Student Planning

Team Planning

• Student-centered planning process• Selecting standards-based academic goals• Identifying supports and services• Collaborative planning tools

Where and when to teach IEP GOALSWhere and when to provide SASHow to embed specialized instruction and

supports into the lessons and daily routines

Maryland Coalition for Inclusive Education

What is the Dream?

What are the nightmares?

Who is this person?

Strengths, gifts,

talents?

What does this person

need?

What is Plan of Action?

What is the story? History?

What is a MAP?

STUDENT&

FAMILY

Student-Centered Plannin

How to Plan

• Individual/Family is the focus Who to invite

When/where meeting will take place

• Planning team and participants: Current and former teachers/service providers

Administrators

Friends, cousins, neighbors

Relatives

Student Action PlanAREA ACTIONS Who/when

ModificationsGE – math and science

SE teacher and Para under SE direction – other subjects

GE and SE teachers daily

Collaborative planning

Weekly student performance review and academic planning Thursdays

Communication book update

Identify core vocabulary for each subjectIdentify student-preferred social comments

Identify core vocabulary for actions/objects and phrases to represent home activity

Speech Therapist/GE teacher

Consult with peers and parent

By Sept. 30th

Locker key Buy keyed locker by August 15th

Behavior support

Take data on task-avoidance behavior

Develop prevention strategies for daily routines and class lessons

Psychologist – between Sept. 15

and 30

Embedded skills for students taking the alternate assessment

What some

students learn

What most students should

learn

What all students should Learn

Assessment Limits

Start with the Regular Curriculum

• Step 1: Select Target Skill/Behavior

• Step 2: Define Target Skill/Behavior

• Step 3: Select Data Collection Method

• Step 4: Select Time Span

• Step 5: Implement Data Collection Method

• Step 6: Summarize and Graph Data

• Step 7: Use Data to Make Decisions

Use Data

Schedule and/or Environments:IEP Objectives:

Arrival

Morning Work

Writing

Small Group Reading/Centers

Whole Group

Word Work

Lunch

Art

Media

Physical Education

Music

Dance

Math

Science/Social Studies

Dismissal

Intervention

Demonstrate following multi-step directions (with 80% accuracy) X X X X X X X X X X X X X X X XKnow and follow classroom routines (4 of 5 times) X X X X X X X X X XMatch printed words to pictures (4 of 5 times) X X X X X X X X Acquire and use content vocabulary (4 of 5 times) X X X X X X XDescribe, copy, and extend color, shape and size patterns with manipulatives (4 of 5 times)

X X

Count backwards from 20 (4 of 5 times) X XOrder numerals to 20 (with 90% accuracy) X X XUse one-to-one correspondence when counting one-ten objects (with 80% accuracy)

X X X X

Identify noun, verb, adjective symbols within the system in order to increase receptive vocabulary (with 80% accuracy)

X X X X X X X

Appropriately express wants and needs and ask/answer questions using the system (with 80% accuracy)

X X X X X X X X X X X X X X

Match to visual/tactile sample when presented four or more alternatives (with 80% accuracy)

X X X X X X X X

Identify nouns; i.e. objects, food, people, etc. (with 80% accuracy) X X X X XIdentify verbs; i.e. photo/picture action cards (with 80% accuracy) X X X X XProduce consonant-vowel combinations (with 80% accuracy): a) on command/given a model or cue card b) communicative intent

X X X X X X X X X X X X X

Produce single words, given a model or a cue card and spontaneously (with 80% accuracy)

X X X X X X X X X X X X X

Produce two-word combinations: agent-action, action-object, agent-object, modifier object (with 80% accuracy)

X X X X X X X X X X X X X

Use social markers in daily conversational routines with decreased prompting: greetings/closings, calling, acknowledging (with decreased verbal prompting 70% of the time)

X X X X X X X X X X X X X X X X

Cut lines and simple shapes with scissors XColor shapes within 1/4”-1/2” of boundary line (3 of 5 times)

X

Write first name within given space or on line using correct formation of letters (3 of 5 times)

X X X X X X X X X X X X X X X X

Write sight words learned in the classroom using proper formation of letters (3 of 5 times)

X X X X X X X

Write Numbers 0-9 with proper formation (3 of 5 times)

X X X X

Display on-task behaviors one-on-one; in a small group (4 of 5 times)

X X X X X X X X X X X X X X X XMatch all consonant sounds to appropriate letters (with 80% accuracy)

X X X X X

Viktor: Individual Goals

Subject:

IEP Goals:

Language Arts

Math Science Lunch

Follow multi-step directions

** Use visual cues when introducing new tasks

Follow routines within activities (e.g., “Get your folder and come to the table”)

Follow directions/rules when playing math games

Follow steps to complete experiment.

Complete lunch routines (e.g.; “First eat your sandwich and then you can have a cookie;” “Pack up your stuff and go line up”)

Match printed words to pictures

Match word to appropriate picture during read-aloud/ guided reading

Match labels to pictures on graphs and charts

Match labels to objects or pictures being studied

Count up to 10 objects accurately

Help teacher distribute materials (“Get 5 books from the shelf and give one to each person”)

Use manipulatives to solve addition and subtraction problems (peer or adult sets up problem, Jake counts items)

Count items being used in experiments (“How many rock samples are there?”)

Count items (“How many different things do you have in your lunchbox?” “How many goldfish would you like?”)

Viktor’s Activity Analysis

Routine Planning Matrix

When: What students are expected to do:

The teacher is lecturing

Sit in seatListenTake notesAnswer questions

Students are working in cooperative groups

Perform assigned roleTake turnsListenRespect opinions of others

Students are doing individual seat work

Work in assigned areaComplete activityAsk for help if needed

Supports:

Seat near front of roomPartner to take notesCopy of notes Communication device

Visual of assigned tasksReview of cooperative group rules prior to startingCommunication device

Choice of area in which to work“Help” card

What the student will do:

Sit in seatListenAnswer one question

Perform one role (same over time)Wait for turn until a student prompts himListen

Work in areaComplete modified activityUse “help” card to request assistance

Routine Planning MatrixMultiple Students

When: Students are expected to: Supports

The teacher is talking

Remain seated at desksOrient towards front of the roomLook at boardTake notes

Seat near front (JZ, AX)Seat near back (RQ)Own copy of slides/overhead (JZ)Cloze notes (AX, RQ, LM)

Teacher guided whole class discussion

Remain seatedRemain quiet when other speakRaise hand to be acknowledgedAnswer questionsOffer ideas

Visual cue for hand raising (RQ)Preplanned question to answer (AX)Behavioral feedback (JZ)

Cooperative group or pair activities

Take turnsComplete assigned role/taskInteract politely with peers

Assigned role that doesn’t require writing (AX, LM)Written copy of the directions (RQ, JZ)Behavioral feedback (JZ)

Individual seatwork

Remain seated and quietComplete written taskAsk for help if needed

Reduced writing requirement and/or scribe (AX, LM)Chunking (AX, RQ, JZ)Reduced complexity (AX)Breaks (RQ)

Student Descriptions: Ivan, Tatyana, Andrei

• What are critical skills that the student needs to learn?

• Where are opportunities to learn these skills across the day?

• What are the benefits for Ivan in participating in the general education classroom?

• What classroom activities will need to be adapted for the student participate in general education classes?

One thing we learned

about student

planning?