Beginning Teachers’ Conference September 2014

  • View

  • Download

Embed Size (px)


Beginning Teachers’ Conference September 2014. Creating Meaningful & Functional Individualized Program Plans Special Education Council Our Session Agenda. Special Education Council’s website - PowerPoint PPT Presentation

Text of Beginning Teachers’ Conference September 2014

  • Beginning Teachers Conference September 2014

    Creating Meaningful & FunctionalIndividualized Program Plans

    Special Education

  • Our Session AgendaSpecial Education Councils websitewww.specialeducation.ab.caIndividualized Program Plan binder the essential components of IPPsWriting SMART goals and objectivesShare contact

  • Parental Input

  • Appendix 2-ASample Parent SurveyName Date Parents Name The following questions are designed to help your childs 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 childs strengths and interests?2.Describe successes your child had in school.3.Describe any challenges your child had in school.4.What are your childs 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.

  • Strengths and Areas of Need

  • Medical Information Relevant to Learning

  • Assessment Data (Specialized Assessment Results)

  • Current Level of Performance and Achievement (Classroom and Informal Assessments)

  • Coordinated Support Services

  • Instructional Accommodations

  • Appendix 6-A

    Sample General AccommodationsName Date Completed by EnvironmentalSeat student near teacherSeat student in an area with minimal distractions Seat student near a positive peer model Stand near student when giving instructions Provide access to study carrelUse 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 informationMake materials self-correctingHighlight important concepts and information and/or passagesPrepare recordings of reading/textbook materials, tasksProvide an extra textbook for home useProvide graph paper or large spaced paper for writingAllow use of personal word lists, cue cardsIncrease use of pictures, diagrams, concrete manipulatorsIncrease print size in photocopyingProvide a visual summary of the daily scheduleOther

  • Sample Academic and Instructional AccommodationsName Date Completed by ____________

    Appendix 6-B

    Reading DifficultiesWritten Expression DifficultiesFine and Gross Motor DifficultiesUse less difficult/alternative reading materialIdentify/define words prior to reading Reduce amount of reading requiredAllow alternative methods of data collection (dictation, interviews, fact sheets)Set time limits for specific task completionEnlarge text of worksheets, reading material and testsLimit words on a pageExtend time to complete assignmentsRead directions several times at start of assignments and testsProvide additional repetition and guided practice of directions, skills and conceptsUse assistive technology (optical character recognition system, books on tape/CD, screen readers)Reduce volume or requirements for written work, e.g., by accepting an outline or point-form notes Break long-term assignments into manageable tasksExtend timelines for completing assignmentsOffer alternative assignments Allow student to work on homework at schoolAllow alternative methods of data collection (dictation, interviews, fact sheets)Permit use of scribe or word processor for answers Waive spelling, punctuation and paragraphing requirementsUse assistive technology (word processor, spell-check device, grammar-check device, text-to-speech software)Use assistive and adaptive devices (slant boards/desktop easels) to display written materialpencil or pen adapted in size or grip diameteralternative keyboardportable word processorSet realistic and mutually agreed-upon expectations for neatness and organizationReduce or eliminate the need to copy from a text or board provide copies of notespermit student to photocopy a peers notesprovide carbon/NCR paper to a peer to allow a duplicate copy of notes to be madeExtend time to complete assignmentsAlter the size, shape or location of the space provided for answersAccept keyword responses instead of complete sentencesAllow student to type answers or to answer orally instead of in writing

  • Sample Academic and Instructional Accommodations

    Appendix 6-B

    Attention DifficultiesMemory DifficultiesProvide alternative seating near teacherfacing teacherat front of class, between well-focused students, away from distractionsProvide additional or personal work space (quiet area for study, extra seat or table, time-out spot, study carrels)Permit movement during class activities and testing sessionsProvide directions in written form on boardon worksheetscopied in assignment book by studentSet time limits for specific task completionExtend time to complete tests and assignmentsUse multiple testing sessions for longer testsUse place markers, special paper, graph paper or writing templates to allow student to maintain position better or focus attentionProvide cues, e.g., arrows, stop signs, on worksheets and testsProvide a quiet, distraction-free area for completing assignments and testsAllow student to wear noise buffer device such as headphones to screen out distracting soundsProvide checklists for long, detailed assignmentsProvide a written outlineProvide directions in written formon boardon worksheetscopied in assignment book by studentProvide a specific process for turning in completed assignmentsProvide checklists for long, detailed assignmentsRead and discuss standard directions several times at start of examProvide cues, e.g., arrows, stop signs, on worksheets and testsAllow student to use reference aids such as dictionaries, word processors or vocabulary cue cards

  • Assessment

  • Measurable Goals & Objectives

  • SMART Goals and ObjectivesSpecific: 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

  • Annual Goals & Short Term ObjectivesAnnual GoalsAn 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 students learning team to say with certainty whether or not the student has achieved the goal.Short-term objectivesShort-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.

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

  • Appendix 7-B

    Four-square Organizer for IPPsLong-term goal:Objective


    CONDITIONSunder which the student will perform the taskCRITERIAfor measurement

  • Planning for Transition

  • Year-end Summary

  • Beginning Teachers Conference Sept 2014Special Education Council