Individual Program Plan (IPP) Module 2: Developing the IPP.

Slides:



Advertisements
Similar presentations
A Focus on Higher-Order Thinking Skills
Advertisements

Outcomes and Standards. Outcome Curricular statements describing how students will integrate knowledge, skills, and values into a complex role performance.
Objectives WRITING WORTHWHILE OBJECTIVES FOR YOUR CLASS.
How to Integrate Students with Diverse Learning Needs in a General Education Classroom By: Tammie McElaney.
Intellectual Challenge of Teaching
Writing the Syllabus Teaching Skills Purpose of Syllabus Communicates what the course is about Communicates what students need to know in the beginning.
Bloom's Taxonomy of Learning (Cognitive domain)
Bloom's Taxonomy of Cognitive Development
Coach J. What’s the big deal?  Learning takes place when you produce knowledge not re produce it.  Recognize a higher-level thinking question: Colleges.
Formulating objectives, general and specific
Learning Outcomes at the University of North Alabama Dr. Andrew L. Luna Institutional Research, Planning, and Assessment.
RUST COLLEGE MODEL FOR DEMONSTRATING INSTITUTIONAL EFFECTIVENESS.
From Learning Goals to Assessment Plans University of Wisconsin Parkside January 20, 2012 Susan Hatfield Winona State University
Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.
Presented by Instructional Coach Angela Harriston, M.Ed. Data Systems The Dream Team: Inspiring Students to Dream Big!
Individual Program Plan (IPP) Module 3: IPP Implementation.
Writing Is a Great Tool for Learning!
TTE 350 Lecture Notes for 1/24/01. Review What is Distance Ed? –Teaching and learning opportunities where students are physically Separated and technology.
Paul Parkison: Teacher Education 1 Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment.
1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.
Human Learning Asma Marghalani.
Student Learning Outcomes
Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.
Learning Objective A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in.
LEARNING OBJECTIVE #1 Gifted students will develop advanced research methods and independent study skills, which allows for the in-depth learning of.
Presented by Denise Tarlinton Pupil Free Day Monday 14 July, 2003.
Based on the work of Heidi Hayes Jacobs and Susan Udelhofen
Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.
Wilkes County Schools Tracee McManus & Nikki Patrick.
Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.
1 Math 413 Mathematics Tasks for Cognitive Instruction October 2008.
Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.
A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.
Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.
CREDIT REQUESTS.  Credit Requests  Learning Statement Recap  Importance of Verbs  Creating Credit Requests in PDAS  Technical Support  Questions.
Writing Lessons for Rigorous and Relevant Instruction Jim Miles Achieving Academic Excellence for All Students.
Developing Meaningful, Measurable Student Learning Outcomes Tulsa Community College January 2013 Susan Hatfield Professor, Winona State University
BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,
Bloom’s Taxonomy A Focus on Higher-Order Thinking Skills.
Higher Order Thinking Skills
By Benjamin Newman.  Define “Cognitive Rigor” or “Cognitive Demand”  Understand the role (DOK) Depth of Knowledge plays with regards to teaching with.
1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.
COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE
Walking Through Grade 9 English
Planning Instructional Units. Planning Vital and basic skill for effective teaching Helps you feel organized and prepared Is only a guide: not carved.
If you want better answers, ask better questions.
Unit 5 Seminar D ESCRIBING Y OUR L EARNING. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.
Lectures for Learning Lectures for Learning Maryellen E. Gusic MD Penn State College of Medicine.
Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.
D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.
Understanding Assessment The Basics Office for Institutional Effectiveness and Assessment.
Recognizing these in the classroom
Bloom’s Taxonomy Dr. Middlebrooks. Bloom’s Taxonomy.
Bloom’s Taxonomy The Concept of “Levels of Thinking”
The Three Domains of Physical Education. What does Physical Education mean to you?
©2007 RUSH University Medical Center Writing Effective Learning Objectives Chris Zakrzewski, MS Ningchun Han, EdD.
Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,
The mind is not a vessel to be filled, but a fire to be ignited. welcome To Every body.
Setting SMART Objectives
Objectives Course Goal
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
Welcome.
85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”
Author: Brenda Stephenson The University of Tennessee
Depth of Knowledge (DOK) Levels
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
What you assess makes a statement about what you value
Higher Order Thinking Skills
Costa’s Levels of Questioning
TAG CURRICULUM.
Presentation transcript:

Individual Program Plan (IPP) Module 2: Developing the IPP

Something to think about… If you don’t know where you are going, you will probably end up somewhere else. ~ Laurence J. Peter

Effective Program Planning Team Meetings (P. 7) Strategies Before the Meeting During the Meeting After the Meeting

IPP Case Study (P. 9) Nathan

Background Information (Can be written in point form) (Completed by PPT) ACADEMIC Grades repeated, programming, etc. MEDICAL / PHYSICAL / BEHAVIORAL  Diagnosis (ASD, ADHD, CP, etc.) Reference confidential file SERVICES PROVIDED Past and current programming supports (Resource, Learning Center, APSEA, SLP, Guidance, etc.)

Background Information ASSESSMENTS  Psycho-educational, Speech-Language, APSEA, resource testing  Reference confidential file SPECIAL MATERIALS/EQUIPMENT  Assistive technology, FM system, etc.

Strengths and Challenges The Assessment-Programming Connection Specific Challenges Individualized Outcomes Specific Strengths Strategies

Strength and Challenges Completed by PPT Be specific (The When? How? Where? and Why?) Start each statement with the student’s name, written in a complete sentence Make strengths related to academic skills/tasks (What can the student do independently?) Information here will be used to write Outcomes (from Challenges) and Strategies (from Strengths) Strengths should out number the Challenges Group Discussion: discuss as a group Nathan’s strengths and challenges

Examples of Strengths: “Gets along with others” ( too broad). Does the student get along in whole class situations, small groups, one-on-one, with peers, with adults? “Keri interacts well in small groups of 5 or less students.” ( specific) This gives us information for service delivery options which can be listed under strategies.

Examples of Challenges: “Needs to stay on task” (too broad) The challenges (needs) are the gaps and deficits of the student Focus on the student’s challenges. (ie. John struggles with…, John is unable to… etc.) “John can not focus his attention for more than 5 minutes in a small or large group activity.” ( specific)

Balancing Remediation and Compensation Remediation is teaching the skills in order to close the gap. ie: Teaching Addition - Task Analysis  This should happen prior to developing outcomes Compensation is trying to find ways around the gap. ie: Use of a calculator.  We do not want to jump to compensation when the student has the skills to learn

Annual Individualized Outcomes Key Points Time Frame of One School Year SMART Outcomes Consideration of Balance of Remediation and Compensation Outcome Format Importance of Verb Selection

Annual Individualized Outcomes SMART Outcomes Strategic and Specific Measurable Attainable Results-Based Time-Bound

Annual Individualized Outcomes Format Student’s Name Will Appropriate Verb Expectation Context

Annual Individualized Outcomes Verb Selection Lower Level Lowest level Knowledgedefine, memorize, repeat, match, record, list, recall, name, relate, collect, label, specify, cite, enumerate, recite, tell, recount Comprehensionrestate, summarize, differentiate, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate, paraphrase Applicationexhibit, solve, manipulate, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment

Annual Individualized Outcomes Verb Selection Higher Level Higher levelsAnalysisinterpret, classify, analyze, arrange, differentiate, group, compare, organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, create an inventory, investigate, question, discover, inquire, distinguish, detect, diagram, chart, inspect Synthesiscompose, set up, plan, prepare, propose, imagine, produce, hypothesize, invent, incorporate, develop, generalize, design, originate, formulate, predict, arrange, assemble, construct, create Evaluationjudge, assess, decide, measure, appraise, estimate, evaluate, rate, deduce, compare, score, value, predict, revise, choose, conclude, recommend, determine, criticize, test

Annual Outcome Examples: Student’s Name + will + appropriate verb + clear expectation + context + (accuracy rate + timeline) = Annual Outcome Janet will orally read an early level informational text in a one-to- one situation at an instructional level. Christine will demonstrate her understanding of how print is organized and read using early level narrative text. Martin will assess his prior knowledge and make predictions when reading transitional level text. Ask Yourself: Is it measurable, realistic and specific?

Specific Individualized Outcomes (Task Analysis: The What) (Completed by individual teachers with support for Student Services teachers when necessary) The steps needed (task analysis) for the student to move from where he/she is (using his/her strengths) to where he/she needs to be (annual outcome). Should be written precisely, be measurable, relevant and meaningful, and is time bound. Specific Outcomes connect directly to the challenges of the student. May involve an increase in the level of the student’s independence.

Specific Outcomes Examples: Annual: Christine will demonstrate her understanding of how print is organized and read using early level narrative text. Specific: – Christine will hold a book in the proper position and turn the pages one by one from the beginning to the end of the book as the teacher explains what happens on each page once a day by the end of October – Christine will point to the front cover, back cover, and the title page when requested to do so by the teacher 90 % of the time by December – Christine will track words from left to right and top to bottom of a page given hand over hand support from the teacher 100% of the time by February 2009.

Teaching Strategies (Completed by individual teachers with support for Student Services teachers when necessary) Strategies are how the teacher will teach the student to achieve the outcomes. Strategies should be connected to the student’s strengths. Can be documented in point form. Include methods for evaluation (check-lists, rubrics, etc.)

Examples of Strategies Role-playing Using concrete manipulatives, moving to the abstract Modeling Conferencing Connecting to prior experiences/knowledge Cloze Activities Sequencing Multi-sensory approach

Classroom Materials (Completed by individual teachers with support for Student Services teachers when necessary) Materials that are listed need to be specific to curriculum areas, course content related. They should be specific enough to assist in the clarification of how the instruction will take place.

Teacher Responsible and Position Make sure responsibilities are clearly defined. Who is responsible for the implementation and evaluation of the outcomes? If using peoples’ proper names also include their position. New staff may not know who the person is or their role. Include specific service delivery models: In class, co- teaching, pull-out, direct service, and/or consultation.

Responsibility Areas Key Points Integrated approach to IPP implementation – Everyone should know their role and responsibility in the development, implementation and evaluation/review of the IPP. IPP Matrix is a useful tool that provides a graphic representation of how the IPP is to be implemented and how the responsibilities are to be shared.

Assessment Assessment is ongoing Observation is okay but it is how it is being done. It is more than just watching. What am I observing for. Observation - How is it going to be documented? Checklists – important to understand what you are looking for. Ex: Yes? No?, Absence or Presence of whatever you might be looking for. Does not give you qualitative information so the use of a Rubric may be better suited for observation

IPP Development: Review A review takes place prior to each reporting period as students on individual program plans will receive reports at the same time as those students following the public school program. (Update of Special Education Policy, 2008) It is necessary that an IPP report accompany the report card. Elementary can use Outcomes and secondary can locate the IPP report template on the Student Services website.

Transition Planning Reference: Transition Planning for Students with Special needs: The Early Years through to Adult Life (2005) Types of Transitions Home to School Grade to Grade School to School School to Post-Secondary, Employment, Community Considerations Factors Who Is Involved Lead Time Required Practices/Protocols CONTINUITyCONTINUITy