https://brightspace.brocku.

ca

Welcome to
EDBE 8Y03
Socio-emotional / Physical Processes
and the Exceptional Learner (I/S)

All sessions are in AODA supported format

(Please note the links in this lesson will open in a new window.)
 School Based Special
Education and Inclusion
The Individual Education Plan

Session One- 8Y03 Fall 2024

Land Acknowledgement

Brock University is located on the traditional lands of

the Haudenosaunee and Anishinabe peoples, many of
whom continue to live and work here today. The
territory is covered by the Upper Canada Treaties and
is within the land protection by the Dish with One
Spoon Wampum Agreement. Today these lands are the
home to many First Nations, Métis and Inuit peoples
and acknowledging them reminds us that our great
standard of living is directly related to the resources
and friendship of Indigenous people.
 Overview
• Introductions
• Overview of course expectations, format,
expectations
• Thinking about our students-Diversity
Awareness Kit
• Your experience with special education
• The Individual Education Plan
• Syllabus overview
• Grouping for PAIL
Diversity Awareness Activity
ADD ADHD SIMULATOR

https://www.youtube.com/watch?v=xfo1tZ95Ypk
The
AWESOME
Syllabus…

ACCESS THE
SYLLABUS ON
BRIGHTSPACE
 What Do You Believe and See
about Special Education?

✔What have you observed on your first

Practice Teaching round?

✔How have your observations

impacted your teaching beliefs and
paradigms?
On the back of your Name Card:
Who am I?
What is in my backpack?
What do I know about school-based
special education?
What do I want to learn more about?
One or two questions you have
How do I reach all my learners?
Remember IPRC?
This is a review from 8P72

http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.htm
l
 PARENT
PRINCIPAL

RESOURCE
TEACHER? ADVOCATE?
The Process- one example
 The IEP
Individual Education Plan
A working document
 Why IEP?
• You will have identified students in your secondary
classes.
• The face of Secondary inclusion is changing.
• They will be working for no-credit, partial credit,
and full credit.
• Although you will not be required to write IEPs on
your own, as the classroom teacher, you are
responsible for meeting their learning needs.
• It is best to take ownership of the IEPs so that you
are teaching expectations that best match your
course.
 5 Ws and How of the IEP?
• What? Why? The IEP is a government document that
makes schools and school boards accountable for the
programs they provide for students with disabilities.
• When? Must be completed within 30 school days of the
students first day of school or of decision to create an IEP. It
is reviewed at the end of each term and revised at the
beginning of the new term. Parents see it and sign off 3
times per year.
• Who? The resource teacher and the classroom teacher
develop the IEP. Parents are given the opportunity to
provide input.
• Where? Is stored in OSR, BUT should be accessible to the
teacher as it is a working document!
• How? Lets take a look…
 Resources for Writing the IEP
• Special Education in Ontario Schools K-12
https://www.ontario.ca/document/special-educatio
n-ontario-policy-and-resource-guide-kindergarten-
grade-12

• Reach Every Student through Differentiated

Instruction
(new file added under week three)
 WHAT DOES IMPLEMENTATION
LOOK LIKE?

• Accomodations - adapt instruction and/or

assessment methods

• Modifications to the curriculum

• Use of adaptive/assistive technologies

• Changes make learning environment more

accessible

• Provisions of support services

• Provisions for specialized training

(e.g. sign language instruction)
 Key Components of an IEP
• Level of Achievement
• Annual goals
• Writing performance tasks
• Alternative performance tasks
• Transition planning
 REVIEW THE IEP

• Review periodically and adjust objectives as

required (consultation with team)
• Conduct review at course/year end or school
transfer

Questions:
• What gains did the student make?
• Were the materials, methods and
procedures appropriate?
• What does the student need to learn
next?
 Accommodation or Modification
Accommodation (changes to Modification (changes
HOW we teach and assess) WHAT we teach and asses)
• Refers to the teaching strategies, • Refers to changes made to the
assessment & evaluation strategies, content of the learning
supports and /or services that are expectations that are different
required for a student to access the from the age and/or grade
curriculum and demonstrate placement of the student.
learning. • Use curriculum expectations
• Do not alter the provincial learning from alternate grade level.
expectations for the grade or level of • Changes to outcomes or what
the curriculum an individual is expected to
• Can be classified as; environmental, learn.
physical, academic, organizational, • Changes to the number and/or
motivational, assessment and complexity of the grade-level
evaluation. learning expectations.
• Allowed for EQAO testing in limited • Not allowed for EQOA testing.
ways (adjustments to environment,
time, format)
 Annual Goals
• A statement of one specific learning
outcome that the student could realistically
be expected to accomplish in one school
year.

• It is NOT a statement of ongoing of lifelong

needs.
What do they look like?
 Writing Performance Tasks (IEP goals)
(Specific Learning Expectations)
Goal Setting
Specific
Measurable
Achievable
Realistic
Timely
 Ensure specificity
The goal clearly tells what the child will
learn:
-use the curriculum expectations where
possible
-tell what components are the focus
** two digit addition with sums over 100
**write a sentence with a beginning, middle
and end and include a noun and verb.
 Make them Measurable
Important questions:

1. “What do we want this student to be able

to do?”

2. “How will we know that the student has

accomplished this?”
 WHAT DOES MEASURABLE
MEAN?

It means:
• you can count it
• you can observe it
• It is specific
• 80% accuracy on 3 out of 4 occasions
• 75% accuracy on 3 out of 5 consecutive data
days of collection
• 70% accuracy on 3 out of 5 trials
• Fifty percent of the time
 3 Parts of Performance Tasks
(IEP goals)
• Action- WHAT the student will be able to do

• Context- WHEN, WHERE or under WHAT

conditions the student will do the action

• Terms- the criteria for successful

achievement; how well, how many times,
how long the student is expected to perform
the task (measurable)
 Modified
Learning Goals/Performance Tasks
 Modified
Learning Goals/Performance Tasks
 Modified
Learning Goals/Performance Tasks
 Alternative
• Alternative programming addresses
various aspects of student need that are
not specifically represented in the Ontario
curriculum in order for the student to learn
new skills. These may include social skills,
self help skills and learning of new
behaviours.
 Alternative Performance Tasks
• Behaviour
• Communication
• Enrichment
• Learning skills
• Learning strategies
• Life skills
• Physical
• Social/emotional
• K-Codes (secondary)
 Alternative
Learning Goals/Performance Tasks
 Let’s Try it Together!
• In your table groups use the photocopied
pages to create SMART performance tasks.
• Cut and sort the Actions, Contexts and
Terms/Conditions into SMART goals and
arrange them on your table
• What did you come up with? (discussion)
 Strategies for Effective Implementation
of the IEP
• Collaborate with other teachers, including the special education resource teacher.
• Develop a schedule and tracking process to ensure that IEP modified expectations
are being addressed each day.
• Assess regularly and re-establish student goals once existing ones are obtained.
• Communicate regularly with parents/guardians and consider a communication
system. (For example, agenda book signed daily).
• Aim for the student to understand his/her specific accommodations and/or
modifications.
• Coach the student to be a good advocate for him/herself.
• Consider cutting and pasting modifications or alternate programming expectations
into a checklist document for the student to utilize each day.
• Consider pasting the student’s specific term expectations and strategies in the front
of an applicable notebook for regular review.
• Converse regularly with the student on his/her goals and analyze errors with the
student as a form of learning.
• Include a summary of IEP information for occasional teachers so that programming
is seamless.
http://www.teachspeced.ca/index.php?q=node/680
“When students with special education needs
interact and learn with students
in regular classroom settings,
they have a better likelihood of becoming part
of the larger group.
This type of heterogeneous configuration
parallels our broader society
in which everyone is included
and works and lives beside each other.”

Peggy B., Superintendent, Special Education

(Special Education in Ontario Schools, 2013, p. 68

Syllabus Overview
The
AWESOME
Syllabus…

ACCESS THE
SYLLABUS ON
BRIGHTSPACE
Final Assignment- Planning for
Inclusive Academic Learning
Groups have been created to have representation of different subject
teachables
Cases have been assigned to each group- these give general starting
points but can be adjusted to suit the desired profile (change age, add
assessment area, add interests ect- use creative license)
Begin to develop a profile for the student you will be focusing on
Next steps will include:
Start thinking about the Accommodations or Modifications you think
will benefit the student (Environment, Instructional and Assessment),
begin to make a list.
 Assessment Criteria
A PROFILE: you must develop a case profile from the assigned case. The profile is to be written on
the School-based Team form provided for you and include relevant background information,
current level of achievement (academic, social, emotional), atypical and typical development,
current strengths and needs and reasoning for why this plan is necessary. Please indicate what
grade and course for which this plan is being developed. (5 marks)
CONSTRUCT YOUR PLAN: Imagine that you are writing an IEP for this student. Indicate and
SUPPORT (with comments and references to literature) what accommodations and/or
modifications need to be made for this student to be successful in your class (think UDL and DI-
environmental, instructional, assessment) (at least 3 of each). (May be point form). (10 marks)
THE HOW: This is where you will develop 2-3 SMART IEP goals for your student and identify
strategies and assessment criteria (as per page 3 of the IEP) Consider differentiated teaching
strategies and differentiated assessment strategies to make your curriculum accessible for this
student (at least 2 of each) (10 marks). (May be point form)
EVALUATE: Consider how you will know if your plan is successful? Where would you go from
here? How does this plan affect your overall teaching strategies? (5 marks) (paragraph form
and completed after case conferences during week 6)
SUBMIT YOUR PLAN: Submit your project through SAKAI in the “Assignments” tab (one per
group with all names included on the cover page). It should be 3-5 pages, double-spaced,
include both a cover sheet and a references page in APA style. Each group member is
responsible for submitting the self and peer evaluation form in their own Dropbox on SAKAI.
Criteria High Degree Considerable Limited Level (F) Rating

4/5 or 5/5 3/5 2/5 1/5 or lower

Thoroughly communicates Communicates necessary Communicates some Necessary information is
Profile: necessary information for a information for a information for a limited incomplete or missing
complete picture of the considerably complete picture of the student including strengths and /5
student including strengths picture of the student including strengths and needs.
and needs. including strengths and needs. Reasons for the plan are
Effectively identifies and needs. Identifies and describes unclear or missing.
describes reasons for the plan Identifies and describes limited or reasons for the Information is unclear or
Information is presented in an reasonable reasons for the plan inaccurate or missing.
extremely clear and concise plan Information is somewhat
manner Information is presented in clear and concise with
a clear and concise manner several errors

Expertly communicates Communicates Communicates some Communicates limited

Plan: understanding of issue and considerable understanding understanding of issue and understanding of issue and
Accommodations/ intervention. of issue and intervention. intervention. intervention. /10
Effectively identifies three of Considerably identifies Identifies less than three of Identification of three of
Modifications
each environmental, three of each each environmental, each environmental,
UDL/DI instructional and assessment environmental, instructional and instructional and
modifications or instructional and assessment modifications assessment modifications
accommodations assessment modifications or accommodations or accommodations is
or accommodations incomplete or missing
Effective development of Development of SMART IEP Development of SMART IEP Limited or incomplete
The How: SMART IEP goals following all goals following most SMART goals that follow some development of SMART IEP
IEP goals and SMART criteria. criteria. SMART criteria. goals Limited or /15
Thoroughly identify 2-3 Considerably identify 2-3 Identify 2-3 somewhat incomplete identification of
strategies
appropriate strategies and appropriate strategies and appropriate strategies and 2-3 appropriate strategies
assessment criteria for each assessment criteria for assessment criteria for and assessment criteria for
IEP goal. each IEP goal. each IEP goal. each IEP goal.
Evaluation: Effective and thoughtful Thoughtful evaluation of Somewhat thoughtful Limited or missing
evaluation of the overall the overall plan’s success, evaluation of the overall evaluation of the overall
plan’s success, and ideas for and ideas for moving plan’s success, and ideas plan’s success, and ideas /5
moving forward. Effective forward. Considerable for moving forward. for moving forward.
consideration of how this plan consideration of how this Limited consideration of Limited or missing
affects your overall teaching plan affects your overall how this plan affects your consideration of how this
strategies. teaching strategies. overall teaching strategies. plan affects your overall
Effective evidence of Considerable evidence of Limited evidence of teaching strategies.
commitment to student and commitment to student and commitment to student No evidence of
student learning. student learning. and student learning. commitment to student
and student learning.
Transition Plan Effective and thoughtful Considerable inclusion of Some inclusion of Limited or missing /5
inclusion of appropriate appropriate transition plan appropriate transition plan inclusion of appropriate
transition plan strategies on strategies on the Transition strategies on the Transition transition plan strategies
the Transition Plan form of the Plan form of the IEP. Plan form of the IEP. on the Transition Plan form
IEP. Includes some strategies Includes few strategies for of the IEP.
Includes many strategies for for transitions within the transitions within the Limited or missing
transitions within the school school setting and within school setting and within strategies for transitions
setting and within and into the and into the community. and into the community. within the school setting
community. and within and into the
community.
 For Next Week…

• Come prepared for the next week to work

with your group on your PAILs assignment