A Team Planning Process for Participation

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
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Describe your problem in the chat
window and Jeanne Nauheimer will help
you.
After this Presentation You Will be
Able to:
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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
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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
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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
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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
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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
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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
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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
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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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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
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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
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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
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Doesn’t use augmentative communication
or have cortical visual impairment, so
these sections of her planning form are
deleted.
Challenges/Solutions
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Finding common planning time
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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
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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
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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
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Ask administrators for planning time
during the summer to get a head start
Challenges/Solutions
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You know that the student will need
adapted versions of all books/text.
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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
Thank you for
attending!