as measured usig a checklist. The pieces of iformatio are ame of paper date day i the school cycle day i the recyclig cycle weather forecast daily televisio schedule By Jue 2010, Caitli will idepedetly use the above six pieces of iformatio to aswer scripted questios posed by her peers withi the Grade 9 ELA class with 90% accuracy. 42 Studet-Specific Plaig

Develop studet outcome rubrics, if desired. A studet outcome rubric (SOR) is a tool that ca be used at the ed of the school year to evaluate ad report a studet s level of achievemet of his or her studet-specific outcome(s). Each SOR specifies the behaviour that must be exhibited to be assiged a evaluative ratig of 1 to 5. Rubrics Rubrics specify the qualities or processes that must be exhibited i order for a performace to be assiged a particular evaluative ratig. S TUDENT O UTCOME R UBRIC (SAMPLE F ORMAT) Domai Target Skill Level at Year Ed Curret Level of Performace 1 Much less tha expected 2 Somewhat less tha expected 3 Expected (SSO) 4 Somewhat more tha expected 5 Much more tha expected A sample form is provided i Appedix O. Chapter 3: A Studet-Specific Plaig Process 43

The process of developig a SOR derives directly from the studet-specific plaig process. The first three steps of the process (emphasized below i bold type) will have bee completed durig the studet-specific plaig process ad ca be trasferred directly to the SOR. S TEPS IN D EVELOPING A S TUDENT O UTCOME R UBRIC 1. Idetify the target domai ad behavioural idicator (i.e., the observable behaviour that is to be measured). 2. Summarize the curret level of performace. 3. Idetify the studet-specific outcome ad set this as the studet s expected level of achievemet (Level 3). 4. Specify achievemet that is somewhat more (Level 4) ad somewhat less (Level 2) tha expected. 5. Specify achievemet that is much more (Level 5) ad much less (Level 1) tha expected. The possible levels of achievemet (Levels 1, 2, 4, 5) may vary accordig to accuracy frequecy of respose use of supports (e.g., material, techical) level of idepedece (e.g., idepedet, verbal cue, physical prompt) trasfer to other settigs A SOR should use clear, o-techical laguage have a cotiuous scale (i.e., distict levels with o gaps betwee levels) 44 Studet-Specific Plaig

S TUDENT O UTCOME R UBRIC (EXAMPLE) Domai Target Skill Resposibility/Idepedece/Citizeship Reportig to homeroom Level at Year Ed Curret Level of Performace 1 Much less tha expected 2 Somewhat less tha expected 3 Expected (SSO) 4 Somewhat more tha expected 5 Much more tha expected Jim arrives at school at 8:45 a.m. daily. He avoids goig to his homeroom a average of three days a week. Istead of goig to his homeroom, he waders the halls or goes to the resource room. Jim will report to his homeroom at 9:00 a.m. with verbal remiders ad physical prompts 75% of the time by the ed of Jue 2010. Jim will report to his homeroom at 9:00 a.m. with a verbal remider 75% of the time by the ed of Jue 2010. Jim will idepedetly report to his homeroom at 9:00 a.m. 50% of the time by the ed of Jue 2010. Jim will idepedetly report to his homeroom at 9:00 a.m. 70% of the time by the ed of Jue 2010. Jim will idepedetly report to his homeroom at 9:00 a.m. 90% of the time by the ed of Jue 2010. Write the IEP. At this poit, the studet support team will have developed ad documeted a clear ad complete studet profile, which icludes curret level(s) of performace studet-specific outcomes that address priority learig eeds performace objectives that detail the steps required to achieve the studetspecific outcomes studet outcome rubrics, if desired The team will ow determie ad record istructioal strategies ad materials to be used the settig(s) where the studet will work to achieve the studet-specific outcomes appropriate assessmet strategies the ames of team members who will be implemetig the studet-specific pla the role ad resposibilities of each team member Chapter 3: A Studet-Specific Plaig Process 45

It is the case maager s resposibility to esure that the studet s IEP is writte ad that copies are distributed to all team members. While all members of the studet support team will have bee (ad will cotiue to be) ivolved i the studetspecific plaig process, the team may fid it more efficiet to choose oe member to put the decisios of the team ito writte format. A effective team strives for cosesus throughout the studet-specific plaig process. Meaigful agreemet meas that team members see themselves as respected participats i the plaig process ad are committed to the part they will play i implemetig the IEP. P RIVACY P ROTECTION School ad school divisio persoel eed to be aware of their resposibilities cocerig The Freedom of Iformatio ad Protectio of Privacy Act (FIPPA) ad The Persoal Health Iformatio Act (PHIA) durig the studet-specific plaig process. Gatherig ad recordig iformatio, as well as distributig ad storig the IEP, will eed to be doe i accordace with local school divisio policy related to these acts. The Maitoba Pupil File Guidelies documet is a iformative referece. For additioal iformatio, refer to The Freedom of Iformatio ad Protectio of Privacy Act (Maitoba), available olie at <http://web2.gov.mb.ca/laws/statutes/ccsm/f175e.php>. Iformatio about FIPPA is available o the Culture, Heritage, Tourism ad Sport website at www.gov.mb.ca/chc/fippa/idex.html. The Persoal Health Iformatio Act (Maitoba), available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/p033-5e.php. Iformatio about PHIA is available o the Maitoba Health website at www.gov.mb.ca/health/phia/idex.html. Appropriate Educatioal Programmig: A Hadbook for Studet Services (Maitoba Educatio, Citizeship ad Youth), available olie at www.edu.gov.mb.ca/k12/specedu/aep/hadbook_ss/idex.html. Guidelies o the Retetio ad Dispositio of School Divisio/District Records (Maitoba Educatio ad Traiig), available olie at www.edu.gov.mb.ca/k12/docs/policy/retetio/idex.html. Maitoba Pupil File Guidelies (Maitoba Educatio, Citizeship ad Youth), available olie at www.edu.gov.mb.ca/k12/docs/policy/mbpupil/idex.html. 46 Studet-Specific Plaig

Implemet the IEP The studet-specific plaig process does ot ed whe a IEP is documeted i writig. Systematic implemetatio of the pla facilitates studet learig. Effective implemetatio of a studet s IEP is a dyamic process that ivolves providig the studet with opportuities to develop ad practise skills ogoig assessmet of the studet s progress ad achievemet idetificatio of chagig studet eeds review ad revisio of the daily pla Develop or Revise the Studet Profile Develop ad Write the IEP Review, Evaluate, ad Revise the IEP Implemet the IEP Implemet the IEP Establish ad implemet a daily pla. Establish ad implemet a daily pla. A daily pla liks the IEP explicitly to ogoig daily istructio. It specifies how, whe, ad by whom each strategy ad support is put ito actio. A daily pla is desiged to serve as a istructioal guide provide a mechaism for recordig studet progress ad achievemet help the studet support team make decisios about the effectiveess of strategies ad materials facilitate commuicatio amog team members provide accoutability Chapter 3: A Studet-Specific Plaig Process 47

Effective daily plas are cosistet with the studet s classroom ad/or idividual timetable ad iclude a cocise descriptio of the studet s performace objectives eviromets where each performace objective will be taught ad practised strategies to be used equipmet ad materials required team member resposibilities evaluatio criteria ad record-keepig tools Each team member ivolved i implemetatio should have a copy of the daily pla. It may be useful to provide space o the pla for team members to record observatios ad assessmet data. Retaiig completed implemetatio plas provides a valuable record of istructio ad studet progress. E STABLISHING A D AILY P LAN 1. Idetify the evets, activities, ad eviromets i the studet s day that provide opportuities for the studet to demostrate his or her performace objectives. (It is ofte appropriate to start with the existig classroom timetable. A idividualized timetable may be required for a studet receivig idividualized programmig.) 2. List the specific supports, strategies, ad materials required for the studet to participate i the idetified evets ad activities. 3. Determie evaluatio criteria (e.g., accuracy, duratio, rate, stadard of performace). 4. Idetify the team members resposible for istructig, assistig, ad/or supervisig the studet durig the specified times or activities. A daily pla should provide sufficiet detail to esure that cosistet ad effective istructio ad assessmet occurs each day. However, the term daily pla does ot mea that a ew pla eeds to be developed for each studet each day. A daily pla should reflect the studet s timetable ad daily activities, ad be revised as these chage. 48 Studet-Specific Plaig

Review, Evaluate, ad Revise the IEP As part of the ogoig istructio-ad-assessmet cycle, the studet support team meets to review, evaluate, ad revise a studet s educatioal programmig. Develop or Revise the Studet Profile Develop ad Write the IEP Review, Evaluate, ad Revise the IEP Review ad revise regularly. Evaluate aually. Review, Evaluate, ad Revise the IEP Implemet the IEP Review ad revise regularly. Studet-specific plaig ad the resultig IEP are. iteded to be flexible eough to accommodate chages School divisios shall: iform parets of studets i a studet s eeds ad circumstaces. As team progress at the regularly members implemet the daily pla, they make scheduled reportig periods throughout the observatios, commuicate regularly, ad collect data year or more frequetly if o a ogoig basis. Ogoig assessmet allows programmig chages are deemed appropriate teachers to determie ot oly the studet s level(s) of (The Public Schools Act performace (assessmet of learig), but also whether [PSA] 58.6, MR 468/88) various istructioal strategies ad classroom practices are effective i furtherig the studet s learig (assessmet for learig). The team may decide to revise performace objectives, strategies, ad/or resources if the existig course of actio is ot effective. If the studet is progressig more slowly tha aticipated, or does ot appear to be makig progress, the team should ask: Are the strategies beig implemeted as plaed? If ot, are there difficulties that ca be addressed? Are there alterative strategies ad resources that would be more effective? Do the assessmet strategies ad opportuities eable the studet to demostrate the performace objectives? ivolve parets, studets (whe appropriate), teachers, ad other professioals i the developmet, implemetatio, moitorig ad evaluatio of studets IEPs (MR 155/05) Should the performace objectives be broke ito smaller compoets or steps? documet, i the IEPs, the formal review of studets progress at the schools regular reportig periods (PSA 58.6, MR 155/05, MR 468/88) Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services (Maitoba Educatio, Citizeship ad Youth 16 17) Chapter 3: A Studet-Specific Plaig Process 49

I additio to meetig for ogoig review ad revisio, the studet support team may also meet formally to review a studet s educatioal programmig o dates idetified i the IEP. For coveiece, these dates may correspod with school reportig periods. This formal programmig review may take the team back to ay of the previous steps i the studet-specific plaig process. Team members eed to prepare for review meetigs i the same way that they prepare for the iitial plaig meetig. The case maager chairs the meetig. All team members share iformatio o successful strategies they have used ad o assessmet results. After sharig iformatio, discussio should focus o the followig questios: Is the IEP still a accurate reflectio of the studet s educatioal eeds? How effective are the selected strategies ad resources i supportig the studet s learig? How much progress has the studet made toward achievig the studet-specific outcomes ad performace objectives? Is there ay ew iformatio that suggests that chages should be made i the studet s programmig? If the studet is attaiig the performace objectives, the studet support team may decide to cotiue with the pla. If the studet is learig at a faster rate tha aticipated, the team may develop additioal studet-specific outcomes ad performace objectives. If the studet is makig usatisfactory progress after teachig ad learig strategies ad resources have bee reviewed ad revised, the team may cosider chagig the performace objectives. The studet support team will also cosider whether the other priorities eed greater emphasis. All chages are recorded i the IEP. For further iformatio, see Rethikig Classroom Assessmet with Purpose i Mid: Assessmet for Learig, Assessmet as Learig, Assessmet of Learig (Maitoba Educatio, Citizeship ad Youth), available olie at www.edu.gov.mb.ca/k12/assess/wcp/idex.html. 50 Studet-Specific Plaig

Evaluate aually. The assessmet data iitially collected while developig or revisig the studet profile serves as the baselie for measurig studet growth. At the ed of the school year the studet support team agai reviews the IEP, documets the studet s achievemet, ad reports this achievemet through the school reportig process. If studet outcome rubrics have bee developed, the team will use the assessmet data collected to evaluate the studet s progress toward achievig the studet-specific outcomes. Idividual Educatio Plas 5(2) The pricipal must esure that a pupil s idividual educatio pla (d) is updated aually or sooer if required by a chage i a pupil s behaviour or eeds Appropriate Educatioal Programmig Regulatio 155/2005 The aual review helps to esure cotiuity of the studet s learig ad provides the foudatio o which the followig year s educatioal programmig will be developed. A effective studet-specific plaig process is dyamic ad ogoig. It should ot ed i Jue; rather, the plaig that has occurred ad the IEP that has bee developed should facilitate cotiuous, uiterrupted educatioal programmig as the studet trasitios from grade to grade ad from school to school. The studet-specific plaig process should miimize the eed to develop IEPs from-scratch each year; rather, a ogoig istructio-assessmet-review-revisio process should esure that a effective pla is cotiuously i place to facilitate appropriate educatioal programmig for a studet. Chapter Summary q Studet-specific plaig is a dyamic, ogoig process. q Studet-specific plaig ad a established IEP facilitate seamless educatioal programmig ad studet support. Chapter 3: A Studet-Specific Plaig Process 51

A PPENDICES Appedix A: Appropriate Educatioal Programmig Regulatio 155/2005 55 Appedix B: Plaig i Educatio 62 Appedix C: The Studet-Specific Plaig Process withi Educatioal Plaig 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

Appedix A: Appropriate Educatioal Programmig Regulatio 155/2005 THE PUBLIC SCHOOLS ACT (C.C.S.M. c. P250) Appropriate Educatioal Programmig Regulatio Regulatio 155/2005 Registered October 26, 2005 Sectio 1 Defiitios TABLE OF CONTENTS PART 1 INTRODUCTORY PROVISIONS PART 2 APPROPRIATE EDUCATION 2 Geeral obligatio 3 School-related activities 4 Assessmet 5 Idividual educatio plas 6 Trasitio ito school 7 Educatioal programmig ot to be uduly delayed 8 Other assessmets ad reports ot limited PART 3 DISPUTE RESOLUTION 9 Appoitmet of review coordiator 10 Complait may be made to the review coordiator 11 Prelimiary iquiries by review coordiator 12 Alterative dispute resolutio 13 Establishmet of review committee 14 Role of review committee 15 Hearig is optioal 16 Parties to be provided report ad recommedatio 17 Fial recommedatio is decisio 18 Appeal to deputy miister 19 Deputy s decisio is fial PART 4 TRANSITION AND COMING INTO FORCE DISPOSITIONS 20 Previous determiatios of board may be reviewed 21 Comig ito force (cotiued) Appedices 55

Appedix A (cotiued) PART 1 INTRODUCTORY PROVISIONS Defiitios 1 The followig defiitios apply i this regulatio. Act meas The Public Schools Act. adaptatio meas a chage i the teachig process, materials, assigmets or pupil products to assist a pupil to achieve the expected learig outcomes. curriculum meas the curriculum prescribed or approved by the miister. deputy miister meas the deputy miister of the Departmet of Educatio, Citizeship ad Youth. 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 outcomes meas the learig outcomes cosistet with the curriculum. miister meas the miister resposible for the admiistratio of the Act. paret icludes a legal guardia. pupil file has the same meaig as i sectio 42.2 of the Act. PART 2 APPROPRIATE EDUCATION Geeral obligatio 2(1) The appropriate educatioal programmig that a school board must provide is the curriculum. 2(2) A school board must esure that, as far as reasoably practicable, appropriate educatioal programmig is available to a pupil i a regular class of his or her peers at (a) the school whose catchmet area icludes his or her residece; or (b) aother school that provides the program, as desigated by the board, that the pupil is to be erolled i, if the school described i clause (a) does ot provide that program. School-related activities 3 A school board must esure that school-related activities such as assemblies, sports days ad field trips reasoably accommodate the eeds of all studets. 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(3) A pricipal must esure that the pupil s paret is iformed before the pupil is referred for a specialized assessmet, ad o iterviewig or testig as part of the assessmet may occur without the paret s coset. (cotiued) 56 Studet-Specific Plaig

Appedix A (cotiued) 4(4) A specialized assessmet must be (a) coordiated by a perso who has bee desigated by the school board or, if the board has ot desigated such a perso, by the pricipal; ad (b) coducted by oe or more qualified practitioers, as desigated by the perso coordiatig the assessmet, who may, if relevat i the circumstaces, take ito accout reports ad other iformatio obtaied (i) from the pupil s pupil file, or (ii) from or with the coset of the pupil s paret. 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. Idividual educatio plas 5(1) A pricipal must esure that a idividual educatio pla is prepared for a pupil who has requiremets idetified uder clause 4(5)(b). The pla must idetify (a) how the pupil s requiremets for meetig or approximatig the expected learig outcomes are to be addressed, where it is reasoable to expect the pupil to meet or approximate those outcomes; or (b) where it is ot reasoable to expect the pupil to meet or approximate the expected learig outcomes, (i) the learig outcomes the pupil ca reasoably be expected to meet, ad (ii) how the pupil s requiremets for meetig those learig outcomes are to be addressed. 5(2) The pricipal must esure that a pupil s idividual educatio pla (a) is prepared with the assistace of the pupil s teacher ad other i-school persoel, as directed by the pricipal; (b) takes ito accout a pupil s behavioural or health care eeds, if ay; (c) is cosistet with provicial protocols respectig a pupil s trasitio to ad from school; ad (d) is updated aually or sooer if required by a chage i a pupil s behaviour or eeds. 5(3) The pricipal must esure that the pupil s parets, ad the pupil if appropriate, are give opportuity to (a) participate i preparig ad updatig the pupil s pla; ad (b) be accompaied ad assisted by a perso of their choosig whe doig so. 5(4) The cotet of a pupil s idividual educatio pla may be icosistet with the requiremets of sectio 2. I that case, the requiremets of sectio 2 do ot apply to the pupil. (cotiued) Appedices 57

Appedix A (cotiued) Trasitio ito school 6(1) I this sectio, eligible perso meas a perso who (i) is eligible to be erolled as a pupil but who has ot yet begu attedig school; or (ii) will be trasferrig ito a school. 6(2) Whe differetiated istructio methods ad adaptatios are likely to be isufficiet to assist a eligible perso i meetig the expected learig outcomes, (a) a pricipal must esure that the perso is referred for a specialized assessmet; ad (b) if required, the pricipal must esure that a idividual educatio pla is prepared for the perso; ad sectios 4 ad 5 apply, with ecessary chages, to the assessmet ad pla to be doe uder this sectio. Educatioal programmig ot to be uduly delayed 7(1) A school board must esure that a pupil is ot deied educatioal programmig i the followig circumstaces: (a) for more tha 14 days after the pupil seeks to be erolled i a school withi the divisio or district, regardless of whether that school has received the pupil s pupil file; (b) pedig (i) the coduct of ay assessmet, or (ii) the preparatio of a idividual educatio pla for the pupil. 7(2) A school board s obligatio to provide educatioal programmig uder clause (1)(a) does ot limit or restrict it from takig reasoable steps to address ay sigificat risks to safety which a pupil may preset to himself or herself, or to others. Other assessmets ad reports ot limited 8 A assessmet, icludig a specialized assessmet, of a pupil coducted uder this Part does ot limit or restrict a school board s obligatio to esure that (a) ay other required assessmet of the pupil is carried out; ad (b) the pupil s progress is evaluated ad progress reports are provided to parets. PART 3 DISPUTE RESOLUTION Appoitmet of review coordiator 9 The miister must appoit a perso as the review coordiator. Complait may be made to the review coordiator 10(1) A paret of a pupil, or a pupil who is over the age of 18, may complai to the review coordiator about the appropriateess of the followig, as idetified i the pupil s idividual educatio pla: (a) how the pupil s programmig requiremets for meetig or approximatig the expected learig outcomes, or the outcomes the pupil ca reasoably be expected to meet, are addressed; (b) where a pupil is placed i relatio to his or her receivig educatioal programmig. 10(2) A complait must be i writig ad must specify (a) the complaiat s ame ad address; (b) the ame of the pupil, where the complait is made by the pupil s paret; ad (c) the reaso or reasos why the complait is made. (cotiued) 58 Studet-Specific Plaig

Appedix A (cotiued) Prelimiary iquiries by review coordiator 11(1) The review coordiator must, as soo as reasoably practicable after receivig a complait, make ay prelimiary iquiries that he or she cosiders ecessary to determie if (a) the complait relates to a matter set out i subsectio 10(1); ad (b) the complaiat has attempted to resolve the matter (i) with the pupil s pricipal, (ii) with the superitedet, ad (iii) by followig the appeal process established by the school board, if ay. 11(2) The review coordiator must declie to take ay further actio i respect of the complait, ad advise the complaiat i writig of the reaso for doig so, if he or she determies (a) the complait does ot relate to a matter set out i subsectio 10(1); (b) where the school board has established a appeal process, (i) that appeal process has ot bee completed, or (ii) more tha 30 days have passed sice the matter complaied of was fially determied by the school board; (c) a review committee has previously cosidered a complait respectig the same pupil, ad there has bee o material chage i the pupil s circumstaces sice that previous complait was determied; or (d) the complait is frivolous, vexatious or made i bad faith. Alterative dispute resolutio 12(1) The review coordiator may, if he or she cosiders it appropriate i the circumstaces, offer the complaiat ad the school board a alterative process for resolvig the complait. 12(2) Where a complait is resolved through a alterative process, (a) the school board must advise the review coordiator of the resolutio i writig; ad (b) the review coordiator must cofirm the resolutio with the complaiat. Establishmet of review committee 13(1) The miister must appoit a review committee whe advised by the review coordiator that a complait has bee received ad that (a) i the circumstaces, it is ot appropriate to offer a alterative process for resolvig the complait; (b) the complaiat or the board do ot agree to a alterative process to resolve the complait; or (c) the alterative process was usuccessful i resolvig the complait. 13(2) A review committee must cosist of three members, ad the miister must desigate oe of the members as chair of the committee. 13(3) The miister may appoit a review committee for more tha oe complait where the miister is satisfied (a) the complaits are substatially similar i ature; ad (b) it would be fair ad reasoable i the circumstaces for the complaits to be dealt with at the same time ad by the same committee. 13(4) If a member of a review committee dies or is otherwise icapacitated, the miister must appoit a ew review committee. (cotiued) Appedices 59

Appedix A (cotiued) Role of review committee 14(1) Where a review committee is appoited i respect of a complait, the committee must (a) ivestigate the complait; ad (b) prepare a writte report that sets out (i) the ature of the complait ad the respective positios of the complaiat ad the school board, ad (ii) the committee s recommedatios for meetig the pupil s requiremets, placemet of the pupil, or both. 14(2) A review committee may ivestigate a complait i ay maer that the committee cosiders suitable i the circumstaces, ad may (a) request ay perso, icludig the school board, to aswer ay questios ad to produce for the committee ay documets, papers, otes, records ad other material relevat to the complait or to appropriate educatio programmig withi the divisio or district; ad (b) copy ad keep copies of ay of the material that is produced uder clause (a). 14(3) A school board must comply with a request of a review committee described i subsectio (2). Hearig is optioal 15(1) A review committee may hold a hearig but is ot required to do so. 15(2) A review committee that decides to hold a hearig (a) is ot boud by the rules of evidece that apply to judicial proceedigs; ad (b) may establish its ow rules of practice ad procedure for the hearig. Parties to be provided report ad recommedatio 16(1) After preparig its writte report ad recommedatio, the review committee must provide the complaiat ad the school board a opportuity to review ad commet o it. 16(2) O receivig commets from the complaiat, the school board or both, the review committee may cofirm or amed its recommedatio. 16(3) A recommedatio of the review committee must be i accordace with the eactmets of Maitoba. 16(4) The review committee must file a copy of its report ad fial recommedatio with the deputy miister. Fial recommedatio is decisio 17(1) The fial recommedatio of a majority of the committee s members is the decisio of the committee. Where there is o majority, the recommedatio of the committee s chair is the decisio of the committee. 17(2) The review committee must give the complaiat ad the school board a copy of the fial decisio ad iform them of their right to appeal to the deputy miister. 17(3) The fial decisio must be give to the complaiat ad the school board persoally, by regular lettermail or by aother method acceptable to the review committee, the complaiat ad the school board. (cotiued) 60 Studet-Specific Plaig

Appedix A (cotiued) Appeal to deputy miister 18(1) A complaiat or a school board may appeal the review committee s decisio to the deputy miister. 18(2) A appeal to the deputy miister must be made withi 30 days after the date of the review committee s decisio. The appeal must be made i writig ad the party makig the appeal must give a copy of it to the other party. 18(3) The parties may file submissios respectig the appeal with the deputy miister. Submissios must be i writig ad must be filed withi 14 days of the appeal beig filed but, at the request of a party, the deputy miister may grat a extesio. Deputy s decisio is fial 19(1) After receivig the review committee s report ad fial recommedatio, ad after cosiderig ay submissios made by the parties to the appeal, the deputy miister may make ay decisio he or she determies appropriate regardig meetig the pupil s requiremets, placemet of the pupil, or both. 19(2) The deputy miister s decisio is fial ad, if applicable, the school board must implemet the decisio as directed by the deputy miister. 19(3) For certaity, the deputy miister is ot boud by the recommedatio of the review committee ad may make ay decisio that is i accordace with the eactmets of Maitoba. 20 Repealed PART 4 TRANSITION AND COMING INTO FORCE DISPOSITIONS Comig ito force 21 This regulatio comes ito force o the same day that The Public Schools Amedmet Act (Appropriate Educatioal Programmig), S.M. 2004, c. 9, comes ito force. October 25, 2005 Miister of Educatio, Citizeship ad Youth Peter Bjorso Appedices 61

Appedix B: Plaig i Educatio* The Freedom of Iformatio ad Protectio of Privacy Act (Maitoba) The Public Schools Act (PSA) (Maitoba) Maitoba Pupil File Guidelies (Maitoba Educatio, Citizeship ad Youth) Workig Together: A Hadbook for Parets of Childre with Special Needs i School (Maitoba Educatio, Citizeship ad Youth) Studet Services Plaig Maitoba school divisios ad schools are required to egage i a process of plaig i educatio ad reportig progress toward meetig idetified outcomes aually. It is importat to ivolve the commuity, parets ad studets i plaig. Plaig i educatio icludes school divisio, school, classroom ad studet-specific plaig. Plaig i school divisios ad schools to meet the eeds of all studets i the school divisio is a priority. Teachers pla to meet the eeds of studets i their classes ad use istructioal practices for a diverse group of learers. For a small umber of studets who have exceptioal learig eeds, the teacher, parets, studets (whe appropriate) ad school team pla specifically for the idividual studets. A. School divisios shall: 1. aually egage i plaig, assessmet, moitorig ad reportig to parets ad the commuity o school divisio ad school goals (PSA 41[1], 58.1, 58.6), icludig supports ad services available to studets iformatio o how to access the supports ad services iformatio o expeditures related to studet services Idividual Educatio Plaig School divisios may develop studet-specific plas where studets do ot require idividualized programmig. These plas outlie processes for meetig learig outcomes i the regular curriculum. Likewise, may studets who are able to access the regular curriculum may require a variety of itervetios or support i the areas of health care, remediatio or techological adaptatios. Parets should be icluded i plaig, ad progress should be moitored, documeted ad reported to parets. Whe a school team has idetified that a studet has exceptioal learig eeds that require studet-specific outcomes that are additios to, are differet from, or exceed the curricular outcomes, the a idividual educatio plaig process should occur. (cotiued) * Source: Maitoba Educatio, Citizeship ad Youth. Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2006. 15 17. 62 Studet-Specific Plaig

Appedix B (cotiued) The Educatio Admiistratio Act (Maitoba) The Public Schools Act (Maitoba) Guidelies for Early Childhood Trasitio to School for Childre with Special Needs (Healthy Child Maitoba, et al.) Guidelies for School Registratio of Studets i Care of Child Welfare Agecies (Healthy Child Maitoba, et al.) Maitoba Educatio, Citizeship ad Youth requires a idividual educatio pla (IEP) whe it is ot reasoable to expect the pupil to meet or approximate the expected learig outcomes a studet receives Special Needs Fudig Level II or III a studet is determied to be eligible for the Eglish as [a Additioal] Laguage (E) desigatio, the Modified (M) course desigatio or the Idividualized Programmig (I) desigatio i [Grades 9 to 12] It is the practice of most schools to idetify i a studet s IEP the academic, social, emotioal or behavioural outcomes that are required to support studet learig i the classroom. Studet-specific outcomes differ from the curricular outcomes. School divisios use a variety of terms to idetify the writte documet for the idividual educatio plaig process. For example, some may use the term behaviour itervetio pla (BIP) or idividual trasitio pla (ITP). A. School divisios shall: 1. provide parets with the opportuity to participate i decisios that affect studets educatio (PSA 58.6, MR 155/05) 2. provide parets with the iformatio eeded to make iformed decisios (PSA 58.6) 3. ivolve parets i plaig, problem solvig ad decisiomakig related to studet-specific outcomes (PSA 58.6, MR 155/05) 4. require pricipals to desigate a case maager ad esure that IEPs are developed with the assistace of the teacher ad other i-school persoel (MR 155/05) 5. esure that writte IEPs are developed, revised, implemeted, moitored ad evaluated at least aually for all studets idetified as havig exceptioal learig eeds (PSA 58.6, MR 155/05) 6. iform parets of studets progress at the regularly scheduled reportig periods throughout the year or more frequetly if programmig chages are deemed appropriate (PSA 58.6, MR 468/88) 7. ivolve parets, studets (whe appropriate), teachers ad other professioals i the developmet, implemetatio, moitorig ad evaluatio of studets IEPs (MR 155/05) 8. iclude i each IEP iformatio about the studet s curret level of performace ad achievemet relative to idetified learig outcomes i the provicial curriculum ad/or the studet-specific outcomes (MR 155/05) (cotiued) Appedices 63

Appedix B (cotiued) The Educatio Admiistratio Act (Maitoba) The Freedom of Iformatio ad Protectio of Privacy Act (Maitoba) The Persoal Health Iformatio Act (Maitoba) The Public Schools Act (Maitoba) Maitoba Pupil File Guidelies (Maitoba Educatio, Citizeship ad Youth) 9. esure that studets who have reached the age of 16 have a trasitio pla where required accordig to iterdepartmetal protocol agreemets (MR 155/05, provicial trasitio protocols) 10. idetify school pricipals as beig accoutable for the delivery ad implemetatio of educatioal programmig ad services for studets with exceptioal learig eeds (MR 155/05, MR 468/88) 11. documet, i the IEPs, the formal review of studets progress, at the schools regular reportig periods (PSA 58.6, MR 155/05, MR 468/88) 12. esure that access to IEPs ad studet records complies with the Maitoba Pupil File Guidelies, The Freedom of Iformatio ad Protectio of Privacy Act ad The Persoal Health Iformatio Act B. School divisio policy o plaig i educatio should: 1. provide teachers of studets with exceptioal learig eeds with access to related professioal learig opportuities 2. esure that schools have access to the ecessary supports to provide cosultatio, plaig ad problem solvig related to programmig for studets with exceptioal learig eeds 3. obtai writte iformed paretal cofirmatio o IEPs to idicate ivolvemet i the IEP developmet process 4. documet the reasos for refusal ad/or actios udertake by schools to obtai coset ad/or resolve cocers i cases whe parets refuse to participate i the IEP process Pricipals are resposible for: 1. esurig that a IEP is prepared for a studet who is uable to access the regular curriculum 2. esurig that the IEP is prepared with the assistace of the studet s teacher(s) ad other i-school persoel takes ito accout the studet s behavioural ad health-care eeds (if ay) is cosistet with provicial protocols respectig a studet s trasitio to ad from school is updated aually, or sooer if required by a chage i the studet s behaviour or eeds 3. esurig that a studet s parets ad the studet, if appropriate, are give the opportuity to participate i preparig ad updatig the studet s IEP ad to be accompaied ad assisted by a perso of their choosig 64 Studet-Specific Plaig

Appedix C: The Studet-Specific Plaig Process withi Educatioal Plaig Curriculum Core Team Assessmet Istructio Determie That Studet Has a Specific Need (Clarify Purpose) Develop or Revise the Studet Profile Develop ad Write the IEP Review, Evaluate, ad Revise the IEP Implemet the IEP (cotiued) Appedices 65

Appedix C (cotiued) The Studet-Specific Plaig Process (Expaded) Determie That Studet Has a Specific Need (Clarify Purpose) Develop ad Write the IEP Develop or Revise the Studet Profile Idetify members of the collaborative team. Gather iformatio. Share iformatio. Create or revise the studet profile. Idetify programmig directio. Categorize priority learig eeds by domai(s), as required. Describe curret level(s) of performace i idetified domai(s), as required. Develop studet-specific outcomes i idetified domai(s), as required. Develop performace objectives for each studet-specific outcome. Develop studet outcome rubrics, if desired. Write the IEP. Review, Evaluate, ad Revise the IEP Review ad revise regularly. Evaluate aually. Implemet the IEP Establish ad implemet a daily pla. 66 Studet-Specific Plaig

Appedix D: Resposibilities of Studet-Specific Plaig Team Members This matrix ca be used as a orgaizatioal ad commuicatio tool throughout the studetspecific plaig process. List team members across the top. Check the resposibilities assiged to each member. Team members may have more tha oe resposibility, ad the resposibilities may be shared. Studet-Specific Plaig Team Members Idetify members of the collaborative team. Develop or Revise the Studet Profile Act as case maager. Share studet-specific iformatio. Coduct systematic classroom-based assessmet. Coduct systematic studet-specific assessmet. Coduct specialized studet-specific assessmet. Idetify priority learig eeds. Documet the studet profile. Idetify programmig directio. Develop ad Write the IEP Collaborate i developig studet-specific outcomes (SSOs) i priority domai(s), as required. Collaborate i developig performace objectives for each SSO. Collaborate i developig a studet outcome rubric for each SSO. Documet the IEP. Collaborate i developig a daily pla. Implemet the IEP Documet the daily pla. Maitai ogoig commuicatio with the studet support team. Assist i implemetig the pla. Select appropriate materials. Review, Evaluate, ad Revise the IEP Moitor ad record studet progress toward achievig outcomes. Evaluate ad record level of achievemet of outcomes. Appedices 67

Appedix E: Coductig a Studet-Specific Plaig Meetig Iitiate the meetig by ivitig participats idicatig time ad place of meetig idetifyig ageda items for discussio ageda items will be determied by the team members the tasks listed i Appedix D: Resposibilities of Studet-Specific Plaig Team Members may be useful i guidig ageda developmet distributig ageda prior to the meetig Ope the meetig by welcomig participats itroducig everyoe preset, as ecessary statig the purpose of the meetig ad its timelies reviewig the ageda ad makig chages, as required choosig a recorder ecouragig participats to cotribute opely ad respectfully Move through the ageda by discussig each ageda item ecouragig collaboratio ad cosesus facilitatig problem-solvig whe ecessary recordig the discussio of ad follow-up required for each ageda item (What is to be doe? Who will do it? By whe?) Close the meetig by summarizig the decisios the team has made ad follow-up actios required idetifyig ad recordig items for the ageda of the ext meetig settig the date, time, ad locatio for the ext meetig thakig the participats for their time ad cotributios Follow up the meetig by distributig a copy of the miutes of the meetig, icludig the ageda for the ext meetig discussig the miutes of the meetig with ay team members who were ot preset 68 Studet-Specific Plaig

Appedix F: Paret Hadout Parets ad Studet-Specific Plaig Studet-specific plaig is the process through which members of studet support teams collaborate to meet the uique eeds of 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 level of performace. Parets are valuable members of this process. You have the right to participate i the idividual educatio plaig process for your child. As a paret, you provide a uique uderstadig of your child s past experiece ad his or her iterests, goals, ad aspiratios. The work you ca do with your child at home is ofte importat i meetig the outcomes idetified i the idividual educatio pla (IEP). As a paret, you ca take part i the studet-specific plaig process by havig regular cotact with the school takig a active role i the decisios made for your child askig about the services ad resources available Before goig to a studet-specific plaig meetig, you may wat to ask the case maager for a copy of the meetig ageda ask how your child may be a part of the process of plaig the IEP write dow the thoughts ad questios you wat to talk about i the meetig thik about your goals ad hopes for your child thik about the cocers you would like to address cosider ivitig someoe to assist you with this process if you ivite someoe, iform the case maager At the studet-specific plaig meetig, feel free to make it clear how log you ca stay for the meetig provide iformatio about your child ad how he or she lears ad behaves outside school ask questios if aythig is uclear ask how you ca help work o some of the outcomes of the IEP at home After meetigs, you ca help by keepig i touch with the teacher(s) ad/or case maager workig o the outcomes of the IEP at home tellig the teacher(s) of ay chage at home that may affect your child at school Appedices 69

Appedix G: Studet Profile (Sample Form) Studet Name Date History ad Backgroud Diagostic Summary (e.g., medical, cogitive, adaptive) Iterests, Prefereces, Learig Styles Domai Domai Curret Level(s) of Performace Domai Priority Plaig Needs 70 Studet-Specific Plaig

A IEP cotais Appedix H: Compoets of a IEP studet idetificatio ad backgroud iformatio curret level(s) of performace, reflectig team cosesus o the studet s abilities ad eeds studet-specific outcomes (if the studet is workig to achieve outcomes that are outside expected curricular learig outcomes) performace objectives (if the studet is workig to achieve studet-specific outcomes) istructioal strategies, materials, ad eviromets ames of team members who will implemet the IEP plas for evaluatio ad review, with dates for meetigs to examie studet progress The followig questios may help i developig the compoets of a IEP. These questios are iteded as suggestios oly. 1. Studet Idetificatio ad Backgroud Iformatio Studet ame Paret/guardia ame Date of birth Address Provicial studet umber Phoe (home/work/cell) School Email What is the studet s first laguage? What other laguage(s) does the studet speak? Is there ay pertiet health care iformatio that the studet support team should be aware of? Is there a curret idividual health care pla (IHCP)? What impact does this medical iformatio have o the studet s programmig? Are ay agecies or additioal supports actively ivolved? Pupil file iformatio What school(s) has the studet atteded? What grades/courses has the studet completed? repeated? What is the studet s attedace record? Has the studet received support from the followig? the i-school team (e.g., resource teacher, school cousellor, behaviouritervetio teacher) the school support team (e.g., psychologist, speech-laguage pathologist, social worker, others) (cotiued) Appedices 71

Appedix H (cotiued) 2. Curret Level(s) of Performace What is the studet able to do? Have various sources of iformatio bee cosidered? Is the iformatio orgaized accordig to domais? Is each curret level of performace writte i precise, objective, ad measurable terms? Are the studet s eeds idetified ad prioritized? 3. Studet-Specific Outcomes (if required) Are the outcomes derived from the studet s curret level(s) of performace ad eeds? Are the outcomes stated i positive terms? Is the umber of outcomes achievable ad maageable? Do the outcomes idicate what the studet will do to demostrate learig? 4. Performace Objectives (if required) Are the performace objectives writte i small, maageable uits or steps? Will the performace objectives lead to achievemet of the studet-specific outcomes? Whe is achievemet expected? Is each performace objective observable or measurable? What are the coditios uder which the studet will perform each objective? What are the criteria for successful achievemet of each outcome? 5. Istructioal Strategies, Materials, ad Eviromets What istructioal strategies, assessmet processes, ad resources will be used? Where will the outcomes be addressed, practised, ad assessed? 6. Team Members Who are the team members who will implemet the IEP? 7. Evaluatio ad Review How will the IEP be evaluated? What are the dates ad times of review meetigs? 72 Studet-Specific Plaig

Appedix I: Verbs ad Studet-Specific Outcomes SMART (specific, measurable, achievable, relevat, ad time-related) studet-specific outcomes clearly describe what the studet will do. Whe writig studet-specific outcomes, choose verbs that state how studets will demostrate what they kow or are able to do. The chose verbs should refer to a skill sequece ad describe observable ad measurable behaviours. The followig verbs may be useful i writig SMART studet-specific outcomes. They are listed i categories correspodig to some of the multiple itelligeces idetified by Howard Garder. Multiple Itelligeces Verbs for Writig SMART Studet-Specific Outcomes Verbal/ Liguistic Address Amed Aswer Argue Articulate Associate Compose Covert Covice Create Critique Debate Defed Defie Demostrate Describe Devise Discuss Display Distiguish Draft Elaborate Embellish Erich Euciate Expad Explai Express i other terms Exted Form Geeralize Geerate Give examples Give i ow words Idicate Iform Iterview Itroduce Ivet Justify Label List Liste Make up Memorize Name Paraphrase Poit out Predict Prescribe Preset Preted Produce Publish Questio Quote Read Recall Recite Recogize Recommed Redirect Relate Repeat Report Respod Restate Retell Revise Reword Rewrite Specify State Suggest Summarize Sythesize Teach Tell Traslate Trasmit Use Write Logical/ Mathematical Aalyze Apply Appraise Arrage Braistorm Break dow Calculate cause/ effect Check Classify Combie Compare/cotrast Compute Coclude Covert Cout Criticize Decide Decipher Deduce Demostrate Derive Detect Determie Develop Devise Differetiate Discer Discover Discrimiate Distiguish Estimate Evaluate Examie Exercise Extrapolate Fid examples Fid relatioships Fid ukow Formulate Grasp Hypothesize Ifer Itegrate Iterpret Lik Measure Observe Order Outlie Plot Predict Prove Puzzle Rak Resolve Select Separate Sequece Simplify Solve Test Track Traslate Uify Verify (cotiued) Appedices 73

Appedix I (cotiued) Multiple Itelligeces Verbs for Writig SMART Studet-Specific Outcomes Visual/ Spatial Build Cast Chage Chart Covert Compose Copy Create Decorate Demostrate Desig Diagram Distiguish Divide Draw Elaborate Embellish Elarge Expad Form Formulate Graph Idetify Illustrate Improve Itegrate Iterpret Ivet Label List Make Mark Mid map Model Orgaize Origiate Outlie Produce Rearrage Recogize Reder Reorder Represet Reproduce Show Sketch Trasform Musical/ Rhythmic Amplify Arrage Bled Classify Compare/cotrast Compose Create Demostrate Elevate Ehace Explai Express Harmoize Hear Hum Illustrate Icorporate Iterpret Liste Make up Orchestrate Perform Play Practise Preset Produce Represet Retell Select Show Sig Stage Trai Write about Body/ Kiesthetic Act out Adjust Apply Arrage Bed Bled Build Categorize Chage Choose Classify Collect iformatio Combie Compare Compile Complete Coduct Costruct Cout Create Demostrate Desig Determie Develop Devise Discover Display Divide Documet Dramatize Egage Erect Examie Execute Exercise Experimet Fill i Fid Fold Form Fuse Gauge Group Imitate Ispect Iterpret Ivet Ivestigate Jump Keep records Leap Locate Make Make up Maipulate Match Measure Model Move Operate Order Orgaize Participate Perform Pick Pla Poit Post Practise Prepare Preset Produce Put Put i order Put to use Put together Rearrage Recostruct Record Reorder Reorgaize Restructure Role-play Rotate Search Select Separate Shake Show Simulate Sort Spi Sprig Stage Stad Stretch Subdivide Survey Tabulate Take apart Touch Trace Track Trai Trasfer Tur Twist Ucover Uderlie Use Vault Write (cotiued) 74 Studet-Specific Plaig

Appedix I (cotiued) Multiple Itelligeces Verbs for Writig SMART Studet-Specific Outcomes Iterpersoal Advise Articulate Assig Coach Commuicate a opiio Compose Cotribute Create Demostrate Desig Discuss Display Educate Empathize Ecouter Evaluate Experiece Explai Give feedback Idetify Illustrate Improve Istruct Iterpret Iterview Justify Liste Orgaize Perceive Pla Play Practise Preset Project Receive feedback Record Relate Role-play Seek Share Show Solve Spell out Teach Trai Traslate Write Itrapersoal Access Advocate Amed Aalyze Apply Appraise Assess Assimilate Award Choose Commuicate ideas Compare/cotrast Cocetrate Coclude Cotribute Elevate Create Critique Decide Defed Demostrate Describe Determie Discrimiate Draw Evaluate Explai Explore Focus Illustrate Imagie Iterpolate Iterpret Judge List Make Narrate Pla Poit out Positio Practise Prepare Propose Rak Rate Recogize Recout Redraw Reflect Report Review Revise Rewrite Select Self-reflect Share Show Suggest Support Tell Track Use Validate Write Avoid verbs that caot be demostrated Examples Acquire Appreciate Be aware of Believe Cosider Feel Kow Lear Remember Thik Uderstad Value Appedices 75

Appedix J: IEP Framework for Documetig Adaptatios (Sample Form) Studet Name Date Curret Level(s) of Performace (What do we kow?) Adaptatios (What will we try?) Assessmet (How is it workig?) 76 Studet-Specific Plaig

Appedix K: IEP Framework for Documetig Studet-Specific Outcomes (Sample Form) Studet Name Date Domai Curret Level of Performace Studet-Specific Outcome Performace Objectives Istructioal Strategies, Materials, ad Eviromets Assessmet ad Evaluatio (Iclude date ad perso gatherig assessmet data.) Appedices 77

Appedix L: Daily Plaer for a Studet Who Receives Adaptatios (Sample) Time, Subject/Course, ad Locatio Expected Learig Outcomes Istructioal Strategies, Materials, ad Eviromets Assessmet ad Evaluatio Which curricular learig outcomes is the class workig to achieve? Which adaptatios are required? Which strategies ad resources are required to support the studet? Which adaptatios are required? Assessmet methods? Assessmet materials? Eviromets? 78 Studet-Specific Plaig

Appedix M: Daily Plaer for a Studet Who Receives Modified Programmig (Sample) Time, Subject/Course, ad Locatio Expected Learig Outcomes Performace Objectives Istructioal Strategies, Materials, ad Eviromets Assessmet ad Evaluatio Which curricular learig outcomes is the studet workig to achieve? To what level? Which performace objectives would best be taught ad practised durig this time ad i this eviromet? Which strategies ad resources are required to support the studet? Documet observatios. Which assessmet tools ad strategies will be used? Eviromets? Did the studet demostrate the skill? Idepedetly? Assisted? O what date? Appedices 79

Appedix N: Daily Plaer for a Studet Who Receives Idividualized Programmig (Sample) Time, Subject/Course, ad Locatio Performace Objectives Istructioal Strategies, Materials, ad Eviromets Assessmet ad Evaluatio Whe? Where? Who? Which performace objectives would best be taught ad practised durig this time ad i this eviromet? List the specific skills the studet is expected to demostrate. Which strategies ad resources are required to support the studet? Level of promptig? Adaptive equipmet? Specific strategies? Documet observatios. Which assessmet tools ad strategies will be used? Did the studet demostrate the skill? Idepedetly? Assisted? O what date? 80 Studet-Specific Plaig

Appedix O: Studet Outcome Rubric (Sample Form) Studet Name Date Evaluator Team Members/Positios Domai Target Skill Level at Year Ed Curret Level of Performace 1 Much less tha expected 2 Somewhat less tha expected 3 Expected (SSO) 4 Somewhat more tha expected 5 Much more tha expected Appedices 81

G LOSSARY

G LOSSARY accessibility Removig physical or other barriers or obstacles to esure access to buildigs, facilities, media, materials, electroic systems, ad eviromets, ad to esure equality for all idividuals. accommodatio A process that ivolves determiig what barriers might affect a perso, explorig optios for removig those barriers, ad accommodatig to the poit of udue hardship. adaptatio A chage made i the teachig process, materials, assigmets, or pupil products to help a pupil achieve the expected learig outcomes. appropriate educatioal programmig A collaborative school-family-commuity 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. assessmet A process of gatherig iformatio about what, ad how, a studet has leared i order to make decisios about what to do ext to cotiue the learig. assistive techology Ay item, piece of equipmet, product, or system that is used to icrease, maitai, or improve the fuctioal capability of idividuals with disabilities. behaviour itervetio pla (BIP) A itervetio pla developed by a team to meet a studet s social/emotioal ad behavioural eeds. cliicia A idividual traied i the provisio of support services withi the school settig who provides services for studets with exceptioal learig eeds ad cosultative services for school persoel ad parets; ad certified uder the Teachig Certificates ad Qualificatios Regulatio 515/1988, as speech-laguage pathologists, school psychologists, school social workers, occupatioal therapists, physiotherapists, or readig cliicias. cotiuum of supports ad services A rage of programmig ad services desiged to support studets with exceptioal eeds. core team Cosists of the studet, the studet s paret(s), ad the studet s teacher(s). curriculum The curriculum prescribed or approved by the Miister. daily pla A pla that outlies how a studet s idividual educatio pla will be carried out each day; outlies a daily timetable for a studet ad the outcomes to be worked o. differetiated istructio 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. early idetificatio The process used to idetify studets with exceptioal learig eeds i preschool, Kidergarte, the Early Years, or as early as possible i studets educatio before or after their etry ito school. educatioal assistat A perso hired by the school divisio to provide support for teachers ad/or studets ad supervised by a teacher. Glossary 85

expected learig outcomes The learig outcomes cosistet with the curriculum. iclusio A way of thikig ad actig that allows every idividual to feel accepted, valued, ad safe. iclusive educatio Providig all studets with the supports ad opportuities they eed to become participatig members of their school commuities. idividual educatio pla (IEP) A global term referrig to a writte documet developed ad implemeted by a team, outliig a pla to address the uique learig eeds of a studet; the writte IEP may rage i legth from oe page documetig studet-specific adaptatios developed by a studet s teacher(s) i cosultatio with the paret(s), to a legthier documetatio of a studet s programmig outliig studet-specific outcomes developed by a larger team that may also iclude resource, cliical, ad other studet services supports; the term IEP is iclusive of other acroyms such as adapted educatio pla (AEP), behaviour itervetio pla (BIP), assisted learig pla (ALP), ad so o. idividual health care pla (IHCP) A writte pla of care for a studet with special health-care eeds; a registered urse facilitates developmet of the IHCP. idividual trasitio pla (ITP) A formal pla developed to help a studet with exceptioal learig eeds as the studet prepares to exit the school system; the pla is developed by a studet s IEP team ad is reviewed aually. idividualized programmig Programmig iteded for studets whose cogitive disabilities are so sigificat that they do ot beefit from participatig i curricula developed or approved by Maitoba Educatio; it idetifies highly idividualized learig experieces that are fuctioally appropriate. iformed coset A idividual s volutary coset to participate i a activity (assessmet, itervetio, program) after first beig fully advised of the beefits ad the risks; ca be withdraw at ay time. i-school team Cosists of the core team (studet, parets, teachers) ad other school staff, such as the resource teacher ad/or school cousellor; the key decisio maker i the studetspecific plaig process. modificatio Chages i the umber or the cotet of the learig outcomes a studet with a sigificat cogitive disability is expected to meet i the provicial curriculum, as determied by the studet support team. performace objectives (POs) Studet-specific outcomes broke dow ito small, maageable compoets or steps. persoalized trasportatio pla (PTP) A writte documet recordig the idividual studet s exceptioal eeds ad the requiremets for trasportatio services as part of a studet s IEP. placemet A school or a alterative learig eviromet chose for a studet; determied by school ad school divisio policy ad i cosultatio with the school team, icludig parets. 86 Studet-Specific Plaig

prit disability A situatio caused by a sesory, physical, or eural disability that results i a studet beig uable to use prit materials effectively. reasoable accommodatio The school s obligatio to address special eeds of studets where these eeds stem from the protected characteristics specified i The Huma Rights Code of Maitoba, such as physical or metal disability, ad affect the idividual s ability to access educatioal/school services or facilities; the measures to accommodate special eeds will be reasoable ad required uless they cause udue hardship due to cost, risk to safety, impact o others, or other factors. resource teacher A teacher whose pricipal duties are to determie idividual educatioal difficulties, to idetify appropriate strategies for use by teachig staff, to give direct assistace to teachers ad studets, ad to provide school persoel ad parets with cosultative services. school support team Cosists of the i-school team ad additioal persoel, such as cliicias ad cosultats, who cosult ad collaborate with the i-school team to support studetspecific plaig ad educatioal programmig. specialized assessmet Idividualized assessmet coducted by qualified practitioers across a variety of domais ad specific learig cotexts to provide additioal iformatio o the exceptioal learig eeds of studets; icludes assessmet of exceptioal learig, social/emotioal, behavioural, sesory, physical, cogitive/itellectual ad adaptive, commuicatio, academic, or special health-care eeds relevat to studets learig ad performace. studet outcome rubric (SOR) A tool that ca be used at the ed of the school year to evaluate ad report a studet s level of achievemet of his or her studet-specific outcome(s); each SOR specifies the behaviour that must be exhibited to be assiged a specified evaluative ratig. studet services admiistrator A teacher employed by the school divisio to coordiate ad support the studet services eeds i schools. studet-specific outcome (SSO) A cocise descriptio of what a studet will kow ad be able to do by the ed of the school year. studet with exceptioal learig eeds A studet who requires specialized services or programmig whe deemed ecessary by the i-school team because of exceptioal learig, social/emotioal, behavioural, sesory, physical, cogitive/itellectual, commuicatio, academic, or special health-care eeds that affect his or her ability to meet learig outcomes. trasitio Movig a studet from oe eviromet to aother at key poits i his or her developmet from childhood to adulthood (e.g., etry ito the Kidergarte or ursery school years, trasitio from the Early to Middle Years, from oe grade to the ext, or from school to post-secodary educatio or employmet). Glossary 87

R EFERENCES Maitoba Acts ad Regulatios 91 Healthy Child Maitoba Documets 92 Maitoba Educatio Documets 92

R EFERENCES Maitoba Acts ad Regulatios Acts Maitoba. The Educatio Admiistratio Act. C.C.S.M. c. E10. Wiipeg, MB: Quee s Priter Statutory Publicatios, 1987. Available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/e010e.php.. The Freedom of Iformatio ad Protectio of Privacy Act. C.C.S.M. c. F175. Wiipeg, MB: Quee s Priter Statutory Publicatios, 1997. Available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/f175e.php.. The Huma Rights Code. C.C.S.M. c. H175. Wiipeg, MB: Quee s Priter Statutory Publicatios, 1987. Available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/h175e.php.. The Persoal Health Iformatio Act. C.C.S.M. c. P33.5. Wiipeg, MB: Quee s Priter Statutory Publicatios, 1997. Available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/p033-5e.php.. The Public Schools Act. C.C.S.M. c. P250. Wiipeg, MB: Quee s Priter Statutory Publicatios, 1987. Available olie at http://web2.gov.mb.ca/laws/statutes/ccsm/p250e.php. Regulatios. Appropriate Educatioal Programmig Regulatio 155/2005. Wiipeg, MB: Quee s Priter, 2005. Available olie at http://web2.gov.mb.ca/laws/regs/pdf/p250-155.05.pdf.. Educatio Admiistratio Miscellaeous Provisios Regulatio, Amedmet, Regulatio 156/2005. Wiipeg, MB: Quee s Priter, 2005. Available olie at http://web2.gov.mb.ca/laws/regs/2005/156.pdf.. Teachig Certificates ad Qualificatios Regulatio 515/1988. Wiipeg, MB: Quee s Priter, 1988. Available olie at http://web2.gov.mb.ca/laws/regs/pdf/e010-515.88.pdf. Refereces 91

Healthy Child Maitoba Documets Healthy Child Maitoba. Bridgig to Adulthood: A Protocol for Trasitioig Studets with Exceptioal Needs from School to Commuity. Wiipeg, MB: Healthy Child Maitoba, March 2008. Available olie at www.edu.gov.mb.ca/k12/docs/ policy/trasitio/idex.html. Healthy Child Maitoba, Maitoba Aborigial ad Norther Affairs, Maitoba Culture, Heritage ad Tourism, Maitoba Educatio ad Youth, Maitoba Family Services ad Housig, Maitoba Health, Maitoba Justice, ad Status of Wome. Guidelies for Early Childhood Trasitio to School for Childre with Special Needs. Rev. Wiipeg, MB: Healthy Child Maitoba, September 2002. Available olie at www.gov.mb.ca/fs/childcare/trasitio_protocol.html.. Guidelies for School Registratio of Studets i Care of Child Welfare Agecies. Rev. Wiipeg, MB: Healthy Child Maitoba, September 2002. Available olie at www.edu.gov.mb.ca/k12/specedu/pdf/i_care.pdf. Maitoba Educatio Documets Maitoba Educatio ad Traiig. Guidelies o the Retetio ad Dispositio of School Divisio/District Records. Rev. Wiipeg, MB: Maitoba Educatio ad Traiig, Jue 2000. Available olie at www.edu.gov.mb.ca/k12/docs/policy/ retetio/idex.html.. Idividual Educatio Plaig: A Hadbook for Developig ad Implemetig IEPs, Early to Seior Years. Wiipeg, MB: Maitoba Educatio ad Traiig, 1998.. Success for All Learers: A Hadbook o Differetiatig Istructio: A Resource for Kidergarte to Seior 4 Schools. Wiipeg, MB: Maitoba Educatio ad Traiig, 1996. Available from the Maitoba Text Book Bureau stock umber 80320. Maitoba Educatio, Citizeship ad Youth. Appropriate Educatioal Programmig: A Hadbook for Studet Services. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2007. Available olie at www.edu.gov.mb.ca/k12/specedu/aep/ hadbook_ss/idex.html.. Appropriate Educatioal Programmig i Maitoba: Stadards for Studet Services. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2006. Available olie at www.edu.gov.mb.ca/k12/specedu/aep/pdf/stadards_for_studet_services. pdf.. Eglish as a Additioal Laguage (EAL) ad Literacy, Academics ad Laguage (LAL): Kidergarte to Grade 12 Maitoba Curriculum Framework of Outcomes. Draft for Cosultatio ad Review. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, September 2006. Available olie at www.edu.gov.mb.ca/k12/cur/ diversity/eal/framework/idex.html. 92 Studet-Specific Plaig

. Maitoba Pupil File Guidelies. Rev. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, November 2004. Available olie at www.edu.gov.mb.ca/k12/ docs/policy/mbpupil/idex.html.. Policies ad Procedures for Stadards Tests, 2009/2010. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2008. Published aually. Available olie at www.edu.gov.mb.ca/k12/assess/docs/pol_proc/.. Rethikig Classroom Assessmet with Purpose i Mid: Assessmet for Learig, Assessmet as Learig, Assessmet of Learig. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2006. Available olie at www.edu.gov.mb.ca/k12/ assess/wcp/idex.html.. Subject Table Hadbook: Studet Records System ad Professioal School Persoel System. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, published aually. Available olie at www.edu.gov.mb.ca/k12/docs/policy/sth/idex.html.. Workig Together: A Hadbook for Parets of Childre with Special Needs i School. Wiipeg, MB: Maitoba Educatio, Citizeship ad Youth, 2004. Available olie at www.edu.gov.mb.ca/k12/specedu/paret/idex.html. Maitoba Educatio, Traiig ad Youth. Towards Iclusio: A Hadbook for Idividualized Programmig Desigatio, Seior Years: A Resource for Seior Years Schools. Wiipeg, MB: Maitoba Educatio, Traiig ad Youth, 1995. Available olie at www.edu.gov.mb.ca/k12/specedu/idividu/idex.html.. Towards Iclusio: A Hadbook for Modified Course Desigatio, Seior 1 4: A Resource for Seior Years Schools. Wiipeg, MB: Maitoba Educatio, Traiig ad Youth, 1995. Available olie at www.edu.gov.mb.ca/k12/specedu/modified/idex.html. Refereces 93

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