Support Team Role Participant Name Contact Information Parent Teacher FNSA SEP Coach Educational Assistant Learning Support Teacher Principal Language Teacher Speech Language Pathologist Counsellor/Behaviour Specialist Occupational Therapist Visiting Pediatrician Educational Psychologist Other IEP Review Date:_______________ (Signatures are required, but if a school would like the signatures of those who attended the IEP meeting-see below) Signatures: Adaptations & Accommodations Accessibility: access to all areas of school fire exits & routes furniture & storage health & personal care parking lot, roads & walkways play areas & equipment showers, washrooms & fountains transportation to/from school other: _______ Assignments & Homework: alternate assignments or format length &/or number (decrease) partner or group assignments time allowed (increase) other: _______ Behaviour Management: consequences - clear/consistent expectations/rules - clear/consistent home-school program outside agency support reinforcement (class/grp/indiv) routines established & followed school counselling program student contract/goal setting teach/assignments at skill level teach & reinforce social skills other: _______
Teaching Strategies: advance organizers/key visuals alternate content/skills demo./model processes/product feedback immediate/frequent practice guided/independent multisensory (oral/experiential/written) memory (reduce/teach strategies) pace quick/slow short sessions/lessons key concepts/vocabulary other: _______ Organizational & Study Strategies: visual strategies (chart, blackboard) class visual schedule/timetable concrete measures of time (timer/watch) colour-coded binders, etc. organized classroom set-up routines for use of materials student planner/home-school book teach organizational/study skills explicitly other: _______ Equipment & Specialized Materials: augmentative communication device braille machine/materials calculator (large keys/reg./voice) camera (digital/video) computer processor computer printer/peripherals motor equipment hearing aids/personal or class fm system headphones/listening centre Language Master & cards magnifier/lenses overhead projector reference books spell checker/grammar checker standing frame/walker switches/adapted handles, etc. tape recorder wheelchair (reg./electric) other: _______ Reading, Writing & Note-taking: alternate formats of note-taking: carbon copy/outline/photocopy/taped notes alternate formats reading: braille/enlarged print/rebus/tapes/videos alternate formats writing: process. alternate materials/texts: easier reading level/parallel unit note-taker, reader &/or scribe other: _______ Following Directions: Provide only one or two directions at a time Restate directions in clear simple language Stand close to the student and gain eye contact before directions Provide visual support for directions (on student’s desk, or other: _______ Increasing Written Output: Allow for a scribe, or a tape to record responses Establish the process for revision draft, sharing, second draft, sharing, revising; third draft, polishing; final, publishing) Have the student write ideas on post it notes and then rearrange them to make an outline keyboarding skills Use an outline and two-column notes for paragraph and writing Use graphic organizers Use the dot procedure (work to the dot and get feedback) other: _______ Testing & Evaluation: alternate setting/time alternate test/format time (increase/short sessions)