IEP DOCUMENT

tion
cial Educa
About Spe …
Talking Volume VI

A Guide to Individual Education
Plans (IEPs) for Teachers
An Information
Handbook
Prepared by:

The First Nations
Education Steering Committee
and the
First Nations Schools Association

April 2007

Talking About Special Education Volume VI: An Information
Handbook updated by Madeline Price, FNESC Special
Education Support.

If you have further questions about
IEPs
or would like more information,
please contact:

First Nations Special Education
at:

1.877.422.3672

© 2007 The First Nations Education
Steering Committee and The First
Nations Schools Association

TABLE OF CONTENTS
Talking About Special Education Volume VI

Inside:
Introduction……………………………………….. 2

When Does a Student Require an IEP………... 2

Adapted and Modified Programs……………..... 5

Graduation………………………………………... 4

Preplanning………………………………………. 7

Establishing an IEP Team………………………. 7

IEP Meeting………………………………………. 8

Writing the IEP…………………………………... 10

Implementing the IEP…………………………… 12

Reviewing the IEP……………………………….. 13
Transitions………………………………………... 15

Reporting…………………………………………. 16

References……………………………………….. 17

Appendices
A - Example of an Adaptation/Modification Sheet
B - Example of a Blank IEP

C - Example of a Mock IEP

D - Parent IEP Planning Sheet

Talking About Special Education Volume VI - IEPs for Teachers, 2007 Talking About Special Education Volume VI VI- IEPs for Teachers, 2007

Introduction
**The IEP supports students in areas where they
The Individual Education Plan (IEP) is a valuable tool are experiencing difficulty, or areas where they are
for planning and communicating with colleagues and exceeding expectations.
parents. An IEP provides the opportunity for a student
to progress at his/her individual learning pace in areas Adapted Program
where they are experiencing difficulties. It is a written
plan, developed for an individual student, which
Many students are capable of achieving the goals of
outlines student’s strengths and needs. Goals are
the regular curriculum, but require some changes to the
designed that are realistic and achievable. An IEP
way they are taught or assessed. When a student has
describes the program modifications and/or
“program adaptations” the student is working at grade
adaptations for the student and the services that are to
level but has adaptations to support success. The IEP
be provided. It is a concise, flexible and usable
outlines program adaptations. The adaptations are
document that summarizes a plan for the student’s
provided so the student can participate successfully in
education program.
the program.
The IEP is designed to be an enabling process. The
document is developed from a positive perspective with Modified Program
an understanding of the student strengths and needs. It
is a document that sets the student up for success, and Some students may need more personal, individualized
then provides opportunities to celebrate that success. goals that are different from, or in addition to those set
The IEP is an ongoing “working” document. out in the regular curriculum. A modified program has
learning outcomes that are not at grade level and are
When Does a Student Require an IEP? substantially different from the prescribed curriculum.
These modifications are specifically selected to meet
In most cases an IEP is required when a student’s the student’s special needs. For example, a common
program is either adapted or modified. modification for a student with special needs who is
working significantly below grade level might be a
**A student’s program may include some regular parallel curriculum designed at a much easier level for
courses, as well as courses that are adapted and the student.
others that are modified.
**Learning Outcomes: are what students are expected
**An IEP is usually not the student’s entire to know and be able to do by the end of a course or
program. grade.

Page 2 Page 3


Graduation
Examples of Adaptations or
Modifications The Dogwood Diploma is awarded to all students upon
** An example of a program adaptation/modification sheet is the successful completion of prescribed provincial
included in the appendix. graduation requirements. Students with special needs
whose programs are adapted are eligible to receive the
• Instructional strategies, such as visual supports, Dogwood Diploma.
spell checker, extra time, less written work;
• Assessment procedures and different ways to The British Columbia School Completion Certificate is
demonstrate learning such as oral exams, issued to all students who have met the goals and
additional time, use of a scribe (someone to write objectives stated in their Individual Education Plans. If a
the answers) or reader (someone to read the student has been on a modified program at the high
material); school level, he or she will graduate with a British
• Use of a computer with word processing, and spell Columbia School Completion Certificate. That
check to support written output; certificate is not the same as a Dogwood Diploma.
• Use of a computer for voice recognition to support Students with a BC School Completion Certificate will
written output; not be able to take many post-secondary programs.
• Use of a computer/scanner for reading material to
support the student with a reading disability. **It is important that parents understand if their
child has program adaptations or program
**A student’s program may include some courses modifications in their IEP.
that are modified and others that are adapted.
** Students that are on a modified program should
have a complete Educational Assessment to ensure
that their needs could not be met with regular
program adaptations.

**Students with a “learning disability” and other
special needs are entitled to certain program
adaptations that can support grade completion and
high school graduation (this is called adjudication).
These students must have a full Educational
Assessment in place to qualify for these program
adaptations. An IEP outlining the program
adaptations must be in place.

Page 4 Page 5


The BC Performance Standards 1. Preplanning
(http://www.bced.gov.bc.ca/perfstands/)
By the time it has been decided that a student requires an
The BC Performance Standards describe key levels of IEP, some or all of the following steps should have taken
achievement in Reading, Numeracy, Writing, and place:
Social Responsibility. The Performance Standards help
teachers and families understand when a student’s • Systematic assessment and evaluation by the
work has met the expectations of the grade level. classroom teacher;
• Consultation between the classroom teacher(s), the
Note: Those areas in which the student is following parents, and school-based colleagues;
the curriculum, without any adaptations or • Introduction of alternate strategies and evaluation of
modifications, do not need to be included in the their effect;
IEP process. • Referral to school-based team for specialized
assessments and consultation.
The intent of the IEP Once the student has been identified as having “special
needs” a team should be formed to plan for the
• To bring together a team of people who understand student’s educational needs.
the student’s strengths and needs;
• To develop a plan and provide an appropriate and 2. Establishing an IEP Team
effective education for the student;
• The IEP should set the student up for success. Depending upon the educational needs of an individual
student, membership on the IEP team can vary.
What the IEP should not be Participants of the team should include:

• A bureaucratic process that eliminates key players; • Classroom teacher(s);
• Separate reports that are presented to the key • Teacher assistants;
players; • School administrator;
• Forms filled out in isolation; • Parents or legal guardians;
• A process without collaboration. • The student most times;
• Other school-based and community/itinerant
support staff who are going to be involved in the
development and delivery of the IEP.

Page 6 Page 7


An IEP case manager should be assigned to Parental Involvement in Schools
coordinate the development and implementation of the
IEP. This includes: “In this complex world it takes more than a good
school to educate children.
• Organizing and chairing the IEP meetings; It takes more than a good home to educate children.
• Ensuring the IEP documents are written and It takes these two educational institutions working
distributed; together.”
• Ensuring a regular process for monitoring progress
is established; Dorothy Rich
• Establishing a review date.
A) Prior to the meeting
When a student has multiple or severe needs, it is
essential when possible, that community services, The case manager should provide ample notice of the
such as public health and/or mental health, upcoming IEP meeting to all IEP Team members.
educational specialists, speech and language Parents should be made aware of the meeting and who
pathologists, and occupational/physical therapists will be attending. Prior to the meeting, it is helpful for the
are part of the IEP team to ensure consensus parents to prepare for the meeting. See the appendix for
regarding goals, consistency in interventions, and a sample of an IEP Planning Sheet for Parents. This
an integrated approach to service delivery. form can be sent home to support parents in thinking
about the types of goals they have for their child.
3. IEP Meeting

The IEP process is new to many people, and as such,
it is a process that needs to be explained to parents.
Parents should be encouraged to be actively involved
in the process regarding educational services for their
children. They provide a unique perspective about the
student’s personality, development and learning. Open
communication and cooperation between home and
school increases the opportunities for students with
special needs to experience success.

Page 8 Page 9

Talking About Special Education Volume VI - IEPs for Teachers, 2007 Talking About Special Education Volume VI - IEPs for Teachers, 2007

The IEP should contain:
B) At the meeting
• Brief outline of past assessments and dates (both
The following is a list of suggestions that will be helpful formal and informal assessments);
in running the IEP meeting: • Current skills levels (what the student knows and
• Introduce all members, and explain the process; can do);
• Set the length of the meeting; • Degree of participation in the regular program, and
• Follow a meeting plan (see appendix); areas that require adaptation/modification;
• The IEP facilitator usually is the recorder; • Essential information, including relevant medical,
• Compile the information on the IEP form; and school background;
• Let the IEP team know that each participant will • How the student learns best;
have a copy of the IEP available to them when • Student needs in the following areas: academic,
completed. social/emotional, behavioural, physical ( ex.
• Set a date for an IEP review (make this date a hearing, vision, fine motor etc), language/
realistic time frame in which the student can communication, life skills/work experience/career
accomplish the outlined goals). The IEP review is a prep;
time to evaluate student growth, celebrate the • Realistic and achievable student goals appropriate
student’s accomplishments and put new goals in to the student in one or more of the above areas.
place. (What the student will do to demonstrate learning);
• Team responsibility for supporting the student goal,
** See document in appendix C IEP’s as Best Practice. and the strategies that will be put in place to support
the student goal (where it will take place and for
how long);
4. Writing the IEP • Documentation to show how progress will be
measured towards each goal;
The IEP guides the implementation of adaptations or • Adaptations and modifications to support the
modifications to a student’s instructional program. It student goal.
must be written in such a way that it can be understood • Review date;
by all current and future team members. • Plans for the next transition.

*** Remember that the IEP in most cases is not the ** In most cases 3-4 goals in an IEP is enough work
student’s entire school program. The IEP outlines for the student and the IEP team to realistically
key areas that require adaptation or modification to accomplish before the IEP review dates. *Sample
the school program. IEP in appendix.

Page 10 Page 11

Talking About Special Education Volume VI VI- IEPs for Teachers, 2007 Talking About Special Education Volume VI - IEPs for Teachers, 2007

5. Implementing the IEP 6. Reviewing the IEP
The IEP is a working document and must be linked to At the IEP review meeting, the team comes together to
ongoing instructional planning to be effective. The discuss the progress the student has made towards the
student with special needs should be seen first as a IEP goals and to celebrate the student
student in the class, and should not be defined accomplishments. Making the IEP review consistent
exclusively by those special needs. The with a regular reporting period may be the most time
implementation of the IEP is putting into practice the efficient manner. This will avoid having to hold separate
plans, strategies and supports agreed upon by the IEP review and report card meetings and will provide
team members. This usually includes one or more of the information required for the report card.
the following:
In some cases, students will require an IEP review
• Implementing realistic and achievable goals; more often. Reviewing the IEP every 8-10 weeks can
• Designing the adaptations to instruction and/or support student motivation and offers the IEP team
assessment methods; more opportunity to monitor the student’s goals and
• Designing modifications to the curriculum; provide a special time to celebrate success.
• Carrying out the provision of support services;
• Documenting student progress. As in the case of the first IEP meeting, the case
manager should organize and chair the IEP review
*If you would like FNESC Special Education Support to meeting. All team members should share information
come to your First Nation school and demonstrate/ on strategies used and assessment results since the
facilitate the IEP process please email the FNESC last meeting. At that time, the team may decide to carry
Special Education Team kellyk@fnesc.ca to request a on with the current plan, change the goals or
school visit. adaptations, or seek help from additional community
resources.

*The IEP review should provide an opportunity to
celebrate the student’s accomplishments.

Page 12 Page 13


Questions that may assist with the review of Transitions
the IEP include:
Is a transition time occurring in the near future?
• Has the IEP outlined realistic and achievable goals? Sometimes the IEP review meeting can also be a
• Has the student succeeded in the outlined goals? transition meeting.
• Are new goals ready to be put in place?
• Have the strategies and resources been effective to Transitions can occur from home to school, one school
support the student learning? or one level of schooling to another, and from school to
• Should new goals be selected to more accurately independent or supported adult living. These transitions
reflect the student’s changing strengths, needs and can be a very difficult and confusing time for students.
interests? Before any transition takes place, the IEP team should
meet to discuss the student’s plan and add
If the goals have not been met, the following recommendations to the IEP. Such a review can help
questions should be asked: communication between the student’s current
teacher(s) and the receiving teacher(s), and ensure
• Were the goals, materials, methods and procedures continuity of the programming for the student. The
appropriate? transition process should be coordinated and
• What gains did the student make? implemented well before the anticipated move.
• Did the student assume some responsibility for his
or her learning? *The transition/IEP meeting should include any
• Did the support team members follow through on agencies expected to be involved with the student
their responsibilities to support the student goal? and family in the new setting.
• Did independence increase?

** Note in the appendix the Goal Accomplishment
Sheet. This has been designed to keep track of the
number of goals accomplished in one year, and the
outlined student goal areas.

Page 14 Page 15


7. Reporting References

Reports for students with special needs should Some of this booklet was developed from the following
describe progress with respect to all components of the resources: Individual Education Planning for Students
program, including those areas that have been adapted with Special Needs - A Resource Guide to Support
and/or modified. When a student is expected to Teachers. Prepared by the BC Ministry of Education,
achieve or surpass the regular curriculum learning Special Programs Branch.
outcomes, the same grading and reporting should be http://www.bced.gov.bc.ca/specialed/iepssn/
followed as with other students. When the student ph: (250) 952- 4460 fax: (250)952-4431
requires substantial course or program modification, Toll-free within BC 1-800-282-7955
the use of letter grades or percentages to report Webpage: http://pss.online.gov.bc.ca/dcv/
student progress is not appropriate. Letter grades that
reflect the goals in the IEP are appropriate, if it is clear The IEP process and the formatting has been
that the program is modified. Structured written developed by Madeline Price, FNESC Special
comments are very helpful to report the level of student Education Support. If you have questions about the IEP
success in achieving the individual goals and process, examples of IEP’S, or how best to facilitate an
objectives set out for him or her. IEP, please contact:

The IEP should be used to report the level of student Madeline Price: 1-877-422-3672
success in achieving the individual goals set out for him madelinep@fnesc.ca
or her.
Or
When the IEP team involves other community
professionals that provide services for the student, Lisa Ellis
such as a counselor, behaviour specialist, speech- First Nations Special Education Resource Line
language pathologist, physical or occupational Toll-free: 1-877-547-1919
therapist, or vision teacher, this should be reflected in Call Monday to Thursday, 12:30 - 4:30 p.m.
the IEP document, and in the IEP review.

Page 16 Page 17

Talking About Special Education Volume VI VI- IEPs for Teachers, 2007 Talking About Special Education Volume VI VI- IEPs for Teachers, 2007

APPENDICES 1: Example of an Adaptation/
Modification Sheet

Student:___________________ Date:_________________

ADAPTATIONS & MODIFICATIONS
KEY:
A = ADAPTED (Regular Grade Learning Outcomes With
Accommodations/Adaptations)
E/G = ENRICHED/GIFTED (i.e., Extended Learning Outcomes or
Appendix A Advanced Level)
Example of an Adaptation/ R = REGULAR (Grade Level Learning Outcomes: Content &
Skills)
Modification Sheet M = MODIFIED (“Substantially Different" from Regular)

ADAPTATIONS/ACCOMMODATIONS needed for student to
meet regular grade outcomes
Accessibility: home-school communication
access to all areas of school program
fire exits & routes outside agency support
furniture & storage reinforcement (class/group/
health & personal care indiv)
parking lot, roads & routines established & followed
walkways school counselling program
play areas & equipment student contract/goal setting
showers, washrooms & teach/assignments at skill level
fountains teach & reinforce social skills
transportation to and from other:
school Equipment & Specialized
other: Materials:

augmentative commun device
Assignments & Homework: Braille machine/materials
alternate assignments or Calculator (large keys/reg./
format voice)
length and/or number camera (digital/video)
(decrease) Computer/word processor
partner or group computer printer/peripherals
assignments fine/gross motor equipment
time allowed (increase) hearing aids/fm system
other: headphones/listening centre
Behaviour Management: Language Master & cards
consequences — clear/ magnifier/lenses
consistent overhead projector
expectations/rules —clear/ reference books
consistent spell checker/grammar checker

A1


standing frame/walker
feedback immediate/frequent
switches/adapted handles,
practice guided/independent
etc.
multisensory (oral/experiential/
tape recorder
written)
wheelchair (reg./electric)
memory (reduce/teach
other:
strategies)
Organizational & Study pace quick/slow
short sessions/lessons
Strategies: teach key concepts/vocabulary
bulletin board or chart
other:
reminders
class schedule/timetable, Testing & Evaluation:
individual visual schedule alternate setting/time
clock/timer/watch alternate test/format
desk/locker/tote tray time (increase/short sessions)
(personal)
furniture arrangement
open book/take home exams Appendix B
oral (reader/scribe/tape)
routines for use of materials programmed learning Example of a Blank Individual
student planner/home-
school book
rewriting permitted Education Plan
spell check
teach organizational/study Word Processing
skills speech recognition software
other: scanning and reading software
other:
Reading, Writing & Note
taking:
alternate formats note
taking: carbon copy/outline/
photocopy/taped notes
alternate formats reading:
Braille/enlarged print/rebus/
tapes/videos/scanning
software
alternate formats writing:
computer/printing/
typewriter/word process,
speech recognition software
alternate materials/texts:
easier reading level/parallel
unit
notetaker, reader and/or
scribe (parent/peer/staff/
volunteer), speech
recognition software
other:
Teaching Strategies:
advance organizers/key
visuals
alternate content/skills
demo/model processes/
product

A2


APPENDICES 2: Example of a blank Individual STUDENT PROFILE
Education Plan
ASSESSMENT INFORMATION:

Formal Assessment:
SCHOOL
Date Assessment Name Comments/
Recommendations
Phone:
Fax:

Individual Education Plan Informal Assessment:
SCHOOL YEAR (Classroom Based/Teacher Assessment)
Student: Recommendations

DATE OF IEP MEETING:

BIRTH DATE: CURRENT SKILL LEVELS:
AGE: GENDER: R = Regular Program A = Adapted M = Modified
Reading
MAIL ADDRESS:
Math

GRADE: Writing
Social Studies
PHONE:
Science
PARENT/GUARDIAN: Physical Education
Art/Woodwork
Music
Spelling

School: Listening
IEP Year : Student: Expressive Language

B1 B2


Strengths: FOUR COLUMN GOAL CHART (short term goals)
Need Goal: Strategy and Team Measurement of
Descriptors: (which of 6 Student Responsibility Progress
above areas )
Learns Best When:

Medical History:

School History:

AREAS OF NEED
Requires only a check, or a brief two-three word description.
ACADEMIC

BEHAVIOURAL

SOCIAL/EMOTIONAL SUPPORT TEAM
Role Participant Contact
LANGUAGE COMMUNICATION
Name Information
PHYSICAL Mother/Father

LIFE SKILLS Teacher

LONG TERM GOALS/DREAMS/DESIRES Principal

Teacher Assistant
WHAT DO WE WANT (Name) TO ACCOMPLISH THIS YEAR?

Language Teacher

FNESC Sp. Ed. Support
Madeline Price madelinep@fnesc.ca

FNESC Toll Free Resource lisae@fnesc.ca
Lisa Ellis
Line 1-877-547-1919

B3 B4


BASELINE MEASURE DOCUMENTATION
Signatures:
Baseline Review #1 Review #2 End of Year
________________________ _________________ Measure Measure
(Parent/Guardian) (Date)

________________________ _________________
(Principal) (Date)

Review Date: ______________________________________

IEP REVIEW
DATE: ___________

ACCOMPLISHMENTS

GOAL REVIEW

TRANSITION PLAN

B5 B6


Adaptations & Modifications Equipment & Specialized Increasing Written Output:
allow for a scribe or a tape to
Materials
fine/gross motor equipment record responses
****Highlighted = put into student program hearing aids/personal or establish the process for
class fm system revision (first draft, sharing,
headphones/listening centre revising, 2nd draft, sharing
Language Master & cards 3rd draft, polishing, final,
Accessibility: Teaching Strategies: publishing)
access to all areas of school advance organizers/key visuals magnifier/lenses
overhead projector have student write ideas on
fire exits & routes alternate content/skills post it notes and then
furniture & storage demo/model processes/product reference books
spell checker/grammar rearrange them to make an
health & personal care feedback immediate/frequent outline
parking lot, roads & practice guided/independent checker
standing frame/walker teach keyboarding skills
walkways multisensory (oral/experiential/ use an outline and 2 column
play areas & equipment written) switches/adapted handles,
etc. notes for paragraph and essay
showers, washrooms & memory (reduce/teach writing
fountains strategies) tape recorder
Wheelchair (reg./electric) use graphic organizers
transportation to and from pace quick/slow use the dot procedure (work to
school short sessions/lessons other: _______________
the dot and get feedback)
other:_______________ teach key concepts/vocabulary Reading, Writing & Note other: _________________

other:
Assignments & Homework taking:
alternate assignments or Organizational & Study alternate formats note tak- Testing & Evaluation
format Strategies ing: carbon copy/outline/ alternate setting/time increased
length and/or number visual strategies (chart, black- photocopy/taped notes alternate test/format
(decrease) board) alternate formats reading: time (increase/short sessions)
partner or group class /indiv visual schedule/ Braille/enlarged print/rebus/ open book/take home exams
assignments timetable tapes/videos oral (reader/scribe/tape)
time allowed (increase) concrete measures of time alternate formats writing: programmed learning
other: (timer/watch) computer/printing/ rewriting permitted
colour-coded binders, etc. typewriter/word process recognize and give credit for
Behaviour Management organized classroom set-up alternate materials/texts: class participation
consequences — clear/ routines for use of materials easier reading level/parallel review the grading process
consistent student planner/home-school unit before the test
expectations/rules —clear/ book notetaker, reader and/or provide examples of criteria for
consistent teach organizational/study skills scribe (parent/peer/staff/ each letter grade
home-school program explicity volunteer) allow student to retake test
outside agency support other: other: _______________ teach relaxation strategies
reinforcement (class/group/ provide sample items at the
indiv) Equipment & Specialized Following Directions: beginning of the test
routines established & provide only one or two provide visual graphic clues as
Materials directions at a time
followed augmentative commun device the test directions change
school counselling program restate directions in clear repeat directions to the student
Braille machine/materials simple language
student contract/goal calculator (large keys/reg./ once you have given them to
setting stand close to the student the class
voice) and gain eye contact before
teach/assignments at skill camera (digital/video) use take home tests for
level giving directions practice
computer processor provide visual support for
teach & reinforce social computer printer/peripherals other: __________________
skills directions (on students desk
other: or on board

B7 B8


APPENDICES 3: Example of a mock Individual
Education Plan

ELEMENTARY SCHOOL

Phone:
Fax:

Individual Education Plan
Appendix C YEAR 2006-2007
Example of a Mock
Individual Education Plan
Student: Kobi Anderson

DATE OF IEP MEETING: June 11, 2005

BIRTH DATE: September 4th, 1994
AGE: 11 GENDER M

MAIL ADDRESS: Box 2220 Sechelt BC VON 3AO

GRADE: 8

PHONE: 604-885-0000

PARENT/GUARDIAN: Victor and Gloria Anderson

School: Pine Elementary
IEP Year 2006-2007 Student: Kobi Anderson

C1


STUDENT PROFILE
STUDENT PROFILE

ASSESSMENT INFORMATION:
Formal Assessment: (Standard Scores) INFORMAL ASSESSMENT:
Recommendations (Classroom Based/Teacher Assessment)
Weschler Recommendations:
- Small group language Date Assessment Comments/
2003 Intelligence Scale for Recommendations
Children 111 (WISC)
instruction (see handout) Name
- Comprehension
Strategies (see handout) Informal Teacher Comprehension
Verbal-borderline Counsellor at school
recommended 2X weekly.
June 2005 Assessment/ needs to be
Performance- Reading/Writing Observation supported by
-Explicit teaching of
average strategies for sensory activities prior,
overload Unit tests at Grade 6 during and after
- Visual calm down
strategies
level reading- Is working
- Social story folder in a remedial literacy
- Quiet place to ‘hang out’ class in the
for sensory overload afternoons
Bender Visual Motor - Include in timetable —
extra computer/and wood
June 2005 Informal teacher Enrolled in a Math
2003 Integration — work electives Math Assessment Mastery Skills
* area of strength for Kobi
Working at a - Mastery unit tests Program
2003 Weschler Individual - Include extra scaffolding Grade 3/4 level
strategies for ‘inferential’
Achievement Test comprehension (see 2005 Projects Excels in these
Reading-average handout PE/ classes (has 2
Math-SS-borderline - Stress/Add a ‘Life Skills’
Woodwork/ blocks of PE) One
Writing-average to Math Program
- Money Computer block is Physio —
- Banking working on weights
- Accounting program
*See SLP handout
*************************
2003 Peabody Picture
Vocabulary Test -Pre-teach vocabulary Requires rigid routine/TA Support, and
Use as many visuals as accommodations in all areas
(Receptive possible
Language)- -Support “words with
borderline double meanings” ************************
* Use Rewards Program

2004 Referral to Asante
Centre for complete
assessment
C2 C3


AREAS OF NEED
CURRENT SKILL LEVELS:
R = Regular Program A = Adapted M = Modified ACADEMIC
Math Skills: money, time, accounting; Reading for comprehen-
A Reading sion; Practical Writing Skills
M Math BEHAVIOURAL
A Writing Protocol for managing behaviour outbursts; Strict routine to sup-
port success
A Social Studies
SOCIAL/EMOTIONAL
A Science Self Esteem; Confidence
R Physical Education LANGUAGE COMMUNICATION
Build skills in receptive and expressive language
R Art/Woodwork
PHYSICAL
R Music Bilateral Hearing Loss (FM Systems in place)
A Spelling LIFE SKILLS
Work towards Communications 11 and 12; Math Essentials/
A Listening
Accounting; Career Prep. and Job Support/ Work Experience
A Expressive Language
LONG TERM GOALS/DREAMS/DESIRES
Strengths: Athletic (enjoys PE); likes to be helpful; enjoys music, To graduate Grade 12 and get a job ; To play on the Men’s Soc-
art and woodwork; creative; likes to make things; can be cer Team after Grade 12
independent with a visual schedule; enjoys structure and routine;
loves computers WHAT DO WE WANT KOBI TO ACCOMPLISH THIS YEAR?
Descriptors: Hard working; good sense of humour; can be • To complete and master all literacy units
volatile/anger triggers; likes to be independent but has trouble • To complete Grade 4 Saxon Math Program
remembering- likes to have a concrete visual schedule; prints • To get to his Math and Literacy Class on time
neatly; can be easily stimulated i.e. sensory system overloads- • To follow his outlined visual schedule
requires a consistent calming quiet place • To try to remember using polite words
Learns Best When: Has visual schedules for timetable and • To use his color coded binders/bins in the resource room
routines; All program adaptations are in place; when feels • To put his breakfast food/dishes away in the resource room
respected; in a quiet environment; 1 on 1 for new concepts; has a • To continue to take weights class and PE Class
Learning Assistance Block; When language is spoken slowly, • To use his journal to record his feelings
clearly, concretely and with few words (“get to the point)” with • To use his laptop for Social Stories
personal feelings left out • To find his TA/Teacher when he feels he is “losing it”
Medical History: Bilateral hearing loss; exposure to alcohol • To use the Resource Room as a calm place to rest
prenatally, chronic congestion; Overactive Sensory System (not • To try to stay in his classes until they are finished
on medication at this time) • If he feels tired, to go ask to go to the Resource Room
• Morning routine: 7:30 in Resource Room, makes own
School History: K—7 Pine Elementary breakfast, puts away materials
C4 C5


FOUR COLUMN GOAL CHART (short term goals) FOUR COLUMN GOAL CHART (short term goals)
Need Goal: Strategy and Team Measurement of Need Goal: Strategy and Team Measurement of
(6 areas ) Student Responsibility Progress (6 areas ) Student Responsibility Progress

Kobi will: CT’s will: CT will: Kobi will: CT’s (and TA’s) will: CT will:
- Complete level 20 - Follow Kobi’s -Graph Kobi’s - Complete up to -Graph progress - Graph Kobi’s
by next reporting protocol for all classes progress unit by level 14 by Oct. 28 visually progress unit by
time Oct. 28 - Use a concrete unit - Work with his TA -Praise all efforts unit
- Use LA time to measure of time to - Liaise with RR to be on time for all -liaise with RR - Liaise with RR
complete help Kobi focus on Teacher, to help Math Classes Teachers Teacher to help
assignments if assignments Kobi bring Kobi bring
Academic needed - Chart his progress assignments to RR RR Teachers will assignments to RR
Literacy - Hand in all so can visually see his for completion Math Liaise with CT’s for completion
assignments into work completed support support
the RED “IN” BOX - Support all program - RR teacher will For work completion
in Ms K’s room adaptations, literacy check in with and focus on task– RR Teacher will:
-Work with TA to strategies Literacy Teacher CT/TA will use -check in with
be on time and support when concrete measures of Literacy Teacher
needed time and support when
needed
Kobi will: CT’s will: -Anecdotal notes CT/TA will ensure all
- Use his “calm - Direct Kobi to use his outlined program Home
down” visual calm-down routines. adaptations are in communication
support when he - Allow him to leave -Positive phone place: calculator, once weekly to
feels upset/angry the room if he calls home recipe cards, advise of progress
- Go directly to the chooses, must go reminder of calculation
Resource Room directly to RR with TA process
Behaviour (RR) if he is not - Use of concrete -Record of
managing his measure of time behaviour/solution 1 on 1 support to
behaviour well - Use the same worksheets check understanding
- Remember to use language, “remember
polite words/use your polite words”
journal - Follow protocol, use
of T charts

Kobi will: TA will meet Kobi at Attendance/late
Behaviour -work with his TA to the first bell and walk records by
Late for Class get to class on time with him to class in classroom teacher
time for second bell

C6 C7


INDIVIDUAL EDUCATION PLAN
SUPPORT TEAM REVIEW DATE: Oct. 28th, 05
Role Participant Contact ACCOMPLISHMENTS
Name Information
Victor & Gloria
Mother/Father Anderson

Teacher Jane Doe
GOAL REVIEW

Principal
John Smith

Teacher Assistant (TA)
TRANSITION PLAN
Mary James
Transition to Grade 9- in 2006-2007
Teacher/Hearing Imp. Plan Began in February 2006

Classroom Teacher (CT) BASELINE MEASURE DOCUMENTATION
Music-Jay Raymond
Baseline Review #1 Review #2 End of Year
Classroom Teacher Language-Janice Measure Measure
Smith

Classroom Teacher Reading Level Reading Level Reading Level Reading Level
16 21 28 32
Gr. 6 Grade 6.5 Grade 7 Grade 7.5
Classroom Teacher

Resource Room Teacher Math Level 12 Math Level 14 Math Level 20 Math Level 30
(RR) (end of Gr. 3) Grade 4 Grade 4.5

FNESC Sp. Ed. Support
Madeline Price madelinep@fnesc.ca

# of times late
FNESC Toll Free Resource lisae@fnesc.ca for Math Class 20% 10% 10%
Lisa Ellis
Line 1-877-547-1919
80%

# of times late
for Literacy 20% 10% 2%
Class
90%
C8 C9


Adaptations & Modifications Equipment & Specialized Increasing Written Output:
Materials allow for a scribe or a tape to
fine/gross motor equipment record responses
****Highlighted = put into student program hearing aids/personal or establish the process for
class fm system revision (first draft, sharing,
headphones/listening centre revising, 2nd draft, sharing
Language Master & cards 3rd draft, polishing, final,
Accessibility: Teaching Strategies: magnifier/lenses publishing)
access to all areas of school advance organizers/key visuals overhead projector have student write ideas on
fire exits & routes alternate content/skills reference books post it notes and then
furniture & storage demo/model processes/product spell checker/grammar rearrange them to make an
health & personal care feedback immediate/frequent checker outline
parking lot, roads & practice guided/independent standing frame/walker teach keyboarding skills
walkways multisensory (oral/experiential/ switches/adapted handles, use an outline and 2 column
play areas & equipment written) etc. notes for paragraph and essay
showers, washrooms & memory (reduce/teach tape recorder writing
fountains strategies) Wheelchair (reg./electric) use graphic organizers
transportation to and from pace quick/slow other: _______________ use the dot procedure (work to
school short sessions/lessons the dot and get feedback)

other:_______________ teach key concepts/vocabulary Reading, Writing & Note other: _________________
other: taking:
Assignments & Homework
alternate assignments or Organizational & Study alternate formats note tak- Testing & Evaluation
ing: carbon copy/outline/ alternate setting/time increased
format Strategies photocopy/taped notes alternate test/format
length and/or number visual strategies (chart, black- alternate formats reading: time (increase/short sessions)
(decrease) board) Braille/enlarged print/rebus/ open book/take home exams
partner or group class /indiv visual schedule/ tapes/videos oral (reader/scribe/tape)
assignments timetable alternate formats writing: programmed learning
time allowed (increase) concrete measures of time computer/printing/ rewriting permitted
other: (timer/watch) typewriter/word process recognize and give credit for
colour-coded binders, etc.
Behaviour Management organized classroom set-up
alternate materials/texts: class participation
consequences — clear/ easier reading level/ review the grading process
routines for use of materials parallel unit before the test
consistent student planner/home-school
expectations/rules —clear/ notetaker, reader and/or provide examples of criteria for
book scribe (parent/peer/staff/ each letter grade
consistent teach organizational/study skills
home-school program volunteer) allow student to retake test
explicity other: _______________ teach relaxation strategies
outside agency support other:
reinforcement (class/group/ provide sample items at the
Following Directions: beginning of the test
indiv) Equipment & Specialized provide only one or two
routines established & provide visual graphic clues as
Materials directions at a time the test directions change
followed augmentative commun device restate directions in clear repeat directions to the student
school counselling program Braille machine/materials simple language once you have given them to
student contract/goal calculator (large keys/reg./
setting stand close to the student the class
voice) and gain eye contact before use take home tests for
teach/assignments at skill camera (digital/video) giving directions practice
level computer processor
teach & reinforce social provide visual support for other: __________________
computer printer/peripherals directions (on students desk
skills
or on board
other:

C10 C11


APPENDICES 4: Parent IEP Planning Sheet

IEP Planning Sheet for Parents

Student Name:__________________________________________
Date: __________________________________________________
Parent’s Name: _________________________________________

To develop the best possible program, we need your assistance
Appendix D and knowledge of your child. Below are some questions for you to
think about in preparation for the IEP meeting. You may wish to
Parent IEP Planning Sheet write down your thoughts for future reference by the IEP Team.

What do you feel are the strengths of your child (in school, at
home and in the community)?

What do you feel are your child’s needs or weaknesses (e.g.,
areas that your child is struggling with and needs more support)?

Is there any medical information that the team needs to know to
better help your child at school (e.g.,requires glasses, hearing
difficulties, fatigues easily, impulsivity problems, difficulties staying
on task, becomes easily upset, irregular sleep patterns, allergies,
medications etc.)?

How do you think your child learns best (What kind of situation
makes learning easiest)?

Please describe educational skills that your child practices at
home regularly (e.g., reading, making crafts, using the computer).

D1

Talking About Special Education Volume VI VI- IEPs for Teachers, 2007

Does your child have any behaviours that are of concern to you or
other family members? If so, please describe the behaviour(s).

What are your child’s favorite activities?

What are your child’s special talents or hobbies?

Does your child have any particular fears? If so, please describe.

Copyright ©
How does your child usually react when upset, and how do you
deal with the behaviour?
The First Nations Education Steering
Do you have any particular concerns about your child’s school
Committee
program this year? and
The First Nations Schools Association
What are your main hopes for your child this year? 2007

What are your dreams for the future for your child?

Is there other information that would help us gain a better
understanding of your child?

Are there any concerns that you would like to discuss at the next For additional copies, please write to:
IEP meeting?
Suite #113-100 Park Royal South
West Vancouver, BC
V7T 1A2

Email: fnesc@fnesc.ca

Or download a copy at:
www.fnsa.ca
D2

IEP DOCUMENT

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie IEP DOCUMENT

Ähnlich wie IEP DOCUMENT (20)

Mehr von ebredberg

Mehr von ebredberg (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

IEP DOCUMENT