Working With Students Who Have IEPs School Based Resource Teacher

Student Teacher Mini Pro-D Sara Richter

King George Secondary srichter@vsb.bc.ca

As you have observed in your practicum work, every student has a unique
learning profile. This profile is a complex balance of dominant learning style (visual,
auditory, kinesthetic), personal interests and challenges, motivation and goals.

In addition, some students have medical, cognitive, learning, or social needs that require
specific intervention and individualized support. These students are identified with a
confidential Ministry designation and receive adaptations to their coursework in order to
be successful. Each student with a Ministry designation has an Individual Education Plan
(IEP).

When working with these students it is important to keep in mind that a students Ministry
designation is simply one facet of their learning profile and should not define or limit their
opportunities in the school community.

What is an IEP?

An Individual Education Plan is a written plan, developed for an individual student, which
describes the program modifications and/or adaptations for the student and the services
that are to be provided.

The IEP Team

The following professionals/individuals work together to create, implement and monitor

the IEP:

Student
Parents/Guardians
Resource Teacher
SSA (support worker) *Not all students with an IEP work with an SSA
Counsellor
Classroom Teacher

What is Skills Class?

Also known as Academic Strategies, this block is an academic intervention for students
needing support. In this class, students learn organizational and study strategies to
support their learning. Students have the majority of class time to work individually (with
support from the Skills teacher and Peer Tutors) on academic subjects. Students with
IEPs use this block to connect with the Resource Teacher and discuss how adaptations
are working in their classes. Students may also use their Skills blocks to write tests with
RT support.

Do all students in Skills have an IEP?

No. Skills is open to all students who require extra support with executive function and
academic achievement. However, it is common for students with Ministry designations to
have one or more Skills blocks. These students receive adaptations to their coursework
and liaise with the RT during these blocks.

What is Executive Functioning, anyway?

Executive functioning is an umbrella term for all of the mental processes that allow us to
manage ourselves and achieve goals. Time management, planning and organization,
working memory, emotional control and self-monitoring are all examples of executive
functions. Students with learning disabilities need support with executive functioning.

What is a Level of Intervention?

There are four levels of intervention in the process of identifying and supporting students
with complex learning and/or behaviour needs:

Level 1 Classroom teacher observes learning difficulty and provides additional

scaffolding and/or re-teaching (tutorials). CT consults with RT and counselor.

Level 2 Further consultation with RT, parents and counselor. A Skills block may be
added to the students timetable. Additional (informal) adaptations are introduced to
support executive function and learning style. RT and CT continue to monitor and
consult.

Level 3 Student is brought to School Based Team. A referral may be made for psycho-
educational testing. A school-based case manager is assigned (typically the resource
teacher).

Level 4 A referral is made to central screening (VSB) for application of a Ministry

designation. A formal IEP is created and implemented.

Adaptation vs. Modification

Though you may hear these words used interchangeably, in the world of special
education they mean very different things.

Adaptation Adaptations are best practice strategies used to accommodate a students

needs so that they may achieve the prescribed learning outcomes of a course.

Modification Modifications are accommodations that are such that a student is no

longer working towards the prescribed learning outcomes of a course (for example,
working on a lower grade level curriculum).
Tips for Working With Designated Students:

First and foremost, IEPs, Learning Profiles and all information regarding a
students Ministry designation is confidential and should be treated
accordingly. Do not leave student information unattended or remove from
the school.

Look over your class lists to identify students with designations. On MyEd,
students with IEPs are identified with an IEP icon and the students
designation (learning disability, intellectual disability, autism spectrum
disorder, behaviour, etc.) is listed in a separate column.
Remember, these are labels only; see the RT and read the full IEP for a
better understanding of the students needs.

Familiarize yourself with the IEPs of designated students. IEPs are

available on the secure S:/ drive, in the students confidential file (main
office) and with the RT.

Communication, communication, communication.

Any time you have concerns about a student with an IEP (not handing in
homework, obvious anxiety, behaviour challenges, etc.) talk with the
Resource and Skills teachers. Timely and specific communication about
students needs is the best way to ensure the student receives support.
The Resource Teacher and support workers are here to help you
implement adaptations talk to them!

Some teachers find it helpful to create a chart to organize students with

IEPs and the adaptations (or modifications) they require.

Many adaptations are simply best practice teaching for differentiated

learning (i.e. offering graphic organizers to scaffold written assignments).

Useful Websites

https://www.bced.gov.bc.ca/specialed/

http://www.autismoutreach.ca/

http://www.ldonline.org/

http://www.inclusionbc.org/