A Team Planning Process for Participation & Learning

Cheryl M. Jorgensen, Ph.D. Vermont I-Team Regional Educational Consultant Webinar Series Spring 2016

If You Have Problems During the Webinar n

Describe your problem in the chat window and Jeanne Nauheimer will help you.

After this Presentation You Will be Able to: n

Describe the benefits of using a collaborative team planning process and template to support a student’s full participation and learning in general education instruction.

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Use the team planning process template.

Webinar Resources n

The whole PPT presentation on the team planning process.

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A blank, customizable planning template in two formats

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Six examples of completed templates for three students: elementary, middle, and high school

Webinar Resources http://www.uvm.edu/~cdci/itea m/

Purpose of the Team Planning Process n

Identify a student’s priority learning objectives in upcoming lessons and units

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Determine how the student’s learning will be assessed

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Describe the supports the student will need to participate and learn

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Specify which team member is responsible for finding and/or creating the supports

Benefits of Using the Process n

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Assuring that students will not just be “in” a general education class but will fully participate alongside classmates Pre-planning allows time for finding or creating supports such as accessible instructional materials Team collaboration during planning assures that supports will be integrated across all domains: academic, communication, sensory, movement, etc.

Students Featured in the Examples James – 2nd grader with cerebral palsy and cortical visual impairment. Alternate assessment. Anna – 6th grader with autism. General assessment with accommodations. Selena – 10th grader with Down syndrome. Alternate assessment.

The Form n

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Totally customizable for your student’s needs. If one column/category isn’t relevant, just delete it from the form and substitute what is relevant. Open the form on a computer during the meeting (if using Google Drive all team members can see it at once). Take notes into the form. “Save as” Student Initials_Subject_Date

Who, How, and When n

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Core members of the IEP team including gen. ed., sped., SLP, OT, PT, paraeducator Weekly and on-going Can be shared on Google Drive and be fleshed out by “remote” team members Parents receive copies of the plan so they can support the student with pre-teaching and review

James n n n n

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2nd grader in general education class Loves trains and reading Infectious smile Has cerebral palsy and cortical visual impairment Uses a wheelchair Member of cub scouts Uses Compass app on iPad for communication

Part 1 of the Process n

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A. Priority learning objectives & assessment B. Instructional routines in general education classroom C. AAC supports D. Instructional materials E. CVI supports

Part 1 is the ANCHOR

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6 Find these on IEP and/or in Alternate Assessment Standards

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For example, use “first man” instead of hominid

Part 2 of the Process n

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Participation during instructional routines n Calendar, guided reading, writing, reading, presenting, lab experiments, warm-up activities, recess, cooperative learning groups Grounded in what TYPICAL students DO to participate Customize the column headers for your student’s unique needs If you develop participation plans for regularly used routines, you’ll cut down the amount of weekly planning needed

Anna n

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Anna doesn’t have cortical visual impairment so this section of her planning form is deleted. Because Anna is participating in her state’s general assessment with accommodation her learning objectives should be the same as those of her typical classmates She may still require significant supports that ideally will fall into the category of accommodations rather than modifications.

Selena n

Doesn’t use augmentative communication or have cortical visual impairment, so these sections of her planning form are deleted.

Challenges/Solutions n

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Finding common planning time n See resource on I-Team website Not all team members present during meeting n Share partially completed form via Google Drive and ask other team members to fill in “their” sections

Challenges/Solutions n

Middle and High School – can’t get all gen. ed. teachers together for planning n Sped. teacher or Inclusion Facilitator meets with each gen. ed. teacher for 15 min. per week to gather information about upcoming lessons and units n Sped. teacher brings that information to meeting of sped. members of the IEP team

Challenges/Solutions n

Not enough time to finish planning for all subjects Tackle most difficult instructional routines first as a group n Then sped. teacher/IF drafts routines-based support plans and asks other team members to weigh in via Google Drive n

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Ask administrators for planning time during the summer to get a head start

Challenges/Solutions n

You know that the student will need adapted versions of all books/text. n THIS IS WHAT TAKES THE MOST TIME ON A WEEKLY BASIS! Ask what books next year’s teachers will use/assign for the first few months of the next school year and then find/create accessible versions over the summer.

Our Next Webinar May 9, 2016: Integrating Related Services into Inclusive Lessons and School Activities Contact Jeanne Nauheimer at [email protected] to register or with questions.

Q&A

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