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

 023 Winters College Tel: 416-736-5003 Fax: 416-736-5023 Email: raiseyouraq@edu.yorku.ca Linda Melton - TEL 3069 Yvette de Beer- ACW 205 Kevin McGuire- ACW 307 Anna Bullock-YL Room 234 Trudy Mauti- MC 050C
 * Daily Agenda Overview - (you may wish to print) **
 * Monday, May 25, 2015 **
 * Professional Development Office **
 * 1) 53 on the YorkU map

=**Welcome!! Introductions, Ice-Breaker, Class Agreements, Volunteers....t**hanks!!= https://todaysmeet.com/NewGrad https://support.google.com/a/?hl=en&guide=22229&ctx=go#topic=4388346
 * 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**
 * Google Classroom**

<span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 14pt;">OCT Additional Qualifications must consist of 125 hours <span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 14pt;">In-Class Learning-70 hours (make-up assignments for late/absence) <span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 14pt;">Self-Directed Learning Professional Learning- (On-line/Moodle) 30 hours <span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 14pt;">Independent Project -25 hours

//**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Course Overview **// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">OCT Learning Expectations - also listed on Moodle - thanks for reviewing **// <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt; line-height: 0px; overflow: hidden;">

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:// //<span style="font-family: 'Palatino Linotype',serif; font-size: 8pt;">Getting the most from Ontario’-New Teacher Induction Program //// - A Resource Handbook for New Teachers // [] 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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">RESOURCES (many overlap) RELATED TO SPECIFIC LEARNING EXPECTATIONS - TO CONSIDER FOR ON-LINE & INDEPENDENT PROJECT **
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">A. Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession **

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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">B. Theoretical Foundations of Special Education, Part I **

**// 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/ //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">IEP Collaborative Review (2006/07), Provincial Report: Common Trends // IEP exemplars (Edugains & CODE) <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] Special Education Update, 2015 https://www.edu.gov.on.ca/eng/general/elemsec/speced/SpecialEd_Update2015.pdf <span style="font-family: Calibri,sans-serif;">[|http://www.edu.gov.on.ca] - Ministry of Education website <span style="font-family: Calibri,sans-serif;">[|http://www.cec.sped.org] - Council for Exceptional Children <span style="font-family: Calibri,sans-serif;">[|http://www.teachspeced.ca] - OTF site //<span style="font-family: Calibri,sans-serif;">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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">C. Program Development, Planning and Implementation **
 * http://www.ldao.ca/wp-content/uploads/IEP-Provincial-Trends-Report.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

<span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Effective Practices for Students with Autism Spectrum Disorders // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Planning Entry to School: A Resource Guide // <span style="font-family: Calibri,sans-serif;">[|http://www.edu.gov.on.ca/eng/parents/planningentry.htm] //<span style="font-family: Calibri,sans-serif;">Learning for All, ////<span style="font-family: Calibri,sans-serif;">– A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013 // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">The Individual Education Plan: A Resource Guide // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Transition Planning: A Resource Guide // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Connections: Transition Planning for Students with Developmental Disabiliities //

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

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">[] <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">[] <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">[] <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">[]

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 //<span style="font-family: MuseoSans100,serif; font-size: 10pt;">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 //<span style="font-family: Calibri,sans-serif;">Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline // <span style="font-family: Calibri,sans-serif;">[] 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/
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">D. The Learning Environment **

//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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">E. Instruction, Assessment and Evaluation **

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 <span style="font-family: Calibri,sans-serif; font-size: 10pt;">http://www.wrightslaw.com/advoc/articles/tests_measurements.html#Top- <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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

<span style="font-family: 'Times New Roman',serif;">“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.”

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 //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs // <span style="font-family: Calibri,sans-serif;">[] 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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">F. School, Parent/Guardian and Community **

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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">G. Information Technology **

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 //<span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt;">Special Education Transformation: ////<span style="color: windowtext; font-family: Calibri,sans-serif; font-size: 10pt;">The report of the Co-Chairs with the Recommendations of the Working Table on Special Education // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Special Equipment Amount (SEA) // <span style="font-family: Calibri,sans-serif;">[] //<span style="font-family: Calibri,sans-serif;">Special Incidence Portion (SIP) // <span style="font-family: Calibri,sans-serif;">[] <span style="font-family: Calibri,sans-serif;">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 <span style="background-color: #ffffff; color: #333333; font-family: arial,verdana,sans-serif; font-size: 14.04px;">Right to Accommodations and Modifications." <span style="background-color: #ffffff; color: #cc2030; font-family: arial,verdana,sans-serif; font-size: 14.04px; text-decoration: none;">[] James A Bank Model - Inclusive Education http://www.oise.utoronto.ca/edactivism/Activist_Planning_Tools/Model_for_Inclusive_Curriculum.html <span style="font-family: Calibri,sans-serif; font-size: 11pt;">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/
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">H. Equity **

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 12.8px;"> 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
 * <span style="color: #c00000; font-family: Arial,sans-serif; font-size: 10.5pt;">OTHER: **

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 12.8px;"><span style="font-family: Calibri,sans-serif; font-size: 14.6666669845581px;">Teacher Interview Preparation Wiki <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 12.8px;"> http://teacherinterviewnewgrad.wikispaces.com/  <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 12.8px;"><span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Re wiki.... USERNAME for wiki is teacherinterviewNEWGRAD Password is newgrad2014 <span style="font-family: Arial,sans-serif; font-size: 18pt; line-height: 0px; overflow: hidden;"> <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">(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). <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">How to access YorkU Library...(also on Moodle) <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">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
 * <span style="font-family: Arial,sans-serif; font-size: 18pt;">Course Assignments - Checklist (you may wish to print) **
 * <span style="font-family: Arial,sans-serif; font-size: 18pt;">Self Directed Professional Learning - On-line/Moodle - 30 hours **
 * <span style="font-family: Arial,sans-serif; font-size: 18pt;">- please do not post during class time **
 * //<span style="color: #ff0000; font-family: Arial,sans-serif;">(All topics must reflect this AQ – Special Education - review expectations re each topic) //**

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

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt; line-height: 0px; overflow: hidden;">
 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Moodle- Topic 1: Assessment and Evaluation (6 hours) **
 * <span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 11pt;">For: Wed. May 27th **


 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Moodle-Topic 2: Equity and Inclusion(6 hours) **


 * <span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 11pt;">For: Tues. June 2nd **

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt; line-height: 0px; overflow: hidden;">

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">
 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Moodle-Topic 3: Standards of Practice(6 hours) **
 * <span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 11pt;">For: Fri. May 29th **

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">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. <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt; line-height: 0px; overflow: hidden;">
 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Moodle-Topic 4 (6 hours) **


 * <span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 11pt;">For: Fri. June 12th **


 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Moodle-Topic 5 (6 hours) **
 * <span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 11pt;">For: Fri. June 19th **

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">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. <span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt; line-height: 0px; overflow: hidden;">


 * <span style="color: #215868; font-family: Arial,sans-serif; font-size: 18pt;">Asessment & Evaluation for Self-Directed Professional Learning (on Moodle) **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Posted on Moodle: Rubric- to evaluate on-line reflection & consolidation of concepts and learning

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 10.5pt;">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//.// <span style="font-family: Arial,sans-serif;">A. Develop a set of **three Lesson Plans** <span class="apple-converted-space" style="font-family: Arial,sans-serif;">that you can implement in your classroom for a student with special education needs (e.g. identified with an exceptionality, <span style="font-family: Arial,sans-serif;">**or** <span class="apple-converted-space" style="font-family: Arial,sans-serif;">not identified but at risk, may have an IEP.) Lesson plans will follow the <span style="font-family: Arial,sans-serif;">**three-part model as outlined by the Ministry of Education.** <span style="font-family: Arial,sans-serif;">B. Develop an **Annotated Bibliography** <span style="font-family: Arial,sans-serif;">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. <span style="font-family: Arial,sans-serif;">2. Summarize each source (one paragraph). <span style="font-family: Arial,sans-serif;">3. Explain how each source informed the lesson (one paragraph). <span style="font-family: Arial,sans-serif;">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. <span style="font-family: Arial,sans-serif;">Resources re 3-Part Lesson Planning <span style="font-family: Arial,sans-serif;">page 33-34 http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf <span style="color: #00b050; font-family: Arial,sans-serif;">**EXEMPLARS**
 * <span style="color: #00b050; font-family: Arial,sans-serif; font-size: 18pt;">Independent Project – 25 hours - post on Moodle (by June 30 - July 31 if extension required) **
 * <span style="font-family: Arial,sans-serif;">The Independent Study **
 * <span style="color: #00b050; font-family: Arial,sans-serif;">Please email Lesson plans, Annotated Bibliography and Log to instructor and post lessons on the Discussion Forum on Moodle. **







https://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
 * <span style="color: #00b050; font-family: Arial,sans-serif; font-size: 18pt;">Note: when developing Lesson Plans, please review //Education for All//, p. 119 re developing Modified Expectations **

<span style="color: #00b050; font-family: Arial,sans-serif; font-size: 18pt;">Assessment and Evaluation for Independent Project

<span style="color: #00b050; font-family: Arial,sans-serif; font-size: 10.5pt;">Learning Expectation Checklist for Level 3 Achievement



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 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">In-Class Learning - 70 hours (late/absence-make-up assignment(s) email instructor) **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">In-Class Summative Task **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Create an IEP (consider including in your personal Teacher Portfolio) **

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<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt; line-height: 0px; overflow: hidden;"> Group Members: || 2 ||  || Autism Deaf & Hard of Hearing
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Class Presentations **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">1. Book/Resource Sharing (last day - 5 to 10 minutes) **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">2. ****<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">in class preparation & presentation **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Schedule **
 * Five Categories of Exceptionalities (Presentations) Date ||
 * **BEHAVIOUR** || Chapter 9: Students with Behavioural Exceptionalities: Students with AD/HD
 * **COMMUNICATION**

Language Impairment Speech Impairment

Learning Disability || Chapter 12: Students with Autism Spectrum Disorders Group Members: || 3 ||  || Group Members: || 2 ||  || Group Members: || 2 ||  || Group Members: || 2 ||  || Giftedness
 * ^  || Chapter 14: Students who are deaf or Hard of Hearing
 * ^  || Chapter 16: Students with Speech and Language Disorders
 * ^  || Chapter 8: Students with Learning Disabilities
 * ^  || Chapter 8: Students with Learning Disabilities
 * **INTELLECTUAL**
 * **INTELLECTUAL**

Mild Intellectual Ability

Developmental Disability || Chapter 10: Students who are gifted Group Members: || 2 ||  || Group Members: || 2 ||  || Physical Disability Blind & Low Vision ||  ||   ||   || Group Members: || 2 ||  || Multiple Exceptionalities || Students with Neurological Disabilities: Chronic Health Needs, Musculoskeletal Impairments, Acquired Brain Injury Group Members: || Peer Feedback - 3 Stars and a Wish =**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Instructor Feedback **= <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt; line-height: 0px; overflow: hidden;">
 * ^  || Chapter 11: Students with Intellectual and Developmental Disabilities
 * **PHYSICAL**
 * **PHYSICAL**
 * **PHYSICAL**
 * ^  || Chapter 15: Students who are Blind or Partially Sighted
 * **MULTIPLE**
 * **MULTIPLE**
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Exceptionality Group Presentation Feedback **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Peer Feedback **


 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 17pt;">Guest Speakers **

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? || TDSB Special Education Consultant Teacher of students who are gifted || Topic: How can we program for students who are gifted? || Blog: www.marioaddesa.blogspot.com || Topic: How does assistive technology ‘level the playing field’ for students with special education needs?
 * Date / Time || Presenter || Topic ||
 * Tuesday, May 26 pm || Debra Camden
 * Thursday, May 28 am || Mary McCully ||  ||
 * Friday, May 29, pm || Debra Farnham
 * June 1, am || ** Mario Addesa **
 * Assistive Technology Resource Teacher **
 * @Addesaat **


 * 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? <span style="font-family: Calibri,sans-serif; font-size: 10pt;">How does //Supporting Minds// support teachers who have students with mental health needs?

//<span style="font-family: MuseoSans100,serif; font-size: 8pt;">Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being, 2013 // <span style="font-family: Calibri,sans-serif; font-size: 8pt;">[|http://ontario.cmha.ca/news/supporting-minds-an-educators-guide-to-promoting-students-mental-health-and-well-being/#.VVtp0flViko] ||

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

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 https://www.jigsaw.org/ https://www.youtube.com/watch?v=VkBOvBV8zZI =<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">Special Education Regulations: What does Reg. 181/98 mandate re IPRCs? = https://www.edu.gov.on.ca/eng/general/elemsec/speced/regs.html <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review & summarize “Roles within Special Education” p. 22, //Promising Practices// //<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Special Education Plan, YRDSB, p B-21 // <span style="font-family: Arial,sans-serif; font-size: 10pt;">[|//http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf//] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review & summarize p. 40-43, //Special Education in Ontario Schools// (textbook) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review & summarize “The Tiered Approach” p. 22, //Learning for All//. //<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 // <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review & summarize “The Referral Process” – E.22- //YRDSB Special Education Plan// <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resolving Identification & Placement Issues <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Scroll down – read last 3 topics re parents disagreeing/appealing IPRC process <span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html**] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartde.pdf**]
 * PM - Exceptionality Presentations – small group preparation **
 * 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. **
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 1 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How does the ‘Referral Process’ help students with special education needs? ****<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Service Delivery: The Infrastructure of Special Education **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Accessing Special Education Services: Referral Process **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 1 – **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> Identify a student who may need a special education program and/or service.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 2 **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> – Discuss the student with the special education resource teacher assigned to the school
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 3 – **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> Bring the student to the attention of the In-school Team.(An IEP may be developed)
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 4 **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> –When necessary, refer the student to the attention of the IPRC
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 5 - **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> Implement IEP (adjust placement as necessary, as per IPRC recommendations).
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="color: #385723; font-family: Arial,sans-serif; font-size: 10pt;">: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the roles within Special Education? **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 steps in the Referral Process? **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What is the Tiered Approach? **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What is the Referral Process **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">What is the IPRC Appeal Process? **

<span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; vertical-align: baseline;">For those students whose needs cannot be met entirely in the regular classroom, an IPRC may consider a range of possible options:
 * <span style="background-color: #ffffff; font-family: inherit; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** 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.
 * <span style="background-color: #ffffff; font-family: inherit; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** 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.
 * <span style="background-color: #ffffff; font-family: inherit; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** 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.
 * <span style="background-color: #ffffff; font-family: inherit; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** 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.


 * <span style="background-color: #ffffff; font-family: inherit; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** 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 <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Step #1a –** Identify a student who may need a special education program and/or service <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Know Your Students: Create a Class Profil**e //<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">All groups – review resources below: // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">Learning for All: A Guide to Effective Assessment and Instruction for All Students, K to G. 12, p. 34 & p. 60 // <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[] //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18, 19 // <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 8pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Create //Success Criteria// for the following //Learning Goal// <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Learning Goal**: We are learning the **//process//** of developing a Class Profile so we will **//know//** our students. <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Success Criteria**: We know we are successful when we: <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. <span style="font-family: Arial,sans-serif; font-size: 10pt;">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? <span style="font-family: Arial,sans-serif; font-size: 10pt;">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?
 * Jigsaw **
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 2 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How does a Class Profile help us //know// our students? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Service Delivery: The Infrastructure of Special Education **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Accessing Special Education Services: Referral Process **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Discuss: “The Process of Developing a Class Profile.”
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Examine the exemplar: Sample Class Profile – Secondary
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Examine the exemplar: Sample Class Profile – Elementary
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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.
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review all the handouts. Develop an “assessment as learning” activity (e.g., oral) for your home group

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





<span style="font-family: Arial,sans-serif; font-size: 10pt;">**Step #1b –** Identify a student who may need a special education program and/or service <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Know Your Students: Create an Individual Student Profil**e (ISP) //<span style="font-family: Arial,sans-serif; font-size: 8pt;">Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, p. 42 & p. 61 // <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[] //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18,19 // <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 8pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">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. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read ‘Mark’s Story’, p. 40. <span style="font-family: Arial,sans-serif; font-size: 10pt;">**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. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read ‘Mark’s Story’, p. 40. <span style="font-family: Arial,sans-serif; font-size: 10pt;">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? <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read “Angela’s Story” p. 40 and her Individual Learning Profile, p. 48. <span style="font-family: Arial,sans-serif; font-size: 10pt;">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. //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Student Success: Differentiated Instruction Educator’s Package, 2010, p. 18,19 // <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 8pt;">[] IPRC form YRDSB Special Education Plan, 2015 – Placement Options []
 * Exceptionality Presentations – small group preparation **
 * AM - Jigsaw **
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 3 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How does an ‘Individual Student Profile’ (ISP) help our students with special education needs? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Service Delivery: The Infrastructure of Special Education **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Accessing Special Education Services: Referral Process **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Summarize & present: **
 * 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)**

=**<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">What does the Ministry of Education 2011 Memorandum mandate re students with ADHD? **= <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">http://www.edu.gov.on.ca/eng/general/elemsec/speced/2011CategoryException.pdf =**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 4 **=
 * Wednesday, May 27, 2015 **
 * PM: Exceptionality Presentation: Behaviour **
 * AM - Jigsaw **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How does an ‘In-School Team’ meeting help our students with special education needs? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Service Delivery: The Infrastructure of Special Education **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Accessing Special Education Services: Referral Process **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 1 – **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Identify a student who may need a special education program and/or service.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 2 **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">– Discuss the student with the special education resource teacher assigned to the school
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Step # 3 – **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Bring the student to the attention of the In-school Team.(An IEP may be developed)
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Elementary Scenario **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">: 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.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Secondary Scenario **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">: 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.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">All groups – use the forms from the YRDSB Special Education Plan to guide you (E5, E6, E7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">[]
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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.
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">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
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">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

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">How will our understanding of the findings of the //<span style="font-family: Verdana,sans-serif; font-size: 10pt;"> IEP Collaborative Review (2006/07), Provincial Report: Common Trends //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">impact the way we develop our IEPS? =<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">All groups: Review the elementary & secondary IEP exemplars**:** <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://edugains.ca/newsite/SpecialEducation/transitions.html#**] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] //
 * AM - Jigsaw **
 * http://www.ldao.ca/wp-content/uploads/IEP-Provincial-Trends-Report.pdf **
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 5 **

<span style="font-family: Calibri,sans-serif;">The Individual Education Plan: A Resource Guide

//<span style="font-family: Calibri,sans-serif;">[] //

//**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 1. Gathering information // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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)// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 2. Setting the direction // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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)// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Roles and Responsibilities //

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

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 3. Developing the IEP <span style="font-family: Arial,sans-serif; font-size: 10pt;">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) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 4. Implementing the IEP <span style="font-family: Arial,sans-serif; font-size: 10pt;">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) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 5. Reviewing & Updating the IEP <span style="font-family: Arial,sans-serif; font-size: 10pt;">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)
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **


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

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">What does Policy/Program Memoranda (PPM # 8) mandate re Learning Disabilities? = https://www.edu.gov.on.ca/eng/general/elemsec/speced/ppms.html =<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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?**// //<span style="font-family: 'Times New Roman',serif;">http://www.ontariodirectors.ca/IEP-PEI/en.html // //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 6 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">How can our IEP team “Gather Information” to develop “a comprehensive view of our student’s learning profile and programming needs”? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 1. Gathering information // //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Gather information from various sources for program planning **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">**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).// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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)// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Summarize & Present: Standards for the Provision of Individual Assessments & Figure 1: “The Continuous Assessment Process,” //Sharing Promising Practices//, p. 4// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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// <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 // [] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Summarize & Present : Types of Assessments: Speech and Language Assessments, Social Work Assessments; Physiotherapy and Occupational Therapy Assessments // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSLA // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">OASW // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">TDSB // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">[] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. <span style="font-family: Arial,sans-serif; font-size: 10pt;">[]
 * PM- Exceptionality Presentation: Learning Disabilities **
 * AM - Jigsaw **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Phase 1. Gathering information <span style="font-family: Arial,sans-serif; font-size: 10pt;">**Relevant assessment data -** **<span style="font-family: Arial,sans-serif; font-size: 9pt; line-height: 1.5;">“ **<span style="font-family: Arial,sans-serif; font-size: 9pt;">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). <span style="font-family: Arial,sans-serif; font-size: 10pt;">Consider the following as well… <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 9pt;">[] <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">h[|ttp://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Tannock.pdf]
 * AM - Jigsaw **
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 7 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How does an understanding of the five cognitive processes help our IEP team understand & address ‘Relevant Assessment Data’ when we develop an IEP? ****<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Gather information from various sources for program planning **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 cognitive processes that affect learning ? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Summarize & Present: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Slow Information Processing – **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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?
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Language - **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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?
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Prior Knowledge **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> - 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?
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Memory **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> - 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?
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;"> (Secondary) **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Self- Regulation & Executive Functioning **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;"> - 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?


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





=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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//
 * PM- Exceptionality Presentation: Giftedness **
 * AM - Jigsaw **

//**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 8 **//

//**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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”? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 2. Set the direction **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">“…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 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;"> IEP Template (UN: IEP Demo UN: demo) // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Secondary) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">: // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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 **// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 9 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">- ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //<span style="font-family: Arial,sans-serif; font-size: 9pt;">See IEP (blank template) : Subjects, Courses, or Alternative Programs to which the IEP applies, p. 2 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //All groups consider IEP exemplars (Edugains & CODE) as you complete IEP.// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] //

//**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> (Secondary) Review & present: brief summary- **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Requirements for **<span style="font-family: Arial,sans-serif; font-size: 9pt;">: 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)// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // <span style="font-family: Arial,sans-serif; font-size: 10pt;">Education for All // [] // IEP Guide // [] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Review & present: “Accommodations and/or Modifications” p. 117 “Putting accommodation or modification into action” //Education for All, //p. 117 & 118.// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review & present: “Developing modified expectations” //Education for All, //p. 119// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Review & present: “Modifying curriculum – tiered activities” //Education for All, //p. 120 -121// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: Review & present: “Additional strategies for modifying curriculum” //Education for All, //p. 122// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">All expert groups complete a-d for this section of your IEP **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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.”// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">c) Examine the “Alternate Program” exemplar. Identify areas (if any) for the Gr. 5 & Gr.10 student. Consider the TCDSB flyer: // //<span style="font-family: Arial,sans-serif; font-size: 9pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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) **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">http://www.marioaddesa.blogspot.ca/ // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Links- for the twitter chats // // @https://docs.google.com/spreadsheet/lv?key=0AiftIdjCeWSXdDRLRzNsVktUUGJpRWJhdUlWLS1Genc&pli=1 // //<span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">@http://tweetreports.com/twitter-chat-schedule/ // //** PM- Exceptionality Presentation: ****<span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 12pt;">Students with Autism Spectrum Disorders **// //http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf// //** AM - Jigsaw **// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 10 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">How does our understanding of SEA and SIP help our IEP team access Assistive Technology for our students so they can access the curriculum? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Individualized Equipment……….. **<span style="font-family: Arial,sans-serif; font-size: 9pt;">This equipment is to provide students with accommodations that are //**directly required and essential to****access** //the Ontario curriculum and/or a board-determined alternative program and/or course to attend school. Review IEP exemplars as you complete this section<span style="font-family: Arial,sans-serif; font-size: 10pt;">: // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Review PPM re New Funding Model **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[]. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">**All Groups**: Summarize/Present your section from the SEA document - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Funding for Equipment for Students with Special Education Needs - <span style="font-family: Arial,sans-serif; font-size: 10pt;"> “Special Education Funding Guidelines - **Special Equipment Amount** ” [|**http://www.edu.gov.on.ca/eng/funding/1213/2012_13_SEA_Guidelines.pdf**] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">All Groups **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">: Present a very brief tutorial or commentary that relates to your OSAPAC tool // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">All Groups: **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Review “How can technology help” - make connections to your Expert Group assignment.[|**http://www.edugains.ca/resourcesSpecEd/LearningDisabilities/Learning_skills_parent_newsletter_2015.pdf**] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **// //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Special Equipment Amount (SEA **<span style="font-family: Arial,sans-serif; font-size: 9pt;">): 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 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSAPAC tools – Co-Writer (often replaced by Google Read & Write) & Write Outloud, Word Q, Speak Q // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|http://www.freetech4teachers.com/2012/11/read-write-accessibility-app-for-google.html#.VVq1u_lViko] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **// //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Special Equipment Amount (SEA **<span style="font-family: Arial,sans-serif; font-size: 10pt;">): Documentation Required for SEA Per Pupil and Claims-Based Funding, p. 2 Eligibility for Per Pupil and Claims-Based Funding, p.3 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSAPAC tools – Clicker, Smart Ideas, Boardmaker Plus // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **// //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Special Equipment Amount (SEA): **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Eligible Expenses for Per Pupil and Claims-Based Funding, p. 4 <span style="font-family: Arial,sans-serif; font-size: 9pt;">Deductible For Claims-Based Process, p. 5 Ineligible Expenses for Per Pupil and Claims-Based Funding, p. 5 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSAPAC tools – Symwriter, Intellitools Classroom Suite 4 // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **// //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Special Equipment Amount (SEA): **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSAPAC tools – Kurzweil 3000 // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **// //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Special Equipment Amount (SEA): **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Ministry Review, p. 10 Qualified Professionals, p. 11 Qualified Professional Assessment, p. 13 // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">OSAPAC tools - <span style="font-family: Arial,sans-serif; font-size: 8pt;">Dragon Naturally Speaking (often replaced by Google Read & Write), Dragon Naturally Speaking Professional, // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|http://www.freetech4teachers.com/2012/10/three-free-text-to-speech-tools-for.html#.VVq2yflViko] //

//** PM - Jigsaw **// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 11 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">How can our IEP team determine if accommodations or exemptions are required for Provincial Assessments for our student? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">PROVINCIAL ASSESSMENTS (accommodations and exemptions), p. 2 **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">(blank IEP template) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">**Summarize & Present-** <span style="font-family: Arial,sans-serif; font-size: 9pt;">(and complete above section of your IEP as it relates to your Gr. 5 or 10 student). // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Secondary) **// <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Guide for Accommodations, Special Provisions, Deferrals and Exemptions Ontario Secondary School Literacy Test (OSSLT), 2015 //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/accommodations-guide-osslt-2015.pdf**] // <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Guide for Accommodations and Special Provisions Grade 9 Assessment of Mathematics – Students with Special Education needs and English Language Learners, 2015 //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/guide-accommodations-g9-2015.pdf**] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Support for English Language Learners and Students with Special Education Needs // //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/guide-accommodations-g9-2015.pdf**] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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 //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Focus on **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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 //<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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**// <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.eqao.com/pdf_e/15/accommodations-guide-elementary-2015.pdf**]

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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? =
 * Tuesday, June 2, 2015 **
 * AM-Guest Speaker: Angie Faraone, YRDSB (Inclusion) **
 * PM- Exceptionality Presentation: ****<span style="color: #002060; font-family: Arial,sans-serif;">Students who are Deaf or Hard of Hearing **
 * AM - Jigsaw **

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//

//**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 12 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">How can our IEP team make the link between: Strengths/Needs and “Annual Learning Goals” and Learning Expectations”? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 0px; overflow: hidden;"> 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.
 * 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. **

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">All Groups **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">a)Review //The Individual Education Plan: A Resource Guide//, Elementary, p. 30-31(Secondary p. 33-34) & “SMART Individual Education Plans.”// <span style="font-family: Calibri,sans-serif; font-size: 10pt;">The Individual Education Plan: A Resource Guide // [] <span style="font-family: Arial,sans-serif; font-size: 10pt;">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). <span style="font-family: Arial,sans-serif; font-size: 10pt;">c) Choose appropriate expectations from Gr. 5 or Gr. 10 curriculum document: <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">(Secondary) Use “IEP Collaborative Review” handout as an exemplar to write an Annual Learning Goal and 3 Learning Expectations for the Gr. 10 student. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Complete relevant sections in “Writing IEP Annual Program Goals” package re Gr. 5 student. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Complete relevant sections in “The ABCD’s of Writing IEP Learning Expectations” re Gr. 5 student. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use “Example of a Geography/English program” to write an Annual Program Goal and 3 Learning Expectations for the Gr. 5 student. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use “Writing Measurable Learning Expectations” as an exemplar to write an Annual Learning Goal and 3 Learning Expectations for the Gr. 5 student.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Present to home group after you have completed the following: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">:
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">:
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: **

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;"> Task Card # 13 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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. // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">All groups: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">a)use IEP exemplars when completing “Teaching Strategies” and “Assessment” on your IEP // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|http://edugains.ca/newsite/SpecialEducation/transitions.html#] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">b) consider the Special Education Companion - // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c) refer to the document relevant to your activity // <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline // [] // <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 // [] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Expert Group # 1: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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.// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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.// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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.// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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.// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Review “Mental Health Problems” //Car//i//ng 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.
 * PM - Jigsaw **

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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
 * Wednesday, June 3, 2015 **
 * PM- Guest Speaker: Amy Shannon,TCDSB (Mental Health) **
 * AM- Exceptionality Presentation: ****<span style="color: #002060; font-family: Arial,sans-serif;">Students who are Deaf or Hard of Hearing **
 * <span style="color: #002060; font-family: Arial,sans-serif;">PM- Video: Autism **
 * AM - Jigsaw **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">(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) <span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) <span style="font-family: Arial,sans-serif; font-size: 8pt;">[] <span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] <span style="font-family: Arial,sans-serif; font-size: 10pt;">All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. <span style="font-family: Arial,sans-serif; font-size: 10pt;">(Edugains & CODE) <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[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] <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Special Incidence Portion (SIP), p. 1 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Eligibility Criteria for SIP, p. 1 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Staff Support Level Timetable, p. 2 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Staff Support Calculation, p. 3 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Documentation Required for SIP Claims p. 4 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Business Cycle/Application Process, p. 5 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ministry Review, p. 6 =<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 15 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">EVALUATION **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Record Information About Evaluation and Reporting, p. 4 (IEP template) **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Record Information About Provincial Assessments (p. 39, **//**The IEP Resource Guide//)//** //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Edugains & CODE) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">All Groups:Review- **// <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Growing Success Assessment, Evaluation and Reporting in Ontario Schools //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">, **// <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">2010 //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf**] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students With Special Education Needs: Modifications, Accommodations, and Alternative Programs p.69 // <span style="font-family: Calibri,sans-serif; font-size: 10pt;">The Individual Education Plan: A Resource Guide // []
 * <span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 14 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Plan for and Document Required Human Resources (Teaching & Non- Teaching) **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Special Education Funding Guidelines Special Incidence Portion (SIP) 2012-13 **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Summarize and Present: **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **
 * Exceptionality Presentation: ****<span style="color: #7030a0; font-family: Arial,sans-serif;">Students with Speech and Language Disorders **
 * Jigsaw **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Special Considerations and Comments in the Reports: Secondary STUDENTS WITH SPECIAL EDUCATION NEEDS p. 62, 63 <span style="font-family: Arial,sans-serif; font-size: 10pt;">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). <span style="font-family: Arial,sans-serif; font-size: 10pt;">Special Considerations and Comments in the Reports: Elementary STUDENTS WITH SPECIAL EDUCATION NEEDS, p. 61, 62 <span style="font-family: Arial,sans-serif; font-size: 10pt;">STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS, AND ALTERNATIVE PROGRAMS – Policy, p. 70, Context, p. 71 <span style="font-family: Arial,sans-serif; font-size: 10pt;">STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS, AND ALTERNATIVE PROGRAMS – Accommodations, Modified Expectations, Alternative Expectations p. 72, 73 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Provincial Large-Scale Assessments, p. 73, <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessments by Other Professionals, p. 74 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ongoing Assessment and Program Adjustment, p. 74
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">(Secondary)
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 16 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">How can our IEP team ensure a seamless transition to JK, each grade, secondary & post-secondary education, the workplace or community living? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">TRANSITION PLAN **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">All groups review: **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. (Edugains & CODE) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] //
 * Thursday, June 4, 2015 **
 * AM- Exceptionality Presentation: ****<span style="color: #002060; font-family: Arial,sans-serif;">Students who are Blind or Partially Sighted **
 * PM- Exceptionality Presentation: ****<span style="color: #002060; font-family: Arial,sans-serif; font-size: 12pt;">Mild Intellectual and Developmental Disabilities **
 * AM - Jigsaw **

//**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Secondary) **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Sample Transition Plans (from secondary to post-secondary) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**http://edu.gov.on.ca/eng/general/elemsec/speced/transiti/8.pdf**] // //<span style="font-family: Verdana,sans-serif; font-size: 8pt;">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. // //<span style="font-family: Verdana,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Verdana,sans-serif; font-size: 8pt;">[] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **// //<span style="font-family: Arial,sans-serif; font-size: 9pt;">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**]// <span style="font-family: Arial,sans-serif; font-size: 10pt;">Student Success: Differentiated Instruction Educator’s Package, 2010, p. 20 //<span style="font-family: Arial,sans-serif; font-size: 9pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">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?) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf**] // //**<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 9pt;">Expert Group # 3 **<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|//Planning Entry to School – A Resource Guide//] <span style="font-family: Verdana,sans-serif; font-size: 9pt;">(2005) [preschool to school] //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|**http://edu.gov.on.ca/eng/parents/planningentry.html**][|**http://edu.gov.on.ca/eng/parents/planningentry.pdf**] <span style="font-family: Verdana,sans-serif; font-size: 9pt;">“ <span style="font-family: Verdana,sans-serif; font-size: 8pt;">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.” // //**<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 9pt;">Expert Group # 4 **// <span style="font-family: Verdana,sans-serif; font-size: 9pt;">The Individual Education Guide, A Resource Guide p. //<span style="font-family: Verdana,sans-serif; font-size: 9pt;"> 40, 41-guidelines // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //** E **** xp ****<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 9pt;">ert Group # 5 **// <span style="font-family: Verdana,sans-serif; font-size: 9pt;">The Individual Education Guide, A Resource Guide p. //<span style="font-family: Verdana,sans-serif; font-size: 9pt;"> 49, 50-procedures <span style="font-family: Arial,sans-serif; font-size: 10pt;">Elementary to Secondary or another school - The sending teacher, the receiving teacher <span style="font-family: Arial,sans-serif; font-size: 10pt;">[]

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">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// //**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 17 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Record Information about the IEP Development Phase **// //<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">All groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. See IEP exemplars. (Edugains & CODE) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="font-family: Verdana,sans-serif; font-size: 9pt;">All Groups: **<span style="font-family: Verdana,sans-serif; font-size: 9pt;">Create a critical thinking question and use it as a prompt for a group discussion. // <span style="font-family: Verdana,sans-serif; font-size: 9pt;">The Individual Education Guide, A Resource Guide p. //<span style="font-family: Verdana,sans-serif; font-size: 9pt;"> 40, 41) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 1 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">IEP Development Team, //IEP Resource Guide//, p. 41 IEP Template, p. 4// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 2 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Sources consulted in development, //IEP Resource Guide //p. 41, IEP Template, p. 4// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 3 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Parent/Student Consultation, p. 42, //IEP Resource Guide //IEP Template, p. 5// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 4 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Completion date of the IEP development phase, //IEP Resource Guide //p. 42, IEP Template, p. 4// //**<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # 5 **// //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Principal’s approval, //IEP Resource Guide// p. 42, IEP Template, p. 5
 * AM - Jigsaw **

=<span style="font-family: Verdana,Helvetica,Arial,sans-serif; vertical-align: baseline;">I**ndividual 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//
 * Friday, June 5, 2015 **
 * AM- Exceptionality Presentation: ****<span style="color: #7030a0; font-family: Arial,sans-serif;">Students with Neurological Disabilities: Chronic Health Needs, Musculoskeletal Impairments, Acquired Brain Injury **
 * AM - Jigsaw **

//**<span style="color: #385723; font-family: Arial,sans-serif; font-size: 12pt;">Task Card # 18 **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">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? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">What are the 5 phases in the IEP process? **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Phase 3: Develop the IEP as it relates to the student’s Special Education Program and Services **// //**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">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

//<span style="font-family: Arial,sans-serif; font-size: 8pt;">IEP Template (UN: IEP Demo UN: demo) // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 8pt;">[|https://www.iep.edu.gov.on.ca/IEPWeb/jsps/individualEdu.jsp#] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">All **__home__** groups complete this section of the IEP for your Gr. 5 or Gr. 10 student. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use your imagination. // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">See IEP exemplars. (Edugains & CODE) // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] // //**<span style="font-family: Verdana,sans-serif; font-size: 9pt;">All __home__ groups read relevant section - **// <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs, 2007 // <span style="font-family: Arial,sans-serif; font-size: 10pt;">[|//http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf//] <span style="font-family: Arial,sans-serif; font-size: 10pt;">a) Observe/DebriefRole Plays <span style="font-family: Arial,sans-serif; font-size: 10pt;">b) Make connections to handouts and “Understanding Conflict,” p. 10-15
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Collaborative Approaches to Resolving Conflicts p. 33 **
 * <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Home Group # Red ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">- Role Play - **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Paul’s Story: An Example of Prevention in Action, p. 22-24
 * <span style="color: #00b050; font-family: Arial,sans-serif; font-size: 10pt;">Home Group # Green ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">- Role Play - **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Jovan’s Story: Problem Solving, p. 34-36
 * <span style="color: #002060; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # **<span style="color: #002060; font-family: Arial,sans-serif; font-size: 10pt;"> **Blue** **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> **Role Play -** Ziyaad’s Story: Finding Common Ground, p.37-39
 * <span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 10pt;">Expert Group # Purple ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">– **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> **Role Play** - Brigitte’s Story: Using a Facilitator, p. 40-41
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Expert Group # ****<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Yellow **


 * PM - Special Education Book/Resource Presentation **





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