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Collaboration for Success

Collaboration for Success. Embedding the IEP Guidelines into practice. Sept 2013. T ē nā koutou, Welcome. Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea te kī atu, ko tāu rourou, ko tāku rourou ka pupū ake he oranga pai.

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Collaboration for Success

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  1. Collaboration for Success Embedding the IEP Guidelines into practice Sept 2013

  2. Tēnā koutou, Welcome Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea te kī atu, ko tāu rourou, ko tāku rourou ka pupū ake he oranga pai Surround the child with caring support, so that our collaborative interactions will produce positive outcomes

  3. Worksheet Introduction • Objective of the Workshop • To be able to embed Collaboration for Success: Individual Education Plans into practice • Getting to know you..

  4. The guidelines • To have an understanding of the development of the guidelines

  5. The guidelines

  6. The key messages • To check participants’ understanding of the guidelines • What do you think are the key messages?

  7. The key messages

  8. The key messages • Handout • Key messages for the guidelines around: • The classroom teacher • The student • The IEP

  9. IEP Online • To know where to go for more information to enhance current knowledge and further understanding • To successfully navigate around IEP Online • IEP Online website

  10. Current practice • To reflect on current practice developing an IEP • In small groups - Share with each other current practice of the IEP process and your IEP plans

  11. Teaming and collaboration • To explore the key components of teaming • To work collaboratively whilst understanding diversity • To understand that everyone must contribute to be an effective team member • To consider the student’s team and their role in the IEP process • Teaming activity in small groups

  12. Teaming and collaboration

  13. Teaming and collaboration • Now thinking about the student in your classroom… • Collaboration for Success: Individual Education Plans, Key messages document 2011 “ The teacher is the leader of all learning within their classroom and has full responsibility for all students in their class, including those with special educational needs.”

  14. Teaming and collaboration • Collaboration for Success: Individual Education Plans, 2011, p4 “ Student engagement, learning and achievement depends on the relationship between the teacher and student”

  15. Teaming and collaboration

  16. Teaming and collaboration • Review of the Literature on Individual Education plans. Report to the New Zealand Ministry of Education, 2010, p30 “Teachers represent the largest and most knowledgeable resource in programming for the needs of students. The quality of their relationship with parents/carers and community agencies plays a large part in the overall outcomes for students”

  17. Teaming and collaboration • Role of the Resource Teacher: Learning and Behaviour (RTLB) in the IEP Process Click here to watch this video on IEP Online 

  18. Whānau voice • To have a clear understanding of engaging with family, and whānau • To demonstrate that parents and whānau are part of the team • To understand the impact of disability on the family, and whānau • Collaboration for Success: Individual Education Plans, 2011, p4 “Language, identity and culture count. Knowing where learners come from and building on what they bring with them is essential”

  19. Whānau voice • Ka Hikitia: Managing for Success, p27 Parents/whānau are the most valued members of the team – they know the child best. Remember their expertise counts When working alongside Māori, consider the types of practices and skills which locate whānau as equal partners

  20. Whānau voice • Ka Hikitia Goals: • Ka Hikitia: Managing for Success, p27

  21. Whānau voice • How would families and whānau describe you as a teacher? • How can you use these qualities that you have identified, to engage whānau in the IEP process?

  22. Whānau voice • Consider the family and whānau's journey… • What is it like having a child with special needs? • Play segment from DVD

  23. Whānau voice • Putting Ka Hikitia Goals into Practice

  24. Whānau voice • Review of the Literature on Individual Education plans. Report to the New Zealand Ministry of Education, 2010, p44 “There is widespread agreement that the involvement of parents in the education of their children overall and in the IEP process in particular is critical to the effectiveness of education for children with special education needs.”

  25. Whānau voice • To demonstrate how an assessment process can inform the IEP Process • Tom’s Story • IEP and Assessment • Video clip Click here to watch this video on IEP Online 

  26. Student voice • To understand that students are valued members of the team • Collaboration for Success: Individual Education Plans, 2011, p4 “ Students should be recognised as active capable learners.”

  27. Student voice • Review of the Literature on Individual Education plans. Report to the New Zealand Ministry of Education, 2010, p44 “ Students should be prepared for participation in the IEP process through prior discussions with their teachers and given time to prepare for the IEP meetings.”

  28. Student voice • How often do we include the student in the IEP process? • Ben’s Story • Ben’s IEP and Clicker 5 • Video Clip • What are your thoughts on this video clip? Click here to watch this video on IEP Online 

  29. Student voice • How can students tell us how the IEP process can be improved for them? • Ben’s story • Ben’s IEP Rules • Video clip • How can a student contribute to the IEP process but not necessarily be present at the IEP Meeting? Click here to watch this video on IEP Online 

  30. Inclusive practice • To understand how inclusive practice includes students with special education needs Inclusive Education is about full participation and achievement for all learners.

  31. Inclusive practice • What do you think inclusive practice in schools looks like? • Handout

  32. Inclusive practice • Inclusive practice in schools • Peter Leggat, Principal, Onslow College Click here to watch this video on IEP Online 

  33. Planning and reporting • To understand the planning and reporting obligations for students with special education needs • The IEP Process • Handout

  34. Planning and reporting • Collaboration for Success: Individual Education Plans, 2010, p13 • Success of reporting to parents/whānau The IEP process informs but does not replace school reporting on student progress to parents/caregivers and whānau

  35. Planning and reporting • Who else needs to know about the progress of students? • School Planning – Handout

  36. Reflection • To be reflective on the presentation/learning • To identify your personal next steps • Reflective questions

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