CREATING IEPS AND CREATING IEPS AND DEVELOPING DEVELOPING

MEASUREABLE IEP MEASUREABLE IEP GOALS/OBJECTIVESGOALS/OBJECTIVES

WHAT AND HOW TOWHAT AND HOW TO

Lavana Heel lheel@vsb.bc.caLavana Heel lheel@vsb.bc.ca

REFERENCESREFERENCES

Reporting Document 2002 (draft) Reporting Document 2002 (draft)

Ministry of Education – Special Education Ministry of Education – Special Education 2005 - - www.bced.gov.bc.ca/specialed2005 - - www.bced.gov.bc.ca/specialed

Wrightslaw: From Emotions to Advocacy Wrightslaw: From Emotions to Advocacy – IEPS – How to Revise IEP Goals…– IEPS – How to Revise IEP Goals…

LD OnlineLD Online

www.nichey.orgwww.nichey.org

www.calstat.orgwww.calstat.org

WHAT IS AN IEP?WHAT IS AN IEP?

A concise and usable document A concise and usable document which summarizes and reviews which summarizes and reviews the plan for the student’s the plan for the student’s individual education individual education

A flexible working document built A flexible working document built upon your observations and upon your observations and assessmentsassessments

Written records of plans prepared Written records of plans prepared with input from students, parents, with input from students, parents, guardians, school personnel and guardians, school personnel and other service providersother service providers

WHAT IS AN IEP?WHAT IS AN IEP?

A tool to help the team monitor and A tool to help the team monitor and document student growth over timedocument student growth over time

A flexible document meant to A flexible document meant to indicate goals and objectives for a indicate goals and objectives for a student within a yearstudent within a year

A frame to describe students’ A frame to describe students’ learning strengths, styles, and learning strengths, styles, and needs, and identify appropriate needs, and identify appropriate goals.goals.

It is not a daily instructional planIt is not a daily instructional plan

WHAT IS THE PURPOSE OF WHAT IS THE PURPOSE OF AN IEP?AN IEP?

Helps to determine the degree of Helps to determine the degree of intervention requiredintervention required

Provides coherent specific plans Provides coherent specific plans for student learning remediation for student learning remediation and service needsand service needs

A tool to review and determine A tool to review and determine how/if the student is meeting how/if the student is meeting goalsgoals

Facilitates communicationFacilitates communication

WHAT IS THE PURPOSE OF WHAT IS THE PURPOSE OF AN IEP?AN IEP?

Provides accountabilityProvides accountability Focuses learning activitiesFocuses learning activities Helps determine criteria for Helps determine criteria for

evaluationevaluation Documents required Documents required

accommodationsaccommodations Is needed when the student’s Is needed when the student’s

program is either adapted or program is either adapted or modifiedmodified

WHO NEEDS AN IEP?WHO NEEDS AN IEP?

A student with a ministry A student with a ministry designation including behaviour designation including behaviour designations (Even when not designations (Even when not receiving direct service from the receiving direct service from the resource teacher)resource teacher)

A non-designated student A non-designated student receiving resource support for receiving resource support for more than 25 hours in a yearmore than 25 hours in a year

THE IEP PROCESSTHE IEP PROCESS

GATHER INFORMATION:GATHER INFORMATION:Review student records, files Review student records, files

and previous IEPSand previous IEPSConsult parents, previous and Consult parents, previous and

current teachers, counselors, current teachers, counselors, current teachers, current teachers, administration, consultants, administration, consultants, SLP, SEAs, SSWs etc.SLP, SEAs, SSWs etc.

Review student’s current workReview student’s current workConduct further assessment Conduct further assessment

as necessaryas necessary

THE IEP PROCESSTHE IEP PROCESS

SET DIRECTION:SET DIRECTION:Establish the IEP TeamEstablish the IEP TeamDetermine student’s Determine student’s

strengths, needs and interestsstrengths, needs and interestsCreate a baselineCreate a baselineClarify priorities/focus on what Clarify priorities/focus on what

the student needs to learnthe student needs to learn

THE IEP PROCESSTHE IEP PROCESS

DEVELOP THE IEPDEVELOP THE IEP

Identify goals and objectives Identify goals and objectives (based on consultation, (based on consultation, assessment and priorities)assessment and priorities)

IEP PROCESSIEP PROCESS

IMPLEMENT THE IEP:IMPLEMENT THE IEP:Share IEP with all participants Share IEP with all participants

(team)(team)Document evidence that Document evidence that

parent has seen IEPparent has seen IEPPut IEP into practicePut IEP into practiceAdjust objectives and Adjust objectives and

strategies as required (this is strategies as required (this is a working document)a working document)

WHAT DOES WHAT DOES IMPLEMENTATION LOOK IMPLEMENTATION LOOK LIKE?LIKE? Modifications to the curriculumModifications to the curriculum Adaptations to instruction and/or Adaptations to instruction and/or

assessment methodsassessment methods Use of adaptive/assistive Use of adaptive/assistive

technologiestechnologies Changes to make the learning Changes to make the learning

environment more accessibleenvironment more accessible Provision of support servicesProvision of support services Provision of specialized training Provision of specialized training

(e.g. sign language instruction)(e.g. sign language instruction)

REVIEW THE IEPREVIEW THE IEP

Review periodically and adjust Review periodically and adjust objectives as required (consultation objectives as required (consultation with team)with team)

Conduct review at year end or school Conduct review at year end or school transfertransfer

Questions:Questions: What gains did the student make?What gains did the student make? Were the materials, methods and Were the materials, methods and

procedures appropriate?procedures appropriate? What does the student need to learn next?What does the student need to learn next?

HOW DO I CHOOSE?HOW DO I CHOOSE?ADAPTED VS. MODIFIEDADAPTED VS. MODIFIED The student The student

learning outcomes learning outcomes will be the will be the samesame as as the provincial the provincial curriculum with curriculum with adaptations in adaptations in teaching methods, teaching methods, materials, and/or materials, and/or evaluation evaluation methodsmethods….….

Implement an Implement an AdaptedAdapted Program Program

The student’s The student’s learning outcomes learning outcomes are are substantially substantially differentdifferent from, or in from, or in addition to, the addition to, the provincial provincial curriculum…curriculum…

Implement a Implement a ModifiedModified Program Program

WHAT IS AN ADAPTED WHAT IS AN ADAPTED PROGRAM?PROGRAM? Adaptations are provided -Adaptations are provided - so that so that

thethe student can participate in the regular student can participate in the regular program. This may include adapted program. This may include adapted teaching methods, materials and/or teaching methods, materials and/or assessment tools:assessment tools: Alternate formats (books on tape)Alternate formats (books on tape) Instructional strategies (key visuals)Instructional strategies (key visuals) Assessment procedures (oral exams, Assessment procedures (oral exams,

extra time, computer access)extra time, computer access) Provision of technology (calculator, Provision of technology (calculator,

word processor)word processor)

REPORTING REPORTING GUIDELINES FOR AN GUIDELINES FOR AN ADAPTED PROGRAMADAPTED PROGRAM Students with an Adapted IEP will Students with an Adapted IEP will

receive letter grades and effort marksreceive letter grades and effort marks A student’s program may include some A student’s program may include some

courses that are adapted and some courses that are adapted and some modifiedmodified

Student progress reports will be Student progress reports will be referenced to:referenced to: Prescribed learning outcomes for the Prescribed learning outcomes for the

Grade levelGrade level IEPIEP

WHAT IS A MODIFIED WHAT IS A MODIFIED PROGRAM?PROGRAM? Learning outcomes substantially Learning outcomes substantially

different from or in addition to the different from or in addition to the prescribed provincial curriculumprescribed provincial curriculum

Learning goals specifically Learning goals specifically selected/designed to meet the selected/designed to meet the student special needs as stated in student special needs as stated in the IEPthe IEP

Assessment tools used will Assessment tools used will reflect the goals of the IEP and reflect the goals of the IEP and not those used to assess the not those used to assess the learning outcomes of the classlearning outcomes of the class

REPORTING GUIDELINES REPORTING GUIDELINES FOR A MODIFIED FOR A MODIFIED PROGRAMPROGRAM

Reporting lies with the classroom teacher in Reporting lies with the classroom teacher in collaboration with other professionals involved collaboration with other professionals involved with the student’s educational programwith the student’s educational program

An * will be used on the report card to indicate An * will be used on the report card to indicate that the student has an IEP and the teacher that the student has an IEP and the teacher will report on the student’s ability to meet the will report on the student’s ability to meet the goals and objectives as stated in the IEPgoals and objectives as stated in the IEP

The student will not receive letter grades in The student will not receive letter grades in subjects that have been modifiedsubjects that have been modified

The evaluative statements will reflect the goals The evaluative statements will reflect the goals of the IEP rather than the learning outcomes of of the IEP rather than the learning outcomes of the gradethe grade

Students will receive individual effort and work Students will receive individual effort and work habit marks where appropriatehabit marks where appropriate

WHAT IS A GOAL?WHAT IS A GOAL?

A goal:A goal:

Addresses the gapAddresses the gap Is a general statement of learning Is a general statement of learning

outcomesoutcomes Describes what the student can be Describes what the student can be

expected to accomplish within a expected to accomplish within a specified period (usually one year)specified period (usually one year)

Positive statements about what Positive statements about what the student will learn the student will learn

Determines the instructional planDetermines the instructional plan

WHAT IS THE WHAT IS THE LANGAUGE OF A GOAL?LANGAUGE OF A GOAL?

By December, Joey will learn to follow By December, Joey will learn to follow the classroom rules and expectationsthe classroom rules and expectations

The student will learn to increase his The student will learn to increase his on-task behaviouron-task behaviour

Will develop his comprehension skills to Will develop his comprehension skills to the fourth grade levelthe fourth grade level

Will develop the ability to write Will develop the ability to write expanded sentences with linking words.expanded sentences with linking words.

GOALS – LANGUAGE OFGOALS – LANGUAGE OF Elizabeth will learn to improve her Elizabeth will learn to improve her

written language skills so that she can written language skills so that she can write a four sentence paragraph by write a four sentence paragraph by December.December.

By June Connie will have increased By June Connie will have increased her reading fluency to 110 words per her reading fluency to 110 words per minute.minute.

By January the student will use By January the student will use phonic information and word chunks phonic information and word chunks with context while reading.with context while reading.

WRITING POSITIVE GOALS – WRITING POSITIVE GOALS – KEY WORDSKEY WORDS

The student will learn:The student will learn:To achieveTo achieveTo attendTo attendTo initiateTo initiate To useTo useTo completeTo completeTo break downTo break downTo organizeTo organize

OBJECTIVESOBJECTIVES

What is a measurable objective?What is a measurable objective?

What does measurable mean?What does measurable mean?

What is not the language of What is not the language of measurable?measurable?

WHAT IS A MEASURABLE WHAT IS A MEASURABLE OBJECTIVE?OBJECTIVE?

You can specify a grade, age You can specify a grade, age level performance, standard level performance, standard score or a percentile.score or a percentile.

You can indicate a time limitYou can indicate a time limit

You can indicate a performance You can indicate a performance standard.standard.

WHAT DOES MEASURABLE WHAT DOES MEASURABLE MEAN?MEAN?

It means:It means:

you can count ityou can count it

you can observe ityou can observe it

it is specificit is specific

WHAT IS NOT THE LANGUAGE WHAT IS NOT THE LANGUAGE OF MEASURABLE?OF MEASURABLE?

Difficulty withDifficulty with WeakWeak BehindBehind UndevelopedUndeveloped UncooperativeUncooperative

AMBIGUOUS AND NON-SPECIFIC AMBIGUOUS AND NON-SPECIFIC

WHAT CONSTITUTES THE WHAT CONSTITUTES THE LANGUAGE OF LANGUAGE OF MEASURABLE?MEASURABLE?

What do I see the student doingWhat do I see the student doingthat prompts me to makethat prompts me to makejudgment?judgment?

The operative words are:The operative words are:

see see dodo

MORE OPERATIVE WORDSMORE OPERATIVE WORDS

CreateCreate OutlineOutline SelectSelect WriteWrite IdentifyIdentify CountCount UseUse

SOME EXAMPLES OF THE SOME EXAMPLES OF THE LANGUAGE OF LANGUAGE OF MEASURABLEMEASURABLE

Indicates a rate (e.g. 80% of the time)Indicates a rate (e.g. 80% of the time)

Provided with modified Provided with modified assignments and teacher assignments and teacher assistance, Susan will assistance, Susan will complete assignments and complete assignments and turn them in 80% of the timeturn them in 80% of the time

MORE EXAMPLES OF MORE EXAMPLES OF MEASURABLE LANGUAGEMEASURABLE LANGUAGE

Jane will make the use of Jane will make the use of writing frames each time writing frames each time that she engages in a that she engages in a writing projectwriting project

MORE EXAMPLES OF MORE EXAMPLES OF MEASURABLE LANGAUGEMEASURABLE LANGAUGE

Elizabeth will verbally respond to Elizabeth will verbally respond to what, why and how questions 90% what, why and how questions 90% of the time.of the time.

Joe will respond in writing 60% of Joe will respond in writing 60% of the time to why questions.the time to why questions.

Matt will write down all of his Matt will write down all of his assignments in his memory book assignments in his memory book immediately after they are immediately after they are assigned. assigned.

MORE MEASURABLE MORE MEASURABLE LANGUAGELANGUAGE

After listening to a story in which After listening to a story in which there are three sequential there are three sequential events, Alice will state, when events, Alice will state, when prompted, what happened first, prompted, what happened first, second and third. She will second and third. She will correctly identify the order on 8 correctly identify the order on 8 out of 10 trials.out of 10 trials.

MORE EXAMPLES OF MORE EXAMPLES OF MEASURABLE LANGUAGEMEASURABLE LANGUAGE

Given a graphic organizer, Given a graphic organizer, outline, or brainstorming cluster outline, or brainstorming cluster Trudy will complete a four Trudy will complete a four sentence paragraph (in sentence paragraph (in response to ______) by response to ______) by December 2005.December 2005.

MEASURABLE LANGUAGEMEASURABLE LANGUAGECONTINUEDCONTINUED Tom will learn to rote count to 10Tom will learn to rote count to 10

Sue will recognize pennies, nickels, Sue will recognize pennies, nickels, dimes, quarters, loonies and toonies dimes, quarters, loonies and toonies and state values of each.and state values of each.

Henry will classify and identify three-Henry will classify and identify three-dimensional objects and two-dimensional objects and two-dimensional figures with 100 % dimensional figures with 100 % accuracyaccuracy

Measurable Language Continued Measurable Language Continued using present level of using present level of performance, goal and objectivesperformance, goal and objectives

Base Line: Indira is currently learning Base Line: Indira is currently learning to skip count. She can skip count by to skip count. She can skip count by 2s, 5s and 10s without error2s, 5s and 10s without error

Goal: Given numerals 1 – 10, Indira Goal: Given numerals 1 – 10, Indira will skip count to the x10 position for will skip count to the x10 position for each numeral each numeral

Indira will skip count by 3s and 9s Indira will skip count by 3s and 9s without error (Could include a time without error (Could include a time line such as within 30 seconds)line such as within 30 seconds)

WHAT IS A BASELINE?WHAT IS A BASELINE?

It establishes where the child is It establishes where the child is with respect to the curriculum, with respect to the curriculum, performance standards, the class performance standards, the class criteriacriteria

What the child can do nowWhat the child can do now What skills/level the student hasWhat skills/level the student has Present level of educational Present level of educational

performanceperformance

HOW DO YOU EXTABLISH A HOW DO YOU EXTABLISH A BASE LINE?BASE LINE?

Begin to ask yourself questions Begin to ask yourself questions such as:such as:

What can the student do presently ?What can the student do presently ? How can I assess this child? (This How can I assess this child? (This

can include classroom based can include classroom based observations/data, performance observations/data, performance standards, samples, as well as standards, samples, as well as formal tests)formal tests)

What does he/she succeed at?What does he/she succeed at?

OTHER QUESTIONS TO HELP OTHER QUESTIONS TO HELP ESTABLISH A BASELINEESTABLISH A BASELINE

What effect does the student’s What effect does the student’s disability have on his/her disability have on his/her educational performance? (e.g. Does educational performance? (e.g. Does the child exhibit word-by-word the child exhibit word-by-word reading or poor phrasing indicating reading or poor phrasing indicating perhaps visual channel deficits?)perhaps visual channel deficits?)

What is the student’s present level of What is the student’s present level of educational performance? (i.e. grade educational performance? (i.e. grade or skill)or skill)

SOME BASELINE SOME BASELINE LANGUAGE FOR LANGUAGE FOR WRITINGWRITING

This student :This student :

Recognizes some letters (name Recognizes some letters (name them) and is developing sound-them) and is developing sound-letter correspondenceletter correspondence

Can use simple sentences (be Can use simple sentences (be specific)specific)

Can copy individual letters when Can copy individual letters when namednamed

SOME BASELINE LANGUAGE SOME BASELINE LANGUAGE FOR PRE-READING SKILLSFOR PRE-READING SKILLS

Distinguishes upper/lower caseDistinguishes upper/lower case Can locate words in a textCan locate words in a text Beginning to sound out wordsBeginning to sound out words Uses illustration to tell a storyUses illustration to tell a story Memorizes pattern books and Memorizes pattern books and

familiar wordsfamiliar words

SOME BASELINE LANGUAGE SOME BASELINE LANGUAGE FOR DEVELOPING READINGFOR DEVELOPING READING

Reads books with word patternsReads books with word patterns

Recognizes simple wordsRecognizes simple words

Retells main idea of textRetells main idea of text

Has a fluency rate of _____Has a fluency rate of _____

SOME BASLINE LANGUAGE SOME BASLINE LANGUAGE FOR MATHFOR MATH Can count to ten Can count to ten Can add and subtract without Can add and subtract without

borrowingborrowing Can problem solve using Can problem solve using

multiplication multiplication Joel can identify all 26 letters of the Joel can identify all 26 letters of the

alphabet when shown randomly. He alphabet when shown randomly. He can write 7 letters correctly which are can write 7 letters correctly which are the letters in his name.the letters in his name.

WHAT IS THE DIFFERENCE WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN BETWEEN A GOAL AND AN OBJECTIVE?OBJECTIVE? Annual Annual goalsgoals are set out for each child who are set out for each child who

has an identified need and has a reasonable has an identified need and has a reasonable chance of attaining this in a yearchance of attaining this in a year

These goals are broken down into These goals are broken down into short-term short-term objectivesobjectives. Short term objectives are . Short term objectives are measurable, intermediate steps between the measurable, intermediate steps between the presentpresent levels of educational performance of levels of educational performance of a child with a disability and the a child with a disability and the annualannual goalsgoals that are established for the child.that are established for the child.

WHAT IS THE DIFFERENCE WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN BETWEEN A GOAL AND AN OBJECTIVE?OBJECTIVE?

The objectives are developed The objectives are developed based on a logical breakdown of based on a logical breakdown of the major components of the the major components of the annual goals, and can serve as annual goals, and can serve as milestones for measuring milestones for measuring progress.progress.

Short-term objectives describe a Short-term objectives describe a sub-skill of an annual goal, not sub-skill of an annual goal, not merely restate the goal.merely restate the goal.

WHAT IS THE DIFFERENCE WHAT IS THE DIFFERENCE BETWEEN A GOAL AND AN BETWEEN A GOAL AND AN OBJECTIVE?OBJECTIVE?

The objectives are ideally The objectives are ideally written in a sequential order that written in a sequential order that reflects a progression through reflects a progression through the various skills needed to the various skills needed to meet the annual goals, and meet the annual goals, and permit monitoring of progress permit monitoring of progress throughout the yearthroughout the year

WHAT ARE THE COMPONENTS WHAT ARE THE COMPONENTS OF A PERFORMANCE GOAL AND OF A PERFORMANCE GOAL AND OBJECTIVE/BENCHMARK?OBJECTIVE/BENCHMARK?

A performance goal/benchmark can A performance goal/benchmark can be answered through six be answered through six questions:questions:1. 1. Who?Who? - relates to the student - relates to the student

2. 2. Does whatDoes what?? - observable behaviour - observable behaviour describing what the student will do to describing what the student will do to complete the goal or objective/benchmarkcomplete the goal or objective/benchmark

3. 3. When?When? - - relates to the specific point in relates to the specific point in the time when something will have been the time when something will have been learned or completedlearned or completed

WHAT ARE THE COMPONENTS WHAT ARE THE COMPONENTS OF A PERFORMANCE GOAL OF A PERFORMANCE GOAL AND OBJECTIVE/BENCHMARK?AND OBJECTIVE/BENCHMARK?

4.4. Given what?Given what? (conditions)(conditions)

- Describes- Describes the “givens” that will need to be the “givens” that will need to be in place for the goal or objective/benchmark in place for the goal or objective/benchmark to be completedto be completed

5.5. How much?How much?- - Mastery (performance accuracy)Mastery (performance accuracy)

- Criteria – How many times behaviour - Criteria – How many times behaviour observedobserved

6.6. How will it be measured ? How will it be measured ? - - describes performance datadescribes performance data

OBSERVABLE BEHAVIOUROBSERVABLE BEHAVIOUR(DOES WHAT?)(DOES WHAT?)

Recite, solve, compare, Recite, solve, compare, contrast, define, writecontrast, define, write

Add, subtract, count etc.Add, subtract, count etc.

Recognize, memorizeRecognize, memorize

GIVEN WHAT? GIVEN WHAT? (CONDITIONS)(CONDITIONS)

Conditions state where, when, Conditions state where, when, and under what circumstances and under what circumstances observable behaviour will occur:observable behaviour will occur:

In a small group setting given a In a small group setting given a written promptwritten prompt

Given a graphic organizer, outline, Given a graphic organizer, outline, brainstorming, or cluster…brainstorming, or cluster…

HOW MUCH?HOW MUCH?

3 out of five periods3 out of five periods

Fifty percent of the timeFifty percent of the time

WHAT IS A MEASURABLE WHAT IS A MEASURABLE OBJECTIVE?OBJECTIVE?

An objective that is measurable and An objective that is measurable and observable:observable:

Within one month John will complete 50% Within one month John will complete 50% or more of his/her assignments with a or more of his/her assignments with a grade of “C” or bettergrade of “C” or better

By February 1By February 1stst Anita will read 6 Anita will read 6thth Grade Grade material orally at 100 – 125 words per material orally at 100 – 125 words per minute with 0 – 2 errors and correctly minute with 0 – 2 errors and correctly answer more than 70% of factual questions answer more than 70% of factual questions asked about the materialasked about the material

BEHAVIOUR/LEARNING BEHAVIOUR/LEARNING GOALS AND OBJECTIVESGOALS AND OBJECTIVES

Will increase his/her decision-making Will increase his/her decision-making skills in the classroom using one skills in the classroom using one problem-solving strategy (Goal)problem-solving strategy (Goal)

Objectives: Will show 50 % decrease in Objectives: Will show 50 % decrease in the following behaviours by the end of the the following behaviours by the end of the first term:first term: Speak negatively about selfSpeak negatively about self Blame othersBlame others Put-downs of other studentsPut-downs of other students

BEHAVIOURAL/LEARNING BEHAVIOURAL/LEARNING GOALS AND OBJECTIVESGOALS AND OBJECTIVES

Goal: Dolly will demonstrate pro-social Goal: Dolly will demonstrate pro-social skills that result in interactions with adults skills that result in interactions with adults and peers as defined by the following short and peers as defined by the following short term objectives:term objectives:

Dolly will identify and employ at least two Dolly will identify and employ at least two strategies for recognizing how she can involve strategies for recognizing how she can involve herself in conversations or other school herself in conversations or other school activities at least once a day.activities at least once a day.

Dolly will initiate conversation perceived as Dolly will initiate conversation perceived as pleasant by the adults at least 2 different time pleasant by the adults at least 2 different time each dayeach day

BEHVIOURAL/LEARNING BEHVIOURAL/LEARNING GOALS AND OBJECTIVESGOALS AND OBJECTIVES

Goal: Elizabeth will always share toys with Goal: Elizabeth will always share toys with her classmates in free play timeher classmates in free play time

Objective: Given a staff’s verbal reinforcement, Objective: Given a staff’s verbal reinforcement, Jen shares toys with her classmates in free play Jen shares toys with her classmates in free play time on 3 out of 5 consecutive play periodstime on 3 out of 5 consecutive play periods

Objective: Without any prompting Elizabeth Objective: Without any prompting Elizabeth shares toys with her classmates in free play time shares toys with her classmates in free play time on 4 out of 5 consecutive play periods.on 4 out of 5 consecutive play periods.

BEHAVIOURAL/LEARNING BEHAVIOURAL/LEARNING GOALS AND OBJECTIVESGOALS AND OBJECTIVES Goal: Given a four-picture task, Edie will Goal: Given a four-picture task, Edie will

look at each picture, get any necessary look at each picture, get any necessary items, perform each depicted tasks, and items, perform each depicted tasks, and put the items away with no assistance and put the items away with no assistance and not more than one re-direction.not more than one re-direction.

Objective: Given a (single, two, three-picture Objective: Given a (single, two, three-picture task), Edie will look at each picture, get any task), Edie will look at each picture, get any necessary items, perform each depicted task, necessary items, perform each depicted task, and put the items away with no assistance and and put the items away with no assistance and no more than one re-directionno more than one re-direction

BEHAVIOURAL/LEARNING BEHAVIOURAL/LEARNING GOALS AND OBJECTIVESGOALS AND OBJECTIVES Goal: Helen will use the chosen assistive Goal: Helen will use the chosen assistive

technology device to express her needs technology device to express her needs and preferences, and to initiate or respond and preferences, and to initiate or respond to verbal interactions from her teachers, to verbal interactions from her teachers, support workers and classmates.support workers and classmates.

Objective: With initial instruction from an Objective: With initial instruction from an assistive technology specialist an assistance assistive technology specialist an assistance when needed from an instructional aide, Helen when needed from an instructional aide, Helen will use the chosen communication system to will use the chosen communication system to indicate a variety of needs (e.g. using the indicate a variety of needs (e.g. using the bathroom, drink or eat, go outside, take a short bathroom, drink or eat, go outside, take a short break) and her preference for classroom break) and her preference for classroom activitiesactivities

SOME KEY MEASUREABLE SOME KEY MEASUREABLE LANGUAGE - BEHAVIOURLANGUAGE - BEHAVIOUR

ApplyApply ChooseChoose FocusFocus WorkWork WriteWrite WaitWait SelectSelect

BEHAVIOUR OBJECTIVES BEHAVIOUR OBJECTIVES CONTINUED…CONTINUED…

The student will independently The student will independently complete all assignments during complete all assignments during classroom time two times a week.classroom time two times a week.

The student will focus his/her The student will focus his/her eyes on the teachers during eyes on the teachers during teacher directions on eight teacher directions on eight occasions over a week.occasions over a week.

DESCRIBE, SPECIFY AND DESCRIBE, SPECIFY AND SETSET

WRITING GOALS AND MEASURABLE

OBJECTIVES

DESCRIBEThe expected

behaviour of whatthe student

will knowor be able to do

SPECIFYThe condition under which the learningwill occur

SETThe precise

criteria (how well thestudent

has to achieve the objective)

IEPS – UNLOCKING FORMSIEPS – UNLOCKING FORMS

VSB WEBSITE - PASSWORDVSB WEBSITE - PASSWORD GO TO IEPSGO TO IEPS THEN FORMS – TO YOUR THEN FORMS – TO YOUR

CHOICE OF FORMCHOICE OF FORM RIGHT HAND CLICK ON SAVE RIGHT HAND CLICK ON SAVE

TARGET AS – SAVE ON DISK TARGET AS – SAVE ON DISK OR HARD DRIVEOR HARD DRIVE

TO VIEW – TOOLBARS – TO VIEW – TOOLBARS – SHADE OR UNLOCKSHADE OR UNLOCK

WHERE TO GO FROM WHERE TO GO FROM HERE?HERE?

STRATEGIES/INTERVENTIONS:STRATEGIES/INTERVENTIONS:

What are strategies and interventions?What are strategies and interventions?

Neil Sturomski from “News Digest” Neil Sturomski from “News Digest” says that it is important that students says that it is important that students learn how to learn – how to use learn how to learn – how to use learning strategies to become more learning strategies to become more purposeful, effective and purposeful, effective and independent learners.independent learners.

WHAT ARE WHAT ARE STRATEGIES/INTERVENTIONS?STRATEGIES/INTERVENTIONS?

Students require tools. Why? To help Students require tools. Why? To help them become more efficient and them become more efficient and effective learners.effective learners.

What are effective tools?What are effective tools? Those that equip the student with ways Those that equip the student with ways

to organize themselves and new to organize themselves and new materialmaterial

Techniques to use while reading, writing Techniques to use while reading, writing and doing math or other subjectsand doing math or other subjects

Systematic steps to follow through when Systematic steps to follow through when learning a tasklearning a task

WHY STRATEGIES?WHY STRATEGIES?

All students, including learning All students, including learning disabled students, require strategies disabled students, require strategies to acquire the knowledge, skills and to acquire the knowledge, skills and strategies both academic and non-strategies both academic and non-academic – i.e. knowing how to learnacademic – i.e. knowing how to learn

For example, when encountering a For example, when encountering a new word while reading, one may new word while reading, one may guess the word, look at the context guess the word, look at the context or look it up in the dictionaryor look it up in the dictionary

STRATEGIESSTRATEGIES

Students with learning disabilities Students with learning disabilities need to become strategic learners – need to become strategic learners – to move from the haphazard to move from the haphazard techniques they have learned on their techniques they have learned on their own to become conscious of what own to become conscious of what strategies might be useful and how to strategies might be useful and how to use these strategies effectivelyuse these strategies effectively

Students require demonstration, time Students require demonstration, time to discuss the strategy, reflect on it to discuss the strategy, reflect on it and practice it (with feedback)and practice it (with feedback)

WHAT ARE STRATEGIES?WHAT ARE STRATEGIES?

Strategies can be simple, complex, Strategies can be simple, complex, unconscious or deliberateunconscious or deliberate An example: Re-reading, looking at An example: Re-reading, looking at

the questions before reading, making the questions before reading, making an outline before writingan outline before writing

Complex strategies consist of a set Complex strategies consist of a set of strategies (e.g. planning, writing of strategies (e.g. planning, writing and revising)and revising)

TYPES OF STRATEGIESTYPES OF STRATEGIES

Cognitive Strategies: Cognitive Strategies:

Help a person process and manipulate Help a person process and manipulate informationinformation

Tend to be task-specificTend to be task-specific Useful when learning or performing Useful when learning or performing

taskstasks

- Filling out a chart- Filling out a chart

- Organization of a math question- Organization of a math question

STRATEGIESSTRATEGIES

Meta-Cognitive Strategies: Meta-Cognitive Strategies:

Are more executive in natureAre more executive in nature

Used when planning, monitoring and Used when planning, monitoring and evaluating one’s learning or evaluating one’s learning or performanceperformance

Is at the core of self-regulated learningIs at the core of self-regulated learning

Set goals for learning Set goals for learning

STRATEGIESSTRATEGIES

Acquisition Strategies:Acquisition Strategies:

Teach how to manipulate and Teach how to manipulate and transform information to effectively transform information to effectively store in the memorystore in the memory

Demonstrate and express Demonstrate and express knowledgeknowledge

SOME “GOOD READER SOME “GOOD READER STATEGIES” FOR EXAMPLESTATEGIES” FOR EXAMPLE

Question and paraphrase as they readQuestion and paraphrase as they read Self-question Self-question Construct meaning - think about what Construct meaning - think about what

they already knowthey already know

Follow - upFollow - up: What can you do as a : What can you do as a teacher? (for e.g.)teacher? (for e.g.)

Interact deeply with the text and Interact deeply with the text and model question, summarize, clarify model question, summarize, clarify and predict.and predict.

STRATEGIES APPROACH – STRATEGIES APPROACH – A SYSTEMATIC APPROACHA SYSTEMATIC APPROACH

Teach in small stepsTeach in small steps Practice after each stepPractice after each step Guide students during initial Guide students during initial

practicepractice Communicate the rules and Communicate the rules and

expectationsexpectations State instructional objectivesState instructional objectives Promote student responsesPromote student responses Provide lessons for further practiceProvide lessons for further practice

HOW DO I SELECT A HOW DO I SELECT A STRATEGY?STRATEGY?

Pre-test students (i.e. help the student Pre-test students (i.e. help the student see the need to learn a strategy) see the need to learn a strategy)

Identify the strategy required to focus Identify the strategy required to focus on and its value (with the child)on and its value (with the child)

Use of self-assessmentUse of self-assessment Dynamic assessmentDynamic assessment ObservationsObservations

INTERVENTIONSINTERVENTIONS

What are interventions?What are interventions?

Strategies (as described)Strategies (as described)Remedial instructionRemedial instructionBuilding blocksBuilding blocksDevelopment of skills (cognitive, Development of skills (cognitive,

academic, pre-academic etc.)academic, pre-academic etc.)Assistive technologyAssistive technology