This handbook contains some tips & tricks for teachers to Special Education, IEP's, adaptations and more!
My name is Michelle and I am currently a grade 5/6 teacher in Burnaby. I have designed this website to act as a resource handbook for myself and anyone else who comes across it. Within this website are main ideas we discussed throughout the course, as well as ideas and websites I came across that have helped me!
My website is more than a final project! It is going to be a spot where I keep adding ideas so I can go back and gather any information I need, whenever I need.
Student Profiles: strength-based SP
Why is a student profile important?
An SP is important because it provides a snapshot of a student. This can be helpful to substitute teachers and EA's who need to get to know the student in a limited time frame. This document can also provide supplemental information to IEP's and any other plans being created such as a Positive Behaviour Support Plan.
What is a student profile (SP)?
A student profile provides valuable information about a specific student. It provides a snapshot summary of a child's strengths, stretches, preferences, interests and goals. An SP can be done with the student as an interview or without the student. It is highly important that the SP provides accurate information from the viewpoint of the student. It is meant to be their voice!
When you are getting to know your students you will want to pay attention to specific behaviours. If any behaviours concern you then you should do the following...
Some ways you can monitor behaviours are...
Using the ABC observation form is a great way to track behaviours! This can also provide enough information that can then help create behavioural plans and IEP goals!
When creating a PBS it is important that you take into consideration the following:
Below is a link to an example of a PBS. It also includes an example of a student profile and an FBA. You can see how the two documents provide information for the PBS and can provide a much more individualized plan.
Some typical stretches/challenges seen are (but not limited to)...
1.Anxiety: A review conducted by White et al (2009) revealed that up to 84% of individuals with autism meet the criteria for clinically diagnosed anxiety disorders.
-OCD, Social Phobia, Avoidance Behaviours, Shut downs, Melt downs, Stimming, Resistance to change, and so on.
2. Dealing with change: People with Autism find unexpected change anxiety-provoking.
3.Transitions: Especially from a preferred activity to a non-preferred activity
4. Sensory Issues: Noise, touch, smell
5. Communication: Facial expressions, eye contact, social routines, conflict skills, friendship skills, language, expression
6. Motor Skills: Handwriting, running, fine-motor movements
Resource Brochure on Frequently Asked Questions regarding ASD:
Read more here!
1.Social Stories- Explicitly teaches a student
2. Role-play- Practice with you in a controlled setting. provide feedback
3. Video Modelling
5. Reward/incentives/positive reinforcement
6. Explicit instruction
7. Instant feedback
*you can use multiple teaching methods and pair them together*
Communicating with Families
Parents and teachers are a team! We both want what is best for the student and so consistent communication that is open and honest is important and extremely beneficial!
You can build parent relationships by...
1.Send home a start of the year questionnaire
2.Host a start of the year open house
This is a document I created in preparation of my open house: https://sd41-my.sharepoint.com/:w:/g/personal/e21555_burnabyschools_ca/EfWf1IYzx-ZBrQYXY7GgreYBL9k5XUkAFDtRoXHn7EGJEA?e=EP7XZc
3. Send home monthly newsletters that summarized what the students have been doing
4. Don't be afraid to contact parents if something happens
5. Use parents to help problem-solve! They have so much valuable information about their child.
6. Welcome questions!
7. Respond to emails in a timely manner
8. Send home portfolio's each term
For more tips check out this link:
Competency-based IEP's focus on Core Competencies as goals and is seen as ore involved and connected with the BC curriculum.
Common Core Competency IEP Goals:
And many more!
Where is student voice located in an IEP?
Student voice is mainly located in the "My personal profile". This information comes from an interview or through observations/help of parents if necessary. Although the IEP goals should be framed as "I can" statements which have the viewpoint of the student.
How do you assess IEP goals?
What is considered 'evidence'?
Evidence is examples of work or notes collected in regard to IEP goals. This evidence should be gathered throughout the year and brought to each IEP meeting. This evidence will help justify current and future goals and will help decide if the goal is being kept or added upon.
What is meant by feedback?
Teacher feedback is important for every student! It is the explicit feedback given by teachers to students which informs them what they are doing well on and what they need to practice further. This feedback can help students track their progress and help them focus on specific skills they need to improve on.
Check out this website to help give meaningful feedback to students!