Gulf Islands School District
IEP Workshop
Shape of the Day…
•
•
•
•
Introduction
Auditor Tips
Goals and Diagnosis / Categories
Adaptations and Modifications
• Short break
• Creating IEPs for your students
• Lunch
• Working Sessions
Introduction/Purpose
• Clear IEP = Caseload Funding
• Caseload Funding = Student Support
• School Team (classroom teachers, parents,
EA, SLP, OT, PT, outside agencies, etc.) and
SPED.
Auditor Tips
A. Clear, easy to find info
• Avoid a file search (tip: highlight diagnosis / sticky note assessment in confidential file)
• Everything needed for auditor should be on IEP
B. Doctor diagnosis, date (no detail)
• Psych Ed. Reports and other relevant assessments
• Include date of assessments, no scores
• Assessment tab
• Supplemental documents
Auditor Tips continued …
C. Dual category information
• Special Needs Categories: Considerations for Reporting
(p.40)
• Report in ONE
category only.
• Leave Secondary
designation blank.
Auditor Tips continued …
D. Designation must be authentic to child
• Special Needs Categories: Considerations for Reporting
“… it is the intensity of the disability and the interventions
provided that dictate the category in which the student is
reported” (BC Ministry of Education, Special Education
Services: A Manual of Policies, Procedures and Guidelines,
2013, p. 40)
Auditor Tips continued …
E. Mandated Criteria
• Supportive documentation
• Current IEP
• Regular, ongoing, additional service(s)
F. Special Education Services: Category
Checklists
• Attach checklist to IEP – review when completed.
Goals and Diagnosis/Category
A. Goal must match designation
• Autism: communication/language, social and behavioral
goal must be included
• Eg. of student support removed…
B. Reflect needs of student at school
• Type and intensity of educational interventions
Goals and Diagnosis / Category …
C. Specific, measurable
• More practice in our working session with SMART goals
and ACT objectives
Goals and Diagnosis / Category …
D. Manageable amount
• Three goals with four objectives each
• Quality vs. quantity
• Consider collaboration time, managing the program/goals,
evaluation and assessment time.
3 Goals > 4 Objectives
Accommodations…
Accommodations is a term used to encompass adaptations
and modifications … it can be confusing.
Adaptations and Modifications
A. Definitions: Adaptations
•
•
•
“Adaptations are teaching and assessment strategies especially
designed to accommodate a student’s needs so he or she can achieve
the learning outcomes of the subject or course and to demonstrate
mastery of concepts. Essentially adaptations are “best practice” in
teaching. A student working on learning outcomes of any grade or
course level may be supported through use of adaptations” (BC
Ministry of Education: A Guide to Adaptations and Modifications, 2009,
p. 2).
“Adaptations do not represent unfair advantages to students. In fact,
the opposite could be true. If appropriate adaptations are not used,
students could be unfairly penalized for having learning differences,
creating serious negative impacts to their achievement and self
concept”.
BC Ministry of Education Policy and Procedures Manual (2013), p. V.
Modifications …
•
“Modifications are instructional and assessment related decisions made
to accommodate a student’s educational needs that consist of
individualized learning goals and outcomes which are different than
learning outcomes of a course or subject. Modifications should be
considered for those students whose special needs are such that they are
unable to access the curriculum (i.e., students with limited awareness of
their surroundings, students with fragile mental/physical health, students
medically and cognitively/multiply challenged.) Using the strategy of
modifications for students not identified as special needs should be a rare
practice.”
•
BC Ministry of Education Policy and Procedures Manual (2013), p. IV.
Adaptation and Modification examples
Adaptations
Modifications
• Use of Kurzweil / reader
• Scribe
• Extra time to write exams or
complete assignments
• Additional breaks between
work sessions
• Increase print size in
photocopying
• Reduce number of tasks
required in assignment
• Use of assistive technology
• Life skills program
• Parallel activity (social
studies, science, etc.)
• Skills in augmentative
communication instead of
English
• Functional math program
• any program designated as
“Modified” results in a
School Leaving Certificate;
student does NOT receive a
Dogwood Diploma.
Adaptations and Modifications …
B. Change to Student Path
• Students on an adapted program will graduate with a
Dogwood Diploma
• Students on a modified program will not “graduate” and will
receive a School Leaving Certificate. These students will
not be able to attend university without upgrading to the
regular curriculum courses.
• A decision does not need to be made until Grade 10
• A change from an adapted program to a modified program
can change a student’s life path drastically!
Adaptations and Modifications …
D. Examples and resources
• BC Ministry of Education (2009): A Guide to Adaptations
and Modifications gives an overview of accommodations
with a flow chart (p. 6) to assist in decision making.
• http://www.bced.gov.bc.ca/specialed/docs/
adaptations_and_modifications_guide.pdf
Adaptations and Modifications …
• Chapter 6 of the Alberta Education Manual: Selecting
Accommodations and Strategies has some excellent
examples.
• http://education.alberta.ca/media/525534/ipp6.pdf
Adaptations and Modifications …
C. Everyday Page … user friendly
• Print each student’s one page document of adaptations or
modifications for classroom teachers to use when planning
lessons (UDL, DI, RTI).
• Use your IEP function to create the one page document
displaying goals, objectives and strategies for classroom
teachers.
Aha’s or Questions?
s
Auditor Tip
and
s
l
a
o
G
is /
s
o
n
Diag ry
o
Categ
Adapta
ti
Modifi ons and
cation
s
Creating IEPs for Your Students