Individual Education Plan

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Audio-Lingual Method

av Orhan Kutluer

Face to face communication

av Băiaşu Băiaşu

Supporting Dysregulated Learners in the Primary Classroom Inquiry Question: How can schools support students experiencing dysregulated learning in an effort to maximize student success?

av Stephanie French

Ale's PLM

av Alex Aguirre

MAIN TOPIC CHAPTER 5

Student themself

Parents

Previous Teachers

Principal

Special Education Teachers

Classroom Teacher

Insight from key persons; it is valuable to gather information from individuals who have different perspectives of the student

EA

Classroom Observations; classroom teachers and educational assistants can collect information about the student on a daily. Regarding how they interact with text, how they respond to new tasks, if they work best individually or in groups, their response to routines, and their reactions to environmental conditions (noise level and light).

Formal Tests; an appropriate professional needs to be available in order for the tests to be administered.

Floating tStudent's Work; reveals strengths, needs and rates of progress.opic

FloatinFrom the OSR; a continually updated document for each student. Information within the OSR include; previous report cards, reports from teachers and other professional staff, medical information, and any other school history. Students previous IEP's can also be found here.g topic

Provide some samples of the students work, which will show their areas of need, strength and progress.

Provide classroom observations, which will show students daily behaviours.

Opinion on how he believes the students learn best (ex. visual learner, hands-on)

1. Specific transition goals, as well as how they can be achieved. 2. Person or Agency responsible for providing assistance in completing the goal 3. A time line regarding when the goals will take place.

The plan is set for students to have a smooth transition. (school to school, workplace or training centre)

Included in an IEP for students 14 or older. Other then students who are identified as being gifted.

Floating topic

A Special Education Teacher; responsible for scheduling, chairing, and keeping the records for team meetings. Plays a direct role with implementing strategies to benefit the student.

The Principal; typically the head of the team.

Parents; of the student being discussed.

Support Personnel; possibly involved in a team meeting, however usually not a permanent member. (ex. physiotherapists, attendance counsellors)

An Educational Assistant; may be responsible for particular types of instruction or assistance when in the classroom setting.

Classroom Teacher; responsible for collecting majority of the assessment data (observations relating to behaviour and work habits, subject areas and sample of work). Often in communication with the Special Education Teacher.

Communicate on a regular basis with the student's teacher

Share insights about the student's likes/dislikes, relevant medical information, and assessments that the school may not have

Attend meetings

Ask for explanations for things that are unclear

Ask questions to clarify things

Special Education in Ontario ( 8th Edition ) Pages 62-79

The readings from this chapter ( 5 ) were about The Individual Education Plan (IEP) and all of its entirety. Explaining who the important/crucial members of the team are and what their responsibilities entail.

Step 5 - Reviewing and Updating the IEP; needs to be reviewed each reporting period

Step 4 - Implementing the IEP; Teachers/ Educational Assistants (EA) need to become familiarized with the information on the IEP as they will be delivering the needs to the student.

Step 3 - Developing the IEP; information is consolidated, possible gaps are filled, and any form of discrepancies are resolved. The material is then summarized on the IEP.

Step 1 - Gather Information; from the Ontario Student Record (OSR), insights from key persons, formal tests, classroom observations, & student work.

Step 2 - Setting the Direction; a collaboration involving staff, parents, and sometimes the student take place in order to begin establishing a plan.

Transition Plan

Student Profile

Students area's of strength and needs

Log of parent/student consultation

Provincial Assessments

Accommodations for learning

Reason for development of IEP

Subjects which IEP apply to

Individual Education Plan

PARENTAL INPUT

In the Case of Mr. Picket, What kind of information should he provide for the in school team meeting (SBRT / Case Conference)?

IEP TEAM

TRANSITION PLAN

WHATS ON AN IEP

STEPS IN THE PROCESS

GATHERING INFO