Embedding the IEP Guidelines into practice

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Collaboration for Success

• Embedding the IEP Guidelines into practice

Sept 2013
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Tena koutou, Welcome
Karapotia te tamaiti i nga ringaringa atawhai
maha, kia taea te ki atu, ko tau rourou, ko taku
rourou ka pupu ake he oranga pai
Surround the child with caring support, so that
our collaborative interactions will produce
positive outcomes
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Introduction
Worksheet

• Objective of the Workshop
• To be able to embed Collaboration for Success
  Individual Education Plans into practice

• Getting to know you..

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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

• Handout
• Key messages for the guidelines around
• The classroom teacher
• The student
• The IEP

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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 students team and their role in
  the IEP process

• Teaming activity in small groups

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Teaming and collaboration
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Teaming and collaboration

• Now thinking about the student in your classroom
• Collaboration for Success Individual Education
  Plans, Key messages document 2011

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.
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Teaming and collaboration

• Collaboration for Success Individual Education
  Plans, 2011, p4

Student engagement, learning and achievement
depends on the relationship between the teacher
and student
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Teaming and collaboration
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Teaming and collaboration

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

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
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Teaming and collaboration

• Role of the Resource Teacher Learning and
  Behaviour (RTLB) in the IEP Process

Click here to watch this video on IEP Online ?
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Whanau voice

• To have a clear understanding of engaging with
  family, and whanau
• To demonstrate that parents and whanau are part
  of the team
• To understand the impact of disability on the
  family, and whanau

• Collaboration for Success Individual Education
  Plans, 2011, p4

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

• Ka Hikitia Managing for Success, p27

Parents/whanau are the most valued members of
the team they know the child best. Remember
their expertise counts
When working alongside Maori, consider the types
of practices and skills which locate whanau as
equal partners
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Whanau voice

• Ka Hikitia Goals
• Ka Hikitia Managing for Success, p27

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Whanau voice

• How would families and whanau describe you as a
  teacher?

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

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Whanau voice

• Consider the family and whanau's journey
• What is it like having a child with special
  needs?
• Play segment from DVD

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Whanau voice

• Putting Ka Hikitia Goals into Practice

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Whanau voice

• Review of the Literature on Individual Education
  plans. Report to the New Zealand Ministry of
  Education, 2010, p44

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.
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Whanau voice

• Toms Story
• IEP and Assessment
• Video clip

• To demonstrate how an assessment process can
  inform the IEP Process

Click here to watch this video on IEP Online ?
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Student voice

• Collaboration for Success Individual Education
  Plans, 2011, p4

Students should be recognised as active capable
learners.

• To understand that students are valued members of
  the team

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Student voice

• Review of the Literature on Individual Education
  plans. Report to the New Zealand Ministry of
  Education, 2010, p44

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.
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Student voice

• Bens Story
• Bens IEP and Clicker 5
• Video Clip
• What are your thoughts on this video clip?

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

Click here to watch this video on IEP Online ?
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Student voice

• Bens story
• Bens IEP Rules
• Video clip
• How can a student contribute to the IEP process
  but not necessarily be present at the IEP
  Meeting?

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

Click here to watch this video on IEP Online ?
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Inclusive practice
Inclusive Education is about full participation
and achievement for all learners.

• To understand how inclusive practice includes
  students with special education needs

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Inclusive practice

• Handout

• What do you think inclusive practice in schools
  looks like?

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Inclusive practice

• Inclusive practice in schools
• Peter Leggat, Principal, Onslow College

Click here to watch this video on IEP Online ?
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Planning and reporting

• The IEP Process
• Handout

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

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Planning and reporting

• Collaboration for Success Individual Education
  Plans, 2010, p13

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

• Success of reporting to parents/whanau

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Planning and reporting

• School Planning Handout

• Who else needs to know about the progress of
  students?

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Reflection

• To be reflective on the presentation/learning
• To identify your personal next steps

• Reflective questions