Escolar Documentos
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2008-2009:
APPENDIX A
Questions
If you have questions about SMART
IEPs, please contact your school
team: classroom teacher, Special
Education Resource Teacher, and/
or Administrator.
Resources
Please check out the following
resources for more information:
2008/09
Alternative program: is developed to help students acquire knowledge and skills that are not
represented in the Ontario Curriculum. For example, social skills or personal care.
What makes an
Individual Education
Plan (IEP) SMART?
This pamphlet is designed to assist
parents in understanding the changes
to IEPs in the Simcoe County District
School Board.
Measurable:
Action Words:
Time Limited:
A s s es s ed s t r en gt hs a nd ne eds ar e a dd res s e d
t h ro ug hout t he d oc um ent .
2. A c c om m odat i o ns l i s t ed are i ndi vi dua l i z ed t o
m eet t he nee ds of t he l ea rne r.
3. C u rre nt l ev el of ac hi e vem e nt i s o bt ai ne d f r om
e i t he r t h e pr evi ous ye ar s re po rt c ar d and/ or
c u rr ent as s es sm ent dat a. T he s o urc e f o r t he
c u rr ent l e v el of ac h i e vem ent i s i d ent i f i ed.
4. T he an nua l p ro gr am goal i s o bs e rv abl e, m eas u ra bl e an d at t a i na bl e b y t he en d of t h e s c ho ol
y e ar/ s em es t er.
5. T he s pec i f i c l e ar ni n g e xpec t at i o ns br eak do wn
t h e a nn ual g oal i nt o ac hi ev a bl e s t e ps a nd ar e
wr i t t e n i n S MA RT f orm at .
6. T he n um ber of l e ar ni n g e xp ec t at i ons pe r s t ra nd
a nd/ or s u bj ec t s p ec i f i c pl an v ar y d ep end i n g on
t h e s t ren gt hs and n ee ds of t he s t ud ent . It has
b ee n rec om m end ed t o s c ho ol t eam s t hat c onc e nt rat i ng o n f e wer e xpec t at i ons at a t i m e wi l l
g en er al l y b e m or e s uc c es s fu l .
7. A s s es sm ent m et ho ds and t eac h i ng s t rat egi es
a re s p ec i f i c t o t he l ea rni ng e xp ec t at i ons .
8. A s s es sm ent m et hods ut i l i ze c om m on bo ar d as s es sm ent s ( e. g. P M B e nc hm ark s , CA S I , P RI ME
M at h, O nt a ri o Cu rri c ul um D oc um ent ru bri c s ,
O nt a ri o C ur ri c ul um e xem pla rs , et c . ) or what i s
m os t ap pr op ri at e (e. g. beha vi ou r t rac k i n g, wo rk
s am pl es , et c . )
9. T he i ni t i al I E P dev el o pm ent , as wel l as s ubs e q ue nt u pd at es , i s d on e i n co l l a bo rat i on wi t h t he
s c ho ol t e am an d pa re nt (s )/ s t ud ent .
1 0. T he I E P i s upd at ed eac h re po rt i n g pe ri od a nd
c h ang es are m ade i n c ol l ab or at i o n wi t h p ar ent
(s )/ s t ud ent . P ar ent s c an as k f or a n I E P re vi e w
b y c o nt ac t i n g t hei r s c hoo l te am .
1 1. I E P s are m ea nt t o be up dat ed o n an on goi ng
b as i s , bas e d on t h e s uc c es s of t he p l an. E xp ec t at i o ns wi l l c h an ge as pr og res s i s m eas u re d.
Please note: IEPs are individualized per student, therefore some
of these elements may not be relevant to your childs IEP.
High-Achieving/Gifted Students
Annual Goal:
Jonathan will complete 3 extension activities per term in math
Learning Expectations:
During the probability unit, Jonathan will design a game
that demonstrates equally likely outcomes.
During the numeration unit, Jonathan will access 5- 8
provided math websites (ie. National Library of Virtual
Manipulatives) and complete three activities per site,
and provide a description of each activity in his math
journal.
During the measurement unit, Jonathan will complete a
scaled 2-D or 3-D diagram of a chosen building
(ie.home, school, fort) .