In the Case of Mr. Picket, What kind of information should he provide for the in school team meeting (SBRT / Case Conference)?
PARENTAL INPUT
Subjects which IEP apply to
Reason for development of IEP
Accommodations for learning
Provincial Assessments
Log of parent/student consultation
Students area's of strength and needs
Student Profile
Transition Plan
Step 2 - Setting the Direction; a collaboration involving staff, parents, and sometimes the student take place in order to begin establishing a plan.
Step 1 - Gather Information; from the Ontario Student Record (OSR), insights from key persons, formal tests, classroom observations, & student work.
Step 3 - Developing the IEP; information is consolidated, possible gaps are filled, and any form of discrepancies are resolved. The material is then summarized on the IEP.
Step 4 - Implementing the IEP; Teachers/ Educational Assistants (EA) need to become familiarized with the information on the IEP as they will be delivering the needs to the student.
Step 5 - Reviewing and Updating the IEP; needs to be reviewed each reporting period
The readings from this chapter ( 5 ) were about The Individual Education Plan (IEP) and all of its entirety. Explaining who the important/crucial members of the team are and what their responsibilities entail.
Special Education in Ontario ( 8th Edition ) Pages 62-79
Ask questions to clarify things
Ask for explanations for things that are unclear
Attend meetings
Share insights about the student's likes/dislikes, relevant medical information, and assessments that the school may not have
Communicate on a regular basis with the student's teacher
Classroom Teacher; responsible for collecting majority of the assessment data (observations relating to behaviour and work habits, subject areas and sample of work). Often in communication with the Special Education Teacher.
An Educational Assistant; may be responsible for particular types of instruction or assistance when in the classroom setting.
Support Personnel; possibly involved in a team meeting, however usually not a permanent member. (ex. physiotherapists, attendance counsellors)
Parents; of the student being discussed.
The Principal; typically the head of the team.
A Special Education Teacher; responsible for scheduling, chairing, and keeping the records for team meetings. Plays a direct role with implementing strategies to benefit the student.
Floating topic
Included in an IEP for students 14 or older. Other then students who are identified as being gifted.
The plan is set for students to have a smooth transition. (school to school, workplace or training centre)
1. Specific transition goals, as well as how they can be achieved.
2. Person or Agency responsible for providing assistance in completing the goal
3. A time line regarding when the goals will take place.
Opinion on how he believes the students learn best (ex. visual learner, hands-on)
Provide classroom observations, which will show students daily behaviours.
Provide some samples of the students work, which will show their areas of need, strength and progress.
FloatinFrom the OSR; a continually updated document for each student. Information within the OSR include; previous report cards, reports from teachers and other professional staff, medical information, and any other school history. Students previous IEP's can also be found here.g topic
Floating tStudent's Work; reveals strengths, needs and rates of progress.opic
Formal Tests; an appropriate professional needs to be available in order for the tests to be administered.
Classroom Observations; classroom teachers and educational assistants can collect information about the student on a daily. Regarding how they interact with text, how they respond to new tasks, if they work best individually or in groups, their response to routines, and their reactions to environmental conditions (noise level and light).
Insight from key persons; it is valuable to gather information from individuals who have different perspectives of the student
