Developing Effective IEP s  in your School

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Areas to be covered:. Defining an IEPPreparing for an IEPBeing an effective facilitatorIt's over ? now what?Look at the IEP documentGoal settingQuestions. An IEP is?. A coordinated approach to the individual needs of the child. A documented plan for an individual student.A means of identify

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Developing Effective IEP s in your School

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1. Developing Effective IEP’s in your School Anne Russell & Marie Gibson 19 March 2008 Welcome to everyone. Self introductions. As it is the Ministry’s requirement to have at least two IEPs a year we thought it would be appropriate to revisit how we run an effective IEP. We see a huge variation in the running of IEPs in the schools and although we don’t want to take away the individuality of each school we thought we would look at the guidelines and share some useful tips. Areas that Anne and I are going to cover today in our joint presentation are …….. Welcome to everyone. Self introductions. As it is the Ministry’s requirement to have at least two IEPs a year we thought it would be appropriate to revisit how we run an effective IEP. We see a huge variation in the running of IEPs in the schools and although we don’t want to take away the individuality of each school we thought we would look at the guidelines and share some useful tips. Areas that Anne and I are going to cover today in our joint presentation are ……..

2. Areas to be covered: Defining an IEP Preparing for an IEP Being an effective facilitator It’s over – now what? Look at the IEP document Goal setting Questions ……………… ( allow time for this to be read) We would like this to be an informal presentation, so please feel free to interrupt and ask questions at any time. An IEP is ……. ……………… ( allow time for this to be read) We would like this to be an informal presentation, so please feel free to interrupt and ask questions at any time. An IEP is …….

3. An IEP is… A coordinated approach to the individual needs of the child. A documented plan for an individual student. A means of identifying additional resources needed. A complete cycle of assessment, planning, implementation and evaluation. This is the Ministry philosophy on what an IEP is………………….Any thoughts? The IEP process……….. This is the Ministry philosophy on what an IEP is………………….Any thoughts? The IEP process………..

4. The IEP process This diagram shows that the IEP process is a living, working document. The teaching and learning component and the monitoring and evaluating should be a continual process for the student, as it is for all classroom programmes / learning. Teaching as inquiry taken from NZ Curriculum …… This diagram shows that the IEP process is a living, working document. The teaching and learning component and the monitoring and evaluating should be a continual process for the student, as it is for all classroom programmes / learning. Teaching as inquiry taken from NZ Curriculum ……

5. This is out of the NZC 08 Why is an IEP needed?This is out of the NZC 08 Why is an IEP needed?

6. Why is an IEP needed? To share information To identify learning outcomes To select priorities To plan actions To agree on responsibilities To determine teaching and support strategies To decide on resources and materials Self explanatory The Possible team …..Self explanatory The Possible team …..

7. The Possible Team Parent / caregiver / family / whanau Classroom teacher Specialist teacher Teacher aide SENCO Senior Management Specialist service provider Student Each team around a student decides who will attend the IEP but it is usually a combination of these. It is important that each member have an opportunity to have their input. I think that it is really important to always take into consideration the feelings of the parent. We are the professionals and it is sometimes easy to forget just how difficult it can be for some parents at these meetings when we are discussing their child. It always helps me to remember what it is like to have the shoe on the other foot ………… (story) Preparing for an IEP………….. Each team around a student decides who will attend the IEP but it is usually a combination of these. It is important that each member have an opportunity to have their input. I think that it is really important to always take into consideration the feelings of the parent. We are the professionals and it is sometimes easy to forget just how difficult it can be for some parents at these meetings when we are discussing their child. It always helps me to remember what it is like to have the shoe on the other foot ………… (story) Preparing for an IEP…………..

8. Preparing for an IEP Reminder Extra copies available (not already written!) Consider interpreter / cultural needs Assessments / work samples Teacher feedback Reminder: send an email, or phone call to remind parents or team members of the location and time Extra copies of IEP: difficult for team to discuss a goal if they don’t have it in front of them Needs: consider cultural / interpreter Assessments / work samples: come prepared Secondary: if subject teachers cannot attend 0.1 / Learning Support teachers, collect information /feedback from individual teachers. Parents Pre – IEP Note sheet …………….Reminder: send an email, or phone call to remind parents or team members of the location and time Extra copies of IEP: difficult for team to discuss a goal if they don’t have it in front of them Needs: consider cultural / interpreter Assessments / work samples: come prepared Secondary: if subject teachers cannot attend 0.1 / Learning Support teachers, collect information /feedback from individual teachers. Parents Pre – IEP Note sheet …………….

9. Some parents can find it overwhelming to be surrounded by a team of professionals – this form is an option for them to help them to prepare for what they want to share. Being an effective facilitator ………….Some parents can find it overwhelming to be surrounded by a team of professionals – this form is an option for them to help them to prepare for what they want to share. Being an effective facilitator ………….

10. Being an effective facilitator Introductions Names and contact emails Give finish time Hand out previous IEP Keep it moving SMART goals Arrange date for next IEP It is really important that everyone is introduced If you are sending out the IEP by email ensure you have everyone email address Effective IEPs should be completed within an hour Rest self explanatory It’s over – now what? It is really important that everyone is introduced If you are sending out the IEP by email ensure you have everyone email address Effective IEPs should be completed within an hour Rest self explanatory It’s over – now what?

11. It’s over – now what? Timely distribution Ensure programme is implemented So often we leave the IEP meeting full of all the best intentions but the new goals get put into a file and are not used as a planning / working document. The IEP document …………… So often we leave the IEP meeting full of all the best intentions but the new goals get put into a file and are not used as a planning / working document. The IEP document ……………

12. The IEP Document Links between Te Whariki and Curriculum Key Competencies Key Competencies from NZC 2008 Sample IEP formats: MOE web & Key Competencies Regardless of the age of the student, many are still working at the level of goals set in Te Whariki – the Early Childhood Curriculum. The new New Zealand Curriculum (2008) shows the cross sector alignment with the key competencies – next screen. There is no you MUST set out for an IEP, as long as you have: Present skills - goals - strategies - measurement - who is responsible Sector alignment from NZC 2008……………Regardless of the age of the student, many are still working at the level of goals set in Te Whariki – the Early Childhood Curriculum. The new New Zealand Curriculum (2008) shows the cross sector alignment with the key competencies – next screen. There is no you MUST set out for an IEP, as long as you have: Present skills - goals - strategies - measurement - who is responsible Sector alignment from NZC 2008……………

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14. Goal Setting SMART goals Practical activity The next two screen we will cover ……….. An IEP should be ……….. SMARTThe next two screen we will cover ……….. An IEP should be ……….. SMART

15. An IEP should be…… S pecific M easurable A chievable R esourced T ime specific / reviewed It is far better to set goals which are achievable for the child ……………… There is nothing more depressing for parents than to keep attending IEP meetings and their child has made no progress Case Study: team activity……..It is far better to set goals which are achievable for the child ……………… There is nothing more depressing for parents than to keep attending IEP meetings and their child has made no progress Case Study: team activity……..

16. Case Study: team activity Hana, 8 yrs old, mainstream school Very little verbal communication Communicates with gestures and pointing Follows one step directions when given verbal cues Slight cerebal palsy on the left hand side that causes her foot to turn in Interest in peers, prefers adults Class will cover skipping next term. IEP learning outcome: to step over the rope Group / whole Questions?Group / whole Questions?

17. Questions? If you would like a copy of the sample IEPs put your email address on the paper supplied.

18. “The way to achieve success is First to have a definite, clear practical ideal – a goal, an objective. Second, have the necessary means to achieve your ends – wisdom, money, materials and methods. Third, adjust all your means to that end.” -Aristotle

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