Module #2
Developing IEPs
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LEARNING MODULE #2
DEVELOPING IEPs
Coach:
Terry Wendorf
Email:
twendorf@sd61.bc.ca
Introduction to the Module
This module will focus on the development on an Individual Education Plan for
your student. IEPs have a number of important elements that will be clarified.
Developing the Individualized Education Plan (IEP) is an important process for
planning education supports and monitoring the progress of students who have
special needs. It is a useful tool for communicating with colleagues and parents.
It can help teachers apply their knowledge and skills and aid them in their
decisions about teaching students who are on modified versus adapted
programs. It should clearly define what the student is to learn at school, and
include a component of measurement.
Specific Learning Outcomes
At the completion of this module, teachers should be able to:
• Demonstrate awareness of Ministry of Education policy and recommendations
for an IEP, including:
- when an IEP is needed
- what information should be included
- what processes should be considered
- who should be involved
- how to write clear student focused IEP objectives
• Create an Individualized Education Plan (IEP) that reflects the needs of the
student and the team and family's vision of the future for the student
• Include the student's family in the development of the IEP
• Consult with the student's multi-disciplinary team to clarify broad goal areas
and then specific skills or objectives that will be the foundation of the IEP
• Create an IEP that reflects a clear understanding of the difference between
what the student will learn to do (student goals and skills/objectives) and what
supports and services the student needs (team goals or strategies)
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• Create an IEP that will meet Ministry of Education criteria including
measurement components
Recommended Readings
• Text: Including Students with Severe and Multiple Disabilities in Typical
Classrooms, June E. Downing, Paul H. Brooks Pub. Co. 2008
- Chapter 3 - Determining Individual Abilities and How Best to Support
Students (entire chapter)
- Chapter 4 – The Preschool Student. page 95-96
- Chapter 10 - Are They Making Progress? pgs. 264 - 266
References:
• Individual Education Planning for Students with Special Needs A Resource Guide for Teachers, November 2009, Ministry of Education (PDF)
(Each school should also have a copy of this document).
• IEP For Severe Functioning Student (Qualicum Sample)
• Objectives For Functional Academics
• Cognitive Objectives
• Objectives For Communication (Verbal & Non-Verbal)
• Objectives For Visually Impaired
• Objectives For Functional Hand Use
• Objectives For Gross Motor
• Needs To Goals
• Objectives For Severe/Profound Functioning Student
• Sample 1 IEP
• Sample 2 IEP
• Sample 3 IEP
• Stepping Stones To Communication
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• Sample Goal Areas & Skills For Non-Verbal Students
• IEPs Include Progress
Internet Readings
• Special Education Branch - Ministry of Education
Individual Education Planning for Students with Special Needs
http://www.bced.gov.bc.ca/specialed/iepssn.htm
Parent's Guide to Individual Planning (2002) British Columbia School
• Superintendent's Association
http://www.bced.gov.bc.ca/specialed/iep/cover.htm
• Guidelines for Pathways (developed by Provincial Integration Support
Program (P.I.S.P.) and based on the MAPS process).
http://www.pisp.ca/strategies/strategies72.pdf
• Sample Pathways (developed by P.I.S.P.)
http://www.pisp.ca/strategies/strategies72.pdf
Optional/Additional Readings
• Individual Education Planning for Students with Special Needs: A Resource
Guide to Support Teachers (1996) Ministry of Education
This guidebook should be available at every school in British Columbia.
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Developing Meaningful IEPs
Introduction
The IEP is meant to be much more than a legal document. It represents the
student's needs, their educational plan and the supports and services that the
student is going to be receiving during the school year. Good IEP objectives
should clearly define exactly what we expect the student to do and what that will
look like for someone who does not know the student.
Unfortunately, the IEP is often a source of frustration for many school staffs and
families. Teachers have voiced concerns about the complexity of writing IEPs as
well as the tremendous amount of time involved. As well, some teachers have
indicated that the lack of consistent IEP requirements and forms amongst schools
and districts is an issue. It seems that many schools and districts follow different
IEP processes and often use different forms.
Another concern is that while staff put a significant amount of energy into the
development and writing of an IEP many educators and assistants indicate that
they feel they are still unclear about what to do with the student on Monday
morning. Also some parents report feeling excluded from the IEP process or
express confusion about their role.
If you have not done so already, view the
video:
Integration - Meeting The Challenge, found in
the video section at www.pisp.ca
or through this link:
http://www.canteach.ca/pisp_videos/integrat
ion.wmv
1. What is an IEP?
An IEP is a written plan developed for a student which describes the program
modifications and/or adaptations for the student and the services that are to be
provided. It serves as a tool for collaborative planning among the school, the
parents, the student (where appropriate) as well as school district personnel,
other ministries and/or community agencies. Most importantly it should clearly
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outline the learning outcomes we expect our students to engage in within a
specified time frame.
In British Columbia, a Ministerial Order (1995) requires school boards to design,
review and implement individual education plans for students with special
needs who receive Supplemental Funding from the Ministry of Education. Some
of these categories include the following:
Level 1 Funding
A: Physically Dependent
B: Deaf/Blind
Level 2 Funding
C: Moderate To Profound Intellectually Disabled
D: Physically Disabled, Chronic Health Impairment
E: Visually Impaired
F: Deaf/Hearing Impaired
G: Autistic
Level 3 Funding
H: Intensive Behaviour Intervention/Serious Mental Illness
Reading: (Familiarize yourself with the different resources within this site for
support and Ministry criteria in creating a meaningful IEP.)
• Special Education Branch - Ministry of Education
Individual Education Planning for Students with Special Needs
http://www.bced.gov.bc.ca/specialed/iepssn.htm
An IEP is developed for students on a modified program. The Ministry of
Education indicates that an IEP must include one or more of the following:
• the individualized goals for the student which are different from the prescribed
curriculum outcomes for the coarse or subject.
• a list of the support services required by the student, which might include a
description of the time and setting for the special program, the names and roles
of individuals who will be involved, and the strategies and/or teaching methods
to be used
• a list of the modifications and strategies planned to help the student meet the
outcomes established for him or her. These are individualized outcomes
modified to meet the student's special needs and do not include adapted
outcomes.
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View the video clip for sample PE Modifications on
the video section at www.pisp.ca
or click on the following link:
http://www.canteach.ca/pisp_videos/pe.wmv
• a transition plan that helps students successfully move from one setting to
another and from one grade to another
• a means to measure progress for the student's objectives
Most importantly, it is important that IEP objectives use language that indicates
specifically what the student should be doing. It is important to clarify
"modified" versus "adapted" programs and learning outcomes for students:
Modified: IEP's are usually developed for students on modified programs with
learning outcomes that are completely different than regular classmates. (e.g.,
selecting pictures or objects of things that might be cold, while the rest of the
grade 5 class is studying about habitats in polar/artic regions.
Adapted: IRP's are often developed for students on adapted programs, who have
learning outcomes that are the same or similar to classmates, but the activity is
changed slightly in order for the student to reach the goal. (e.g., the student may
work on ½ of the questions in an assignment, as it takes him/her longer to use a
pencil.)
2. Development of the IEP
Preparation of the IEP should provide opportunities for parents, teachers, school
administrators, assistants and other members of the student's team to address the
student's needs and to design a program which best addresses those needs.
The process outlined below is not a legal requirement from the ministry but
would be recognized as best practice.
2.2 Involving Parents in the Development of the IEP
The student's education occurs in the school, the home and the community. The
student certainly benefits when professionals and family work together during
assessments, program planning, teaching and evaluation.
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We need to recognize the primary importance of family choice in the
development of the student's program. Families will always want
what is best for them, for their family and their child. It is up to educators to
work towards not just parent participation but collaboration with families.
In the previous module you were asked to look for evidence of parental
involvement and to meet with parents to gather needed information if necessary.
Parents Provide Information to the School Team in the Following Ways...
• student's history, medical history and health needs
• understanding of their child's strengths and needs
• dreams, hopes and fears for their child's future
• successful strategies that work with their child
Parents Participate in IEP Meetings in the Following Ways ...
• having a list of topics they would like to see included in the meeting
• asking questions about services and service delivery
• expressing what they would like to see their child accomplish and what they
believe their child wants
• asking questions about any concerns they have, or just sharing their concerns
• signing off the IEP to indicate their agreement in the proposed objectives
Reading (Familiarize yourself with this guide for parents.)
Parent's Guide to Individual Planning (2002) British Columbia School
• Superintendent's Association
http://www.bced.gov.bc.ca/specialed/iep/cover.htm
Points to Ponder
• Some educators have some concerns about increasing parent participation in
the development of school programs. What are some of your concerns or
anxieties?
• What practices might you consider to more successfully include families in the
development of your student's program?
• What is the difference between a modified program and an adapted program?
Give examples.
3. Long Range Planning: Envisioning a Desirable Future
Long Range Planning as described in the previous module, helps the family and
the team clarify a positive and possible future for the student. The team may
elect to use one of several long range planning processes including MAPs, PATH
or PATHWAYS, (the Long Range Planning format revised by the Provincial
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Integration Support Program) or (P.I.S.P.). Regardless of which format is used, it
should result in providing information on the ...
• family's fears or concerns
• family's dream for a positive and possible future for their child
• student's strengths and needs (from which the objectives are created)
• student's motivators
From the long range planning process, the priorities become clearer and a team
can identify the broad goals that a student should be working on. The long
range planning information can be reviewed once a year by the team but the
planning process itself does not need to be re-created yearly.
Readings
• Guidelines for Pathways (developed by Provincial Integration Support
Program (P.I.S.P.) and based on the MAPS process).
http://www.pisp.ca/strategies/strategies72.pdf
• Sample Pathways (developed by P.I.S.P.)
http://www.pisp.ca/strategies/strategies72.pdf
References
• Refer to the "Sample Pathways" and "Facilitator Guidelines for Pathways",
adapted from MAPS by P.I.S.P. in the previous learning module #1 reference
section.
• Refer to the "Needs to Goals" sample in this reference section which will
illustrate how we take the student's needs to create long term goal statements
and skills.
4. Developing Long Term Goals
These goal areas represent the student's broad curriculum and are in many ways
the equivalent to typical curricular areas such as Language Arts, Mathematics,
Social Studies or Science. For many students the goal area itself will remain
constant for many years. The goal statement indicates globally what the student
is working on in that area and for what purpose. (e.g., The student will develop
effective communication with others.)
Goals come from two or three sources. Teams should look first to the Student
Needs as identified on the Long Range Planning. These needs will typically
reflect the core of the student’s important goals. As well, teams will ensure that
therapists (Speech and Language Pathologists, Physiotherapists and
Occupational Therapists), itinerants (Teacher of Hearing Impaired, Teacher of
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Visually Impaired) and the special education teacher have input into the
development of these goals.
References
• Refer to June Downing, Chapter 3, pg. 62 Table: Questions for the educational
team to ask to accommodate inclusive learning.
• Refer to reference: Needs to Goals
http://www.pisp.ca/learningmodules/mod2_needs_to_goals.pdf
Some teams find it beneficial to establish criteria for selecting the highest
priorities from the long range planning and specialist’s input. The family and
team may have generated several needs and now they must determine which
needs will be focused on.
4.1 Is it Meaningful ?
The team could review each of the student's needs and consider:
• Is it meaningful to the student and his or her family?
• Does it reflect an actual skill or behaviour that the student will need in
the current or future learning and living environments?
• Will it help the student become more independent?
• Will it enhance participation in current and future environments?
• Is it specifically related to the student's needs?
• Will it increase social interactions with peers?
• Would it be used frequently and in multiple environments and activities?
Each of the student's needs could be considered using the above questions.
Those needs that meet more than one of these criteria would be high priorities
for translation into goals and objectives.
Often teams struggle with writing goals and objectives that clearly identify the
student as a learner. Also we need to be conscious of the difference between the
student's long-term goals and short-term strategies. Student goals represent
what the student will achieve. Team goals or strategies are what the adults will
do.
How Should The Student’s Long Term Goal Statements Be Written?
It is recommended that Annual Goals begin with this sentence stem:
(Name of Student) will
How Many Annual Goals Should the Student Have?
While there is no fixed number for goals, typically teams generate between 4 and
5 long-term goals for students.
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Annual Goals usually focus on:
• Communication & Social Interactions
• Active Participation in Meaningful Daily Activities (Fine Motor)
• Mobility or Partial Participation in Gross Motor areas
• Modified (Functional) Academics (for those with this cognitive ability)
The following are some examples of long-term goal statements ...
• communication
The student will develop interactive communication with those in his/her
family, at school and in the community.
• social skills (Sometimes objectives are merged for communication and social, as
they are interdependent.)
The student will continue to experience new activities and relationships at
school and in the community as a life long learner.
• fine motor
The student will partially participate in functional activities of daily living.
• gross motor
The student will actively participate in activities throughout the day to promote
flexibility and comfort.
Or (if the student is mobile)
The student will increase his/her mobility to participate in activities at home,
school and in the community.
Areas such as vision or hearing may stand-alone or be incorporated into one of
the above goal statements as a supportive objective. Next, the resource teacher
generally looks to the student’s therapists for input on appropriate headings
and wording for the objectives that will fall under each of these global goal
areas. It is important that the language and focus in these goal statements is
student related. We should clearly state what it is that we expect the student to
demonstrate. What is the active participation of the student for that objective?
When writing IEP goals we need to ask ourselves:
• What will this look like for the student?
• Would someone who does not know the student, know exactly what the
activity would look like?
• Is this a student objective or a team goal/strategy?
Some goals reflect team-related work. Be careful of statements that really
indicate the team’s strategy to support the student’s goal. We need to continue
to ask ourselves when writing IEP statements:
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• What is it that we are going to measure for signs of improvement?
• What is the student’s active participation?
This will help to keep us focussed on real outcomes for the student.
Reference Sheets in Book Material
• Refer to sample "IEPs for Moderate Functioning Student" in the Reference
Section
• Refer to sample "Skills for Functional Academics, Communication, Visual
Impairments, Functional Hand Use & Gross Motor" areas
Points to Ponder
• As you translate student needs into long term educational goals, what
challenges have you faced?
• Have you contacted your student’s therapists and itinerants for updates and
input on the student’s specific skills? Have there been stumbling blocks?
• Are your student’s needs reflected in the long range goals you’ve identified?
5. Identifying Specific Skills to Be Developed Into IEP Objectives
Commonly, for students with significant disabilities, it is the student's therapists
and specialist teachers that identify the specific skills that the student should
work on in order to meet the established long-term goals.
Communication
Fine Motor
Gross Motor
Because formal tests and assessments are not always available or applicable for
students with severe disabilities, other methods are required for determining the
student's abilities and skills. One particularly effective way of identifying
important skills (objectives) for the student is through a process called
Collaborative Assessment which has been addressed in the previous module.
Team members conduct an assessment and observation of the student during a
typical day or series of partial days and determine how the student responds
under natural conditions in age-appropriate settings. They try to determine
what skills the student already has and what the student needs to do to
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STRETCH that skill to the next level. The team members can also observe typical
students engaged in the regular program to have a benchmark for comparison.
Reading
• Review Chapter 3 in June Downing's book: First Steps – Determining
Individual Abilities And How Best To Support Students; pages 35 –60.
Points to Ponder
• Has your team conducted this type of collaborative assessment? If so, what
were the challenges and what were the benefits?
• Were you able to identify your student’s skills/objectives in each area?
• What ideas did the readings give you for best practices using collaborative
assessment techniques?
• Select one of your student's objectives and consider the "stretch" in it for your
student.
6. What Are IEP Objectives?
IEP objectives should be specific, observable actions that the student can
perform. Objectives need to focus on the student’s active participation. What is
the difference between an objective, and a strategy or team goal?
Example 1: Here are 3 objectives taken from a student's IEP:
Original IEP Objectives:
• Janet will use her switch to play the music for the physio program in the
weight room
• Janet will be able to participate in cooking using her switch
• Janet will sharpen pencils for the exam periods in January and June.
The problem with these objectives is that they are too specific to the activity. The
actual objective (or skill) is for the student to become more reliable at using her
switch. The three different activities (i.e., music in the weight room, cooking,
and sharpening pencils) are actually the strategies, or the places/activities where
the student can practice the objective of mastering switch use. Also, these
objectives do not tell how the student will access the switch. Lastly, these
objectives do not tell us what the student is working towards to improve. What
is the stretch? So this objective might read instead:
• Revised IEP Objective: Janet will use her head to activate a switch, with no
false hits, 80% of the time.
(The strategies for this last objective would be to practice this skill of switch use
in the activities such as music, weight room, cooking, and jobs such as pencil
sharpening.)
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Example 2:
• Original IEP Objective: Ken will increase the time he keeps his head up.
This might be a good gross motor objective for this student. However, how do
we measure progress? This objective would be better if it read:
• Revised IEP Objective: Ken will keep his head up for at least 1 minute,
without verbal/physical prompting, 7/10 times throughout the day.
(Now we can actually measure progress.)
Example 3: (From June Downing's Chapter 10: Are They Making Progress? pgs.
264 - 271) Here are 2 of the 5 examples for IEP objectives.
• Original IEP Objective: Abby will improve communication skills 80% of the
time.
• Revised IEP Objective: When a person asks Abby a questions, she will look at
him/her and then point to the appropriate person, object or picture on her
communication device within 3 seconds, for 8/10 questions.
(Refer to data collection sample for above IEP objective on page 266 for Abby)
Example 4: (From June Downing's Chapter 10: Are They Making Progress? pgs.
265 - 266)
• Original IEP Objective: Tom uses his schedule with 100% accuracy.
• Revised IEP Objective: Tom will find the object (or part) representing the
current and next activity/lesson on his schedule, and hand it to the peer at least 4
times per day for 2 weeks.
(Refer to data collection sample for above IEP objective on page 267 for Tom)
View the handouts and Tutorial
called: "What might educational
skills look like for students with
severe multiple disabilities?"
located in the video section Tutorials - at www.pisp.ca
or click on the following link:
http://www.pisp.ca/video/Clip
3.mov
To assist you in writing good objectives, we will work through some typical
problems, which often arise…
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• Insufficient Objectives: Some student objectives really reflect team goals and
outcomes rather than the student's outcomes. Examples of these were noted in
the previous section of this module (4.1) as Sample Goal Statements.
e.g., The student will learn to communicate. This is NOT an objective.
- How will the student communicate?
- Will this occur through making choices? …
- using a picture communication board?
- using a voice output device?
- If communication involves the student making choices, then is this with
objectives or pictures?
- Will the student make these choices with his/her reach, or through gaze?
- How may choices might be offered at any given time?
All of these questions need to be addressed within the statement for the IEP
objective, in order for it to be clearly measured.
References
• Stepping Stones To Developing Communication Skills
http://www.pisp.ca/learningmodules/mod2_communication_skills.pdf
• Sample Skills/Objectives For Verbal Student
http://www.pisp.ca/learningmodules/mod2_skills_for_verbal_student.pdf
• Sample Skills/Objectives For Non-Verbal Student
http://www.pisp.ca/learningmodules/mod2_skills_nonverbal_student.pdf
• Refer to sample Goal Areas And Objectives in your reference section:
- Communication Skills:
http://www.pisp.ca/learningmodules/documents/CommObjrevisedSB.pdf
- Cognitive Skills:
http://www.pisp.ca/learningmodules/documents/CognitiveSteppingStones.pdf
• Functional Hand Skills:
http://www.pisp.ca/learningmodules/mod2_hand_skills.pdf
• Functional Gross Motor Skills:
http://www.pisp.ca/learningmodules/mod2_motor_skills.pdf
• Vision Skills:
http://www.pisp.ca/learningmodules/documents/VisionSkills.pdf
• Functional Academic Skills: (if applicable)
http://www.pisp.ca/learningmodules/mod2_functional_academic_skills.pdf
Coaching Activity #1
*(Refer to the Activity Section to complete Activity #1 - "Objectives That Incorrectly
Reflect Team Goals & Outcomes". Check your choices for immediate feedback.)
http://www.pisp.ca/learningmodules/mod2_coaching_activity_1.pdf
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Sometimes teams make the mistake of writing student objectives that reflect their
team's strategies as opposed to the student's outcomes.
Coaching Activity #2
*(Refer to the Activity Section to complete Activity #2 - "Objectives That Incorrectly
Reflect Strategies Not Outcomes". Check your choices for immediate feedback.)
http://www.pisp.ca/learningmodules/mod2_coaching_activity_2.pdf
Some student objectives are too vague and general to measure.
Coaching Activity #3
*(Refer to the Activity Section to complete Activity #3 - "Objectives That Are
Incorrectly Too Vague & General To Measure". Check your choices for immediate
feedback.)
http://www.pisp.ca/learningmodules/mod2_coaching_activity_3.pdf
Some student-focused objectives just need a little fine-tuning ...
Coaching Activity #4
*(Refer to the Activity Section to complete Activity #4 - "Objectives That Just Need
Some Fine Tuning". Send your rewritten sample to someone else in your team or the
coach for this section.)
http://www.pisp.ca/learningmodules/mod2_coaching_activity_4.pdf
Short-term objectives need to have specific measurable outcomes. In the
upcoming module called "reporting progress", we will explore ways of
measuring progress for skills/objectives that appear to remain similar over time.
June Downing refers to some sample skills that a pre-school student may need to
function within the classroom. These should determine the specific IEP
objectives in this student's IEP. The following is an example:
• Skill - The student will use his gaze to make choices between 2 objects.
• Objective - The student will use his gaze to make choices between 1 of 2 objects
named, with 80% accuracy within a 10-minute activity.
Readings
• Refer to your text “Including Students with Severe and Multiple Disabilities in
Typical Classrooms”, pg. 95 - 96 for examples of what is referred to as
“objectives” generated from the student's need for certain skills. The important
point is that we identify areas that the student can demonstrate some form of
progress from term to term or year to year.
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References
• Refer to Writing IEPs With Expectations For Improvement
http://www.pisp.ca/learningmodules/documents/IEPsIncludeProgress.pdf
Guidelines For Writing The Student's Objectives
• start with the student’s name (e.g., Jane will …)
• identify the student’s active participation or job
• ask: what will this actually look like for the student?
• ask: how will we note progress?
• ask: would someone who has never seen the student, be able to actually
visualize what the student is doing and how s/he is doing it?
The following is are some good examples:
• Jill will make a choice between 2 objects or activities by reaching, gesturing or
pointing to one of them within 10 seconds in 4/5 trials.
• Bob will actively participate in changes of position by…
- pushing out of his wheelchair when verbally requested
- bearing his weight for 30 min. in his stander
- walking for short distances in his walker for at least 30 min. a day
• Jane will put her hands into ‘Ready Hands’ mode, with fading prompts, at least
80% of the time.
The student will make a choice between 2
objects or activities by reaching, gesturing or
pointing to one of them within 10 seconds in
4/5 trials.
The student will put her hands into ‘Ready
Hands’ mode, with fading prompts, at least
80% of the time.
How Many Objectives Should My Student Have?
While there is no fixed number for objectives, typically teams may generate
between 8 and 10 objectives for students. Make sure that the specific objectives
support the achievement of the student’s Long Term Goal statements. Often it is
helpful to consolidate the objectives within the IEP to prevent this document
from becoming overwhelming.
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References
• Refer to sample IEP for Severe/Profound Functioning Student at
http://www.pisp.ca/learningmodules/mod2_iep_severe_profound_level.pdf
• Refer to sample matrix of Goals Areas & Skills For A Non-Verbal Student at
http://www.pisp.ca/learningmodules/mod2_goal_areas_skills.pdf
• Refer to sample 1 IEP in your references
http://www.pisp.ca/learningmodules/documents/Sample1IEP.pdf
• Refer to sample 2 IEP in your references
http://www.pisp.ca/learningmodules/documents/Sample2IEP.pdf
• Refer to sample 3 IEP in your references
http://www.pisp.ca/learningmodules/documents/Sampe3IEP.pdf
Readings
• Review June Downing's Text - Chapter 3, page 56 - for examples of links
between what the class' learning outcomes are, and the modified learning
outcome (IEP objective) for a student on a modified program
• Review June Downing's Text - Chapter 3, pgs 60 & 61 - for sample IEP
objectives with applications to various subject areas/activities.
Note: that June has incorporated the measurable component into the application
in the subject area, versus the IEP objective itself. For the purposes of this course,
and in most IEPs throughout B.C., the measurable component should be
included in the IEP objective itself.
7. Coordinating the IEP Development and Implementation
A member of the team should be assigned the role of coordinating the
development of the IEP. These responsibilities usually include ...
• organizing and chairing IEP meetings
• ensuring that team meeting records are kept and distributed
• ensuring that a regular process for monitoring student progress is established
• updating and writing the objectives in the IEP with input from therapists,
families, assistants, teachers, etc.
• making sure that the IEP is implemented by the assistant into the day-to-day
classroom and school activities
Who performs this job? Any member of the team can perform this function but it
is best delegated to the person who will have significant contact with the student.
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Pg. 18
Commonly the Case Manager is often the… Integration Support Teacher,
Resource Teacher, Life Skills Teacher, Special Education Teacher or in some cases
the Classroom Teacher.
View the Handouts and Tutorial: "
Where Do I Get Help For My Student?"
in the video section by clicking on
Tutorials in the website located here:
www.pisp.ca
or click on this link:
http://www.pisp.ca/video/videos/Cl
ip1.mov
8. Writing the IEP
The elements covered in an IEP template should include:
Student Demographics
School and Staff Information - Who's Who
Student's Current Level of Functioning
Assessment Information
Student Health Information
Student Strengths
Student Needs
Annual Goals
Student’s Objectives
Team Goals or Strategies
Measurement of Progress
Note: You should submit your IEP to the coach for this module for feedback.
A student's IEP is sometimes created from scratch and then updated yearly. This
may vary from district to district or province to province. The development of
the next level of student planning, (i.e., student timetables), will be explored in
the Module called "Curriculum Planning". This next crucial process (curriculum
planning) takes the IEP objectives into the actual classroom.
9. Monitoring the Student's Program and Progress
The team needs to continue to assess the student in his/her regular setting
throughout the year in order to monitor the student's progress. Therapists and
PROVINCIAL INTEGRATION SUPPORT PROGRAM
Module #2
Developing IEPs
Pg. 19
specialist teachers collaborate with the classroom teacher and the assistant(s) to
share information on the student and his or her skill development. This
information is also used for determining whether the skills or objectives selected
for the student are appropriate. Educational programs usually collect
information on the student through observations, but successful programs
document progress through a variety of means including checklists, recording
forms, interviews with staff, etc. This will be explored in detail in the learning
module called "Reporting Progress".
View the Tutorial Clip & related
handouts called: " How can I assess
progress for my student with severe
multiple disabilities?"
This can be found in the video section Tutorials - at www.pisp.ca
or click on this link:
http://www.pisp.ca/video/Clip8.mo
v
Reference
• Refer to sample Data Collection Sheet in June Downing's book, Chapter 3, pg.
68.
PROVINCIAL INTEGRATION SUPPORT PROGRAM