Beginning Teachers’ Conference September 2014

1. Beginning Teachers’ Conference September 2014 Creating Meaningful & Functional Individualized Program Plans alana.ladd@epsb.ca sheelagh.brown@epsb.ca Special Education Council www.specialeducation.ab.ca

2. Our Session Agenda • Special Education Council’s website • www.specialeducation.ab.ca • Individualized Program Plan binder http://education.alberta.ca/media/511715/ipp.pdf • Review the essential components of IPPs • Writing SMART goals and objectives • Share contact information • alana.ladd@epsb.ca • sheelagh.brown@epsb.ca

3. Parental Input

4. Appendix 2-A Sample Parent Survey Name Date Parent’s Name The following questions are designed to help your child’s learning team begin the Individualized Program Planning (IPP) process. We value your input and invite you to think about the following questions in preparation for the learning team meeting. 1. What are your child’s strengths and interests? 2. Describe successes your child had in school. 3. Describe any challenges your child had in school. 4. What are your child’s learning needs for this school year? (These could be skills that your child needs to acquire or improve on.) 5. What type of learner is your child? How does your child learn best? 6. Does your child display any behaviours that are of concern to you? If so, please explain how you deal with this type of behaviour at home. 7. What are your goals and hopes for your child this year? 8. Where do you see your child five years from now? 9. Is there any other information that could help us gain a better understanding of your child? 10. Are there any specific concerns that you would like us to address at this meeting? If so, please explain. Thank you for sharing your ideas.

5. Strengths and Areas of Need

6. Medical Information Relevant to Learning

7. Assessment Data (Specialized Assessment Results)

8. Current Level of Performance and Achievement (Classroom and Informal Assessments)

9. Coordinated Support Services

10. Instructional Accommodations

11. Appendix 6-A • Sample General Accommodations • Name Date Completed by • Environmental • Seat student near teacher • Seat student in an area with minimal distractions • Seat student near a positive peer model • Stand near student when giving instructions • Provide access to study carrel • Use a desktop easel or slant board to raise reading materials • Allow student to move around the classroom • Modify text materials by adding, adapting or substituting information • Make materials self-correcting • Highlight important concepts and information and/or passages • Prepare recordings of reading/textbook materials, tasks • Provide an extra textbook for home use • Provide graph paper or large spaced paper for writing • Allow use of personal word lists, cue cards • Increase use of pictures, diagrams, concrete manipulators • Increase print size in photocopying • Provide a visual summary of the daily schedule • Other

12. Sample Academic and Instructional Accommodations Name DateCompleted by ____________ Appendix 6-B

13. Appendix 6-B Sample Academic and Instructional Accommodations

14. Assessment

15. Measurable Goals & Objectives

16. SMART Goals and Objectives • Specific: written in clear language • Measurable: provides information for describing, assessing and evaluating student achievement • Achievable: realistic for the student • Relevant: meaningful for the student • Time-limited: can be accomplished in a specific time period

17. Annual Goals & Short Term Objectives Annual Goals • An annual goal is a statement of one specific learning outcome that a student could realistically be expected to accomplish in one year. It is not a statement of ongoing or lifelong needs. When written effectively, an annual goal is a positive statement (what a student will do) that describes an observable event, allowing the student’s learning team to say with certainty whether or not the student has achieved the goal. Short-term objectives • Short-term objectives are the stepping-stones between the current level of performance and the annual goal. They are the pieces necessary to achieve the annual goal and act as indicators that the goal is being achieved. Generally, each long-term goal would be supported by two to five short term objectives.

18. Appendix 7-AObservable and Measurable Terms Usedfor Phrasing IPP Goals and Objectives

19. Appendix 7-B Four-square Organizer for IPPs Long-term goal: Objective

20. Planning for Transition

21. Year-end Summary

22. Beginning Teachers’ Conference Sept 2014 Special Education Council www.specialeducation.ab.ca alana.ladd@epsb.ca sheelagh.brown@epsb.ca