home

"If students cannot learn the way we teach them, then we must teach them the way they learn."S. Winebrenner

"All students can learn and succeed, but not all on the same day in the same way."W.G. Spady

"Our students will not care what we know until they know we care." T. Segiovanni

Special Education Terms used in Ontario Schools

http://www.rrdsb.com/sites/www.rrdsb.com/files/sss/speced/terms.pdf

We believe….
1. All students can succeed
https://www.youtube.com/watch?v=paj6bA3ktMs
2. Each student has his or her own unique patterns of learning.
http://www.esdc.gc.ca/eng/disability/arc/words_images.shtml
3. Successful instructional practices are founded on evidence‐based research, tempered by experience.
4. Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.

“necessary for some, and good for all”

5. Classroom teachers are the key educators for a student’s literacy and numeracy development.
6. Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.
7. Fairness is not sameness.

http://ldatschool.ca/self-advocacy/a-teachers-journey-with-student-self-advocacy/


Education for All, 2005 p.4
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf


Daily Agenda Overview - (you may wish to print)

Monday, May 25, 2015
Professional Development Office
023 Winters College
Tel: 416-736-5003
Fax: 416-736-5023
Email: raiseyouraq@edu.yorku.ca
#53 on the YorkU map

Linda Melton - TEL 3069
Yvette de Beer- ACW 205
Kevin McGuire- ACW 307
Anna Bullock-YL Room 234
Trudy Mauti- MC 050C


Welcome!! Introductions, Ice-Breaker, Class Agreements, Volunteers....thanks!!

Activity
Details
Volunteer(s)
1.Attendance
Record on log

2.Book Money Collection
Record on log

3.Tribes
Coordinate 10 groups

4.Guest Speakers
Coordinate thanks& feedback slips

5.Name Tags
Distribute & Collect

6.Materials
Distribute & Collect

7.Today’s Meet
Feedback

8. Tech Equipment
Set-up / Troubleshoot

9. Videos
Check out at Scott Library

Today's Meet
https://todaysmeet.com/NewGrad
Google Classroom
https://support.google.com/a/?hl=en&guide=22229&ctx=go#topic=4388346


OCT Additional Qualifications must consist of 125 hours
In-Class Learning-70 hours (make-up assignments for late/absence)
Self-Directed Learning Professional Learning- (On-line/Moodle) 30 hours
Independent Project -25 hours

Course Overview
OCT Learning Expectations - also listed on Moodle - thanks for reviewing


RESOURCES (many overlap) RELATED TO SPECIFIC LEARNING EXPECTATIONS - TO CONSIDER FOR ON-LINE & INDEPENDENT PROJECT
A. Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession
http://www.oct.ca/-/media/PDF/Foundations%20of%20Professional%20Practice/Foundation_e.pdf
Dimensions of Practice - examples & opportunities
http://www.oct.ca/-/media/PDF/Living%20the%20Standard%20Booklets/Living_Standards_Booklet_6_EN_web.pdf
Ethical Standards
http://www.oct.ca/public/professional-standards/ethical-standards
https://www.oct.ca/Home/Members/Services/Library
Teacher Portfolio based on Standards of Practice
http://durhametfo.ca/wp-content/uploads/2010/11/Teachers-Professional-Portfolio1.pdf
Great resource for Interview Preparation! - Partnering for Success: Getting the most from Ontario’-New Teacher Induction Program - A Resource Handbook for New Teachers
https://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html
Overview & New Teacher Self-Reflection Tool - Classroom Management: p. 23/24, Planning, Assessment & Evaluation, p. 25/26, Communication with Parents/Guardians: p. 27/28, Equity & Inclusion: p. 29/30, Literacy, K-6: p. 31/32, Literacy, K-12, p. 33/34, Mathematical Literacy/Numeracy, 7-12: p. 35/36, Numeracy, K-6, p. 37/38, Safe Schools & Health Schools, p.39/40, Student Success/Learning to 18, p. 41/42, Teaching ESL, p.43/44, Teaching First Nations, Metis & Inuit Students, p. 45/46, Teaching French, p. 47/48, Teaching Students with Special Education Needs, p. 49/50
http://www.edu.gov.on.ca/eng/teacher/induction.html

B. Theoretical Foundations of Special Education, Part I
See Policy Direction
https://www.edu.gov.on.ca/eng/parents/speced.html
The Education Act on Special Education
Individual Education Plans: Standards for Development, Program Planning, and Implementation
Policy/Program Memoranda Concerning Special Education
Special Education Policy Documents
Special Education Regulations
Standards for School Boards' Special Education Plans
Special Education Guide for Educators, 2001
https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html
Ministry of Education - websites re Special Education
https://www.edu.gov.on.ca/eng/general/elemsec/speced/Spec_Ed_Web_%20Links%20_March_25_2010_ENGLISH.pdf

C. Program Development, Planning and Implementation
Special Education Transformation: The report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006 -Submitted by Dr. Sheila Bennett and Kathleen Wynne, Parliamentary Assistant to the Ministry of Education
https://www.edu.gov.on.ca/eng/document/reports/speced/transformation/
IEP Collaborative Review (2006/07), Provincial Report: Common Trends
http://www.ldao.ca/wp-content/uploads/IEP-Provincial-Trends-Report.pdf
IEP exemplars (Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html
Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
http://www.edu.gov.on.ca - Ministry of Education website
http://www.cec.sped.org - Council for Exceptional Children
http://www.teachspeced.ca - OTF site
Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6

http://www.oafccd.com/documents/educationforall.pdf


recognizes that knowledge about a student’s strengths and weaknesses in


cognitive processing helps teachers provide appropriate instruction and accommodations for


children in their classrooms

http://www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html
Effective Practices for Students with Autism Spectrum Disorders
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.html
Planning Entry to School: A Resource Guide
http://www.edu.gov.on.ca/eng/parents/planningentry.htm
Learning for All,– A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html
The Individual Education Plan: A Resource Guide
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html
Transition Planning: A Resource Guide
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.html
Connections: Transition Planning for Students with Developmental Disabiliities

http://www.qamtraining.net/docs/english/Connections%20-%202010.pdf

http://www.understandingspecialeducation.com/iep-collaboration.html
http://www.acbr.com/fas/IEPTips.pdf
http://kidshealth.org/parent/classroom/education_plans/iep-teachers.html
http://www.nycomprehensivecenter.org/docs/VS.IEP.Webinar.pdf


D. The Learning Environment
Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
Supporting Mental Health & Well-Being in School Communities
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_ResilientFlourish.pdf
Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being
http://ontario.cmha.ca/news/supporting-minds-an-educators-guide-to-promoting-students-mental-health-and-well-being/#.VVtp0flViko
Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf
Safe and Accepting Schools, including the Accepting Schools Act (Bill 13)
http://www.edu.gov.on.ca/eng/parents/safeschools.html
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Tannock.pdf
Section 23: Students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities
http://faab.edu.gov.on.ca/Section_23/14-15/Guidelines_For_Educational_Programs_for_Students_In_Government_Approved.pdf
Provincial and Demonstration Schools
http://www.psbnet.ca/

E. Instruction, Assessment and Evaluation
Growing Success, Assessment, Evaluation and Reporting in Ontario Schools, 2010
https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

PPM 155
http://www.etfo.ca/adviceformembers/diagnosticassessments/pages/default.aspx

Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
OCUP Special Education Companion, 2002
http://corp3.wrdsb.ca/tacs/files/2011/02/specedCompanion2002.pdf
OCUP Assessment Companion, 2002
https://faculty.nipissingu.ca/warnier/resources/downloads/AssessmentCompanion.pdf
Edugains - Assessment Tools
http://eworkshop.on.ca/edu/pdf/Mod21_assessment_tools.pdf
WBTT: Web-Based Teaching Tool (early testing & intervention-JK to Gr. 3)
http://www.access.resources.ldao.ca/main/chapters/resources/projects/WBTT/index.php
Buros Centre for Testing
http://buros.org/
Tests and Measurements for the Parent, Teacher, Advocate & Attorney
http://www.wrightslaw.com/advoc/articles/tests_measurements.html#Top-
WISC-R
https://specialedonthebellcurve.wordpress.com/2012/06/07/formal-assessment-the-wisc-intelligence-test/
Special Education Assessment Tools
https://bctf.ca/issues/resources.aspx?id=11546

“Standardized educational achievement tests are general measures. The information they provide is similar to that provided by medical screening tests. Medical screening tests can suggest that a problem exists. In most cases, additional testing is necessary before the problem can be accurately identified and a treatment plan developed. Children's learning problems are identified in a similar manner. In most schools, individual ability and achievement tests that identify academic or functional problems are administered by school psychologists and educational diagnosticians.”

F. School, Parent/Guardian and Community
Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
Questions Parents may have re Special Education
https://www.edu.gov.on.ca/eng/general/elemsec/speced/Questions_and_Answers_Parents_English.pdf
Special Education Advisory Committee -
http://www.edu.gov.on.ca/eng/general/elemsec/speced/seac/
Special Education Guides for Parents
https://www.edu.gov.on.ca/eng/general/elemsec/speced/School_Board_SEPs_and_Parent_Guides_English.pdf
Resolving Identification & Placement Issues
https://www.edu.gov.on.ca/eng/general/elemsec/speced/issues.html
MACSE - Ministry of Education Advisory Council-Special Education
http://www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html
Ministry of Education: Parent page -Special Education - http://www.edu.gov.on.ca/eng/parents/speced.html
Ontario Ministry of Education publications for parents
https://www.edu.gov.on.ca/eng/parents/publications.html
Parent Engagement Policy -
http://www.edu.gov.on.ca/eng/parents/policy.html
Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.html
People for Education
http://www.peopleforeducation.ca/global-topic/ministry-of-education/view_type/faq/?gclid=CM6Q97K4zsUCFcKHaQodZksACw
LDAO IEP info for parents and students
http://ldaolearning.ldao.ca/login/index.php
See "Advice to Parents" re agencies
https://www.edu.gov.on.ca/eng/parents/speced.html

G. Information Technology
Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TechnologyTools.pdf
https://osapac.ca/ccpalo/
http://www.snow.idrc.ocad.ca/
http://www.ldao.ca/introduction-to-ldsadhd/introduction-to-ldsadhd/what-helps/assistive-technology/
http://alternativeresources.ca/Aero/Public/WelcomePage.aspx
http://www.teachspeced.ca/assistive-technology
https://www.facebook.com/pages/Toronto-District-School-Board-Assistive-Technology-Official-Site/117530091593021
http://www.freetech4teachers.com/
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TTST.pdf
http://bridgingapps.org/?gclid=CLeKqva6zsUCFZGDaQodfJQA7A

H. Equity
Special Education Update, 2015
https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf
Accessibility Plan, 2012-2013
http://www.edu.gov.on.ca/eng/general/accessibility/edu/1213/index.html
Special Education Transformation:The report of the Co-Chairs with the Recommendations of the Working Table on Special Education
http://www.edu.gov.on.ca/eng/document/reports/speced/transformation/
Special Equipment Amount (SEA)
http://www.edu.gov.on.ca/eng/funding/1213/2012_13_SEA_Guidelines.pdf
Special Incidence Portion (SIP)
http://www.edu.gov.on.ca/eng/funding/1213/2012_13_SIP_Guidelines.pdf
Culturally Responsive Pedagogy
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf
Ontario's Equity & Inclusive Education Strategy
http://www.edu.gov.on.ca/eng/policyfunding/EquityQuickFactsEN.pdf
Ontario Human Rights Commission
http://www.ohrc.on.ca/en/ontario-safe-schools-act-school-discipline-and-discrimination
Right to Accommodations and Modifications."
http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities/elementary-and-secondary-education
James A Bank Model - Inclusive Education
http://www.oise.utoronto.ca/edactivism/Activist_Planning_Tools/Model_for_Inclusive_Curriculum.html
NOTE: To order hard copies of Ministry of Education documents contact Publications Ontario at www.publications.serviceontario.ca
https://www.publications.serviceontario.ca/pubont/servlet/ecom/

OTHER:
Facebook-Aspiring OTs
https://www.facebook.com/pages/Occasional-TeachersAspiring-OTs-in-Ontario/184974861583653
Facebook-Ontario Occasional Teachers
https://www.facebook.com/OntarioOccasionalTeachers
Facebook - Special Education Teachers of Ontario
Pinterest
https://www.pinterest.com/search/pins/?q=specialeducation

Teacher Interview Preparation Wiki http://teacherinterviewnewgrad.wikispaces.com/Re wiki....
USERNAME for wiki is teacherinterviewNEWGRAD
Password is newgrad2014

Course Assignments - Checklist (you may wish to print)

Self Directed Professional Learning - On-line/Moodle - 30 hours
- please do not post during class time
(All topics must reflect this AQ – Special Education - review expectations re each topic)
(In addition to searching online, you may access the online collections from York’s library and/or the Margaret Wilson Library at OCT, Ministry of Education documents (many listed above under Course Expectations), MACSE, specific School Board Special Education Plans (especially boards you have applied to).
How to access YorkU Library...(also on Moodle)
Library Info
http://raiseyou-moodle22.remote-learner.net/pluginfile.php/53889/block_html/content/LibraryInformationK_G%20%285%29.pdf
How to access OCT library....
https://www.oct.ca/Home/Members/Services/Library

Minister's Advisory Council on Special Education (MACSE)
http://www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html

Local Boards of Education
http://www.tdsb.on.ca/Portals/0/EarlyYears/docs/SpecialEducationPlan.pdf
https://www.tcdsb.org/programsservices/specialeducation/specialeducationplan/Pages/default.aspx
http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf
http://www.ycdsb.ca/departments/InstructionalServices/StudentServices/SpecEdPlan.htm
http://www.dpcdsb.org/CEC/Programs/Special+Education/Special+Education+Report/
http://www.peelschools.org/parents/specialed/sep/Pages/default.aspx
http://dcdsb.ca/index.php/special-education-plan
http://www.ddsb.ca/Search/Pages/Results.aspx?k=Special%20Education%20Plan&s=All%20Sites
Special Education Plans (all Boards of Education in Ontario & accompanying Parent Guides)
https://www.edu.gov.on.ca/eng/general/elemsec/speced/School_Board_SEPs_and_Parent_Guides_English.pdf

Moodle- Topic 1: Assessment and Evaluation (6 hours)
For: Wed. May 27th


Moodle-Topic 2: Equity and Inclusion(6 hours)

For: Tues. June 2nd



Moodle-Topic 3: Standards of Practice(6 hours)
For: Fri. May 29th


Moodle-Topic 4 (6 hours)
Select a course expectation of interest that you would like to explore in more depth. Identify several resources that you would like to examine, that support the selected course expectations. Post the links to these possible resources to your Journal (Moodle) and explain why they are relevant to your thinking, for Instructor approval.


For: Fri. June 12th

Moodle-Topic 5 (6 hours)
For: Fri. June 19th

Select a course expectation of interest that you would like to explore in more depth. Identify several resources that you would like to examine, that support the selected course expectations. Post the links to these possible resources to your Journal(Moodle) and explain why they are relevant to your thinking, for Instructor approval.


Asessment & Evaluation for Self-Directed Professional Learning (on Moodle)

Posted on Moodle: Rubric- to evaluate on-line reflection & consolidation of concepts and learning

Independent Project – 25 hours - post on Moodle (by June 30 - July 31 if extension required)
Lesson plans will be posted to the Moodle. The resulting collection of lesson plans will provide an immediate hands-on resource for use by the registered candidates.
The Independent Study
A. Develop a set of three Lesson Plans that you can implement in your classroom for a student with special education needs (e.g. identified with an exceptionality, or not identified but at risk, may have an IEP.) Lesson plans will follow the three-part model as outlined by the Ministry of Education.
B. Develop an Annotated Bibliography
1. Research three authoritative sources (scholarly articles, books, websites etc.) that inform the development of the lessons, focused on Special Education. Research sources will be cited using proper format.
2. Summarize each source (one paragraph).
3. Explain how each source informed the lesson (one paragraph).
C. Complete a reflection paragraph on the completed lesson plans and consider how they meet Ministry guidelines on assessment and evaluation, differentiated learning, equity and inclusiveness.
Resources re 3-Part Lesson Planning
page 33-34
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Please email Lesson plans, Annotated Bibliography and Log to instructor and post lessons on the Discussion Forum on Moodle.
EXEMPLARS








Note: when developing Lesson Plans, please review Education for All, p. 119 re developing Modified Expectations
https://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf

Assessment and Evaluation for Independent Project

Learning Expectation Checklist for Level 3 Achievement





In-Class Learning - 70 hours (late/absence-make-up assignment(s) email instructor)
In-Class Summative Task
Create an IEP (consider including in your personal Teacher Portfolio)





Class Presentations
1. Book/Resource Sharing (last day - 5 to 10 minutes)

2. in class preparation & presentation

Schedule
Five Categories of Exceptionalities (Presentations) Date
BEHAVIOUR
Chapter 9: Students with Behavioural Exceptionalities: Students with AD/HD
Group Members:
2

COMMUNICATION
Autism
Deaf & Hard of Hearing

Language Impairment
Speech Impairment


Learning Disability
Chapter 12: Students with Autism Spectrum Disorders
Group Members:
3

Chapter 14: Students who are deaf or Hard of Hearing
Group Members:
2

Chapter 16: Students with Speech and Language Disorders
Group Members:
2




Chapter 8: Students with Learning Disabilities
Group Members:
2




INTELLECTUAL
Giftedness

Mild Intellectual Ability


Developmental Disability
Chapter 10: Students who are gifted
Group Members:
2

Chapter 11: Students with Intellectual and Developmental Disabilities
Group Members:
2







PHYSICAL
Physical Disability
Blind & Low Vision



Chapter 15: Students who are Blind or Partially Sighted
Group Members:
2




MULTIPLE
Multiple Exceptionalities
Students with Neurological Disabilities: Chronic Health Needs, Musculoskeletal Impairments, Acquired Brain Injury
Group Members:
Peer Feedback - 3 Stars and a Wish
Exceptionality Group Presentation Feedback
Peer Feedback

Instructor Feedback



Guest Speakers

Date / Time
Presenter
Topic
Tuesday, May 26 pm
Debra Camden
Special Education Resource Teacher, YRDSB, Regional Behaviour Team
Topic: How does my understanding of Safety Plans, Positive Behaviour Intervention Plans (PBIP), and ABC Analysis, inform the way in which I plan IEPs for students with ASD and other students who face challenges associated with self-regulation, executive functioning, behavior?
Thursday, May 28 am
Mary McCully

Friday, May 29, pm
Debra Farnham
TDSB Special Education Consultant
Teacher of students who are gifted
Topic: How can we program for students who are gifted?
June 1, am
Mario Addesa
Assistive Technology Resource Teacher
@Addesaat
Blog:
www.marioaddesa.blogspot.com
Topic: How does assistive technology ‘level the playing field’ for students with special education needs?


Mario Addesa has requested we all bring a device to his presentation.
Prior to June 1, please go to www.symbaloo.com and create an account. Thanks!
June 2, am


June 3
pm
Angelina Faraone
Principal
Woodbridge Public School, YRDSB

Amy Shannon
TCDSB Teacher
Children & Adolescent Mental Health Centre, St Joseph's Health Centre
Topic: Diversity, Equity & Inclusionary Practices
Why is inclusion no longer an issue, but certainly a concern?


How do Section 23 classes meet the needs of students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities?
How does Supporting Minds support teachers who have students with mental health needs?

Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being, 2013
http://ontario.cmha.ca/news/supporting-minds-an-educators-guide-to-promoting-students-mental-health-and-well-being/#.VVtp0flViko

Monday, May 25, 2015 (introductions, ice-breaker, sign-up lists, course overview)

How does our understanding of a global and American historical overview of Special Education help us understand the historical overview of Special Education in Ontario?

https://www.youtube.com/watch?v=yOYlE6D2i3E
2 minutes
https://www.youtube.com/watch?v=JbB3Azlil38
6 minutes (American)
https://www.youtube.com/watch?v=Ek1qXHpz-Zs
Global (4 minutes)
https://www.youtube.com/watch?v=9tG1jLz2ess
Other.......................
https://prezi.com/jhw1lzudb4zc/the-history-of-special-education-in-ontario/
https://prezi.com/kpfznkil26vy/historical-overview-of-special-education/
http://www.autismspectrumconnection.com/wiki/seacthehistoricalperspective

How does our understanding of Ontario Legislation and Policies that affect Special Education help us serve students with special education needs?

See Textbook, p. 229-230

See Policy Direction
https://www.edu.gov.on.ca/eng/parents/speced.html
The Education Act on Special Education
Individual Education Plans: Standards for Development, Program Planning, and Implementation
Policy/Program Memoranda Concerning Special Education
Special Education Policy Documents
Special Education Regulations

PM - Exceptionality Presentations – small group preparation
How does 'language' reflect our attitude towards students with (disabilities? Scroll down re chart
http://www.oaith.ca/assets/files/Publications/way_with_words.pdf
AM - Jigsaw -
Each Expert Group Member will make notes (on paper, Google Docs etc.) for their Activity and then teach main concepts/information to their Home Group.
https://www.jigsaw.org/
https://www.youtube.com/watch?v=VkBOvBV8zZI

Special Education Regulations: What does Reg. 181/98 mandate re IPRCs?

https://www.edu.gov.on.ca/eng/general/elemsec/speced/regs.html
Task Card # 1
How does the ‘Referral Process’ help students with special education needs?Service Delivery: The Infrastructure of Special Education
Accessing Special Education Services: Referral Process
Step # 1 – Identify a student who may need a special education program and/or service.
Step # 2 – Discuss the student with the special education resource teacher assigned to the school
Step # 3 – Bring the student to the attention of the In-school Team.(An IEP may be developed)
Step # 4 –When necessary, refer the student to the attention of the IPRC
Step # 5 - Implement IEP (adjust placement as necessary, as per IPRC recommendations).
Expert Group # 1:
What are the roles within Special Education?
Review & summarize “Roles within Special Education” p. 22, Promising Practices
Special Education Plan, YRDSB, p B-21
//http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf//
Expert Group # 2:
What are the 5 steps in the Referral Process?
Review & summarize p. 40-43, Special Education in Ontario Schools (textbook)
Expert Group # 3:
What is the Tiered Approach?
Review & summarize “The Tiered Approach” p. 22, Learning for All.
Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Expert Group # 4:
What is the Referral Process
Review & summarize “The Referral Process” – E.22- YRDSB Special Education Plan
http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf
Expert Group # 5:
What is the IPRC Appeal Process?
Resolving Identification & Placement Issues
https://www.edu.gov.on.ca/eng/general/elemsec/speced/issues.html
Scroll down – read last 3 topics re parents disagreeing/appealing IPRC process
**http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html**
**https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartde.pdf**

For those students whose needs cannot be met entirely in the regular classroom, an IPRC may consider a range of possible options:
  • A regular class with indirect support. The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
  • A regular class with resource assistance. The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
  • A regular class with withdrawal assistance. The student is placed in the regular class and receives instruction outside of the classroom for less than 50 per cent of the school day, from a qualified special education teacher.
  • A special education class with partial integration. The student is placed by the IPRC in a special education class with a regulated student-teacher ratio, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.

  • A special education class full-time. The student is placed by the IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.

http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities/elementary-and-secondary-education
Jigsaw
Task Card # 2
How does a Class Profile help us know our students?
Service Delivery: The Infrastructure of Special Education
Accessing Special Education Services: Referral Process
Step #1a – Identify a student who may need a special education program and/or service
Know Your Students: Create a Class Profile
All groups – review resources below:
Learning for All: A Guide to Effective Assessment and Instruction for All Students, K to G. 12, p. 34 & p. 60
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18, 19
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Expert Group # 1: Discuss: “The Process of Developing a Class Profile.”
Create Success Criteria for the following Learning Goal
Learning Goal: We are learning the process of developing a Class Profile so we will know our students.
Success Criteria: We know we are successful when we:
1.
2.
3.
Expert Group # 2: Examine the exemplar: Sample Class Profile – Secondary
Reflect on a student with special education needs that you taught. Complete a section of the blank Class Profile Template for this student. Discuss: To what degree is creating a Class Profile a good strategy for getting to know you students? How is a Class Profile a ‘living document’ rather than a form to be completed and filed?
Expert Group # 3: Examine the exemplar: Sample Class Profile – Elementary
Reflect on a student with special education needs that you taught. Complete a section of the blank Class Profile Template for this student. Discuss: To what degree is creating a Class Profile a good strategy for getting to know you students? How is a Class Profile a ‘living document’ rather than a form to be completed and filed?
Expert Group # 4: Examine the blank template: Class Profile – Tier 1, p. 50 Promising Practices and Sample Class Profiles (Elementary/Secondary) –Learning for All. Which one do you prefer? Discuss as a group.
Expert Group # 5: Review all the handouts. Develop an “assessment as learning” activity (e.g., oral) for your home group



Tuesday, May 26, 2015
PM-Guest Speaker: Debra Camden, YRDSB (Behaviour)







Exceptionality Presentations – small group preparation
AM - Jigsaw
Task Card # 3
How does an ‘Individual Student Profile’ (ISP) help our students with special education needs?
Service Delivery: The Infrastructure of Special Education
Accessing Special Education Services: Referral Process
Step #1b – Identify a student who may need a special education program and/or service
Know Your Students: Create an Individual Student Profile (ISP)
Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, p. 42 & p. 61
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18,19
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Expert Group # 1:
Read ‘Mark’s Story’, p. 40. Then review “Sources of Information” - Sample Student Profile-Elementary (Mark/SK) p. 47. What do you think the Top 3 “Sources of Information” might be? Which “Source of Information” do you think will be the least valuable? Provide rationale.
Expert Group # 2:
Read ‘Mark’s Story’, p. 40.
Review “Findings from Information Sources and Assessments – Strengths and Areas of Need” - Sample Student Profile-Elementary (Mark/SK) p. 47. Mark’s chronological age is 5. Based on the information, at what developmental age do you think Mark is functioning? Provide rationale.
Expert Group # 3:
Read ‘Mark’s Story’, p. 40.
Review “Assessment and Instruction” - Sample Student Profile-Elementary (Mark/SK) p. 47. Under “Available Resources and Supports” it mentions the Special Education Resource Teacher. Based on the information, what specific assistance do you predict the classroom teacher will request from the special education teacher?
Expert Group # 4:
Read “Angela’s Story” p. 40 and her Individual Learning Profile, p. 48.
In the column “Other relevant information” it notes that “in order to access Gr. 10 academic math, will need MPM2D and will have to take a transfer course in summer 2011. You are Angela’s teacher. Based on the information you have, would you recommend this course of action? Provide rationale.
Expert Group # 5
Summarize & present:
Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18,19
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Activity: Ranking/De Bono 6 Hats
How does the range of 'Placement Options' inform the way we make decisions for students with special education needs?
Read p. 43-46 Special Education in Ontario Schools (text)
IPRC form
YRDSB Special Education Plan, 2015 – Placement Options
http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf

Wednesday, May 27, 2015
PM: Exceptionality Presentation: Behaviour

What does the Ministry of Education 2011 Memorandum mandate re students with ADHD?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/2011CategoryException.pdf
AM - Jigsaw

Task Card # 4

How does an ‘In-School Team’ meeting help our students with special education needs?
Service Delivery: The Infrastructure of Special Education
Accessing Special Education Services: Referral Process
Step # 1 – Identify a student who may need a special education program and/or service.
Step # 2 – Discuss the student with the special education resource teacher assigned to the school
Step # 3 – Bring the student to the attention of the In-school Team.(An IEP may be developed)
Elementary Scenario: You are the Junior Division Special Education Resource Teacher (SERT) assigned to your school. A grade 5 teacher is concerned about Jane, a new student who recently transferred to your school. The classroom teacher has discussed the student with you, reviewed the OSR and implemented program adaptations. You suggest that she bring the student to the attention of the In-school Team. The vice principal is chairing the In-School Support Team meeting. You (the SERT) and the Guidance Counsellor are the other committee members. The classroom teacher has brought the OSR, work samples and assessment data with her. As the SERT, you will serve as ‘secretary’ and complete the “In-School Team Record” as everyone reviews/discusses the psycho-educational report and teacher input.

Secondary Scenario: You are the SERT. The Guidance Counsellor informs you that a parent has submitted a private assessment report for her son, Jon, who is in Grade 10. Since the report contains a recommendation that “the results of this assessment be discussed with the School Support Team to consider educational and programming needs” an In-School Support Team meeting has been arranged. The vice principal is chairing the In-School Support Team meeting. You (the SERT) and the Guidance Counsellor (who has brought the OSR) are the other committee members. All the subject teachers (English, History and Math) are attending the meeting and will bring their most recent report cards, work samples and assessment data with them.


All groups – use the forms from the YRDSB Special Education Plan to guide you (E5, E6, E7)
http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf
Expert Group # 1: Secondary Scenario – As the SERT, you will serve as ‘secretary’ and complete the “In-School Team Record” as everyone reviews/discusses the psycho-educational report and teacher input. Consider the report (and use your imagination re information not mentioned in the report) to complete the form.
Expert Group # 2: Elementary Scenario – Consider the report (and use your imagination re information not mentioned in the report) to complete the following sections of the report: Informal Assessment, Educational Assessment, Health/Medical, PT/OT Consultation/Assessment, Outside Agencies
Expert Group # 3: Elementary Scenario – Consider the report (and use your imagination re information not mentioned in the report) to complete the following sections of the report: Psychological Assessment
Expert Group # 4: Elementary Scenario – Consider the report (and use your imagination re information not mentioned in the report) to complete the following sections of the report: Expectations to be Addressed; Approaches to be Used; Responsibilities/Resources; and Timeline/Progress
Expert Group # 5: Elementary Scenario – Consider the report (and use your imagination re information not mentioned in the report) to complete the following sections of the report: Expectations to be Addressed; Approaches to be Used; Responsibilities/Resources; and Timeline/Progress

AM - Jigsaw
How will our understanding of the findings of the IEP Collaborative Review (2006/07), Provincial Report: Common Trends impact the way we develop our IEPS?
http://www.ldao.ca/wp-content/uploads/IEP-Provincial-Trends-Report.pdf

Task Card # 5

Individual Education Plans - How did the Standards for Development, Program Planning, and Implementation 2000 - inform the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
How can we use a team approach that is Ontario curriculum-oriented and linked to the Ontario report card when we develop the five phases of the IEP for our student?
What are the 5 phases in the IEP process?
All groups: Review the elementary & secondary IEP exemplars: **http://edugains.ca/newsite/SpecialEducation/transitions.html#**
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#

The Individual Education Plan: A Resource Guide

http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html

Expert Group # 1
Phase 1. Gathering information
Review & summarize - “Gathering Information” Special Education in Ontario Schools, p. 61 & 62; “Phase 1: Gather Information,” The Individual Education Plan: A Resource Guide; p. 12-15; Handout (relevant sections); IEP exemplar (relevant sections)
Expert Group # 2
Phase 2. Setting the direction
Review & summarize - “Setting the Direction: The Strength of the Team” Special Education in Ontario Schools, p. 62 & 63; “Phase 2: Gather Information,” The Individual Education Plan: A Resource Guide; p. 16-24; Handout (relevant sections); IEP exemplars (relevant sections)
Roles and Responsibilities

file:/C:/Users/Owner/Downloads/IEP%20Roles%20and%20Responsibilities.pdf

Expert Group # 3
Phase 3. Developing the IEP
Review & summarize - “Developing the IEP” Special Education in Ontario Schools, p. 64 & 65; “Phase 3: Gather Information,” The Individual Education Plan: A Resource Guide; p. 25-43; Handout (relevant sections); IEP exemplars (relevant sections)
Expert Group # 4
Phase 4. Implementing the IEP
Review & summarize - “Implementing the IEP” Special Education in Ontario Schools, p. 66; “Phase 4: Gather Information,” The Individual Education Plan: A Resource Guide; p. 44-47; Handout (relevant sections); IEP exemplars (relevant sections)
Expert Group # 5
Phase 5. Reviewing & Updating the IEP
Review & summarize - “Review & Update the IEP” Special Education in Ontario Schools, p. 66 & 67; “Phase 5: Review & Update the IEP,” The Individual Education Plan: A Resource Guide; p. 48-58; Handout (relevant sections); IEP exemplars (relevant sections)

Thursday, May 28, 2015
AM-Guest Speaker: Mary McCully, HDSB (Learning Disabilities)



PM- Exceptionality Presentation: Learning Disabilities

What does Policy/Program Memoranda (PPM # 8) mandate re Learning Disabilities?

https://www.edu.gov.on.ca/eng/general/elemsec/speced/ppms.html
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we "Gather Information" re Phase 1 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
How can we use CODE’s ‘Explanatory Notes” to develop Big Ideas/Learning Goals/Success Criteria re developing IEPS?
http://www.ontariodirectors.ca/IEP-PEI/en.html
Task Card # 6
How can our IEP team “Gather Information” to develop “a comprehensive view of our student’s learning profile and programming needs”?
What are the 5 phases in the IEP process?
Phase 1. Gathering information
Gather information from various sources for program planning
Relevant assessment data - “possible sources of assessment data include educational assessments, medical/health assessments (vision, hearing, physical, neurological), speech/language assessments, occupational/physical therapy assessments, behavioural/psychiatric assessments, and psychological assessments. The date, source and results or recommendations of each relevant assessment report must be recorded in the IEP (Individual Education Plan: A Resource Guide, p. 22).
Expert Group # 1
Summarize & Present: Purposes and Goals of Individual Assessments, VI-1, TDSB Special Education Plan & Purposes of Assessment, The Process of Assessing & Approaches to Assessment, Education for All, p. 19-22 (pages 12-20 in revised TDSB Special Education Plan)
http://www.tdsb.on.ca/Portals/0/EarlyYears/docs/SpecialEducationPlan.pdf
Expert Group # 2
Summarize & Present: Standards for the Provision of Individual Assessments & Figure 1: “The Continuous Assessment Process,” Sharing Promising Practices, p. 4
Expert Group # 3
Summarize & Present: Types of Assessments: Educational Assessments, Psychological Assessments, Speech and Language Assessments & “Assessment and Evaluation: Definition of Terms,” Education for All, p. 21, Classification Ranges – Bell Curve
Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html
Expert Group # 4
Summarize & Present : Types of Assessments: Speech and Language Assessments, Social Work Assessments; Physiotherapy and Occupational Therapy Assessments
OSLA
https://www.osla.on.ca/en/SpeechLanguagePathologist?mid=ctl00_LeftMenu_ctl00_TheMenu-menuItem000
OASW
http://www.oasw.org/
TDSB
http://www.tdsb.on.ca/AboutUs/ProfessionalSupportServices/OccupationalandPhysiotherapyServices.aspx
Expert Group # 5
Handout - Assessment Tools (Level A) – these are tools that teachers can administer without specialized training. Review “Some Assessment Instruments Popular in Ontario,” Special Education in Ontario Schools//, p.243-249. Note the ‘Assessment Instruments’ that were used in these two psycho-educational reports. Locate & present summaries for some of them.
https://bctf.ca/issues/resources.aspx?id=11546

AM - Jigsaw
Task Card # 7
How does an understanding of the five cognitive processes help our IEP team understand & address ‘Relevant Assessment Data’ when we develop an IEP? What are the 5 phases in the IEP process?
Phase 1. Gathering information
Gather information from various sources for program planning
Relevant assessment data - possible sources of assessment data include educational assessments, medical/health assessments (vision, hearing, physical, neurological), speech/language assessments, occupational/physical therapy assessments, behavioural/psychiatric assessments, and psychological assessments. The date, source and results or recommendations of each relevant assessment report must be recorded in the IEP (Individual Education Plan: A Resource Guide, p. 22).
What are the 5 cognitive processes that affect learning ?
Summarize & Present:
Expert Group # 1
Slow Information Processing – What are the consequences of weakness in this cognitive process? How can we address weaknesses in this cognitive process in the classroom? To what degree , (if any), is there evidence of ‘Slow Information Processing’ in this psycho-educational report? How is it impacting the student?
Expert Group # 2
Language - What are the consequences of weakness in this cognitive process? How can we address weaknesses in this cognitive process in the classroom? To what degree, (if any), is there evidence of strengths or needs re ‘Language’ in this psycho-educational report? How is it impacting the student?
Expert Group # 3
Prior Knowledge - What are the consequences of weakness in this cognitive process? How can we address weaknesses in this cognitive process in the classroom? To what degree, (if any), is there evidence of strengths or needs re ‘Prior Knowledge’ in this psycho-educational report? How is it impacting the student?
Expert Group # 4
Memory - What are the consequences of weakness in this cognitive process? How can we address weaknesses in this cognitive process in the classroom? To what degree, (if any), is there evidence of strengths or needs re ‘Memory’ in this psycho-educational report? How is it impacting the student?
Expert Group # 5 (Secondary)
Self- Regulation & Executive Functioning - What are the consequences of weakness in this cognitive process? How can we address weaknesses in this cognitive process in the classroom? To what degree, (if any), is there evidence of strengths or needs re ‘’Self- Regulation & Executive Functioning” in this psycho-educational report? How is it impacting the student?
Consider the following as well…
http://www.edugains.ca/resourcesSpecEd/LearningDisabilities/Psychology_Newsletter_10_Learning_Skills.pdf
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Tannock.pdf

Friday, May 29, 2015
PM- Guest Speaker: Debra Farnham, TDSB (Giftedness)







PM- Exceptionality Presentation: Giftedness
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we "indicate student's strengths and needs" re Phase 2 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf

Task Card # 8

How does our understanding of “Assessment Data” and the “IPRC statement of decision” (if applicable) help our IEP team identify our student’s “Strengths and Needs”?
What are the 5 phases in the IEP process?
Phase 2. Set the direction
“…Begin work on the IEP…Relevant assessment data; Indicate the student’s areas of strengths and areas of needs on the IEP…Health support services in the school setting
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
Expert Group # 1:(Secondary)
a) Examine the Gr. 10 student’s psycho-educational report, as well as the In-School Support Team Record. Complete the Assessment Data and Strengths and Needs section on the blank IEP template.
b) Summarize & lead discussion based on: “Some Issues in the use of formal tests-The power of test mystique, Special Education in Ontario Schools, p. 88
Expert Group # 2:
a) Examine the Gr. 5 student’s psycho-educational report, as well as the completed In-School Support Team Record. Complete the Assessment Data on the blank IEP template.
b) Summarize & lead discussion based on: Some Issues in the use of formal tests-“The power of test mystique,” Special Education in Ontario Schools, p. 87-88
Expert Group # 3:
a) Examine the Gr. 5 student’s psycho-educational report, as well as the completed In-School Support Team Record. Complete the Strengths section on the blank IEP template.
b) Summarize & lead discussion based on: Some Issues in the use of formal tests-“The aging of published tests”, Special Education in Ontario Schools, p. 88
Expert Group # 4:
a) Examine the Gr. 5 student’s psycho-educational report, as well as the completed In-School Support Team Record. Complete the Needs section on the blank IEP template.
b) Summarize & lead discussion based on: Some Issues in the use of formal tests- “Bias and tacit discrimination,” Special Education in Ontario Schools, p. 88
Expert Group # 5:
a) Examine the Gr. 5 student’s psycho-educational report, as well as the In-School Support Team Record. Complete the Needs section on the blank IEP template.
b) Summarize & lead discussion based on: “Some Issues in the use of formal tests- “Potential for misinterpretation,” Special Education in Ontario Schools, p. 89-90
AM - Jigsaw
Task Card # 9- How can our IEP team consider the “range of options to determine the ones that will best meet our student’s needs?” How will we determine the most appropriate accommodations so that our student can access the curriculum?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
See IEP (blank template) : Subjects, Courses, or Alternative Programs to which the IEP applies, p. 2
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups consider IEP exemplars (Edugains & CODE) as you complete IEP.
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html

Expert Group # 1: (Secondary) Review & present: brief summary-Requirements for: Ontario Secondary School Diploma; p. 54 Ontario Secondary School Certificate, Certificate of Accomplishment, p. 62 Substitutions for Compulsory Credit Requirements p. 61, ….The Secondary School Literacy Graduation Requirement: Accommodations, Special Provisions, Deferrals, and Exemptions, p. 92 Section 1: Accommodations for Students with Special Education Needs Pertaining to the Ontario Secondary School Literacy Test and the Ontario Secondary School Literacy Course p. 92 Section 2: Special Provisions for English Language Learners Pertaining to the Ontario Secondary School Literacy Test, p. 96 Section 3: Deferrals of the Ontario Secondary School Literacy Test, p. 97 Section 4: Exemptions from the Literacy Graduation Requirement, p. 98 Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2011 (often referred to as OS)
http://edu.gov.on.ca/eng/document/policy/os/index.html
Education for All http://www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html
IEP Guide http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Expert Group # 2: Review & present: “Accommodations and/or Modifications” p. 117 “Putting accommodation or modification into action” Education for All, p. 117 & 118.
Expert Group # 3: Review & present: “Developing modified expectations” Education for All, p. 119
Expert Group # 4: Review & present: “Modifying curriculum – tiered activities” Education for All, p. 120 -121
Expert Group # 5: Review & present: “Additional strategies for modifying curriculum” Education for All, p. 122
All expert groups complete a-d for this section of your IEP
a) Consider the Gr. 5 or Gr. 10 student. Discuss & identify “Subjects, Courses, or Alternative Programs to which the IEP applies,” p. 2, IEP template.
b) Review the “Sample Accommodations Checklist” ; “Testing/Assignment” form; Figure 3: Examples of Accommodations, Individual Education Plan: A Resource Guide, p. 29 (also in Education for All, p. 118) Select the accommodations that you would implement with the Gr. 5 (elementary) or 10 student (secondary) and record them on your IEP template, under “Accommodations.”
c) Examine the “Alternate Program” exemplar. Identify areas (if any) for the Gr. 5 & Gr.10 student. Consider the TCDSB flyer:
http://www.edugains.ca/resourcesSpecEd/LearningDisabilities/Psychology_Newsletter_10_Learning_Skills.pdf
d) Consider “Program Exemptions” or “Compulsory Course Substitutions”

Congratulations, we are half way there!! Have a great weekend!
Thanks for being such a hard-working, attentive, energetic, cooperative & creative class!!


Monday, June 1, 2015
AM-Guest Speaker: Mario Addessa, TCDSB (Assistive Technology)
http://www.marioaddesa.blogspot.ca/
Links- for the twitter chats
https://docs.google.com/spreadsheet/lv?key=0AiftIdjCeWSXdDRLRzNsVktUUGJpRWJhdUlWLS1Genc&pli=1
http://tweetreports.com/twitter-chat-schedule/
PM- Exceptionality Presentation: Students with Autism Spectrum Disorders
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf
AM - Jigsaw
Task Card # 10
How does our understanding of SEA and SIP help our IEP team access Assistive Technology for our students so they can access the curriculum?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
Individualized Equipment………..This equipment is to provide students with accommodations that are directly required and essential toaccess the Ontario curriculum and/or a board-determined alternative program and/or course to attend school. Review IEP exemplars as you complete this section:
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
Review PPM re New Funding Model
http://edu.gov.on.ca/eng/funding/1516/2015SB05EN.pdf
http://www.thestar.com/news/gta/2015/03/26/school-board-funding-stable-education-minister-says.html.
All Groups: Summarize/Present your section from the SEA document - Funding for Equipment for Students with Special Education Needs - “Special Education Funding Guidelines - Special Equipment Amount**http://www.edu.gov.on.ca/eng/funding/1213/2012_13_SEA_Guidelines.pdf**
All Groups: Present a very brief tutorial or commentary that relates to your OSAPAC tool
https://osapac.ca/ccpalo/
http://www.freetech4teachers.com/
http://marioaddesa.blogspot.ca/
http://www.snow.idrc.ocad.ca/
All Groups: Review “How can technology help” - make connections to your Expert Group assignment.**http://www.edugains.ca/resourcesSpecEd/LearningDisabilities/Learning_skills_parent_newsletter_2015.pdf**
Expert Group # 1
Special Equipment Amount (SEA): Funding for Equipment for Students with Special Education Needs, p.1 Purpose of SEA Funding p. 1 Board Responsibilities for SEA Per Pupil and Claims-Based Funding, p. 1
OSAPAC tools – Co-Writer (often replaced by Google Read & Write) & Write Outloud, Word Q, Speak Q
http://www.freetech4teachers.com/2012/11/read-write-accessibility-app-for-google.html#.VVq1u_lViko
Expert Group # 2
Special Equipment Amount (SEA): Documentation Required for SEA Per Pupil and Claims-Based Funding, p. 2 Eligibility for Per Pupil and Claims-Based Funding, p.3
OSAPAC tools – Clicker, Smart Ideas, Boardmaker Plus
Expert Group # 3
Special Equipment Amount (SEA): Eligible Expenses for Per Pupil and Claims-Based Funding, p. 4 Deductible For Claims-Based Process, p. 5 Ineligible Expenses for Per Pupil and Claims-Based Funding, p. 5
OSAPAC tools – Symwriter, Intellitools Classroom Suite 4
Expert Group # 4
Special Equipment Amount (SEA): Coordination with MOHLTC Assistive Devices Program, p. 6 SEA Asset Management/ Long Term Planning, p. 7 Portability / Transferring Equipment, p. 8 Business Cycle/Application Process, p. 9
OSAPAC tools – Kurzweil 3000
Expert Group # 5
Special Equipment Amount (SEA): Ministry Review, p. 10 Qualified Professionals, p. 11 Qualified Professional Assessment, p. 13
OSAPAC tools - Dragon Naturally Speaking (often replaced by Google Read & Write), Dragon Naturally Speaking Professional,
http://www.freetech4teachers.com/2012/10/three-free-text-to-speech-tools-for.html#.VVq2yflViko

PM - Jigsaw
Task Card # 11
How can our IEP team determine if accommodations or exemptions are required for Provincial Assessments for our student?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
PROVINCIAL ASSESSMENTS (accommodations and exemptions), p. 2 (blank IEP template)
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
Summarize & Present- (and complete above section of your IEP as it relates to your Gr. 5 or 10 student).
Expert Group # 1 (Secondary)
Guide for Accommodations, Special Provisions, Deferrals and Exemptions Ontario Secondary School Literacy Test (OSSLT), 2015
**http://www.eqao.com/pdf_e/15/accommodations-guide-osslt-2015.pdf**
Guide for Accommodations and Special Provisions Grade 9 Assessment of Mathematics – Students with Special Education needs and English Language Learners, 2015
**http://www.eqao.com/pdf_e/15/guide-accommodations-g9-2015.pdf**
Expert Group # 2
Support for English Language Learners and Students with Special Education Needs
**http://www.eqao.com/pdf_e/15/guide-accommodations-g9-2015.pdf**
Expert Group # 3
Focus on….Accommodations……….Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1–3) and Junior Division (Grades 4–6) Spring 2015 GUIDE for Accommodations, Special Provisions and Exemptions
**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**
Expert Group # 4
Focus on Special Provisions………..Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1–3) and Junior Division (Grades 4–6) Spring 2015 GUIDE for Accommodations, Special Provisions and Exemptions
**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**
Expert Group # 5
Focus on Exemptions………….Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1–3) and Junior Division (Grades 4–6) Spring 2015 GUIDE for Accommodations, Special Provisions and Exemptions//
**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**

Tuesday, June 2, 2015
AM-Guest Speaker: Angie Faraone, YRDSB (Inclusion)
PM- Exceptionality Presentation: Students who are Deaf or Hard of Hearing
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we develop "Annual Learning Goals" and "Learning Expectations" re Phase 3 in the IEP process?


Gr. 10 History How do learning expectations differ? Academic vs Applied - Reflect using Bloom's Taxonomy
http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
https://grantwiggins.wordpress.com/2015/03/04/5-unfortunate-misunderstandings-that-almost-all-educators-have-about-blooms-taxonomy/
http://www.teach-nology.com/worksheets/time_savers/bloom/
http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf

Task Card # 12
How can our IEP team make the link between: Strengths/Needs and “Annual Learning Goals” and Learning Expectations”?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services

Modified Expectations
Modifications are changes made to the grade-level expectations for a subject or course in order to meet a student’s learning needs. Modifications may include the use of expectations at a different grade level and/or an increase or decrease in the number and/or complexity of expectations relative to the curriculum expectations for the regular grade level.
The following examples indicate the types of modifications that may be appropriate. • Grade 8 language expectation, Writing strand: (Students will) write complex texts of a variety of lengths, using a wide range of forms. • Modified expectation: (The student will) write patterned short texts using specified forms. • Grade 9 Academic mathematics expectation, Data Management and Probability strand: (Students will) describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses. • Modified expectation: (The student will) identify and demonstrate trends and relationships observed in data, make an inference from the data, and show [his or her] thinking.


Special Education Program, p. 3 on the IEP blank template – “To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations.
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All Groups:
a)Review The Individual Education Plan: A Resource Guide, Elementary, p. 30-31(Secondary p. 33-34) & “SMART Individual Education Plans.”
The Individual Education Plan: A Resource Guide//
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html
b) for this exercise complete only one subject/course/ (Writing) and one alternative program page on your IEP – write Annual Goals and a few Learning Expectations based on your Gr.5 or Gr. 10 student).
c) Choose appropriate expectations from Gr. 5 or Gr. 10 curriculum document:
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf
Present to home group after you have completed the following:
Expert Group # 1:
(Secondary) Use “IEP Collaborative Review” handout as an exemplar to write an Annual Learning Goal and 3 Learning Expectations for the Gr. 10 student.
Expert Group # 2:
Complete relevant sections in “Writing IEP Annual Program Goals” package re Gr. 5 student.
Expert Group # 3:
Complete relevant sections in “The ABCD’s of Writing IEP Learning Expectations” re Gr. 5 student.
Expert Group # 4:
Use “Example of a Geography/English program” to write an Annual Program Goal and 3 Learning Expectations for the Gr. 5 student.
Expert Group # 5:
Use “Writing Measurable Learning Expectations” as an exemplar to write an Annual Learning Goal and 3 Learning Expectations for the Gr. 5 student.

PM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we develop "Teaching Strategies" and "Assessment" strategies re Phase 3 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
Task Card # 13
How can our IEP team determine which “Teaching Strategies” and “Assessment” strategies will lower the achievement gap for our student so he/she can attain high levels of achievement?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
Special Education Program, p. 3 on the IEP blank template – “To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations (for this exercise we will complete only two subject/course/alternative program.
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups:
a)use IEP exemplars when completing “Teaching Strategies” and “Assessment” on your IEP
http://edugains.ca/newsite/SpecialEducation/transitions.html#
b) consider the Special Education Companion -
http://corp3.wrdsb.ca/tacs/files/2011/02/specedCompanion2002.pdf
c) refer to the document relevant to your activity
Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf
Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html
Expert Group # 1:
Secondary - Review “Executive Function Deficits” Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, p. 22, 25, 26, 30, 31 & the document below to generate ideas to complete “Teaching Strategies” and “Assessment” for the Gr. 10 student.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Tannock.pdf
Expert Group # 2:
Review Figure 1 – “Planning for Inclusion” - UDL/DI, Education for All, p. 9 – how can this help us complete “Teaching Strategies” and “Assessment” sections for the Gr. 5 student.
Expert Group # 3:
Review Figure 2 – “A Concept Map for Differentiating Instruction,” Education for All, p. 15 –how can this help us complete “Teaching Strategies” and “Assessment” for the Gr. 5 student.
Expert Group # 4:
Review “Communication Disorders” Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, p. 22, 23, 24, 30, 31 to generate ideas to create “Teaching Strategies” and “Assessment” for the Gr. 5 student.
Expert Group # 5:
Review “Mental Health Problems” Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline//, p. 22, 27,28,30, 31 to generate ideas to create “Teaching Strategies” and “Assessment” for the Gr. 5 student.

Wednesday, June 3, 2015
PM- Guest Speaker: Amy Shannon,TCDSB (Mental Health)
AM- Exceptionality Presentation: Students who are Deaf or Hard of Hearing
PM- Video: Autism
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we create an "IEP development team" re Phase 3 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:///C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf

Task Card # 14
How can our IEP team ensure that there was an “IEP development team” and that a comprehensive list of sources was consulted in the IEP process?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
Plan for and Document Required Human Resources (Teaching & Non- Teaching)
(record of direct instruction and/or consultation – special education teachers & support staff (teacher’s assistants, speech pathology, audiology, physical & occupational therapy, recreation, counselling, social work & medical support)
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars.
(Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html
Special Education Funding Guidelines Special Incidence Portion (SIP) 2012-13
[above still applies in 2015…funding for staff support to ensure the health & safety both of students who have extraordinarily high needs related to their disabilities and/or exceptionalities and of others at school]
http://www.edu.gov.on.ca/eng/funding/1213/2012_13_SIP_Guidelines.pdf
Summarize and Present:
Expert Group # 1
Special Incidence Portion (SIP), p. 1
Expert Group # 2
Eligibility Criteria for SIP, p. 1
Expert Group # 3
Staff Support Level Timetable, p. 2
Staff Support Calculation, p. 3
Expert Group # 4
Documentation Required for SIP Claims p. 4
Expert Group # 5
Business Cycle/Application Process, p. 5
Ministry Review, p. 6
Exceptionality Presentation: Students with Speech and Language Disorders
Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we make connections between the IEP, Ontario Curriculum and the Report Card re Phase 3 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
Task Card # 15
How can our IEP team ensure that our student’s evaluation is linked to the Ontario curriculum and Ontario report card? How can the IEP team use assessment data from Provincial Assessments?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
EVALUATION
Record Information About Evaluation and Reporting, p. 4 (IEP template)
Record Information About Provincial Assessments (p. 39, The IEP Resource Guide)
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars.
(Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html
All Groups:Review- Growing Success Assessment, Evaluation and Reporting in Ontario Schools, 2010
**https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf**
Students With Special Education Needs: Modifications, Accommodations, and Alternative Programs p.69
The Individual Education Plan: A Resource Guide//
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html

Expert Group # 1 (Secondary)
Special Considerations and Comments in the Reports: Secondary STUDENTS WITH SPECIAL EDUCATION NEEDS p. 62, 63
Alternative Course. A non-credit course in which the expectations are individualized for the student and generally focus on preparing the student for employment (supported or independent) and/or community living. Examples of alternative courses include Transit Training and Community Explorations (KCC), Culinary Skills (KHI), and Money Management and Personal Banking (KBB).
Expert Group # 2
Special Considerations and Comments in the Reports: Elementary STUDENTS WITH SPECIAL EDUCATION NEEDS, p. 61, 62
Expert Group # 3
STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS, AND ALTERNATIVE PROGRAMS – Policy, p. 70, Context, p. 71
Expert Group # 4
STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS, AND ALTERNATIVE PROGRAMS – Accommodations, Modified Expectations, Alternative Expectations p. 72, 73
Expert Group # 5
Provincial Large-Scale Assessments, p. 73,
Assessments by Other Professionals, p. 74
Ongoing Assessment and Program Adjustment, p. 74


Thursday, June 4, 2015
AM- Exceptionality Presentation: Students who are Blind or Partially Sighted
PM- Exceptionality Presentation: Mild Intellectual and Developmental Disabilities
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we develop a "Transition Plan" re Phase 3 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
Task Card # 16
How can our IEP team ensure a seamless transition to JK, each grade, secondary & post-secondary education, the workplace or community living?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
TRANSITION PLAN
All groups review:
http://www.ldao.ca/
http://www.edugains.ca/resourcesSpecEd/IEP&Transitions/BoardDevelopedResources/TransitionPlanning/SupportGuides/EducatorSupportGuideforTransitionPlanning.pdf
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. (Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html

Expert Group # 1 (Secondary) Sample Transition Plans (from secondary to post-secondary)
**http://edu.gov.on.ca/eng/general/elemsec/speced/transiti/8.pdf**
The transition plan must include the following elements: 1. specific goals for the student's transition to postsecondary activities. The goals must be realistic and must reflect the strengths, needs and interests of the students; 2. the actions required, now and in the future, to achieve the stated goals. The actions identified must build on the student's identified strengths, needs, and interests; 3. the person or agency (the student, parents, educators, providers of specialized support and services, community agencies) responsible for or involved in completing or providing assistance in the completion of each of the identified actions; 4. timelines for the implementation of each of the identified actions.
http://edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf
http://edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.html
Expert Group # 2:
What is the new policy (PPM) regarding transition plans in the IEP? Policy/Program Memorandum No. 156
**http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf**
Student Success: Differentiated Instruction Educator’s Package, 2010, p. 20
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
What is the difference between the way Gr. 8 teachers ensure a smooth transition for students to grade 9? (for those who do not have an IEP vs those that have an IEP?)
**http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf**
Expert Group # 3//Planning Entry to School – A Resource Guide// (2005) [preschool to school]

**http://edu.gov.on.ca/eng/parents/planningentry.html****http://edu.gov.on.ca/eng/parents/planningentry.pdf** For children with special needs, entry to school is more complex and requires careful planning and coordination. An entry-to-school plan should provide adequate time for children and parents to learn and practise the skills and routines that will facilitate a smooth move from preschool to school.”
Expert Group # 4 The Individual Education Guide, A Resource Guide p. 40, 41-guidelines
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Expert Group # 5 The Individual Education Guide, A Resource Guide p.// 49, 50-procedures
Elementary to Secondary or another school - The sending teacher, the receiving teacher
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we provide evidence that a collaborative team approach was used to develop the IEP?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf
Task Card # 17
How can we provide evidence that we used a comprehensive and team approach to develop our IEP? How can we ensure that we document all consultations with parents and students (16+) that occur during the development phase of the IEP?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
Record Information about the IEP Development Phase
IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. (Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html
All Groups: Create a critical thinking question and use it as a prompt for a group discussion.
The Individual Education Guide, A Resource Guide p. 40, 41)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Expert Group # 1
IEP Development Team, IEP Resource Guide, p. 41 IEP Template, p. 4
Expert Group # 2
Sources consulted in development, IEP Resource Guide p. 41, IEP Template, p. 4
Expert Group # 3
Parent/Student Consultation, p. 42, IEP Resource Guide IEP Template, p. 5
Expert Group # 4
Completion date of the IEP development phase, IEP Resource Guide p. 42, IEP Template, p. 4
Expert Group # 5
Principal’s approval, IEP Resource Guide// p. 42, IEP Template, p. 5

Friday, June 5, 2015
AM- Exceptionality Presentation: Students with Neurological Disabilities: Chronic Health Needs, Musculoskeletal Impairments, Acquired Brain Injury
AM - Jigsaw

Individual Education Plans - How can the Standards for Development, Program Planning, and Implementation 2000 - inform our Learning Goal and Success Criteria as we develop the "Log of Parent/Student Consultation and Staff Review/Updating" section re Phase 3 in the IEP process?

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
'Cheat Sheet'
file:/C:/Users/Owner/Downloads/IEP%20Checklist%20for%20Administrators.pdf

Task Card # 18
How can we provide evidence that we collaborated with parents/guardians during the five phases of the IEP process? How can we prevent and resolve conflicts related to our student’s program and/or services?
What are the 5 phases in the IEP process?
Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services
LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Video: A Parent Speaks to the Director of Education
http://www.exceptionalfamilytv.com/blogs/producers/nathan/you-have-got-watch-mom-talks-director-special-education-video

IEP Template (UN: IEP Demo UN: demo)
https://www.iep.edu.gov.on.ca/IEPWeb/
https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#
All home groups complete this section of the IEP for your Gr. 5 or Gr. 10 student.
Use your imagination.
See IEP exemplars. (Edugains & CODE)
http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.ontariodirectors.ca/IEP-PEI/en.html
All home groups read relevant section -
Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs, 2007//
//http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf//
Collaborative Approaches to Resolving Conflicts p. 33
Home Group # Red - Role Play - Paul’s Story: An Example of Prevention in Action, p. 22-24
Home Group # Green - Role Play - Jovan’s Story: Problem Solving, p. 34-36
Expert Group # Blue: Role Play - Ziyaad’s Story: Finding Common Ground, p.37-39
Expert Group # Purple Role Play - Brigitte’s Story: Using a Facilitator, p. 40-41
Expert Group # Yellow
a) Observe/DebriefRole Plays
b) Make connections to handouts and “Understanding Conflict,” p. 10-15

PM - Special Education Book/Resource Presentation






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