Working As a Team

Effective Ways of Using an EA

An EA is a valuable assistant in the classroom. Without an EA teachers would

not be able to assist all the students in the classroom with each ones individual
needs. The EA frequently knows the students’ strengths and weaknesses
because they helping them on a daily basis.
Here are a number of ways EAs are of support for teachers.
● Provide information on the performance and behaviour of the student
● Because they know the strengths and weaknesses of student their
contribution to the planning process is valuable.
● They can produce material that an aid individual students
● Use strategies to accommodate individual students based on their needs
and learning style
● Can assist in developing learning resources
● Helps students with activities and projects
● Keeps the teacher informed of what works and does not work for the
student
● Helps the student develop skills
● Collects records data on the student for purposes of evaluation
● Helps students individually and in small groups

Source
Roles and Responsabilites of Teachers and Teacher Assistants/ Education Assistants
https://bctf.ca/uploadedFiles/Public/Issues/InclusiveEd/RolesAndResponsibilitiesTeache
rsTAs.pdf
How to improve the engagement and involvement of students and/or
parents in the development of an IEP

Wish List for Students and Parents Involvement in Development of the IEP
● When it is possible the student has an active informed role with the development
of their IEP. For this to occur the student has to understand their own learning
strengths and stretches. Perhaps the student would need to make choices as
opposed to explain best strategies for them to learn.
● Parents understand the IEP process and development so they can take an active
role and make wise decisions for their child.
● Present a number of goals that need to be addressed and the student and
parents together with the teachers choose the ones to work on first.
● The family and the school coordinate what strategies to use to help the student
learn appropriate behaviours and skills.
● The family supports the student at home, by helping with skills, learning,
behaviour. Meaning that they do not rely 100% on the school to do everything.

Student Goals

How do you facilitate goal setting in your classroom?

First you need to discuss why we need goals and objectives, use the analogy of the
soccer match with no objective/goal to score. Then players only run up and run down
the field without really doing anything. Serves no purpose

Students would need to do a self-assessment first to see where goals are needed. We
then need to talk about what goals they want (they must be meaningful, authentic and
responsive), what strengths do they have to achieve them. It can be a teacher-student
conversation. Look at grades, strengths and stretches and decide on 3 goals to set.

How do you facilitate goal setting for students with special needs for the IEP process?
If it is possible to have student contribution help student self assess and discuss what
teachers feel is important and what student feels is important. Set 3 goals to work on
and set a time to review progress.

Research goal setting techniques and determine if it is relevant for your classroom.

I like the WOOP system to start with a wish for something. Also, a great way to get to
know the students. Then the SMART way by Shelly Moore is great for smaller things in
life.
Sources:
Shelly Moore’s SMART Goals
https://blogsomemoore.files.wordpress.com/2020/01/delta-iep.pdf​ page 61 - 81

3 Highly Effective Goal Setting Techniques ​https://happyproject.in/set-goals/

Getting to Know You (questionnaire for secondary students)

What do you like to do when you have free time?

_____________________________________________________________________

_____________________________________________________________________

What do you like to watch on TV?

_____________________________________________________________________

_____________________________________________________________________

What do you like to watch on YouTube or Tic Tok?

_____________________________________________________________________

_____________________________________________________________________

Do you like to spend time alone?

_____________________________________________________________________

What is your favourite activity to do with friends?

_____________________________________________________________________

_____________________________________________________________________

What is your favourite activity with your family?

_____________________________________________________________________

_____________________________________________________________________

Do you like school? Why or Why not?

_____________________________________________________________________

_____________________________________________________________________

Which subject/class are you best at?

_____________________________________________________________________

Which subject/class is the most difficult for you?

_____________________________________________________________________

What type of music do you like? Who is your favourite singer/band?

_____________________________________________________________________

_____________________________________________________________________
What type of books do you like to read? How many books do you read outside of school
in one year?

_____________________________________________________________________

_____________________________________________________________________

Do you like to do sports if so which sports?

_____________________________________________________________________

_____________________________________________________________________

Do you like to play video games, board games, card games?

_____________________________________________________________________

_____________________________________________________________________

Which languages do you speak?

_____________________________________________________________________

Where were you born?

_____________________________________________________________________

What is your favourite food?

_____________________________________________________________________

Do you know how to cook? If yes, what can you cook?

_____________________________________________________________________

_____________________________________________________________________

Do you know what your learning style is? If yes, what is your learning style?

_____________________________________________________________________
Which cities have you lived in?

_____________________________________________________________________

What do you think teachers need to know about you?

_____________________________________________________________________

What Role Does the Student Play in the IEP Process

Student’s Role in the IEP Process

● The student may choose to be present in the process
● Understand the IEP process, have a teacher explain the process to you
● Ask questions if there are things you do not understand
● Make a note of your strengths and stretches
● Make a note of new goals you would like to present
● Understand the agenda for the meeting so you will know when you will be able to
self-advocate
● Have your parents there with you for support
● Decide what you will do if you begin to have anxiety
● Decide how you will ask a question when you need to
● Make sure introductions will take place so you will now everyone at the meeting
● Understand the ground rules set for the meeting
● Tell everyone at the meeting what your need, goals, and interests are
● Tell everyone how you are doing at school, in the community
● Tell everyone what accommodations and modifications you need to be
successful at school and in the community
● Tell everyone what your interests and goals are when you finish school
● Make sure you get a copy of the agreed IEP
● Make sure you receive the agreed-upon accommodations and modifications
● Know that you have a right to call another meeting to change your IEP if you feel
it is not meeting our needs
● Remember that your IEP is designed to help you meet long-term goals at school
and in life

The Teacher’s Role in the IEP Process

● Teachers can understand a student’s needs by reviewing their past report cards,
school documents fro SBT and discipline records, teacher comments, and
performance logs
● Teachers can talk to the parents, former teachers, other service providers, the
student themselves
 ● The teacher needs to observe, listen and examine the students work, work
habits, response to instructions and behaviour, and social interaction
● Teachers should ensure parents and students understand and can contribute to
the IEP meeting by preparing them and sharing information with them
● Teachers need to be prepared to present goals, objectives, and strategies for
core competencies and curricular competencies for the student and discuss
which ones the parents and students would like to work on first and which they
feel are the most important and relevant
● Use Shelly Moore’s SMART goals as a guideline
● Teachers need to understand what students interests and plans are for after
secondary school and take that into consideration in creating an IEP
● Teachers need to understand how the student feels in school and in the
community
● Student’s learning style needs to be taken into consideration
● A date needs to be set for IEP review
● Ensure all interested members have a copy of the IEP

The Parents’ Role in the IEP Process

● If the parents feel their child is in need of an IEP they can request an SBT
meeting for their child
● Conversations with the teachers about their child’s progress would be the first
stage of the parents’ concern
● For the IEP meeting, the parents should be prepared to discuss
- The strengths and stretches of their child
- Present their child’s hobbies, talents, favourite activities, and interests
- Any fears they have
- The child’s behaviour when they are upset
- Any concerns about the child’s program at school
- What academic skills does the child practice at home on a regular basis
- How the child learns best
- Are there any behaviours you are concerned about
- What are the main hopes you have for your child this year?
- Any additional information you think teachers need to know about your
child
Sources:
A Resource Guide for Teachers
http://choiceschool.org/wp-content/uploads/2015/04/IEP-Resource-Guide.pdf
A Teacher’s Guide to Individual Education Plans
(IEPs)​http://www.fnesc.ca/publications/pdf/teachers_guide_IEP.pdf
What are Students roles and Responibilites in IEP Meetings
https://dc-transition-guide-admin.s3.amazonaws.com/files/2014/04/04/Student%20Roles%20an
d%20Responsiblities.pdf
Roles and Responsibilities in the IEP Process
https://nwboces.org/UserFiles/Servers/Server_308355/File/Parent%20Resources/Special%20E
ducation%20Resources/IEP/Roles%20at%20IEP.pdf
The teacher can go to the SBT meeting with the following information at a secondary
school:

● Students attendance in their class

● Student’s grades in class
● Student’s strengths and stretches
● Student’s behaviour and attitude in class
● Strategies you have tried in class and their success and failure
● What you know about the student: incidents, interactions with other students,
work habits, contacts with family
● Supports in class

School Based Team Handbook Chilliwack

https://ssc.sd33.bc.ca/sites/ssc.sd33.bc.ca/files/2019-03/School%20Based%20Teams%
20-%20Best%20Practices.pdf

Index Tools
Choose and review one of the following index tool examples, that you believe would be
helpful for a student with an exceptionality for IEP planning purposes. (From Special
Education Part 2 Module 2.4 What Works For Students)

● Adaptations Checklist
● Classroom Supports for Secondary Student Grade/Year Initiated
● Matrix of In-Class Work
● Strength Based Student Profile
● BC Core Competencies Supported Self-Assessment
● Inclusion Planning Matrix

IEP Planning Sheet for Parents

Student Name: ___________________________________ Date: _____________________

Parent’s Name: ___________________________________

To develop the best possible program, we need your assistance and knowledge of your child.
Below are some questions for you to think about in preparation for the IEP meeting.

You may wish to write down your thoughts for future reference by the IEP Team.

What do you feel are the strengths of your child?

What do you feel are your child’s weaknesses (e.g., areas that may be frustrating or that your
child can improve)?

How do you think your child learns best (what kind of situation makes learning easiest)?

Please describe educational skills that your child practices at home regularly (e.g., reading,
making crafts, using the computer).

Does your child have any behaviours that are of concern to you or other family members? If so,
please describe the behaviour(s).

What are your child’s favorite activities?

What are your child’s special talents or hobbies?

Does your child have any particular fears? If so, please describe.

How does your child usually react when upset and how do you deal with the behavior?

Do you have any particular concerns about your child’s school program this year?

What are your main hopes for your child this year?

Is there other information that would help us gain a better understanding of your child?

Are there any concerns that you would like to discuss at the next IEP meeting?

Thank you for contributing valuable parental insights.

Sincerely, ___________________________ (IEP Team Coordinator)

Source: A Teacher’s Guida to Individual Education Plans (IEPs)

http://www.fnesc.ca/publications/pdf/teachers_guide_IEP.pdf

Collaboration with Students on IEPs

Knowledge and understanding of core competencies would allow the student to position
themselves in the meetings as being the one who knows the most about how the
student can meet and is meeting the core competencies.

The Core Competencies Self-Assessment

https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-s
elf-assessment.pdf
Allows the students to take a more in-depth look at where they are at on mastery of the
competency. It also allows them to see what is expected of them and exactly what that
competency means in relation to what is expected of them.

The students need more than just be given the sheet with the core competencies given
to them to read, the self-assessment allows them to understand it on a personal level.

Collaboration with Parents on IEPs

Parents need to understand the IEP process and be aware of how the meetings are
conducted so they can collaborate. The parents know the child best. I do not know my
schools process and procedure for parent involvement. One situation I witnessed is
when the child had an evaluation of WAISS and the results were given to the parents in
a gentle watered-down format (the parent was told her son was not progressing as was
expected). and the parent was told what help we were going to be providing to the
student. The parents did not speak English so a translator was present and the school
psychologist.

Parents also play an important role and can be a valuable source of information.

Read​ page 3 "Collaboration - What Does it Look Like?" in ​Individual Education Plans: A
Guide for Parents​.

For Parents

● Parents should know what to expect at the meeting

● There should be as few people as possible at the meeting, more productive and
less intimidating
● Should know who will be present and what their role is at the meeting
● Parents should take notes at the meeting
● There should be a time limit on meeting to keep everyone focused
● Goals should be between 3-5
● Discuss what can be done if child is incapable of achieving the goals
● State best form of communication with parents: email, phone, etc.
● Everyone should only ask questions and not make accusations.

Link to Stakeholders in the IEP Process

https://drive.google.com/file/d/1Eo8EvXQtWUk2hC6BK7bV08d1hG6eDgdv/view