Ed-D 420

1. Ed-D 420 Inclusion of Exceptional Learners

2. What is an IEP? • An IEP is a documented plan developed for a student with special needs that: • describes individualized goals, adaptations, modifications, the services to be provided, and includes measures for tracking achievement. • It serves as a tool for tracking individual student learning in terms of agreed upon goals and objectives. • It documents the relationships between any support services being provided and the student's educational program. • It provides parents and students with a mechanism for input into the individualized planning process.

3. The IEP The order indicates three circumstances where an IEP for a student with special needs is not necessary. Those instances are where: • • the student with special needs requires no adaptation or only minor adaptations to educational materials, or instructional or assessment methods • • the expected learning outcomes established by the applicable educational program guide have not been modified for the student with special needs • • the student with special needs requires in a school year 25 hours or less remedial instruction by a person other than the classroom teacher, in order for the student to meet the expected learning outcomes

4. The IEP A student with special needs is entitled to an IEP if: • • the student with special needs requires more than just minor adaptations to educational materials, or instructional or assessment methods, or • • the student with special needs is working on outcomes other then the prescribed outcomes of the curriculum, or • • the student with special needs is working on the regular outcomes with little or no adaptations, but receives 25 hours or more of remedial help from someone other than the classroom teacher to meet the expected learning outcomes

5. Developing an IEP • An IEP provides accountability for: • – individualized goals • – the means to achieve these goals • – additional services and how they will be delivered • – responsibility for various aspects of the IEP

6. Developing an IEP • An IEP must have one or more of the following: • • the goals or outcomes set for that student for that school year where they are different from the learning outcomes set out in an applicable educational program guide; or • • a list of the support services required to achieve goals established for the student; or • • a list of the adaptations to educational materials, instructional strategies or assessment methods.

7. Developing an IEP • An IEP should also include the following: • • the present levels of educational performance of the student; • • the setting where the educational program is to be provided; • • the names of all personnel who will be providing the educational program and the support services for the student during the school year; • • the period of time and process for review of the IEP; • • evidence of evaluation or review, which could include revisions made to the plan and the tracking of achievement in relation to goals; and • • plans for the next transition point in the student's education (including transitions beyond school completion) and linkages to Graduation Portfolio during Grades 10-12.

8. The IEP • When writing an IEP, the team or case manager should include: • • a manageable number of realistic or achievable goals ~ within the year and longer term • • measurable objectives ~ shorter term with clear concrete steps • • relevant strategies ~ approach or resource, location and staff member involved • • the means to assess, evaluate and track progress toward the goals

9. The IEP • An IEP usually includes one or more of the following types of strategies: • • provides intensive, direct instructional intervention (e.g., remedial or compensatory) • • extends content for enrichment • • adapts the learning environment to enhance mobility or meet sensory needs • • provides alternative approaches to instruction and/or evaluation • • uses adaptive or assistive technologies • • provides specialized services (e.g., Braille, orientation and mobility, speech reading,)

10. Rhianna has a significant delay with reading and writing skills. • Goal 2: Rhianna will use her talents to be actively engaged in school activities. • Objective: Rhianna will use her artistic talent to illustrate the key themes from her independent reading novel and share her creative process with others in her class. She will also work on the school yearbook. • Strategies: Rhianna will use a storyboard template to sequence the major themes in her novel, illustrating each one using the medium of her choice (e.g., watercolour, pastel). Once complete, Rhianna will be invited to scan the work for a PowerPoint presentation to her classmates. • Evaluation: Portfolio collection of work and feedback from the yearbook sponsor teacher.

11. Rhianna has a significant delay with reading and writing skills. • Goal 1: Rhianna will complete written assignments in English 10. • Objective: Rhianna will use graphic organizers to create chapter summaries. • Strategies: In resource class, Rhianna will learn about and use graphic organizers to summarize chapters of her independent reading novel. The resource teacher • will provide graphic organizers for use in English 10. • Evaluation: The classroom teacher will give feedback on Rhianna’s completed summaries using a performance rubric (see BC Performance Standards).

12. Developing an IEP • Lets look at the case as well as the Module 4 supporting documents and assignment