Collaboration for Success

Embedding the IEP Guidelines into practice

Collaboration for Success

Sept 2013

Tēnā koutou, Welcome

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Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea te kī atu, ko tāu rourou,

ko tāku rourou ka pupū ake he oranga pai

Surround the child with caring support, so that our collaborative interactions will

produce positive outcomes

IntroductionObjective of the Workshop

To be able to embed Collaboration for Success: Individual Education Plans into practice

Getting to know you..

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Worksheet

The guidelines

To have an understanding of the development of the guidelines

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The guidelines

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The key messages

To check participants’ understanding of the guidelines

What do you think are the key messages?

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The key messages

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The key messages

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Handout

Key messages for the guidelines around:

The classroom teacher The student The IEP

IEP Online

To know where to go for more information to enhance current knowledge and further understanding

To successfully navigate around IEP Online

IEP Online website

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Current practice

To reflect on current practice developing an IEP

In small groups - Share with each other current practice of the IEP process and your IEP plans

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Teaming and collaboration

To explore the key components of teaming

To work collaboratively whilst understanding diversity

To understand that everyone must contribute to be an effective team member

To consider the student’s team and their role in the IEP process

Teaming activity in small groups

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Teaming and collaborationNow thinking about the student in your classroom…

Collaboration for Success: Individual Education Plans, Key messages document 2011

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“ The teacher is the leader of all learning within their classroom and has full responsibility for all students in their class, including those with special educational needs.”


Collaboration for Success: Individual Education Plans, 2011, p4

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“ Student engagement, learning and achievement depends on the relationship between the teacher and student”


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Review of the Literature on Individual Education plans. Report to the New Zealand Ministry of Education, 2010, p30

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“ Teachers represent the largest and most knowledgeable resource in programming for the needs of students. The quality of their relationship with parents/carers and community agencies plays a large part in the overall outcomes for students”

Teaming and collaborationRole of the Resource Teacher: Learning and Behaviour (RTLB) in the IEP Process

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Click here to watch this video on IEP Online Click here to watch this video on IEP Online

Whānau voice

To have a clear understanding of engaging with family, and whānau

To demonstrate that parents and whānau are part of the team

To understand the impact of disability on the family, and whānau Collaboration for Success:

Individual Education Plans, 2011, p4

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“Language, identity and culture count. Knowing where learners come from and building on what they bring with them is essential”

Whānau voice

Ka Hikitia: Managing for Success, p27

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Parents/whānau are the most valued members of the team – they know the child best.

Remember their expertise counts

When working alongside Māori, consider the types of practices and skills which locate

whānau as equal partners

Whānau voice

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Ka Hikitia Goals:

Ka Hikitia: Managing for Success, p27

Whānau voice

How would families and whānau describe you as a teacher?

How can you use these qualities that you have identified, to engage whānau in the IEP process?

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Whānau voice Consider the family and

whānau's journey…

What is it like having a child with special needs?

Play segment from DVD

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Whānau voicePutting Ka Hikitia Goals into Practice

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Whānau voice


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“ There is widespread agreement that the involvement of parents in the education of their children overall and in the IEP process in particular is critical to the effectiveness of education for children with special education needs.”

Whānau voice

To demonstrate how an assessment process can inform the IEP Process

Tom’s Story

IEP and Assessment

Video clip

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Student voice

To understand that students are valued members of the team


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“ Students should be recognised as active capable learners.”

Student voice


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“ Students should be prepared for participation in the IEP process through prior discussions with their teachers and given time to prepare for the IEP meetings.”

Student voice

How often do we include the student in the IEP process?

Ben’s StoryBen’s IEP and Clicker 5

Video Clip

What are your thoughts on this video clip?

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Student voice

How can students tell us how the IEP process can be improved for them?

Ben’s storyBen’s IEP Rules

Video clip

How can a student contribute to the IEP process but not necessarily be present at the IEP Meeting?

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Inclusive practice

To understand how inclusive practice includes students with special education needs

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Inclusive Education is about full participation and achievement for all learners.

Inclusive practice

What do you think inclusive practice in schools looks like?

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Handout

Inclusive practiceInclusive practice in schools

Peter Leggat, Principal, Onslow College

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Planning and reporting

To understand the planning and reporting obligations for students with special education needs

The IEP ProcessHandout

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Success of reporting to parents/whānau

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The IEP process informs but does not replace school reporting on student progress to parents/caregivers and whānau


Who else needs to know about the progress of students?

School Planning – Handout

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Reflection

To be reflective on the presentation/learning

To identify your personal next steps

Reflective questions

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Documents

Collaboration for Success