Help us get to know

Person Identities Interests Strengths Stretches Needs

Your name_______________

How do you know _______________?

Who is _________?

What words would you use to describe _______________?

What is _________ interested in?

What does _______ like to do on their own, with their family and friends?

What is _________ good at?

What could ______ teach others?

What is hard for _______________ but they can still do?

What do you think is is something __________ wants to get better at?

What does _______ need a lot of support wit?

What is something that ___________ might not be able to do on their own yet?

Person 1: ________

Person 1: ________

Person 1: ________

Person 1: ________

Help us get to know ________________________!

Helping to build a student profile S. Moore, 2020 adapted from Brownlie & Schnellert, 2011


Your name_______________

How do you know _______________?

Who is Juni?

What words would you use to describe Juni?

What is Juniinterested in?

What does Juni like to do on their own, with their family and friends?

What is Juni good at?

What could Juniteach others?

What is hard for Juni but she can still do?

What do you think is is something Juni wants to get better at?

What does Junineed a lot of support wit?

What is something that Juni might not be able to do on his own yet?

Person 1: Rita

Mom

Kind, Strong, Smart Watching me sew, taking pictures with my phone

Patience, she notices everything, she’s so observant

Waking up! Trying new foods

Calming down when she is upset or frustrated, sleeping, eating enough

Person 2: Frank

Dad

An athlete, she’s happy, but don’t get her mad, we are Ukrainian!

Watch Great British Baking Show with her momWatching salmon in the river, helping me bake

A great listener, being present

Independence, connecting

She worries I think, I wonder if her worrying gets her upset

Person 3: Kiran

Friend

Nice, funny BC Lions, playing with water, we go to the movies, we watched Star Wars

I dunno, we hangout and just talk and stuff

Maybe Juni wants to get better at football

I think Juni would love to talk more, but I think maybe she needs an iPad and that’s ok to talk with too

Person 4: Matty

Younger cousin

We play, funny Whale Sharks, camping, swimming

She plays with me Its hard for Juni to talk sometimes, but I know when she likes something, and she likes me

Maybe talking more

Help us get to know Juni!



Your name_______________

How do you know _______________?

Who is Juni?

What words would you use to describe Juni?

What is Juniinterested in?

What does Juni like to do on her own, with her family and friends?

What is Juni good at?

What could Juniteach others?

What is hard for Juni, but she can still do?

What do you think is something Juni wants to get better at?

What does Junineed a lot of support with?

What is something that Juni might not be able to do on her own yet?

Person 1: Mr. Lopez

Teacher

Strong willed, smart, keen, a learner

Reading with her classmates, science topics

Being with her peers, she notices everything, asking for help

Communicating with her peers

Reading (decoding)

Person 1: Benny

EA

Funny, a learner! Taking naps/ resting, fashion –always well dressed

She knows what she likes, communicating when she’s frustrated

Making friends Fatigue

Person 3: Ms. Turner

SLP

So joyful! Sights and sounds around her

Making choices, using picture symbols

Using the iPad for augmentative communication

Support for her communication e.g. wants and needs, asking questions

Person 1: Jennifer

Classmate

Happy, friendly Dancing, playing tennis, camping

She’s good at playing, and singing, she has great style-love her hair

talking I’m not sure

Person 1: Bilal

Classmate

Funny, sometimes she’s mad and makes a lot of noise

Reading, laughing, video games

She’s a good friend, She is special to me

Video games Talking

Help us get to know Juni!


Building my Student profile: What are my INTERESTS?

Building my Student profile: What are my INTERESTS?

INTERESTS can be things we want to learn more about.

INTERESTS can be things like to do on our own, with out family, or with our friends.

I want to learn about:

I like to:

Self Advocating

Self Regulating

Well-Being

Personal Awareness & Responsibility

Understanding Relationships

& Cultural Contexts

Recognizing Personal Values & Choices

Identifying Personal

Strengths & Abilities

Positive Personal &

Cultural Identity

Building Relationships

Contributing to Community & Caring for the Environment

Valuing Diversity

Building Relationships

Social Awareness & Responsibility

Creating & Innovating

Generating & Incubating

Evaluating &

Developing

Creative Thinking

Analyzing & Critiquing

Generating & Investigating

Designing & Developing

Reflecting & Assessing

Critical & Reflective Thinking

Connecting & Engaging with Others

Focusing on Intent & Purposes

Acquiring & Presenting

Information

Communicating

Working Collectively

Supporting Group Interactions

Determining Common Purposes

Collaborating

IEP Goal: ________________________________________________________

Possible Objectives (consider stretches)•••

Possible Strategies (consider strengths & interests)•••••••

Inclusion Purpose Competency Goal Code IEP Goal

Personal Positive Personal & Cultural Identity Core 1 I can identify my attributes and things that are important to me

SocialCommunication Core 2 I can share information about topics that are important to me

SocialSocial Responsibility Core 3 I can build relationships and work and play cooperatively

IntellectualCritical & Reflective Thinking Core 4 I can explore materials and actions

IEP Goal: I can express needs and wants and preferences by:

Possible Objectives (consider stretches)• showing that I understand written words• growing my new word vocabulary (bank)

Possible Strategies (consider strengths & interests)• concrete objects & visuals• matching words with pictures & objects• Build on decoding skills•••••

Inclusion Purpose Competency Goal Code IEP Goal

Personal Personal Awareness & Responsibility PAR 1b I can express needs and wants and

preferencesPersonal Personal Awareness &

Responsibility PAR 2bSocial Social Awareness & Responsibility

SAR 2eSocial Communication

COM 2b

Goal 1: I can identify my attributes and things that represent me or are important to me Possible Objectives (stretches)• Communicating• Using the iPad for communicationPossible Strategies (identities, interests & strengths)• Fashion/ clothing• Interest areas (football, camping,

tennis, video games, sewing, dancing)

• Offering choices• Singing• Family, helping out• Peers• Picture symbols

Goal 2: I can share information about topics that are important to me

Possible Objectives (stretches)• Independence• Communication• Using the iPad for communication

Possible Strategies (identities, interests & strengths)• Using an iPad/phone• Interest areas (football, camping,


• Peers• Picture symbols• Offering choices

Goal 3: I can build relationshipsPossible Objectives (stretches)• Connecting/ making friends• Talking/ conversingPossible Strategies (identities, interests & strengths)• Peers• Picture symbols• Laughing/ humour• Offering choices• Listening/ being present• Interest areas (football, camping,

tennis, video games, sewing, dancing dancing)

• Water activities/ swimming/ outdoor activities

Goal 4: I can explore materials and actionsPossible Objectives (stretches)• Waking up• Trying new foods/ thingsPossible Strategies (identities, interests & strengths)• Reading with peers• Fashion/ clothing• Sights and sounds• Interest areas (football, camping,


• Offering choices• Observing• Peers• Picture symbols

Personal

SocialIntellectual

www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy

T - Triangulated Evidence

A Goal



A Goal

Written Language

Oral Language

Visu

al La

ngua

ge



A Goal

Written Language

Oral Language

Visu

al La

ngua

ge

Observation Product

Conversation



A Goal

Written Language

Oral Language

Visu

al La

ngua

ge

Observation- Anecdotal

comments- Performance

video- Frequency

tallies

Product- Student work

samples- Photographs- Artifacts

Conversation- With/ from a student- Between 2 students- With/from family members- With/ from staff members


T- Triangulated Evidence

A Goal

ProductConversation

Obser

vatio

n

Conf

iden

ce o

f As

sess

men

t • Pieces of Evidence

• Number of formats

• Number of places



• the 3 best pieces of evidence

• in at least 2 different formats (i.e. product, conversation, observation)

• in at least 2 different contexts or places (e.g. different classes, home, school, playground)

Supporting student, families & teams to collect:


Strategy: IEP Evidence Log


Strategy IEP Evidence Log: Core CompetencyCore Competency

IEP Evidence Log for: ___________________School Year: __________ Term: __________

Date Goal & Objective

Progress

Type of evidence

Location

I can do this…

I nee

d a

new

goa

l

I wan

t to

keep

wor

king

on

this

goal

I met

this

goal

! I a

m re

ady

for t

he n

ext

chal

leng

e

Prod

uct

Obs

erva

tion

Conv

ersa

tion

Goal:

Objective:

Comment

Goal:

Objective:

Comment

IEP HOME LEARNING PLANIEP Goals 1. I can make choices

that keep me safe by feeling when I need a break

2. I can make choices that keep me safe by asking for a break

3. I can make choices that keep me safe by showing what I am feeling

4. I can use new words by putting sounds that I know together

Focus Area: Literacy

If you notice Bob feeling frustrated in an activity try saying, “I see that you are frustrated” I hear you” “What could we do to be able to finish?”After the conversation, say, “could this be a good time to take break.”

Acknowledge and name the feelings and emotions that Bob is experiencing.

“How about we take a break, and try coming back later”

“I am here to help you if you need!”

Watch “The Earth Book,” When you see Bob starting to walk away, pause the book and ask, “Bob, do you need a break?’” – show the visual. Allow him to take one. Offer choice for how long (e.g. 1 min or 2 min), come back and finish

Have Bob draw a picture in journal about how he works to save the ocean, label drawing with what you were feeling

Have Bob draw a picture in journal of something fun he did that day. Practice labelling picture using letters and words you know

Focus Area: Numeracy

Get Bob to fill a container with some favourite items or toys.Get Bob to count as far as he can, when he get stuck, offer to take a five minute break and then come back and ask him to try again, Did the break help?

Go for a walk outside, pick up garbage to save the ocean. Take pictures or a video to share with your class. Tell them how you felt when you were helping, count how many items you picked up

Count and collect 25 rocks on a walk, write or paint letters on them and practice making words

Focus Area: Daily Movement

Get Bob to choose his favourite colour. Go for a walk and take pictures of items that are that colour. Halfway through the walk take a break and notice how it feels to take a break

Have Bob choose a go noodle video, after Bob has finished, talk to him about what he is feeling – introduce words (tired, excited, successful, fun)

Go outside and ask Bob to find a stick and write words he knows in the sand or dirt

Focus Area: Competencies(Helping out at home)

Get Bob to choose a household chore to help out with. If a moment comes up where he doesn’t want to finish the job, ask if he wants to take a break and come back to it later. Give him a closed choice about how much time he needs (e.g. Do you need 5 minutes or 10 minutes or before dinner or after dinner)

Prompt Bob with “I can help the ocean by…” and then present options of household chores (recycling, composting, sorting plastics, picking garbage…)Ask Bob, how it feels to help the ocean – introduce words, proud, happy, excited

Get Bob to help label items in some containers in a cupboard or pantry -write them on labels or type them out, support him to sound out the words as much as he can

BOB: Grade 1

IEP HOME LEARNING PLAN

IEP Goals 1. I can make choices that keep me safe by feeling when I need a break

2. I can make choices that keep me safe by asking for a break

3. I can make choices that keep me safe by showing what I am feeling

4. I can use new words by putting sounds that I know together

Focus Area: Literacy

Focus Area: Numeracy

Focus Area: Daily Movement

Focus Area: Competencies(Helping out at home)

BOB: Grade 1

IEP HOME LEARNING PLANGoal Area Personal Awareness & Responsibility Social Awareness & Responsibility CommunicationIEP Goals I can participate in actions that bring me joy and

satisfaction and recognize that I play a role in my well-being by…

I can interact with others and my surroundings respectfully by.

I can communicate with peers and adults by…

Objectives …setting a goal to accomplish a task

…persevering when a task gets challenging

…celebrating my efforts and accomplishments

…solving problems myself and asking for help when I need it

…building relationships and working and playing cooperatively

…talking and listening to people I know

…communicating for a purpose

Numeracy Activity

Set a goal to work on a math activity from your teacher. Check in with your teacher or EA to get feedback.

Keep track of when you get to a math activity that it hard. What is something you could do to keep going?

Teach a new math skill to one of your family members this week. What do you notice when you become a teacher?

Talk to you teacher or EA about some strategies that you can use if you are stuck on a math question. Try out the strategies one time through before asking another person.

Play a math game with someone in your family (see recommended list)

Have a check in with a teacher or an EA about a question you are having a hard time figuring out in your classroom assignment

Next time you are in a car or bus, organize a game with a family member that involves counting objects. E.g. how many red cars. Explain the rules to the person or group in a way they can understand

Movement Activity

Set a goal to run or walk each day. Can you beat your distance or time record?

Run until you can’t run anymore. Once you feel tired, give yourself a pep talk. What would you say to yourself to run for one more minute!

Try to find a trail or a small hike that you and your family can go on. Decide a finish point and celebrate then you arrive! Share with your family the hardest part of the hike that you made it through!

Be a problem solver when you are playing with a sibling or family member. How you help everyone to have a say, but also come to a solution together

Build an obstacle course in your home or yard for your family members

Go for a walk or a drive with a family member to try and find the sunset. Ask them what the best part of their day or week was.

Create a list of steps for

Arts Based Activity

Make a list of things you want to do over the next two months. Create a journal to keep track your goals as you complete them.

Social distancing is hard. On a day when you are having an extra hard time, create an art piece (drawing, painting, model) that shows what you are looking forward to when all this is over

Plan a party for the end of social distancing. Who will you invite? what will you celebrating? How can you share your appreciation for getting though this time?

Create a comic that tells the story of a problem you have had recently and how you solved it. What is the lesson other people could learn from your experience?

Create a family portrait that captures your time together during this time of social distancing.

Create hearts for your home window and bang some pots and pans at 7 pm to celebrate the healthcare workers during this time. If you know a health care worker, write their name in the heart. Why is it important to celebrate them right now?

Play a game of Pictionary with your family members or a friend (virtually)

Kevin: Grade 5

KiranGrade 4

KiranGrade 4

Documents

Help us get to know