THE DURHAM CATHOLIC DISTRICT SCHOOL BOARD
A Resource Guide
For
Core French Teachers Implementing
Individual Education Plans
Meeting Student Needs
Modern Languages Council
Revised February 2002
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 2
Acknowledgments
This IEP resource document has been a collaborative endeavour. This resource was initiated by a
sub-committee of FSL Consultative staff from the Modern Languages Council.
The information contained within is based upon and adapted from the Dufferin-Peel Catholic District
School Board document entitled Individual Education Plans - A Resource Guide for FSL Teachers.
The major part of the latter document, pages 9 to 34, was adapted from the IEP Resource Guide
(1998) for elementary schools developed by a committee from the Dufferin-Peel Catholic District
School Board staff.
Contributors for Modern Language Council
Debbie Anderson
Georgette Bolger
Claire Brown
Anne Burrows Clark
Yves Desrochers
Florence Hardy
Marie Kozulak-Walker
Jadwiga Kreczko
Milla Liska
Shirley Logan
Carol Meyette-Hoag
Sylvie Morel-Foster
Siegrune Muffoletto
Lynn O’Connor
Alison Pearce
Kawartha Pine Ridge District School Board
Peel District School Board
Dufferin-Peel Catholic District School Board
Toronto District School Board
Toronto District School Board
York Catholic District School Board
Toronto District School Board
Toronto District School Board
Toronto District School Board
Toronto District School Board
Kawartha Pine Ridge District School Board
Durham Catholic District School Board
Toronto District School Board
Toronto District School Board
Toronto District School Board
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
In planning Core French programs for exceptional students, teachers
must take into account the students’ strengths and needs, learning
expectations, adaptations, and methods for reviewing progress as
outlined in the IEP and/or IPRC’s statement of decision. It is
important that teachers provide appropriate instruction, activities and
assignments, as well as resources, strategies, and settings that will help
exceptional students achieve their learning expectations. Using the
most appropriate methods and providing the most appropriate
materials may involve making changes in the teaching approaches (e.g.,
amount of material covered, type of material used) that are normally
used for most other students. Changes may also need to be made in
some assessment and evaluation procedures. For example, exceptional
students may need to be provided with other opportunities (beyond
written tests), to demonstrate learning in the least restrictive form. In
addition, they may need more explanation about what is expected in a
particular assignment or test than would normally be given.
.
The Ontario Curriculum: French As A Second
Language: Core French, Grades 4-8, 1998, p.5
Page 3
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 4
TABLE OF CONTENTS
Page
Section 1 - IEP’s for Core French
Introduction ......................................................................................................................................7
What is an IEP? ................................................................................................................................7
Development of an IEP ....................................................................................................................8
What is the Core French teacher expected to do? ............................................................................9
Writing the IEP ..............................................................................................................................10
Action Plan for Programming in Core French ...............................................................................14
Program Support Team Model.......................................................................................................17
Section 2 - Suggested Strategies for Core French Students with Special Needs
Inclusive IEP’s: Adaptations Checklist for Core French ...............................................................19
General Teaching Strategies ..........................................................................................................20
Individual Education Plan Strategies .............................................................................................22
 Memory ..............................................................................................................................22
 Understanding Discussion/Responding to Questions ........................................................22
 Vocabulary: Use of Words and Oral Language Structures ................................................23
 Word Retrieval ...................................................................................................................23
 Oral Language Structures ...................................................................................................24
 Group Skills .......................................................................................................................24
 Low - Vision Accommodations .........................................................................................25
 Teaching Deaf and Hard of Hearing Learners ...................................................................26
 Possible Accommodations for Learners with Hearing Difficulties ...................................27
Developmental Disabilities ............................................................................................................27
 Characteristics ....................................................................................................................27
 Major Characteristics .........................................................................................................27
 Other Characteristics ..........................................................................................................28
 Learning Accommodations/Modifications ........................................................................28
 Environmental ....................................................................................................................28
 Organizational ....................................................................................................................29
 Advocacy ...........................................................................................................................29
 General Teaching Strategies ..............................................................................................29
 Motivational .......................................................................................................................30
 Speaking .............................................................................................................................31
 Reading ..............................................................................................................................31
 Writing/Spelling.................................................................................................................31
 Assessment .........................................................................................................................31
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Section 3 - Assessment and Evaluation Methods for Core French
Assessment and Evaluation Strategies ...........................................................................................34
Assessment and Evaluation Tools .................................................................................................39
Resources ......................................................................................................................................45
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
SECTION I
IEPs
FOR
CORE FRENCH
Page 6
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Introduction
“When an Identification, Placement, and Review Committee (IPRC) identifies a student as exceptional,
an Individual Education Plan (IEP) must be developed and maintained for that student.” (Page 5, The
Ontario Curriculum - French As A Second Language: Core French, Grades 4-8, 1998)
In Core French, very few exceptional students require modifications* to grade level expectations. Most
exceptional students require accommodations* to achieve grade level expectations in Core French.
Some Core French students require modifications even if they have not been formally identified (IPRC). They
may have an IEP developed for them. (IEP Resource Guide, 1998 - Regulation 181/98).
The IEP must be created in consultation with the parents, the in-school support team, the special education
teacher and the Core French teacher (IEP Resource Guide - 1998 - Regulation 181/98). Teachers should not
individually create an IEP specific to French.
An IEP is ....
1. a summary of the student’s strengths, interests and needs, and of the exceptions for a student’s
learning during a school year that differ from the expectations defined in the appropriate grade
level in the Ontario Curriculum;
2. a written plan of action prepared for a student who requires modifications to the regular school
program or accommodations to support achievement in the regular program;
3. a tool to help monitor and communicate the student’s growth;
4. a plan developed, implemented, and monitored by school staff;
5. a flexible, working document that should be adjusted as necessary;
6. an accountability tool for the student, his or her parents, and everyone who has responsibilities
under the plan for helping the student meet his or her goals and expectations;
7. an on-going record that ensures continuity in programming;
8. a document to be used in conjunction with the provincial report card. (IEP Resource Guide,
1998)
The school principal is responsible for ensuring that an IEP is developed for exceptional students;
however, he or she may delegate many tasks related to the IEP to teachers. In the initial stages of IEP
development, the teacher must gather information about the student by:
·
·
·
·
·
·
reviewing the student’s records;
consulting with the student, parents/guardians, school staff, including the Core French teacher of
that student, and other professionals;
observing the student;
reviewing the student’s current work;
conducting further assessments if necessary;
consolidating and recording information.
The IEP is then developed collaboratively by those who know the student best and those who will be
working directly with the student. Teachers should not individually create an IEP that is specific to
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Core French. Collaboratively, teachers should develop one IEP for a student and then assume
responsibility for taking the appropriate adaptations to their subject area(s).
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Development of an Individual Education Plan
An Overview of the Process
For purposes of discussion, the planning process is divided into five phases;





Information gathering: identification, assessment, review
Setting a direction: planning for the future, developing a collaborative approach
Developing a plan: program support/implementation
Implementing the IEP: ongoing assessment and evaluations
Reviewing the IEP: report process
These connected phases constitute a process which is continuous and flexible.
Wherever possible the process should be incorporated into the regular routines of planning, evaluation and
reporting that occur for all learners.
There should be a progressive flow from one phase to another, so that, according to need, supports can be
obtained in a timely way from within the school, the Board and the community services. The process works
best when:

there is collaboration and ongoing consultation among teachers, administrative and support personnel,
parents, learners and representatives of Board/community agencies;

parents/guardian and learners have the opportunity to be active participants in the process, to initiate
discussions regarding the learning needs or to request school-based access to support. They should feel
welcome and encouraged to contribute throughout the process, and are important partners in the
development of the Individual Education Plan (IEP). Learners need to be included in all phases of the
process where it is deemed appropriate (Secondary - 14 years of age, Reg. 181);

staff have the support of inservice and other resources available to them;

individual schools establish procedures to support collaborative consultation and planning. Staff should
be identified within each school to be available for consultation and to be part of a school-based team.
This team should be established with clear procedures to provide support, consultation, planning, and coordination.
(Adapted from British Columbia Ministry of Education Skills and Training
and the Ontario IEP Resource Guide, 1998)
Procedures which enter the IEP development process include:





Effective information sharing
Planning for and facilitating transitions
Ensuring consistency in reporting and documenting plans
Communication and collaborative decision-making between the school and home
Communicating planning decisions to parents, learners and appropriate staff
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Planning Process
The IEP planning process is basically the same for all learners. It is a collaborative process in which the
learner, the parents/guardians and educators identify appropriate educational expectations and the methods of
attaining them. For learners with special needs, it is important that the planning process begin at school entry or
as soon as their special needs become known. This process results in an Individual Education Plan (IEP) which
identifies and describes the nature of the commitments which the educational system makes to assist the learner
in attaining these expectations.
Transitional Planning
Over the length of their school experience, learners with special needs may experience a number of significant
transitional steps: from home to kindergarten, from elementary school to secondary school, from program to
program, from one school to another, from secondary school to post secondary and/or community living.
Careful and sensitive planning should be undertaken with an IEP that addresses the needs of the learner and the
family members involved as they pass through each transition. Early introduction to the new environment of
staff, assignment of a school “buddy”, and early provision of information on timetables and school
organization are examples of transition support. A component of the IEP for exceptional learners 14 years of
age or older will be the development of a collaborative transition plan. This written plan will assist with the
learners transition from elementary or secondary.
Learner Involvement
AEP
The annual education plan of exceptional students must complement their Individual Education Plan (IEP).
The IEP will also include transition plans for exceptional students aged fourteen years and older, unless they
are identified only as gifted.
IEP
It is important that exceptional learners be invited to take an active role in the design of their IEP’s to the
maximum extent that their developmental level and ability permit. Factors affecting learner participation in the
development of an IEP may include maturity and the capacity for sustained and considered deliberation based
upon awareness of possibilities and consequences from secondary to post secondary work or community living.
What is the Core French teacher expected to do?
When there are exceptional students in the Core French class, Core French teachers, in discussion with the
regular classroom teacher and resource personnel, will:
·
At the end of June or, at the latest, in early September, determine which students in their classes have an
IEP;
·
Review specific modifications/accommodations already in place for those students;
·
Determine whether modifications are necessary in Core French. If so, the teacher should be involved in
all IEP discussions for those students.
What is the Core French teacher expected to do? - cont’d.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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·
Where appropriate, add specific modifications to the expectations for Core French to the IEP;
·
Revise and update IEP when appropriate, in conjunction with the team meeting;
·
For students requiring modifications, indicate on the report card, by checking the IEP box and adding in
the comment box that “the grade/mark is based on achievement of the expectations of the IEP which vary
from the grade
expectations from The Ontario Curriculum”;
·
For students requiring accommodations, indicate on the report card, by checking the IEP box and adding
in the comment box that “the grade/mark indicates (name)’s achievement of regular level expectations
using the accommodations stated in the IEP”.
Writing the IEP
The IEP provides an overview of the focus and direction of a learner’s program. Ideally, it will be written in an
understandable and useful fashion for all partners.
The IEP will contain:
·
·
·
·
·
·
·
·
·
·
·
Essential information about the learner including relevant medical, social and educational background
The student’s learning strengths and needs
The areas in which a learner may need program adaptation
Appropriate expectations
Required classroom accommodations and/or modifications (changes to expectations, instructional and
assessment strategies, material and resources, facilities or equipment)
Names of members of the IEP development team
Adaptations for assessing and evaluating learner progress
IPRC information
The date the IEP was shared with parents
Documentation of ongoing review process for the IEP
The parent(s) signature
In writing the IEP the following procedures are suggested:
·
·
·
·
·
·
Identify the priority needs for the learner
Determine overall expectations from the priorities
Break the expectations down into immediate specific expectations
Determine what strategies will be used and what resources will be required to assist the learner to reach
the expectations
Establish ways of assessing learner progress and dates for review
Members of the IEP team will bring their understanding of the learner and the program to the IEP
planning process.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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ADAPTATIONS
(For IEP)
Accommodations*
Modifications*
·
Regular grade level expectations
·
Below grade level expectations
·
Use of assistive
devices/tools/strategies to enhance
learning opportunities
·
Grading based upon revised IEP
expectations (in comment box)
·
Differentiated instruction
·
Alternate expectations
·
Regular grading
·
Grading using qualitative scales
(in comment box)
·
Included in class/grade average
·
Included in class/grade average
Accommodations are tools designed to foster
Modifications (significant changes) may be made
improved teaching and learning for an individual
learner so that he/she may achieve the regular grade
level expectations. Some of these tools may be
assistive devices/techniques such as word
processors, calculators, increased time on tests, large
print text, pre-teaching of vocabulary, providing
graphic organizers etc.
to the regular curriculum to change the specific
grade level expectations in one or more curriculum
areas. The revised specific expectations that are
different from the Ontario Curriculum grade level
expectations for learners who require a more
specialized curriculum to meet their needs.
For Learners with Accommodations
For Learners with Modifications
Learners requiring
When the
accommodations in the teaching/learning
modifications to the regular grade level
process to achieve the regular expected grade
level
expectation
may
use
these
accommodations while being evaluated. The
regular grading system will be used in
reporting achievement. These grades may be
included in the class/grade average.
curriculum expectations are significant, but
expectations are still from the Ontario
Curriculum, the learner is evaluated according
to the revised expectations stated in the IEP
and not to the appropriate grade level
expectations. The regular grading system may
be used for the modified expectation and may
be reported in the comment box. These grades
will be included in the class/grade average.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Program Profile
1. Enrichment Profile
Student program exceeds
the expectations of the
Provincial Curriculum in
appropriate subjects, with
modifications to reach the
intellectual abilities of the
student
IEP Framework
I.E.P. will define the course
expectations beyond those
of
the
Provincial
Curriculum
Report Card Implications
IEP box is checked off in
modified subjects and IEP
may be attached to Report
Card.
Student Report Card will
include the comment,
“Assessment is based on
an IEP with expectations
at and beyond those of the
Provincial Curriculum”
2. Regular Profile
Student Program is based on
expectations
of
the
Provincial Curriculum
Page 13
Report Card is based on
achievement levels (1-4)
in
the
Provincial
Curriculum.
Not Applicable
(No accommodations or
modifications)
3. Remedial Profile
Student program is based on
expectations
of
the
Provincial Curriculum, in
appropriate subjects, with
remediation by the teacher,
to meet the student’s needs.
Not Applicable
The teacher will identify the
remediation necessary to
achieve expectations within
the Provincial Curriculum.
Planning and Evaluation
Strategies are recorded in
teacher’s
lesson
plans/record keeping.
IEP is not checked off on
the Report Card, as
achievement is evaluated
within the Provincial
Curriculum.
Note: If progress is not
achievable at a level 1, the
student should be referred
to the School Team.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Program Profile
4. Accommodated Profile
Student program is based
on Grade Level
expectations from the
Provincial Curriculum, in
appropriate subjects, with
accommodations to meet
student needs.
5. Modified Profile
Student program is based
on individual student
needs. Expectations are
drawn from the Provincial
Curriculum at a lower
grade level, as appropriate.
Some students may be on a
completely modified
program, and other may be
modified only in certain
subjects, as determined by
the School Team.
IEP Framework
Page 14
Report Card Implications
The
Grade
Level
expectations from the
Provincial Curriculum have
not been altered.
The IEP box is checked off in each
accommodated subject, and P.1&2
of the IEP is attached to the Report
Card. The Report Card is based on
the Prov. Curriculum, with
accommodations. Student report
card will include the comment
“The (grade/mark) for the
(strand/subject) is based on
achievement of expectations, with
accommodations, as outlined in the
IEP which do not vary from the
Grade ___ expectations” in each
accommodated subject
****
In Secondary, these students will
be working for credit.
IEP will identify the
modified expectations,
strategies and evaluation
(with accommodations if
applicable). Expectations
from the Provincial
Curriculum are part of the
student’s IEP. Identify the
specific grade level from
which the expectations
have been drawn (IEP
Resource Guide, P.12)
The IEP box is checked off in the
appropriate subjects, and IEP is
attached to Report Card. The mark
or grade is based on the
expectations of the IEP. Student
Report Card will include the
comment “The grade/mark for the
(strand/subject) is based on
achievement of expectations
outlined in the IEP, which vary
from Grade
expectations in
each modified subject.
****
In Secondary, these students may
or may not be working for credit,
depending on the level of
modification in each subject.
IEP will identify the
accommodations on page 1
and 2.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
6. Alternate Profile
Student program is based
on meeting individual
student needs. Often, this
student can not access
Curriculum at any level,
and program is based on
independent living, selfhelp, and learning
readiness.
IEP will define the
expectations, strategies,
and evaluation which will
meet the specific special
needs of the student.
Program expectations are
not based on expectations
from the Provincial
Curriculum.
Page 15
The IEP Box is check off in all
areas of the Report Card. An
anecdotal Report Card may be
selected by the School Team as the
best way to report achievement.
The IEP is attached to Report
Card, along with the “Response
Form (p.3)” of the Provincial
Report Card.
****
Typically, these students will not
be working for credit.
Action Plan for Programming in Core French
1. consult with classroom teacher and support personnel
2. review specific modifications/accommodations already in place for those students as stated
in the IEP
3. determine whether adaptations are necessary in Core French
Definitions
Learning Disability
A learning disorder (evident in both academic and social situations) that involves one or more of
the processes necessary for the proper use of spoken language or the symbols of communication,
and that is characterized by a condition that:
1) is not primarily the result of:
· impairment of vision;
· impairment of hearing;
· physical disability;
· developmental disability;
· primary emotional disturbance;
· cultural difference.
2) results in significant discrepancy between academic achievement and assessed intellectual
ability, with deficits in one or more of the following:
· receptive language (listening. reading);
· language processing ( thinking, conceptualizing, integrating);
· expressive language (talking, spelling, writing);
· mathematical computations.
3) may be associated with one or more conditions diagnosed as:
· a perceptual handicap;
· a brain injury;
· minimal brain dysfunction;
· dyslexia;
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Definitions
· developmental aphasia.
Language Impairment
A learning disorder characterized by an impairment in comprehension d/or the use of verbal
communication or the written or other symbol system of communication, which may be associated
with neurological, psychological, physical, or sensory factors and which may:
1) involve one or more of the form, content and function of language in communication;
2) include one or more of the following:
· language delay;
· dysfluency;
· voice and articulation development, which may or may not be organically or
functionally based.
Speech Impairment
A disorder in language formulation that may be associated with neurological,
psychological, physical, or sensory factors; that involves perceptual motor aspects of
transmitting oral messages; and that may be characterized by impairment in articulation,
rhythm, and stress.
Autism
A severe learning disorder that is characterized by:
1) disturbances in
· rate of educational development;
· ability to relate to the environment;
· mobility;
· perception, speech and language.
2) lack of the representational symbolic behaviour that precedes language.
Deaf/Hard-of -Hearing
An impairment characterized by deficits in language and speech development because of a
diminished or non-existent auditory response to sound.
Multiple Exceptionalities
A combination of learning or other disorders, impairments, or physical disabilities, that is of such a
nature as to require, for educational achievement, the services of one or more teachers holding
qualifications in special education and the provision of support services appropriate for such disorders,
impairments or disabilities.
Behaviour
A learning disorder characterized by specific behaviour problems over such a period of time, and to
such a marked degree, and of such a nature, as to adversely affect educational performance, and that
may be accompanied by one or more of the following:
1)
2)
3)
d)
any
an inability to build or to maintain interpersonal relationships;
excessive fears and anxieties;
a tendency to compulsive reaction;
an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or
combination thereof..
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 17
Definitions
Giftedness
An unusually advanced degree of general intellectual ability that requires differentiated
learning experiences of a depth and breadth beyond those normally provided in the regular
school program to satisfy the level of educational potential indicated.
Mild Intellectual Disability
A learning disorder characterized by:
1) an ability to profit educationally within a regular class with the aid of considerable
curriculum modification and supportive services;
2) an inability educationally within a regular class because of slow intellectual development;
3) a potential for academic learning, independent and social adjustment, and economic selfsupport.
Developmental Disability
A severe learning disorder characterized by:
1) an inability to profit from a special education program for students with mild intellectual
disabilities because of slow intellectual development;
2) an ability to profit from a special education program that is designed to accommodate
slow intellectual development;
3) a limited potential for academic learning, independent social adjustment and economic
self-support.
Blind/Low Vision
A condition of partial or total impairment of sight or vision that even with correction
affects educational performance adversely.
Physical Disability
A condition of such severe physical limitation or deficiency as to require special
assistance in learning situations to provide that opportunity for educational achievement
equivalent to that of pupils without exceptionalities who are of the same age or
developmental level.
NB: The above categories reflect Ministry terminology accurate at the time of printing
Non-Exceptional Students
Student Descriptor
Action Plan for Programming in Core French
Non-identified:
“At-risk” / “R”
·
·
·
notify parents
consult with school team / parents
develop remediation or accommodation strategies
English As A Second
Language
·
in consultation with classroom teacher and the ESL teacher (if available),
consider the following variables to determine level of ESL and necessary
modifications within FSL program:
·
level of literacy in first language;
·
closeness of first language to French;
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
·
·
Late junior or intermediate
division with no prior FSL
experience (non-ESL)
·
·
Ex-French Immersion
or
French First Language
·
·
·
Page 18
·
knowledge of our alphabet;
·
cultural acclimatization;
·
adaptation to school setting;
·
stage of ESL;
based on above list, determine delay for full integration (intent is to integrate
within 6 months);
communicate with colleagues regarding teaching strategies and reporting to
ensure consistency with other subject areas.
program accommodations to bring student up to grade expectations; use of
“bridge” program; [commercial: e.g., J’arrive vite et bien (Prentice Hall
Ginn), Allons-y (Addision Wesley Longman) and non-commercial: e.g., Le
Français pour débutants (Scarborough), e.g. Bienvenue les amis (York)];
based on needs, determine delay for full integration (intent is to integrate
within 6 months).
grade specific core French expectations must be met;
need to perform gap analysis to determine needs with spelling and
grammatical skills;
where necessary, provide enrichment activities suggestions:
· extra reading (age appropriate novels with book report);
· work at listening centre;
· coaching of peers for oral modeling;
· enhanced writing activities based on class themes;
· research or reflection using information from the internet;
· withdrawal with similar peer or French monitor to work on special
projects;
· pen-pal letter exchange;
· Internet [e.g., Le Droit, www.fcsq.ca (with appropriate monitoring)] .
PROGRAM SUPPORT TEAM MODEL
SCHOOL TEAM (ELEMENTARY)
Principals/Vice Principal
Program Support Teacher
Classroom Teacher/Educational Assistant/Subject Teacher (FSL)
Parent(s)/Guardian(s)
Resource Personnel/Auxiliary Personnel (as deemed necessary)
RESOURCE PERSONNEL
AUXILIARY PERSONNEL
FSL
ESL/ESD
Student Services
Program Services
Family Physician
Community Agencies
PROGRAM SUPPORT TEAM MODEL
SCHOOL TEAM (SECONDARY)
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 19
Principal/Vice Principal
Curriculum Chair of Program Support
Subject Teacher/Parent(s)/Guardian(s)/Student(s)
Resource Personnel/Auxiliary Personnel (as deemed necessary)
RESOURCE PERSONNEL
AUXILIARY PERSONNEL
Program Support Teacher
Educational Assistant(s)
Retention Teacher
Student Services
Program Services
Family Physician
Community Agencies
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
SECTION II
SUGGESTED STRATEGIES
FOR
CORE FRENCH STUDENTS
WITH SPECIAL NEEDS
Page 20
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 21
Inclusive IEP’s: Adaptation Checklist for Core French
LEARNER:
D.O.B.:
DATE:
COMPLETED BY:
The following adaptations are appropriate and necessary for this learner. Check all that apply.
Pacing
Assignments





 Give directions in small, distinct steps
(written/picture/verbal)
 Use written back up for oral directions
 Lower difficulty level
 Shorten assignments
 Reduce paper and pencil tasks
 Read or tape record directions
 Give extra cues or prompts
 Allow student to record or type assignment
 Adapt worksheets, packets
 Utilize compensatory procedures by providing alternate
assignment/strategy when demands of class conflict with
student capabilities
 Avoid penalizing for penmanship
Extend time requirements
Vary activity often
Allow breaks
Omit assignments requiring copy in timed situation
Home set of text/materials for preview/review
Environment
 Preferential seating
 Alter physical room arrangement
 Define areas concretely
Reduce/minimize distractions

Visual

Spatial
Movement
 Teach positive rules for use of space
 Auditory

Presentation of Subject Matter
Teach to learner’s learning style
 Linguistic
 Logical/Math
 Musical
 Naturalist
 Bodily/Kinesthetic
 Spatial
 Interpersonal
 Model Experiential Learning
 Utilize specialized curriculum
 Teacher tape lectures/discussions for replay
 Teacher provide notes
 NCR paper for peer to provide notes
 Utilize manipulative
 Pre-teach vocabulary
 Make/use vocabulary files
 Reduce language level or reading of assignment
 Share activities
Self Management/Follow Through



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
Check often for understanding/review
Request parent reinforcement
Have student repeat directions
Plan for generalizations
Teach skill in several settings/environments
Testing Adaptations

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Oral
Taped
Pictures
Read test to student
Preview language of test
questions
setting



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Short answer
Multiple choice
Modify format
Shorten length
Extend time frame
Applications in real
Social Interaction Support
Materials




Taped texts and/or other class materials
Highlighted texts/study guides
Use supplementary materials
Note taking assistance: carbonless or Xerox copy of notes
of regular students
Special Equipment:
 Electric Typewriter
 Calculator
 Electronic
 Homemade
 Computer
 Telephone adaptations
 Video recorder
 Peer advocacy
 Peer tutoring
 Structure activities to create opportunities for social
interaction
 Structure shared experiences in school, extra curricular
 Cooperative learning groups
 Use of multiple/rotating skills
 Teach social communications skills
 Greetings
 Conversation turn taking
 Sharing
 Negotiation
Motivation and Reinforcement




Verbal
Non Verbal
Positive reinforcement
Use strengths/interests often
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Individual Education Plans - Meeting Student Needs
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General Teaching Strategies
Study and Organizational Skills
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Use of schedule/organization chart;
Note taking - jot notes - key phrases within paragraph;
In-class task completion - time assignments;
Homework completion - daily check of organizers;
Mnemonics;
Develop specific routines for the learner to follow;
Use tabs to mark pages in notebooks and textbooks;
Photocopy or scribe where appropriate for notes;
Keep track of homework for the week and send the list home to be checked and completed where
necessary.
Challenge
·
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Compact the curriculum when it is clear that the required expectations have easily been met;
Extend and differentiate the topics for advanced thinking;
Use higher level thinking skills as per Bloom’s Taxonomy;
On occasion set up a particular co-operative group of advanced learners;
Teach study skills;
Provide opportunities for leadership within the class/school;
Match the learner with on-site or community mentor;
Encourage and facilitate special interest research;
Link learners with community universities, employers, etc.
Listening
·
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·
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·
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Repeat and rephrase instructions;
Use of oral stories;
Use preferential seating;
Provide visual cues for listening;
Active listening strategies;
Question after short periods of information given;
Provide listening break;
Pre-teach vocabulary associated with unit of study;
Reduce rate of presentation of information;
Present short chunks of information;
Simplify language of instruction, provide explanations and paraphrase;
Use demonstrations and visual supplements whenever possible when introducing new concepts.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Speaking
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Allow for practice time before presentations;
Guided dialogues/cloze skeleton with chunks provided;
Devinette/riddles/anecdotes;
Short clear instructions;
Buddy up with stronger students;
Use key words dramatically to focus attention (e.g. “Ecoutez bien!”, “Regardez-moi”);
Use graphic organizers, notecards to help students organize thoughts;
Provide choices on how student presents materials (taped, visual);
Capitalize on students’ interests - music, sports, television;
Preteach new vocabulary;
Choral repetition;
Mouth words.
Reading
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Comprehension questions read aloud;
Allow extra time due to rate of reading;
Use of videotaped stories;
Highlighting;
Use of predictable pattern reading materials;
Establish purpose of reading;
Use of high interest/low vocabulary material;
Home sight word program;
Use of cueing systems (semantic, syntactic, phonetic);
One to one modeling of sounds;
Shared reading;
Use of word families;
Chunking;
Repeated reading;
Use of word bank;
Use of environmental print;
Develop reading as a source of information;
Develop reading for enjoyment purposes;
Use of taped materials;
Use of the computer.
Writing
·
·
·
·
·
·
·
·
·
·
Develop use of the thesaurus;
Develop correct paragraph writing (topic sentence, points of support, closing statement);
Develop appropriate use of sentence structure, punctuation, capitalization;
Develop meaning and spelling of prefixes and suffixes;
Self-edit spelling and/or with peer or buddy;
Scribe stories/assignments;
Use semantic webbing/outlines;
Use photocopied notes in content areas;
Develop keyboarding skills;
Provide outlines as means of helping sequence ideas;
Page 23
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
· Modeling and extension techniques as a strategy to help expand on ideas and provide additional
information.
Page 24
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 25
Individual Education Plan Strategies
All strategies will be decided by a team (pg.14) Planning Process.
Memory
1. For verbal instructions: use simple language; chunk and phrase instructions into small parts;
rephrase and repeat when necessary.
2. Decrease the rate of presentation.
3. Use exaggerated pause and intonation to emphasize key words/concepts.
4. Provide the learner opportunities for individual and guided review of recently introduced
information.
5. After teaching the learner a concept, have him “teach” it back to the instructor or other
learners.
6. Base oral discussion on small amounts of material (e.g., discussing paragraph by paragraph the
entire story).
7. Use visual supports and multi-sensory experiences to enhance memory.
8. Reduce auditory and visual distractions to improve attention to a task (e.g., use a quiet corner
or carrel, set learner away from pencil sharpener and door).
Understanding Discussions/Responding to Questions
1. Gain learner’s attention by using verbal, visual or physical cues, or asking specific questions.
2. Set the focus for listening by providing purpose, outlines, summaries, and lists of questions.
3. At the end of the discussion, summarize the main points. Review the previous discussion or
lesson at the beginning of each class.
4. Provide visual supplements, demonstrations and concrete examples to augment auditory
information.
5. Encourage learners to use active listening strategies: good eye contact, focusing on the
speaker, thinking about what you hear, echoing what you hear in your mind.
6. Encourage learners to ask for clarification when they do not understand. Also encourage use
of additional supports such as a buddy system, references on the board and textbooks.
7. Stress the most important information using volume (loud or soft), pitch (high or low), speed
(slow) and other inflectional cues.
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Individual Education Plans - Meeting Student Needs
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8. Use non-verbal cues/body language to stress important information (e.g., facial expression,
hand and body movements).
9. Encourage maximum involvement of the learners by requiring notes and interspersing
comprehension questions in the lesson.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 27
Vocabulary: Use of Words and Oral Language Structures
1. Pre-teach vocabulary associated with the classroom themes and units of study.
2. Preset vocabulary in a variety of contexts to illustrate meanings and to provide opportunities
for repeated, meaningful practice.
3. Introduce new vocabulary in grammatically simple sentences which clearly convey meaning.
4. Develop meaningful associations (e.g., semantic webbing and mapping, outlining techniques
such as heading and categories).
5. Provide and discuss synonyms, antonyms, multiple meaning words, word families and
cognates.
6. Provide opportunities to brainstorm. List key words from their personal experience which
would be related to the topic.
7. Encourage learners to identify words that are unfamiliar and apply strategies to determine
meaning (e.g., contextual cues, dictionary, visual dictionary, thesaurus, peer support).
8. Develop grade appropriate understanding of words and phrases which occur frequently in the
classroom (e.g., positional/spacial words (derrière, à côté de) temporal markers (avant,
après), conditionals (si, à moins que), inclusion and exclusion (tout, sauf).
Word Retrieval
1. Say or encourage learner to think of the beginning sound or syllable of the intended word (e.g.,
“m” or “mon” for monstre).
2. Show the posture and placement of your mouth for the beginning sound (e.g., purse your lips
together for “p”).
3. Provide cueing techniques such as category name, sentence completion, synonyms, antonyms,
multiple choices, visual imagery.
4. Provide multiple opportunities to develop and consolidate curriculum vocabulary.
5. If possible provide or encourage learner to use gestural cues (e.g., gesture sweeping motion for
“balai”).
6. Allow extra time for learner to respond.
7. For oral questioning use formats that include oui/non, vrai/faux, and multiple choice.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 28
Oral Language Structures
1. Focus then model one or two oral language structures at a time.
2. Ensure that the learner understands the target oral language structure e.g., petit/petite,
parlons/parlez, été/était.
3. Provide opportunities for repeated practice of target oral language structures e.g., emphasize the
use of pronouns and auxiliaries (est/sont) in your questions and modeled responses e.g., Quel
temps fait-il? Il fait beau.
4. When the learner uses an incorrect grammatical form, repeat the sentence in corrected version,
stressing the change.
5. Expand learner’s phrases or incomplete sentences to grammatically correct forms.
6. Use cueing strategies to draw the learner’s attention to incorrect oral language structures. For
example, repeat back errors (“Je suis fini?”) or give a choice (Is it “Je suis fini” or “J’ai fini or
“J’ai fini?”)
7. Rephrase confusing or incorrect oral language structures into clear, more concise forms.
8. Encourage sentence combining using connecting words. For example, provide two short sentences
and have the learner combine them using a connector word such as et and parce que.
Group Skills
1. Establish rules for taking turns to speak in the classroom e,g., raise a hand and wait until called
upon; repeat the rules when necessary.
2. Encourage learners to take their conversational turns by attending to and interpreting non-verbal
signs such as the person taking a breath, the speaker looking at another person in the conversation,
the listener looking puzzled.
3. To help develop turn taking abilities, use a concrete object such as a hat or talking stick. The
object is held by each speaker during a discussion. The learner who wishes to take the next turn
gives a signal to request the speaking object.
4. To assist a learner to open a conversation, explicitly tell the learner to say something on a topic
and do this by asking a question or telling something.
5. Clearly signal the end of a topic using verbal and non-verbal cues in group discussions. Encourage
learners to follow the teacher’s model and develop their own verbal and non-verbal cues in
presentations, dialogues, skits, etc.
6. To discourage learner drifting and inappropriate shifts in conversation use a “redirecting” strategy.
If the association is evident, then model an appropriate response connecting the child’s response
to the topic at hand. If the topic is unrelated, remind the child of the present topic. If the response
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 29
indicates a comprehension difficulty, simplify language, use appropriate pause and intonation
strategies.
7. Encourage the use of tone of voice and gestures to help convince and persuade listeners in
conversation, discussion or presentations.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 30
Low-Vision Accommodations
1. Provide preferential seating close to the teacher and the front of the classroom.
2. Provide proper illumination. Learners should sit facing away from a window.
3. Provide materials that are glare free and high contrast. Laminated materials may be unsuitable due
to glare. Black and white provides the best contrast; however, other colour combinations may
be optimal, depending on the individual child. Also, use blue markers on charts and overheads
for Learning Disabled students.
4. Provide quality enlargements where applicable.
5. Read aloud when presenting print materials to the class.
6. Allow free “exploration” time to closely examine charts, pictures or materials that have been
presented visually to the class.
7. Provide extended time for learners to complete assignments. Stress quality over quantity.
8. Provide bold line paper and dark lead pencil [or felt tip marker] for writing.
9. Allow for breaks between “near” tasks which can be visually fatiguing.
10.
A slant board can raise materials closer to the face, improving head posture.
11.
Use concrete materials wherever possible to reinforce concepts.
12.
Use a multi-sensory approach to instruction.
13. Learners should be encouraged to participate freely in physical activities; however, the
ophthalmologist should be consulted regarding safety concerns.
14.
Encourage use of residual vision as much as possible. Vision use cannot harm the eyes.
15.
Encourage use of visual aids.
16. Encourage learners to use proper protection from the sun. Use of sunglasses or a visor is
recommended.
17.
Provide hands-on activities to reinforce concepts.
18.
Encourage independence through having similar expectations for all learners.
19.
Due to difficulties with print, the use of a computer for assignments may be beneficial.
20.
Vision stimulation activities should be integrated into the school program.
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Individual Education Plans - Meeting Student Needs
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21. Any change of routines or furniture arrangements can be confusing. Learners should be warned
of changes and oriented to new situations.
Low-Vision Accommodations - Cont’d.
22. Learners with low vision may need extra help to organize their materials. Organizational skills
need to be taught and alternate arrangements may have to be made.
23. Keyboarding skills should be introduced by the junior grades to facilitate use of the computer
and promote independence.
24. Learners with low vision are under constant stress. Eye condition and visual fatigue must be
taken into account when setting expectations.
25.
Dark lined notebooks and dark lead pencils or felt tip markers are best for writing.
26. Provide NCR paper for peer note taking. Be careful however, some students may be allergic to
NCR paper.
27.
Provide a clear photocopy of teacher overheads where applicable.
Teaching Deaf and Hard of Hearing Learners
1. Learners must be given preferential seating in each classroom. Their backs should be to the
windows and they should be facing the teacher. The learner should sit in the second row from
the front and to the side of the classroom.
2. Teacher and learner will wear an F.M. system.
3. Teacher needs to repeat good answers into the transmitter.
4. Always use a normal voice level.
5. Teachers need to turn off the F.M. transmitter when they are talking to other learners or teachers.
6. The classroom should be in the main school building.
7. Teacher needs to point to the learner that is answering each question.
8. Some lights need to be left on during overhead presentations to allow the learner to lip read.
9. The teacher needs to stand still and face the hearing impaired learner when speaking so the lip
reading is available.
10.
Films and videos need to be captioned.
11.
Some assignments will need modification, substitution or deletion.
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Individual Education Plans - Meeting Student Needs
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12. The acoustics of each classroom need to be assessed by the teacher of the hearing impaired,
speech and language pathologist (SLP), or audiologist.
13. In order to prepare the learner for the classroom, the teacher of the hearing impaired needs to
have preview information about the curriculum assignments and test formats.
Teaching Deaf and Hard of Hearing Learners - Cont’d.
14. The learner will need extended time for tests and may write all tests with the teacher of the
hearing impaired.
15. The teacher of the hearing impaired will want to sit in on your class from time to time to assess
the ability of the learner to take in the information presented.
16. Discussions and debates are very difficult for a hearing impaired person to follow. Written
support and announcing topic changes may help.
17.
Contact the teacher of the hearing impaired or SLP for more help at any time.
18. Always put as much information as possible in written form (homework, test and assignment
dates, etc.) Otherwise, you cannot be sure the learner received the information at all.
Possible Accommodations for Learners with Hearing Difficulties
1. Preferential seating
2. Use of F.M. System
3. Use of Sound Field System
4. Main school building classroom
5. Carpet/Hush-ups added to improve acoustics
6. Regular withdrawal support from a teacher of the hearing impaired
7. Number of assignments adjusted as necessary
8. Captions/Scripts provided fro audiovisual presentations
9. Note takers
10. P.A. hard copy or buddy system
11. Extended test time and written with the teacher of the hearing impaired
12. Sign Language/Oral interpreters
Developmental Disabilities
Characteristics
Although these learners may exhibit some or many of the following characteristics, they are still a highly
heterogeneous group with a wide range of learning strengths, needs and abilities. Some learners face, in
addition to intellectual handicaps, physical or sensory disabilities that further challenge their ability to learn and
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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to gain control over their environment.
Major Characteristics
· Significant impairment of general cognitive functioning
· Severe delay in academic skills in all areas when compared to skills of chronological peers
· Significant impairment of adaptive functioning i.e., in age-appropriate standards of personal independence
Other characteristics
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Delay in speech and/or language acquisition, non-verbal;
Delay in gross and/or fine motor co-ordination;
Associated physical/medical conditions;
Undeveloped personal care skills
Socially unacceptable behaviour;
Short attention and interest span;
Difficulty transferring a concept from one situation to another;
Low frustration tolerance;
Difficulty with change in routine;
Easily confused with abstract and figurative language;
Interprets language literally;
Poor self image.
Learning Accommodations/Modifications
Most learners with developmental disabilities will have extensive modifications to the regular program
expectations and in some instances may be using a total alternative curriculum. Individual modified
expectations will be stated in the learner’s IEP. Programming should be age-appropriate, interactive and
functional.
Environmental
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Place in age-appropriate settings;
Make physical adaptations to each environment (e.g., wheelchair desks);
Alter physical arrangement to make reduce distraction;
Foster interaction and friendships with other learners;
Include learners in school/community activities;
Use inclusive language and encourage group achievement;
Build Classroom community;
Set up a “Circle of Friends” (support network);
Encourage learners to notice each other’s accomplishments;
Collect and read children’s literature that demonstrates and values diversity;
Encourage independence as much as possible;
Use a variety of supports;
Provide opportunities for learner choice;
Use collaborative teaching models;
Expect age appropriate behaviour;
Develop and implement consistent behavioural expectations with natural consequences;
Be consistent and make the consequences of behavioural known in advance;
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Individual Education Plans - Meeting Student Needs
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· Facilitate, model and encourage appropriate social skills development (e.g., role play, understanding body
language);
· Model the behaviours which are expected;
· Set clear expectations and follow through consistently;
· Minimize transitions.
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Individual Education Plans - Meeting Student Needs
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Organizational
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Consult with appropriate itinerant staff for specific accommodations/modifications;
Employ a graphic organizer to assist in program planning;
Develop an IEP in collaboration with parents outlining modified expectations;
Agree on a schedule for support staff services;
Make arrangements to accommodate the learner’s physical and personal care needs (maintaining dignity,
privacy and independence);
Maintain communication link with all individuals involved with the child;
Work collaboratively with the home to ensure continuity and reinforcement of expectations;
Employ peers, volunteers and aides to assist with daily management of routine;
Establish schedules and collaborative working style for other adult support;
Maintain detailed records to document progress.
Advocacy
Learners with developmental disabilities initially require on-site advocates who facilitate entry, provide staff
with sessions on disability awareness and who assist with integration. Eventually, learners themselves need to
learn how to become independent and make their individual needs clear to others.
·
·
·
·
·
·
·
Build in opportunities for learners to be independent within their program;
Enhance learner’s dignity by providing opportunities for choice;
Teach and model strategies for the learner so they may effectively communicate their strengths and needs;
Teach coping strategies for use in situations where assistance may be required;
Encourage all staff/peers to learn learner’s communication system and to become comfortable with it;
Encourage peer advocacy;
Provide in-service training to staff and learners to develop an understanding of the special needs of the
child;
· Teach appropriate ways for the learner to express feelings;
· Help learner to problem solve.
General Teaching Strategies
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Focus on specific expectations that promote independent living;
Use of structured and predictable program when necessary ;
Link new information to something already known or of interest;
Provide instructional materials that are geared to learner’s instructional level but still are sensitive to the age
level of the learner;
Relate materials to learner’s life and real-life situations (e.g., environmental reading material)
Prepare alternative activities;
Teach concepts and skills in as many situations as possible;
Use a multi-sensory approach to learning new concepts;
Use adaptive equipment where necessary;
Use cooperative learning, peer tutoring, buddy systems, etc.;
Use multi-level instruction;
Use inter-disciplinary learning opportunities;
Use partial participation;
Use pictorial schedules to assist with movement to new activities;
Set time limits for task completion (e.g., may use a timer);
Employ verbal rehearsal and questioning strategies following instructions;
Employ the task method to teach new concepts;
Divide instruction into small sequential steps;
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Individual Education Plans - Meeting Student Needs
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General Teaching Strategies - cont’d.
·
·
·
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·
·
·
·
·
·
·
·
·
·
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·
Provide repeated opportunities to practice;
Prompt the learner before question is given to allow opportunities for participation in class discussion;
Use drill and repetition when concepts are being taught;
Use technology to assist with concept development;
Directly teach daily living skills;
Enlarge print when necessary;
Allow extra time to complete tasks;
Present visually using demonstration, pictures, objects, calendars, maps, charts, diagrams, computers and
videos;
Restate key concepts in grammatically simple structures;
Use visual aids;
Give only one command at a time;
Engage attention visually, verbally or physically;
Use verbal and non-verbal cues to assist the communicative message to the learner (e.g., facial expression,
gesture, picture);
Encourage everyone to use a normal speaking voice;
Use short clear phrases and few complex terms;
Support verbal communication with natural gestures.
Motivational
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Encourage risk-taking;
Offer choices;
Use cooperative learning situations to assist with task completion and social skills;
Use games and activities to develop concepts;
Provide immediate feedback of correct response;
Use stories to assist with elimination of inappropriate behaviours;
Display the learner’s work and refer to it;
Reward communicative attempts immediately to demonstrate that the message was received;
Create cooperative learning situations where the learner can share his/her proficiencies;
Build in opportunities for the learner to experience success;
Provide opportunity for the learner to select activities related to interest;
Provide positive reinforcement for small gains;
Have the learner help someone else;;
Give the learner responsibilities that are real and valuable (e.g., delivering attendance sheet to office);
Incorporate fun activities whenever possible; use humour in your teaching;
Provide verbal and non-verbal reinforcement;
Reinforce initiation;
Use strengths and interests often;
Send positive notes home;
Involve learner in activities of importance and with visibility;
Focus on the learner’s abilities versus disabilities;
Recognize learner in front of peers as positive example for others;
Recognize/praise effort and improvement as well as task completion;
Provide learner with an opportunity in interact with you;
Greet learner personally.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Speaking
· Provide many opportunities to develop oral language skills (e.g., retelling stories, relating experiences,
interpreting pictures, group discussion/interactions);
· Use “why” questions as prompts to assist the learner in relating information orally;
· Provide extra time for processing;
· Encourage the use of augmentative communication device;
· Assist other learners in understanding the learner’s specific augmentative communication system;
· Accept approximations and shape learner’s vocalizations into word approximations;
· Teach appropriate responses for the learner to express his/her needs.
Reading
·
·
·
·
·
·
·
·
·
·
Provide direct instruction for areas of reading needs;
Match reading materials to learner’s sight vocabulary reading level;
Make vocabulary files/banks;
Provide opportunities for alternate modes for information sharing (e.g., videos, plays, tapes);
Read aloud to the learner;
Use environmental reading material where appropriate (e.g., signs, grocery ads, recipes);
Colour code words to assist with recognition;
Use audiotapes for independent reading (e.g., short story, chapter, computer software);
Encourage peer tutors to read to learner;
Use cue words with pictures and concrete materials.
Writing/Spelling
·
·
·
·
·
·
·
·
·
·
·
Have the learner use a computer for word processing if appropriate;
Provide opportunities for collaborative writing;
Scribe stories;
Use pictures prior to the writing of a story to assist with organization of thought;
Use stories to assist with development of thoughts and feelings;
Begin with overprinting of stories and progress to copying of story where appropriate;
Story content should begin with simple frameworks (e.g., the weather, T.V. program);
Colour code words with highlighter or develop word banks on coloured cue cards;
Provide a visual checklist of each step involved in completing assignment;
Allow learner to dictate thoughts to others;
Use a peripheral alternative keyboard for learner with limited fine motor ability.
Assessment
·
·
·
·
·
·
·
·
·
·
Clarify all modified and/or alternate expectations by listing in the learner’s IEP;
Document learner program;
Report learner progress on the stated IEP expectations;
Continuously assess the appropriateness of difficulty level of task (i.e., too easy: learner may not be
challenged - too difficult: learner may become frustrated);
Define real measurable goals and a realistic level of expectations;
Have the next step ready and aim for it;
Develop daily observation performance checklists;
Use performance-based assessment on an ongoing basis;
Emphasize formative evaluation as opposed to summative;
Provide a menu of options for learner to demonstrate knowledge/performance
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
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Assessment- Cont’d.
· If learner has been using aids such as charts, calculators, counters or manipulatives in the learning process,
allow them to be used in evaluation;
· Give learner unlimited time or grade only on what the learner can finish;
· Give shorter tests, covering less material, more frequently;
· Provide a practice test;
· Use several assessments to establish ability;
· Revise the IEP expectations as achievement is noted.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
SECTION III
Assessment and Evaluation
Methods for
Core French
Page 39
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 40
Assessment and Evaluation Strategies: Accommodations
In addition to changes to teachings strategies, changes must be made to assessment and evaluation
strategies to meet student needs. The following is a list of specific adaptations to assess and evaluate
practices that Core French teachers can use with students who have a formal or informal IEP:
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Access to notes - full
Access to notes - partial
Alternative assessment/evaluation
Alternate setting
Alternate task
Clarification for understanding of directions
Demonstrations
Fine motor support
Increased time for assignments
Increased time for tasks/exams
Independent work space
Opportunity for re-test
Oral testing
Practice test
Preview of possible test questions
Prior notice of test/quiz
Proof-reading/editing
Provide on-going evaluation to monitor progress
Provide point form review outlines
Recording of oral responses
Reduced work load (quantity)
Repeat/rephrase instructions
Resource support
Scribe
Short, frequent quizzes
Simplify language
Slower pace
Teach test vocabulary
Test attack strategies
Use of calculator
Use of computer
Use of pre-test/post-test format
Verbal cues
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Listening/Speech/Language
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Alert students to changes in topics/activities;
Augmentative communication strategies;
Avoid interrupting;
Awareness of listener needs;
Awareness of facial expressions, gestures and body language;
Connect oral language to print;
Cue student to stop and listen to complete instructions before beginning task;
Ensure student attention/focus;
Expose to complex sentences accompanied by simplified breakdown;
Eye contact;
Face to face communication;
Help student formulate expressive language;
Identify alternative communication strategies for non-verbal/unintelligible students;
Keep distractions minimal;
Model correct sentence structure;
Model clear speech sounds;
Model and ensure understanding of questions (Qui, Quand, etc.);
Monitor distance between speaker and listener;
Monitor fluency of speech and voice;
Monitor rules of conversation;
Pair verbal input with visuals;
Pair with buddy;
Preferential seating;
Provide/review vocabulary concepts;
Provide verbal input emphasizing sounds/keywords/phrases;
Provide verbal input using reduced rate;
Repeat/rephrase instructions/input;
Script specific language to communicate specific intent;
Segment multi-syllabic words;
Student should signal difficulties coping with environmental noise;
Student to rehearse/repeat information heard;
Student to request clarification;
Topic shifts;
Topic maintenance;
Use of specialized equipment;
Use clear simple language .
Behaviour/Motivation
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Activity time out
Appeal to the interests of the child
Assistance with transitions/change by preview/review techniques
Behavioural contracts
Classroom management systems
Clearly defined limits and expectations
Clearly defined consequences
Page 41
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Behaviour/Motivation - Cont’d.
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Consistency
Counselling
Cueing - giving signals
Daily responsibility list
Environmental adaptation - preferential seating
Environmental adaptation - daily plan visually available
Environmental adaptation - reduce distractions
Goal setting with student
Incentive program/signature sheet
Learning style of student being addressed
Modelling appropriate behaviour
Parental involvement
Peer mentoring
Planned ignoring
Positive reinforcement for appropriate behaviour
Parental involvement
Proximity control
Redirection
Requires additional structure/supervision
Resource support
Restructuring routines/environment
Self-monitoring systems
Self-evaluation techniques
Supervised withdrawal from the classroom
Task timer
Time-out strategies
Use of interviews/discussions
Reading
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Additional time for reading/response
Audio taped information
Audio tapes questions
Books on audio tape
Brailled reading material
Choral reading/rhythmic reading
Cloze activities
Enlarged print
Highlighting/underlining
High interest/low vocabulary books
Individualized reading program
Instructions given orally
Material read to student
Altering of instructional techniques
No oral reading
Paired reading
Personal dictionary/word book
Phonemic awareness
Pictorial books
Page 42
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Reading - Cont’d.
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Predictable and pattern books
Pre-reading activities
Reading tutor
Rebus books
Resource support
Shared reading partner
Stage appropriate material
Vocabulary drill
Video novel study
Organization
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Check in/out program
Checklists
Colour coded notes
Daily planner
Graphic organizers
Homework/communication book
Learning strategies: following routines
Learning strategies: study skills
Learning strategies: time management
Learning strategies: use of textbook
Notebooks/file folders
Notebook organization assistance
Resource support
Signature sheets
Tactile cues
Teacher monitoring
Writing
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Audio taped answers
Brailler/Slater Stylus
Cloze activities
Computer (word processing)
Computer (producing content)
Dictionary/thesaurus
Editing support
High Frequency words
Individualized skill development
Left to right progression
Peer/buddy for note taking
Personal dictionary
Photocopied notes
Reference sheet for handwriting/editing
Response templates (fill in blanks)
Rule-based spelling cues
Scribes
Spelling check
Page 43
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Writing - Cont’d.
 Underline/highlight answers
 Use pictures/charts/models/maps to demonstrate comprehension
 Writing aids
Enrichment
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Community service and social skills development
Co-planning of content
Co-planning of evaluation
Co-planning of process
Co-planning of product
Co-planning of units of study
Curriculum compacting
Curriculum differentiated by depth/breadth
Curriculum differentiated by kind
Curriculum differentiated by pace
Developing co-operative learning skills
Developing personal life management skills
Developing study skills
Extend creative thinking skills
Extend critical thinking skills
Extend independent research skills
Independent study
Learning styles inventories
Teaching and learning to student strengths
Using interests, talents and activities
Using multi-media for learning
Using multi-media for presentations by students
Using self-evaluation tools for goal setting
Self awareness and responsibility development
Page 44
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 45
Assessment and Evaluation Tools
General
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Observation checklists
Conferences/interviews
Portfolios and goal setting
Journals/logs
Summative/formative/diagnostic tests
Checklists of skills and concepts
Presentations
Rating scales and rubrics
Tests given orally
Responses to tests given orally
Oral and written cloze
Self-evaluation
Writing
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Self-assessment inventories & checklists
Personal areas for growth
Peer assessment
Use of charts to specify audience, purpose, form, features
Reflect on the stages of the Writing Process independently and in collaboration with others
Observation
· Ability to participate willingly regardless of the writing task
· Specific rubrics (e.g., independent, group process, genre, content, quality)
· Specific rubrics per writing samples (e.g., idea/content, organization, effective language, voice,
convention, fluency)
· Observing how learners go about their work
· Learner profile sheet
· Anecdotal records
Paper and Pencil Test
· Learner’s ability to use a wide range of forms to express ideas, feelings and experiences and make
connections to the experiences of others
· Learner’s ability to write, revise and edit confidently
· Learner demonstrates the ability to write legibly
· Portfolio samples
· Spelling analysis
Performance Assessments
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Formal written assignments
Projects (e.g., use various strategies to gather, generate, create, organize and manage information)
Publishing authentic writing
Portfolios
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Reading
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Specific rubrics (e.g., independent, group oral, silent, effective)
Reading criteria checklist
Conferencing records
Running records
Miscue analysis
Text retelling (aided or unaided)
Use constructive strategies in small group discussions)
Page 46
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 47
THE DURHAM CATHOLIC DISTRICT SCHOOL BOARD
INDIVIDUAL EDUCATION PLAN
Name:
Identification:
Placement:
I.D. Number:
Address:
Sex:
Grade:
D.O.B.:
I.P.R.C. Date:
City:
School Year:
School:
Teacher:
Home Phone:
Postal Code:
Current Education/Support
Services:
I.E.P. Developed By:
Health Considerations:
Educational Assistant
Program Support Teacher
Parent/Guardian
Classroom Teacher
Program Support Teacher
Vision
Hearing
Allergies
Outside Agencies:
Specific/Background:
Names of agencies assisting with IEP
development can be added here.
School board staff are listed above.
A summary of any medical condition
and related needs can be placed here.
Outside Agencies:
Names of outside agencies involved
with the student can be added here.
School board staff are listed above.
CURRENT INSTRUCTIONAL LEVEL
This space is for a summary of the student’s current instructional level.’
Inschool Assessment results’ can be added here. Anecdotal remarks can
also be added, or used in place of ‘Inschool Assessment results’, if not
applicable (ie. student who is multi-disabled and/or functioning at a
preprimer level).
PROGRAM/CLASS SPECIFICS
This section should include any program
specifics from the specifics from the
student’s day which are different from the
class. For example, it may state that the
student is withdrawn for a math program for
20 min/day. High schools may list student’s
timetable or note that assistance is available
in program support.
AREAS OF STRENGTH
STATEMENT OF NEEDS
This area is used to highlight the strengths of the student. It
should include points which will help a teacher carry out any
modifications. For student’s who are identified, refer to the
IPRC’s statement of decision.
This area summarizes the needs of the student required for
him or her to develop and function in an inclusive school It
should include safety concerns, feeding, toileting, behaviour
needs, etc. The Statement of Needs should justify the
student’s need for an IEP and correspond with any
documentation. Needs do not identify program, services or
strategies. Refer to page 18 of Individual Education Plan
Resource Guide, 1998.
Parent Comments:
This area is for parent comments. Parents should be involved with the development of the IEP.
Effective:
I.E.P. Review Date(s):
I.E.P. Date:
Signature of Parent/Guardian(s):
Date:
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
sample only
Page 48
Pg. 2
ONGOING REQUIREMENTS FOR LEARNING
GENERAL
BEHAVIOUR/MOTIVATION
These areas should include general accommodations and
modifications which are required on an ongoing basis. There
are numerous standard options listed in pull down menus.
Each area has an “other” option which allows the user to
type in a personalized accommodation or modification.
READING
WRITING
LISTENING/SPEECH/LANGUAGE
MATH
ORGANIZATION
ENRICHMENT
OTHER MODIFICATIONS
PERSONALIZED EQUIPMENT
Any personalized equipment should be listed here,
especially ISA funded equipment.
PROGRAM SUBSTITUTIONS/EXEMPTIONS
CURRENT ASSESSMENT/REPORTS
DATE
Recent reports can be listed her. They may include “In
School Assessments, psychological assessments, speech
and language assessments, etc.”
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 49
sample only
Specific Program Expectations
Pg. 3
Expectations
Strategies
Evaluation (date)
The third page of the IEP (and following
pages, if required) will include the
actual goals and expectations.
The strategies section should include
the actual educational methods which
will be employed to achieve the
expectation. It may also include titles of
texts use, names of language arts
programs, etc.
The evaluation section should include
both the method of evaluation and the
date when the evaluation will take
place.
The expectations should be specific
and measureable.
Expectations can be:
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the same as the appropriate grade
expectations in the Ontario
Curriculum,
but
with
accommodations.
selected
from
the
Ontario
curriculum, but with modifications
(changes to the grade-level
expectations) or accommodations.
alternate expectations modified so
extensively from those in the
Ontario curriculum that, in effects,
the curriculum’s expectations do not
form the basis of the program.
*** Remember - IEP’s are ‘working’
documents that are updated at each
reporting period and must be adjusted
as necessary, dependent upon the
student’s progress. ***
Materials/Resources/Specialized Equipment
Additional space needed for materials and resources needed to carry out the student’s IEP.
A Resource Guide for Core French Teachers Implementing
Individual Education Plans - Meeting Student Needs
Page 50
Resources
1. Integration In Action - Teacher Resource Guide: Meeting the Needs of Exceptional Children
2. The Pre-Referral Intervention Manual, Stephen McCarney, Kathy Cummins Wunderlich,
Angela Bauer, Hawthorne Educational Services, Columbia, M.O., 1993
3. J’arrive vite et bien, Prentice-Hall Ginn
4. Allons-y, Base Program Teacher Manuals - Addison Wesley
5. Acti-Vie, Teachers Guide, Prentice-Hall Ginn
6. Core French Program for Special Education Student, Durham District School Board, 1998
7. Bienvenue les amis, York District School Board
8. Le français pour débutants, (Scarborough) Toronto District School Board