Examples of work carried out around competency-based IEPs,​ including

a. evidence of student voice

b. work done in support of IEP goals and objectives
c. how the student interacted with the Core Competencies (if not already
represented in IEP)
d. evidence of work done in curricular areas
e. evidence of growth in “stretch” areas—likely represented in IEP
f. assessment/evaluation of progress including feedback to student (and
student involvement if possible) and needs steps to take toward reaching
full potential
g. discussion of where the evidence is located

I am not quite sure what is expected in this section, so I will post the IEP and make
reference to it.

a) The evidence of the student voice​:

I wrote a social story for the student to attend their own IEP meeting, in the story the
mother prepared the student to share: how he likes to learn, and how he can share his
opinions.

On the IEP there is the section My Personal Profile where the information comes from
the student, it is written in the first person and next to it is the evidence to support the
student’s interests, preferences and what the students wants teachers to know about
them. My Learning Profile is also in the first person and that also represents what the
student contributes to their own IEP on the Personal, Social and Intellectual level. Here
the student has to be self aware and reflect because their strengths and stretches must
be listed.

Self assessment tools are used to help the student understand their strengths and
stretches, this gives them insight into how they can reach their full potential. ​T​here are
many self-assessment tools we can create for our students. Here are a few I found on
the internet.
How to Reflect on Goals with ASD

https://www.pinterest.ca/pin/496170083941558743/
Self-Management for Students with Autism Spectrum Disorder

https://www.pediastaff.com/blog/self-management-for-students-with-autism-spectrum-di
sorders-4117
 b) Work done in support of IEP goals and objectives

Looking at the Student’s profile helps the development of a goal. The student’s self
assessment is used to create the profile. If students cannot answer all the questions
family or someone who works with the student and knows the student could assist with
providing information. According to Shelly Moore a goal would be to work on the
students strengths to support their stretches. The goal can be for Core Competency or
Curricular Competency. Allow the goals to be achieved in a variety of ways. Here is an
example of how to write a Core Competency Goal: I can ______(Goal) by
doing_____(Objective). An example for a student who has little verbal skills: I can
communicate by using my iPad. These goals are to allow the student access to the
curriculum.

Shelly Moore’s SMART goals: Strength based (uses student’s strengths), Meaningful
(so students can improve their learning experience), Authentic (tasks create connection
with the real world), Responsive (related to student’s dreams and hopes), Triangulated
(varied types of assessments based on strengths of student)

Sources:

Delta IEP - Blogsomemooore

file:///Users/teacher/Downloads/Competency%20Based%20IEPs.pdf

Competency Based IEPs

file:///Users/teacher/Downloads/Competency%20Based%20IEPs.pdf

c) how the student interacted with the Core Competencies (if not already
represented in IEP

Core Competencies are related to everything we do in life, in or out of school, before,

during and after school. The students' strengths were used to develop their stretches.
 d) evidence of work done in curricular areas

Evidence of work done in the curricular areas comes from the goals, objectives, and
strategies for the curricular competencies. The goal is what can be done by doing the
objective and by using the strategy. Here is the evidence from the IEP: I can recognize
how language constructs personal identity by doing oral traditions and by using telling
stories in class.

Source:

Competency Based IEPs

file:///Users/teacher/Downloads/Competency%20Based%20IEPs.pdf

e) evidence of growth in “stretch” areas—likely represented in IEP

One of the students' stretches was that he was unable to maintain a conversation, he
had a goal to learn to maintain a conversation by using role models, social stories and
group practice for social skills. This IEP would be reviewed at the end of the year and
SBT would discuss the success of the strategies and decide whether the student had
learnt to maintain a conversation, needed more practice, or needed more practice with
differe​nt strategies.

f) assessment/evaluation of progress including feedback to student (and

student involvement if possible) and needs steps to take toward reaching
full potential

Assessment/evaluation of students would be ongoing throughout the year. Formative

assessment would be very beneficial for the student. Perhaps depending on the student
doing it with the parent would be best so the teacher and student and parent could
continue to use the student’s strengths to reach full potential. Some one on one time
with students explaining where they are and where they need to get to would also help.
If possible, students should self-evaluate so they are aware of their accomplishments
and where there is work to do.

g) discussion of where the evidence is located

The evidence is located with the reports the teacher writes, the student’s work the
teacher saves as evidence of learning, and the IEP review at the end of the year. All the
teachers are involved and they can all share their evidence of learning.

Student Details
Student Name: Tom Cruise Primary ​Ministry Designation (s):​ G
Grade: 8 Additional Ministry Designation (s):
PEN: 112233   IEP Date: 12-12-2020
 
Photo Date of Birth: 12-12-2002  Case Manager: Ms Noreen
Student Support Team:  Role:
Academic Teachers, Case Manager,
Administration

 Parent/Guardian consulted on: Mother and father consulted 12-12-2020

My Personal Profile
My Interests: Location of Evidence:
I like to play video games, I like trucks
Almost always carries iPad with him
Initiates interactions with others by showing others images
of trucks on iPad

My Learning Preferences: Location of Evidence:

I like to do my work on my ipad and orally
Fine motor skills are difficult
Finds it easier to shout out answer rather than write it
down
 What you need to know about me: Location of Evidence:
I like to have my ipad with me at all times, I like to have my headphones on to block out noise when I want. I don’t like
to write but it is easier for me to do it if the paper is not white, I like to use light green paper. I don’t like bright lights so
if you can dim the lights or put on curtains it would help me. I like to be with my peers, sit next to them and talk to
them but they don’t always want me with them. I like to be near my peers but not super close to them.
 My Learning Profile
Personal
Thoughts from my
team.
What I am able to do on
my own.
I am able to research on
my ipad.
I like to be in class.
I like to present orally or
one on one with the
teacher.
My Strengths
I can write short
sentences. I can take care
of almost all of my own
needs, dressing, higiene
I don’t like to write.
I prefer that you read to
me instead of me reading.
Let me present orally.
If I have to write, give me
lots of time because it is
difficult for me.
Not everyone understands
me when I speak.
I need help to tie my shoe
laces.
My Stretches
Team Thoughts: Is
physically very
independent and that
needs to be maintained.
He likes to come to school
and we want to maintain
that throughout
highschool. He will be
more comfortable with his
peers when he learns
some social skills.
Use the ability to research
My focus Area This
to expand knowledge.
Year
Work on communication
Social
What I am able to do with
others.
I like to be with my peers.
I like to talk to my peers and
show them trucks on my ipad.
I am usually happy.
If my routine is disrupted in
the morning I need time to
calm down.
I don’t know how to keep a
conversation going.
I don’t know what to do if no
one likes to look at trucks on
my ipad.
I don’t know what to do when
everyone walks away from me
because they don’t
understand what I am saying.
If my routine is disrupted in
the morning I need time to
calm down.
I have anxiety when other
students get too close to me,
when my ipad is taken away,
when my routine gets
disrupted
Team Thoughts: Is social and
developing social skills will
make it possible to interact
with more students. Learning
to identify anxiety and have
some coping skills will be
beneficial before anxiety
becomes more severe.
Develop the ability to interact
with peers with a variety of
topics.
Intellectual
How I think.
I think bottom up but I will
remember what I learned.
I am ok remembering sequences
as long as they are not too long.
If you show me a picture I will
understand better
I take a lot of what you say to me
literally so make sure you
explain. It is hard for me to
understand what the other
students think.
I find it hard to think in the
abstract.
I find it boring to work on
projects without trucks.
Team Thoughts: Is very
disengaged when work is not
related to trucks. Create as many
activities with trucks to teach
some concepts and relate
concepts to trucks if possible, but
at the same time be firm in
student learning about other
topics.
Become more willing to learn
new things that are not related
to trucks and also relate new
 so he can be understood knowledge to trucks when
by more people. possible
Core competency connections Core competency connections Core competency connections
These learning domains can
inform the IEP development Positive Personal + Creative thinking
Communication
in these core competency
areas. Personal awareness +
Social responsibility Critical thinking

Support and Plans

  
Universal Classroom Supports: ****  
Essential Supports:
Adaptations and Modifications Functional Communication Routine and Schedule is important Advice for transitions
Support by EAs, teachers, and peers Consistent social skills practice Develop a routine that works for the Allow for voice typing and app to read
student and the class text to student when wearing
headphones
Problem solving approach Use Procedure boards for math and to Start at last 15 minutes to warm about
help organize ideas class change, warn every 5 minutes
Draw the process then do the numbers
Supplementary Plans​: Date:
Use his likes and interests to manage his engagement December 12, 2020
in the project or assignment.
Allow choice to encourage engagement
Use rewards to encourage student to investigate
different topics

 Core Competency-Based Goals

 Core Competency:​ Personal and Social  Goal:​ ​Understand Social Interactions
Learn to maintain a conversation with peers.
Learn to wait before reacting when anxiety starts.

 Objective:  Instructional Strategies:

Learn to maintain a conversation with peers
Objective:
Learn to wait before reacting when anxiety starts.
Use role model with peers
Use social stories with first person and pictures
Create a group to practice social skills
Instructional Strategies:
Teach about emotions, feelings, help identify and explain them.
Learn to read the signs the body gives when anxiety starts to set in,
and then take do something that is relaxing: get an iPad and look at
trucks, sit away from everyone and listen to music with
headphones, take a step back when students invade my personal
space.

Core Competency-Based Goals

Core Competency: Goal:
Thinking Knowledge acquisition of various topics and themes
Objective: Instructional Strategies:
Remain motivated to learn about topics other Allow student to choose topic
than favorite one Allow student to return to his preferred topic after he has done
work on classroom topic

Objective: Instructional Strategies:

Research topics that are not trucks on iPad Allow student to research trucks after he has researched 3 other
topics on his iPad
 Where and when possible allow student to use a truck to compare
to other things/concepts, for example compare the parts of a cell
to the parts of a truck, use a truck to problem solve in math,
volume of box in the back of truck, how long it take to drive truck
from Vancouver to Calgary….

 
Curricular Competency-Based Goals
 Area of Learning:  Teacher: / Support Staff:
English Mr French EA Mr German
Big Idea: Recognize how language constructs personal, social, and cultural identity
Learning Standard: English 8
 Objective: Instructional Strategies​:
Language as an oral tradition Do storytelling in class: students come prepared to tell
Story telling used to pass on history and important knowledge a story their parents have told them many times about
in Indigenous communities something that happened to them or a relative. (If
possible create a campfire atmosphere where
students are sitting around a central light source and
the lights have been dimmed and students take turns
telling stories.
Rehearse storytelling so student feels comfortable
telling stories to class.
Share stories with student so student learns to take
turns.
Can create a story on iPad with pictures
Objective: Instructional Strategies:
To understand how we use language defines who we are in View some movies and define actors by their language
the world. role.
Understand how he would like to be defined. Read a story/listen to a story and then define the
person based on their language usage.
Explore various ways student is defined by his
language

Curricular Competency-Based Goals

Area of Learning: Teacher: / Support Staff:
Mathematics Mr Smith. EA: Mr Meyers
Big Idea: Computational Fluency and flexibility extend to operations with fractions
Learning Standard: Mathematics 8
Objective: Instructional Strategies:
Estimate Reasonably Start with images and estimate if there are 20, 50, or
100 things in the images…
Use visuals to identify if 5, 10, or 20 things in the
image…
Use as many visuals with trucks as possible to keep
student engaged
Decide if there are more than 10 or less than 10…
Estimate how much an addition will result in, have
student explain reasoning
 Estimate how much a subtraction will result in, have
student explain reasoning
Estimate how much a multiplication will result in, have
student explain reasoning

Objective: Instructional Strategies:

Recognize fractions Use hands on manipulatives to learn about fractions,
Add and subtract fractions with common denominator addition, and subtraction
Multiplication of fractions If the manipulatives are trucks or parts of trucks the
student may be more engaged
Create worksheets with trucks to teach fractions
Use appropriate videos
Use visuals to teach multiplication of fractions
Create a sequence visual

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