iep planning & design (in the time of covid) · planning •goal based •choice of activities...
TRANSCRIPT
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IEP Planning & Design(in the Time of COVID)
Twitter: @tweetsomemooreInstagram: Five Moore MinutesFacebok: Five Moore Minutes
www.blogsomemoore.comwww.fivemooreminutes.com
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We are not home schooling
We surviving a crisis and trying to continue learning
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Continuous Learning
• CONNECTION & ENGAGEMENT• Continuing learning (not new learning)• Focus on grade band priorities & family priorities (e.g.
communication)• Use interests & strengths• Coach care givers• Low tech options
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Check in
What is going well?
What isn’t?
What’s next?
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Today
• Setting the stage• IEP Translating • IEP Planning• IEP Evidence• Resources
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Planning For (7-9) • Up to 1.5-2 hours/ day• Focus on:• Family/student priorities • Literacy & Numeracy• Daily Movement• Enrolled Courses• Cross Curricular
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Planning
• Goal based
• Choice of activities
• Organized by goals not time
• Flexibility
• Movement
• Tie in competencies
• Support students to connect with each other
• Connect learning to interests
• Start accessibly, provide options for more complexity
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Distance IEPs
1. Choose a student with an IEP
2. Turn each goal into an “I can” Statement• I can (goal) by (objective)
3. Record goals along top of Distance IEP template
4. Choose 3 - 4 focus areas based on their peer group grade level6. Connect to classroom activities as much as possible
7. Create a student friendly and a family friendly version as needed
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IEPs at HomeIEP Goals 1. 2. 3. 4.
IEP Focus Area 1
IEP Focus Area 2
IEP Focus Area 3
IEP Focus Area 4
IEP Focus Area 5
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IEP goalsI can…(competency) by… (objective)1. I can respond meaningfully to communication from peers and adults by showing my preferences2. I can persevere when things are hard by choosing a fun activity when I finish3. I can interact with my family and friends respectfully by helping around house4. I can be a healthy eater by preparing myself a snack
Home Learning Focus Areas
1. Literacy
2. Numeracy
3. Daily movement
4. Foods
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Goal Areas Communication Personal Awareness & Responsibility
Social Responsibility Foods Class Goal
IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want
2. I can keep going when things are hard by choosing a fun activity when I finish my work
3. I can be responsible by helping my friend and family
4. I can be healthy by preparing myself a snack
Focus Area: Literacy
Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you
Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you
Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.
Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)
Focus Area: Numeracy
Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house
Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task
Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles
Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)
Focus Area: Daily Movement
Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)
First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done
Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks
Get J to help out and involved in a kitchen activity e.g. baking, cooking
Focus Area: Course: Foods
Offer J 3 options of snack foods and practice making them together
Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat
Get J to was hands before eating, after eating and when coming back from outside
Get J to clean up after his snack
![Page 12: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/12.jpg)
Distance IEPs1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level
• K-3 (family priority areas, literacy, numeracy, daily movement activity, competencies)
6. Connect to classroom activities as much as possible7. Create a student friendly and a family friendly version as needed
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Jaspreet
May 30/ 2020
Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.
Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it
We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.
Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.
![Page 14: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/14.jpg)
Distance IEPs
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
![Page 15: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/15.jpg)
A New Kind of S.M.A.R.T Goal
• S - SPECIFIC• M - MEASUREABLE• A - ACHIEVEABLE• R - REALISTIC• T - TIMELY
• S – STRENGTH BASED• M – MEANINGFUL• A- AUTHENTIC• R- RESPONSIVE• T - TRIANGULATED
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A NEW KIND of S.M.A.R.T Goal
• “I can” statements
S – STRENGTH BASED
• Goals have place based purpose by• Connecting to competencies or• Connecting to inclusive lenses – personal, social intellectual
M – MEANINGFUL
• Connected to a common curriculum of peers
A- AUTHENTIC
• Honour the values of student and the family
R- RESPONSIVE
• Consider evidence of learning that includes conversations, observations and products (qualitative)
T – TRIANGULATED
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A NEW KIND of S.M.A.R.T Goal
I can (goal) by (objective)
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A new SMART IEP Goal• will initiate communicative interactions with others
4/5 opportunities to do so. • will engage in conversational turn-taking with
others across 3-4 conversational turns, 4/5 opportunities to do so (topics initiated by self /others).
• will state the main idea of the story, video or situation 4/5 opportunities to do
• will independently ask to take a break given visual and verbal prompts _% of the time.
• Given a prompt, the student will accurately identify equivalent relationships, including the number of days in a given month, the number of days in a week, the number of days in a year, and the number of months in a year in 8 out of 10 trials by annual review of the IEP.
• Given a repeating relationship (pattern) in common objects, sounds, and movements, the student will identify and describe the pattern and then extend the pattern by adding at least two repetitions in 7 out of 10 trials by annual review of the IEP.
• I can communicate by starting an interaction
• I can have conversations by taking turns
• I can understand what I am reading by finding the main idea
• I can take a break by looking at a visual or saying the word “break”
• I can understand the relationships in a calendar by…
…knowing how many days are in a month
…by knowing the number of days in a week
…by knowing the number of weeks in a year
…by knowing the number of months in a year
• I can identify patterns by…… noticing patterns in objects, movements and sounds… build a pattern with objects… extending a pattern by adding on
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Jaspreet’s IEP goals
1. I can respond to my family and friends byshowing what I like and what I want
2. I can keep going when things get hard by choosing a fun activity to look forward to when I am done
3. I can be responsible by helping my friends and family
4. I can be healthy by making myself a snack
Jaspreet
May 30/ 2020
Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.
Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it
We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.
Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.
![Page 20: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/20.jpg)
Distance IEPs
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
![Page 21: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/21.jpg)
IEPs??IEP Goals 1. 2. 3. 4.
What are the IEP Goals? Turn them into “I can” Statements
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IEP HOME LEARNING PLANGoal Area Communication Personal Awareness &
ResponsibilitySocial Awareness & Responsibility
Foods 8
IEP Goals (Long Term Goal) I can respond to my family and friends by
I can keep going when things get hard
I can be responsible I can be healthy
Objective (Short Term Goal) showing what I like and what I want
choosing a fun activity to look forward to when I am done
helping my friends and family making myself a snack
Jaspreet: Grade 8
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Distance IEPs
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
![Page 24: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/24.jpg)
Jaspreet’s IEP Focus Areas (7-9)• Social Responsibility• Personal Awareness• Literacy/Numeracy• Daily Movement• Enrolled Courses• Integrating Competencies
Jaspreet
May 30/ 2020
Jaspreet is a student in Grade 8. He has Autism and loves running, YouTube, food, taking pictures. He is getting more confident at communicating with symbols and needs support for self regulating. He loves anything Foods and technology related and is successful when he can move while learning and has access to visual supports.
Jaspreet struggles with knowing when to stop running and need to build more strategies to keep him safe. We are working on helping him be self aware and reference his environment, as well as asking for help when he needs it
We are also supporting Jaspreet to persevere when things get hard, by helping him chose motivating activities and finding more things that he is interested in.
Parents are hoping that over the next months at home, we can get Jaspreet to help out with and be involved in the family, and be able to go outside without him running away or go to far.
![Page 25: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/25.jpg)
IEPs??IEP Goals 1. 2. 3. 4.
What are the IEP Goals? Turn them into “I can” Statements
Wha
t are
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s are
as?
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IEP HOME LEARNING PLANGoal Areas/ Competencies
Communication Personal Awareness & Responsibility
Social Awareness & Responsibility
Foods 8
IEP Goals (Long Term Goal)
I can respond to my family and friends by
I can keep going when things get hard
I can be responsible I can be healthy
Objective (Short Term Goal)
showing what I like and what I want
choosing a fun activity to look forward to when I am done
helping my friends and family making myself a snack
Focus Area: Literacy
Focus Area: Numeracy
Focus Area: Daily Movement
Focus Area: Course: Foods
Jaspreet: Grade 8
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Distance IEPs
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
![Page 28: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/28.jpg)
Connecting with the Classroom
• Enrolled Course is Foods 8• Class is doing a virtual unit on Healthy Eating• Jaspreet’s Food 8 Access goal on his IEP for this unit is• I can be healthy by making myself a snack
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Goal Areas Communication Personal Awareness & Responsibility
Social Responsibility Foods Class Goal
IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want
2. I can keep going when things are hard by choosing a fun activity when I finish my work
3. I can be responsible by helping my friend and family
4. I can be healthy by preparing myself a snack
Focus Area: Literacy
Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you
Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you
Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.
Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)
Focus Area: Numeracy
Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house
Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task
Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles
Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)
Focus Area: Daily Movement
Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)
First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done
Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks
Get J to help out and involved in a kitchen activity e.g. baking, cooking
Focus Area: Course: Foods
Offer J 3 options of snack foods and practice making them together
Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat
Get J to was hands before eating, after eating and when coming back from outside
Get J to clean up after his snack
![Page 30: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/30.jpg)
Distance IEPs
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement
• I can (goal) by (objective)3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
![Page 31: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/31.jpg)
Goal Areas Communication Personal Awareness & Responsibility
Social Responsibility Foods Class Goal
IEP Goals & Objectives 1. I can respond to my family and friends by showing what I like and want
2. I can keep going when things are hard by choosing a fun activity when I finish my work
3. I can be responsible by helping my friend and family
4. I can be healthy by preparing myself a snack
Focus Area: Literacy
Get J to choose a picture book, after you read each page ask, “show me what you like” verbalize that he shows you
Choose an activity that you worked really hard for this week, take a picture or make a video to share with a friend or family member who doesn’t live with you
Video J doing an activity that is helpful. Re watch the video and point out what he did that was great.
Get J to look at a grocery flyer and choose 1 or 2 items for the grocery list (e.g. 1 healthy item, 1 treat)
Focus Area: Numeracy
Create a scavenger hunt for J that gets him to collect (e.g. 5/10/15) of his favourite items from around the house
Get J to set the table, if he gets stuck, say, ”you can do it,” “one more,” or “keep going!” make a big deal when he completes the task and reward with a fun activity or task
Get J to help with laundry, get him to make a pile of white clothes, try other colours of piles
Get J to prepare a snack for himself and for other person, ask who has more? Get him to try and make the portions equal by counting (e.g. one cracker for you, one for you)
Focus Area: Daily Movement
Get J to chose a place that could be walked, bike, etc. and make a trip (e.g. to get ice cream)
First get J to choose a chore in the house to complete, and then ask him him to choose a fun activity once he is done
Go for a walk around the track with someone in your family, try to walk 5 laps before heading home. Keep track of laps using sticks or rocks
Get J to help out and involved in a kitchen activity e.g. baking, cooking
Focus Area: Course: Foods
Offer J 3 options of snack foods and practice making them together
Get J to try a new food, do a 3-2-1 count down, encourage and celebrate the effort and then choose something fun to do or eat
Get J to was hands before eating, after eating and when coming back from outside
Get J to clean up after his snack
![Page 32: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/32.jpg)
Goal Areas Communication Personal Awareness & Responsibility
Social Responsibility Foods Class Goal
IEP Goals & Objectives
1. I can show what I like 2. I can work hard 3. I can help my friends and family
4. I can make a snack
Focus Area: Literacy
.
Focus Area: Numeracy
Focus Area: Daily Movement
Focus Area: Course: Foods
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KimGrade 7
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KimGrade 7
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Great Resource for Visuals
• Board Maker• Symbolstix• Free – Visuals Engine• https://connectability.ca/visuals-engine/
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A great resource: https://www.openschool.bc.ca/keeplearning/
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A great resource: https://www.openschool.bc.ca/keeplearning/
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IEPs for Home LEarning
1. Choose a student with an IEP2. Turn each goal into an “I can” Statement • I can (goal) by (objective)
3. Record goals along top of Distance IEP template4. Choose 3 - 4 focus areas based on their peer group grade level5. Connect to classroom activities as much as possible6. Create a student friendly and a family friendly version as needed
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Evidence of (Continuous) Learning
IEP Portfolio – Evidence Log
www.fivemooreminutes.comInclusion Strategies: Episode 5
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www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy
T - Triangulated Evidence
A Goal
Written Language
Oral Language
Visu
al La
ngua
ge
Observation- Anecdotal
comments- Performance
video- Frequency
tallies
Product- Student work
samples- Photographs- Artifacts
Conversation- With/ from a student- Between 2 students- With/from family members- With/ from staff members
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www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy
T- Triangulated Evidence
A Goal
Product
Conversation
Obser
vatio
n
Conf
iden
ce o
f As
sess
men
t • Pieces of Evidence
• Number of ways
• Number of places
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www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy
T - Triangulated Evidence
• the 3 best pieces of evidence
• in at least 2 different formats (i.e. product, conversation, observation)
• in at least 2 different contexts or places (e.g. different classes, home, school, playground)
Supporting student, families & teams to collect:
![Page 43: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/43.jpg)
www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy
T - Triangulated Evidence
• the 3 best pieces of evidence
• in at least 2 different formats (i.e. product, conversation, observation)
• in at least 2 different contexts or places (e.g. different classes, home, school, playground)
Supporting student, families & teams to collect:
![Page 44: IEP Planning & Design (in the Time of COVID) · Planning •Goal based •Choice of activities •Organized by goals not time •Flexibility •Movement •Tie in competencies •Support](https://reader033.vdocuments.mx/reader033/viewer/2022060514/5f86280a6720f5074f09edde/html5/thumbnails/44.jpg)
www.fivemooreminutes.com Shelley Moore, 2019Episode 5 Strategy
Strategy IEP Evidence Log
Core Competency
IEP Evidence Log for: ___________________School Year: __________ Term: __________
Date Goal & Objective
Progress
Type of evidence
Location
I can do this…
I nee
d a
new
goa
l
I wan
t to
keep
wor
king
on
this
goal
I met
this
goal
! I a
m re
ady
for t
he n
ext
chal
leng
e
Prod
uct
Obs
erva
tion
Conv
ersa
tion
Goal:
Objective:
Comment
Goal:
Objective:
Comment
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A Great Resource: 5MM Home Learning Tips
Five Moore Minutes You Tube Channel
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NEXT STEPS…
What is one take away from today?
What questions are coming up?
What is one thing you want to try?
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Stay Connected
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