Presentation is loading. Please wait.

Presentation is loading. Please wait.

HOUSEKEEPING 1. Documents on Student Services Website 2. Math programs Mathletics (Tina Harms) Jump Math (Brian Ewashen) 3. Reading programs Lexia (Janene,

Similar presentations


Presentation on theme: "HOUSEKEEPING 1. Documents on Student Services Website 2. Math programs Mathletics (Tina Harms) Jump Math (Brian Ewashen) 3. Reading programs Lexia (Janene,"— Presentation transcript:

1

2 HOUSEKEEPING 1. Documents on Student Services Website 2. Math programs Mathletics (Tina Harms) Jump Math (Brian Ewashen) 3. Reading programs Lexia (Janene, Monica, Tina, Victoria, Ailis, Betty) Raz Kids (too many to name) 4. IEP framework & resources COACH3 (Sandy Boscariol) 1

3 DEVELOPING IEPS Writing Measureable Goals and Objectives 2

4 Levels of Educational Participation Level of Educ. Participation Competitive Active Involved No Participation BC Ministry of Education Terms Full academic, adapted Adapted/ modified Fully modified Self-contained 3 Integration is not Inclusion Integration = physical presenceInclusion = engaged in same activities COACH3 Types of Participation Same curriculum with supports (same content, same level) Multilevel curriculum (same content, different level) Multilevel curriculum (different content, different level) Curriculum overlapping (different curriculum area, different level)

5 Develop a Comprehensive IEP C onditions: specific cues, special equipment/materials, or when or where the behaviour will happen B ehaviour/Skill: what the student will do, written in observable and measureable language C riteria: how well or how often the behaviour should occur in order for the goal or objective to be achieved, ie: frequency (3x/day), percent, rate, quality, duration, or response latency (in less than 5 seconds). Objective should also include a time period: over a 2week period or, for 5 consecutive days, or for 16/20 days. 4

6 Writing IEP Goals and Objectives: IEP Language

7 Example – Social Non-example Goal: Adam will improve his communication Example Goal A: Adam will initiate and sustain social/communicative interactions with peers at least twice/day by June 2013. Objective #1: During recess and free time in the classroom, Adam will use a conversation book to initiate and sustain interactions with peers, for more than 1 minute, at least twice daily by June 2013 Objective #2: In the classroom and/or at day care, Adam will play board or card games that require turn- taking and social interaction with peers, without intervention, at least 3 times per week by March 2013 6

8 Example – Academic Reading Non-example Goal: Adam will participate in language arts Example Goal B: Adam will read at a grade 1 level by June 2013 Objective #1: At school and at home, Adam will read grade one-level books and stories out loud, with 80% accuracy over 16/20 days by March 2013 Objective #2: Adam will demonstrate comprehension of connected text by orally answering wh-questions at the grade one level, with 80% accuracy over 16/20 days by June 2013 7

9 Example - Independence Non-example Goal: Adam will be more independent Example Goal C: Adam will follow instructions and work independently at school for 5 min. or more during each desk activity. Objective #1: With verbal and visual cues, Adam will work independently for at least 5 minutes at a time on assigned work for 16/20 days by March 2013 Objective #2: With advance preparation Adam will follow school and classroom rules and basic instructions provided to the entire class, with 80% accuracy over 16/20 days by June 2013 8

10 Example - Behaviour Non-example Goal: Adam will decrease problem behaviour Example Goal D: Adam will maintain socially acceptable behaviour during transitions by June 2013 Objective #1: At school and at home, Adam will make transitions between environments and activities, with socially acceptable behaviour, using First/Then, timer, and visuals, for 16/20 days by March 2013 Objective #2: At school and at home, Adam will ask an adult or peer for assistance by saying help when he encounters difficulty, without prompting, for 16/20 days by June 2013 9

11 Example – Academic Math Non-example Goal: Adam will participate in math Example Goal E: Adam will perform addition and subtraction with 2 digit numbers with 80% accuracy by June 2013 Objective #1: At school, Adam will add 1- and 2-digit numbers with the aid of manipulatives, with >80% accuracy on 4/5 weekly tests by March 2013 Objective #2: At school, Adam will subtract 1- and 2-digit numbers with the aid of manipulatives, with >80% accuracy on 4/5 weekly tests by June 2013 10

12 Example – Academic Math Non-example Goal: Adam will participate in math Example Goal F: Adam will complete A&W Math 10 (>50%) with a support block, by June 2014 Objective #1: During his support block and in the support room, Adam will complete every second question of his math homework and study for tests and quizzes with an adult or classmate 4/5 days. Objective #2: Adam will study for and take a re-test in the support room whenever he achieves <50% on a test or quiz at least 1day/week and 1lunch/week. 11

13 Writing IEP Goals and Objectives: Develop an IEP Matrix The IEP matrix summarizes the IEP objectives that will be targeted across the day May include classroom routines (ie: opening, free time, lining up, recess, lunch) as well as subject areas (ie: language arts, math, science, art, library, PE) The matrix provides an IEP goal map that can be used by the teacher and the EA

14 Sample IEP Matrix ObjectiveReadingRecessMathPELunchSocialsMusic 1.1 conversation book 2x/day XX 1.2 turn-taking game 3x/week X 2.1 read aloud gr. 1 w/80% acc. X 2.2 comprehend gr. 1 text w/80% X 3.1 follow rules & instructions 80% for 16/20 d. XXXXXXX 3.2 work indep. >5 min 16/20 d. XX 4.1 transition w/pics 16/20 d. XXXXXXX

15 Writing IEP Goals and Objectives: Evaluation & Reporting of Progress Choose the method that will work for you and your team! weekly progress reviews checklists rating scales observation charts tally sheets point systems student self-evaluation student self-monitoring quizzes, unit reviews pre and post-tests daily assignments, tasks journals job lists social responsibility scales performance standards report cards interim reports rubrics DART assessment BC Performance Standards DRA Developmental Reading Assessment review logs (daily tasks, participation, time on task)

16 Writing IEP Goals and Objectives: Evaluating Progress Objective MTWThFMTW FMTW 1.1 conversation book 2x/day 1.2 turn-taking game 3x/week 2.1 read aloud gr. 1 w/80% acc. 2.2 comprehend gr. 1 text w/80% 3.1 follow rules & instructions > 80% for 16/20 d. 3.2 work indep. >5 min 16/20 d. 4.1 transition w/pics 16/20 d.

17 Writing IEP Goals and Objectives: Evaluating Progress Objective MTWThFMTW FMTW 1.1 conversation book 2x/day 212122 1.2 turn-taking game 3x/week 1203 2.1 read aloud gr. 1 w/80% acc. 65 % 70 % 65 % 70 % 65% 2.2 comprehend gr. 1 text w/80% 40 % 50% 55 % 3.1 follow rules & instructions > 80% for 16/20 d. 80 % 62 % 50 % 100 % 50 % 80 % 3.2 work indep. >5 min 16/20 d. 2 m 3m2.5m3m3m 4m4m 2 m 4.1 transition w/pics 16/20 d. ynnyyny

18 Writing Measureable Goals 17 Using COACH3 Learning Outcome: School: Participates in small groups (eg. tolerates situation, takes turn, is actively involved, responds to instructions) GOAL: During class time Student will participate successfully in small group situations – taking turns, remaining with group, actively involved, responding to instruction – for at least 10 minutes twice a day, for 8/10 days.

19 18 GOAL: During class time Student will participate successfully in small group situations – taking turns, remaining with group, actively involved, responding to instruction –for at least 10 minutes twice a day, for 8/10 days. ConditionsBehaviour/SkillCriteria With adult gestures (shaking, nodding head, pointing) & signs (wait, quiet) and during 3 person story reading group Student will remain with the group for at least two minutes every day for 8/10 days by Nov. 2013 With same cues and during 3 person story reading group Student will remain with the group and wait for his turn to turn the page for at least five minutes every day for 8/10 days by Feb. 2014 With advance preparation and a visual script during 3 person reading group Student will remain with the group and ask & answer a question about the story at least once a day for 8/10 days by April. 2014 During small group activities, with occasional prompting Student will remain with the group, wait for his turn, ask and answer question(s) for at least ten minutes twice a day, for 8/10 days by June, 2014

20 Writing measureable goals Using COACH3 Learning Outcome: Personal Management - Student maintains safe and healthy behaviours (copes with environmental stresses, shows impulse control, has self-regulation) GOAL: During recess and lunch, the student will use her calming strategies to control her impulses and remain at a 3 or lower on her 5 pt. scale for 8/10 days. 19

21 20 GOAL: During recess and lunch, the student will use her calming strategies to control her impulses and remain at a 3 or lower on her 5 pt. scale for 8/10 days. ConditionsBehaviour/SkillCriteria Using visual cues of her at 1 to 5 and verbal prompts using 5 pt scale student will accurately name emotions and identify where she is on her 5 pt. scale 3x/day for 10 days by Jan. 2014 At the start of the day, and prior to recess and lunch (with the rest of the class and a visual 5 pt. scale) student will take 5 deep belly breaths, tense and relax her muscles &/or use visual imagery until she lowers her score to a 1 or 2 3x/day for 10 days by March 2014 Prompted by an adult, during stressful situations at recess and lunch student will use her calming strategies to achieve a 3 or lower on her 5 pt. scale in 60% of viewed opportunities for 10 days by May 2014 During stressful situations at recess and lunch student will use her calming strategies to control her impulses and achieve a 3 or lower on her 5 pt. scale in 80% of viewed opportunities for 10 days by June 2014

22 Develop Your Own Measureable IEP Goals and Objectives 1. Identify the behaviour or skill in clear, observable language 2. Define the conditions (where/when/how) under which the behaviour will be performed, ie: in math class, in the hallway, at recess, with adults, with verbal prompts 3. Based on knowledge of where the students current performance is decide on the criteria for success, ie: the rate, %, frequency of the behaviour 21


Download ppt "HOUSEKEEPING 1. Documents on Student Services Website 2. Math programs Mathletics (Tina Harms) Jump Math (Brian Ewashen) 3. Reading programs Lexia (Janene,"

Similar presentations


Ads by Google