Plannin… · Web viewDuring a planning meeting it works well for this form ... Cells expand as text is typed into ... individual seat work, partner or small group work

2014. Cheryl M. Jorgensen, Ph.D. http://www.cherylmjorgensen.com

GENERAL EDUCATION INSTRUCTION PARTICIPATION PLANNING FORMInstructions: This form is used to plan for how a student will fully participate and learning during general education instruction in a general education classroom. It is used during a weekly team planning meeting and after the team meeting by service providers charged with the creation of Accessible Instructional Materials (AIM), assistive technology, and augmentative communication. During a planning meeting it works well for this form to be displayed on a SmartBoard or LCD projector and for a team member to type into the form as the discussion occurs. Cells expand as text is typed into them.

General education teachers supply the information highlighted in yellow. The items highlighted in blue are also discussed at the team planning meeting. The items highlighted in green can be filled out after the team planning meeting by special education teachers and/or related service providers. The “fidelity of implementation” – FOI – columns are completed after the week’s lessons (or units) have been completed to indicate how accurately and consistently the planned instruction and supports were delivered. When fidelity approaches 100% the team can have greater confidence that the student’s performance is reflective of his or her learning potential. This form can be adapted for the student’s grade level and unique learning and support needs. In the current layout it must be printed on 17” wide paper. Each planning form should be “Saved As” a new document. For example: Studentinitials_Subjectarea_120114 (CJ_ELA_120114).

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Student Name: ____________________Participation and Learning Plan for [insert subject area] Week/s of: [insert time frame]

Section I: Learning Objectives and Assessment

General Education Standards/Learning Objectives (what are all students expected to know, be like, and do at the end of the week/unit?)

Student’s Learning Objectives from General Education Curriculum (that are different from the IEP goals that relate to general education curriculum)

Assessment of Student’s Learning (how, who, when, criteria, grading)

Big ideas:

Vocabulary:

Knowledge/Skills:



Section II: Vocabulary on AAC Device/s

Targetvocabulary

word

Is it already on the device?

Where is it?

Is this something that student will use in general communication after the

unit?

What are already existing words that can be used to describe the target vocabulary

word?Are these words that can be used for other

activities?

Should target word be programmed on device? If yes, where should it go?

Put vocabulary word on light tech

format?



Section III: Participation, IEP Goals, and Supports

Name of routine (e.g., morning meeting, whole class discussion, book group, silent reading)

What do typical students DO to participate? (i.e., list in bullet points and include what students are likely to say)

What will the student DO to participate? (i.e., for each bullet point in Column 2, indicate in this column “SAME” or a “PERSONALIZED” way to participate)

IEP goals that will be addressed in this routine (or use the IEP matrix below)

Environmental, physical & sensory supports (e.g., FM systems, sensory tools and breaks, adaptive seating)

FOI

A/C

Assistive technology

FOI

A/C

Augmentative communication

FOI

A/C

Other Accessible Instructional Materials (e.g., adapted paper books, math manipulatives)

FOI

A/C

Who Will Prepare the Supports and by When? (list name and date)



Examples of Instructional Routines: whole class discussion, teacher lectures - students take notes, individual seat work, partner or small group work, library research, presenting, lab experiments,

Definition: Fidelity of Implementation of Supports

Accuracy: Did we implement the support in high quality way as planned? Consistency: Did we implement the support every time, the same way across all service providers? Rating Scale:

o 1 = 0%-25% of the time support provided accurately/consistentlyo 2 = 25%-50% of the time support was provided accurately/consistentlyo 3 = 50%-75% of the time support was provided accurately/consistentlyo 4 = 75%-100% of the time support was provided accurately/consistently



IV. IEP Matrix

Instructions: Type the student’s IEP goals or objectives in the first column. Type the classes or periods across the top row. Then put a check mark in the cells to indicate where and when IEP goals/objectives will be addressed throughout the student’s day/week.

Schedule and/or Environments:

IEP Goals/Objectives:



V. Accessible Instructional Materials and Technology Summary

Text FOIA/C

Worksheets FOIA/C

Tools/Technology/Software FOIA/C

Graphic Organizers/Paragraph Frames/Sentence Starters

FOIA/C

Clas

sSt

uden

t

Notes:


Documents

Plannin… · Web viewDuring a planning meeting it works well for this form ... Cells expand as text is typed into ... individual seat work, partner or small group work