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Tamrick Atwood - Make sure and communicate effective and often with specialist teachers and everyone else involved in the IEP and ILP.

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Tamrick Atwood - Make sure and communicate effective and often with specialist teachers and everyone else involved in the IEP and ILP.

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"It takes a village to raise a child". It takes team effort to help build/support the success of a student. 

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"It takes a village to raise a child". It takes team effort to help build/support the success of a student. 

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Working between general/elective ed. teachers and special education teachers is important to building success for individual students.

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Cindy's ILP includes both her strengths and areas of focus which are equally important when supporting the student.

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Cindy's ILP includes both her strengths and areas of focus which are equally important when supporting the student.

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Jason is successful with visual aides/supports.

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Jason is successful with visual aides/supports.

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He will need me to break work into manageable chunks.

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Jason will need my help to provide him with notes to help him thrive in the classroom

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Jason will need my help to provide him with notes to help him thrive in the classroom

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Cindy has a great relationship with teachers and peers, she is confident with herself

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Cindy has a great relationship with teachers and peers, she is confident with herself

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Supporting Jason will include outlining steps to complete a task; assisted note-taking options; small group settings.

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Is motivated and wants to show what she knows. Be positive with her and keep building relationships with her.

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Cindy is highly motivated and shows a great amount of self-efficacy, both tremendous assets. She would benefit from opportunities to make choices within her own learning and instruction should support her intrinsic motivation.

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Cindy is highly motivated and shows a great amount of self-efficacy, both tremendous assets. She would benefit from opportunities to make choices within her own learning and instruction should support her intrinsic motivation.

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Cindy advocates for herself: Seeking out teacher 1:1 help and asking peers when she has questions.

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Cindy advocates for herself: Seeking out teacher 1:1 help and asking peers when she has questions.

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Cindy's strength in gym and dance and being active in general can open up great movement activities for not only her, but the entire class

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Cindy wants to please her teachers and has a great amount of perseverance.

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Cindy prefers small groups where students are able to talk about what they think.

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Jason works best with individualized support and in small group settings. He is used to using his ipad in his own learning, and can be an asset helping other students working on the ipad or in virtual instruction.

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Jason works best with individualized support and in small group settings. He is used to using his ipad in his own learning, and can be an asset helping other students working on the ipad or in virtual instruction.

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Cindy is a confident kinesthetic learner. Social connection boosts her vocabulary and language acquisition. Encourage collaborative, group work!

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Cindy is a confident kinesthetic learner. Social connection boosts her vocabulary and language acquisition. Encourage collaborative, group work!

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ILP

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I as a teacher could support Cindy's growth by providing her with verbal feedback, opportunities to learn with a partner or small group, and reading texts aloud to her. Cindy also will grow in her literacy by participating and growing in her oracy! If Cindy is able to talk and discuss first with her partner or group and then write it, she will make connections a

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Plan on all students using an assignment notebook so that Jason is has that support but is not singled out.

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She wants to do her best with teachers she has a strong relationship with.

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Jason is working on both math and reading skills.

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Jason is working on both math and reading skills.

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With Jason needing assistance in reading and mathematics it is essential to utilize a varied and personalized instructional model to improve his learning.

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Assets:  Highly motivated to improve and build relationships

Will need: read aloud instructions, work in small groups

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As it says right in the beginning, Jason's disability does not affect his ability to reach grade level benchmarks, it talks about his strengths in being such a visual learner and how we can help him succeed in the classroom before it talks about things that may not work for him. There is accessible goals for him to attain and for us to work towards as a team.

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Provide notes with visuals

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IEPs and ILPs give a general education teacher an idea of what the students strengths are and areas that need extra attention. Coplanning with all teachers involved with the student is critical to that child achieving their fullest potential.

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IEPs and ILPs give a general education teacher an idea of what the students strengths are and areas that need extra attention. Coplanning with all teachers involved with the student is critical to that child achieving their fullest potential.

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Jason is able to thrive in a regular education environment by being provided with extra tools from the teachers such as visuals, reminders, and repetition of tasks 

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Jason is able to thrive in a regular education environment by being provided with extra tools from the teachers such as visuals, reminders, and repetition of tasks 

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The BIP should be shared with anyone who works with the student including specialists & aids

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Cindy is confident in gym and math so a teacher could offer Cindy more leadership opportunities during these subjects so she can feel more comfortable stepping outside her comfort zone and working on her skills.

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Jason needs help in remembering steps in problem solving, note-taking

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It would be important to collaborate with other teachers to assist Jason in creating a unified assignment notebook to help structure his work.

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Jason benefits from staying organized with visuals or structured note taking

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Jason is a visual learner. He also needs support with reading and vocabulary. Focus on implementing these skills throughout.

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The location where the student will be receiving specialized instruction (inclusion in the classroom or removed to a special education room)

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The location where the student will be receiving specialized instruction (inclusion in the classroom or removed to a special education room)

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Jason benefits from utilizing concrete visual supports during instruction. Resources such as anchor charts and graphic organizers can be easily incorporated into lessons (this will ultimately be beneficial for all learners). 

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Jason benefits from utilizing concrete visual supports during instruction. Resources such as anchor charts and graphic organizers can be easily incorporated into lessons (this will ultimately be beneficial for all learners). 

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Cindy is highly motivated and can self advocate. Student is receptive to verbal feedback and excels at math. Cindy needs additional time and focus on literacy skills. Having Cindy speak verbally before writing is a strategy that helps.

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Cindy is highly motivated and can self advocate. Student is receptive to verbal feedback and excels at math. Cindy needs additional time and focus on literacy skills. Having Cindy speak verbally before writing is a strategy that helps.

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Jason is able to decode words and is making progress toward his goals. 

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Jason is able to decode words and is making progress toward his goals. 

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To assist in reminders and step simplification

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The BIP should be shared with anyone who works with the student including specialists & aids

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Cindy's assets - physical activities (could use as a means for learning), organizational strategies like graphic organizers, math

Cindy's needs - vocabulary instruction, metacognition techniques

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Shannon:    Jason needs more support with reading comprehension. Small group and one-on-one help, work well for them.

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Shannon:    Jason needs more support with reading comprehension. Small group and one-on-one help, work well for them.

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IEP

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Jason has a behavior plan included in his IEP, so the general education teacher and special education teacher will need to collaborate about what that looks like and specific steps to follow in order to best help Jason.

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Jason has a behavior plan included in his IEP, so the general education teacher and special education teacher will need to collaborate about what that looks like and specific steps to follow in order to best help Jason.

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Jason needs more time working with vocabulary and giving him more visual support about meaning of words.

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Jason needs more time working with vocabulary and giving him more visual support about meaning of words.

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When the specific accommodations are needed.

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Constantly use vocabulary and incorporate reading

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Shows specifically how Jason may struggle in a general education environment, as well as how I can accommodate my instruction to ensure he can be successful. For example, with reading I can use graphic organizers and other literacy strategies to help him comprehend what he has read.

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Jason is a very visual learner and benefits from having/utilizing charts, graphic organizers, and flashcards.

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Keeping the relationship and communication between reg and SPED teacher is important for his success. He can decode but needs help in comprehension. Helpful information for the teacher to adjust her teaching and understand what areas he is strong in!

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Assets - perseverance, use of supports when provided, implementing spoken feedback to her writing, consistent attendance, math and content based vocabulary
Growth areas - English vocabulary and literacy

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consultation between regular and
special education teachers- 10 min a month

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If seating accommodations are noted as a tool for a student with an IEP, that should be kept in mind as you are setting up your classroom and going into the first week .

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Jason may prefer to have a small group environment for assessments and quizzes to be most successful and I can make sure he is afforded that and make sure that the environment in that small group will help him perform his best. Help create Note-taking sheets for Jason so he can follow along and take great notes.

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How can the ILP and IEP at a glance support your Collaboration and Coplanning with a specialist teacher?

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How can the ILP and IEP at a glance support your Collaboration and Coplanning with a specialist teacher?

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Ex. The ILP supports Collaboration or coplanning by....

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What can you learn about Cindy's Assets and Needs from her ILP (Individualized Language Plan)?

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What can you learn about Cindy's Assets and Needs from her ILP (Individualized Language Plan)?

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ex. Cindy's assets are....Cindy will need me to...

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What can you learn about Jason's Assets and Needs from his IEP at a glance?

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What can you learn about Jason's Assets and Needs from his IEP at a glance?

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ex. Jason's assets are...Jason will need me to ...