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I used to think that students need just a curricular goal. Now I realize that they need competencies

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I used to think that students need just a curricular goal. Now I realize that they need competencies

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My favorite take away is the importance of student voice and autonomy. I am so excited to get to know my students and hear what their goals are!

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You can always learn something new, even if you have lots of experience! Such an awesome three days of learning!

Thank you Shelley!

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I am learning how to make the grade level curriculum more accessible (and giving me ammo to use to encourage classroom teachers that they can/should have their challenging students in their classroom - not in pull outs!!) I love the idea of using access points to help teachers plan their curriculum for all kinds of learners!

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This is the first time I have seen a structure and process that has a potential to help truly support students with disabilities in inclusive settings. Will e bringing many concepts forward in a review of our EA curriculum.

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Focusing on evidence as opposed to outcome when looking at IEP goals. '

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I have learned that we start the garden of inclusion by learning about our seeds, planting them with care and working as gardeners collaboratively to help each flower bloom magnificently.

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inclusion is process not a destination...

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I am so grateful to have been a part of this community. I learned so much 🙂, and hope to continue learning in the fall. Thanks everyone for being so open and welcoming in the breakout rooms and to Shelley for sharing all your knowledge and insights about transforming IEPs!

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I used to think that most students needed a curricular goal. Now I know that the core competencies cover more of their learning. 

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I used to think that most students needed a curricular goal. Now I know that the core competencies cover more of their learning. 

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The goal is firm but not the path to get there!
Great message for IEP writing and life in general!

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I love the ideas around doing competency based goals setting with my whole class and hopefully those classes I support. I also really like the idea of scaling out on a broader scope then the individual and looking at what universal implements into a classroom can help the students that I support from the beginning of the year. I am hoping that there is time to meet with classroom teachers early in the year to look at this.

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New S.M.A.R.T. goals!!

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By involving classroom teachers in discovering the needs of all students, inclusive teaching will be facilitated and IEP writing will become more organic and meaningful.

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Needs can be fluid and change over time. Needs affect other needs.

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The "Individualized" in the IEP is possible 

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The "Individualized" in the IEP is possible 

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I am appreciating all of these strategies to capture student voice in the IEP process. From the meeting to the document itself, it really allows for the document to be authentic and to actually be helpful for not only the students support team, but for the student themselves

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that my beliefs are shared, that as hard as it can be, to continue advocating and that starting small is ok...it can lead to bigger changes:)

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It's about where you are now and where you could go

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I am learning that incorporating voice from the student and families creates more buy-in and a more authentic way forward to achievable goals

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Strategies are for students not adults. I love this

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"If it's not an inclusive process it's just another job/task"

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"If it's not an inclusive process it's just another job/task"

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...that the IEP was a landing spot for all kinds of information relevant to the student... now I know that all of the information on a student's IEP should be useful and meaningful for them and their goals.

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 I am learning how targeting needs and using a needs based model creates more efficiency and impact for the entire school community.

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 I am learning how targeting needs and using a needs based model creates more efficiency and impact for the entire school community.

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Interventions are supports not goals!

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There is no way a student "should" be. Our job is to help students grow holistically as individuals in whatever way is important to them and their families.

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The opportunity of being part of grade-level learning is better than having no expectations at all!

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I used to think that we should not use the word "disability" and now we MUST use it to be respectful and inclusive!

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Collaboration is Hard but highly highly valuable. Essential to support students with disabilities.

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"Each plant is beautiful exactly as it is, we don’t want to change it, we want to make sure its needs are met so it can grow."

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I am learning that change is a process but I have agency in affecting that change by using empowering language (strength-based learning) consistently with all members involved in the IEP process.

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I am learning how to incorporate thoughts from my team (including the parent and child) in a more authentic way

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that there is a lot of work to do, now I know there is a lot of work to do

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I am learning that inclusive education is evolving ( slowly sometimes). But having worked in the field for many years there has been tremendous work doen on understanding what inclusion is and how do actually do it and the new IEP format is part of that evolution. Person centered planning needs to become the norm  for everyone!!!

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that there are many ways to incorporate student voice into IEP's, even for the youngest learners

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I am learning that IEPs need to be simpler and more connected to person rather than containing big words which are not realistic and just fill the template and look professional but no one reads them

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I am learning that all administrators should take this workshop as we never get the time to really understand this process and we are at all the meetings (or should be) and the process is a bit of a mystery. Also, if we are to support new Resource teachers in their role this is such a necessary piece to being an Inclusive school.

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I am learning ways I can help facilitate giving students a voice who may not otherwise be able to advocate for themselves.

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The importance of the universal aspects that support children in their IEP's is as important or even more important then the individual ones. 

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The importance of the universal aspects that support children in their IEP's is as important or even more important then the individual ones. 

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... that including a student's voice can be difficult, but so meaningful and rewarding.

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helpful, practical ways to increase student voice in writing IEPs and planning goals

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that IEPs were just a formal document that needed to be complete for paperwork. Now I'm starting to see how it can be useful and meaningful for students to identify not only their stretches but their strengths also, so that they can track their progress

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...that writing an IEP would be all up to me as the support teacher but now I know that it comes from a much bigger team and starts, most importantly, with the student and their family.

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I am learning how the process feels from different perspectives/roles.

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I am learning that often bigger systems (schools, districts, province) impact the efficacy and opportunity of CBIEPs to increase inclusion and belonging.

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I am learning that often bigger systems (schools, districts, province) impact the efficacy and opportunity of CBIEPs to increase inclusion and belonging.