Although there has not been a streamline formate for IEP's in BC we do share the BC Core Competencies. Districts are using the Core Competencies as a formate for IEP's with a focus on strengths-based information and goals. Although my district uses the MyEd format, which is not formatted to cover Core Competencies, I have seen IEP's that have come into my district with this formate:
These competencies are similar to the theme of the goals and objectives that are often used in IEP's for students with Autism.
Carol Kosnitsky, in her article 10 Sources of Data to Build a Comprehensive IEP . She shares some sources that can be used to get information for an IEP. She suggests for the team to organized as to who gets what information and from whom. Suggestions from her article for sources of information:
1. Special Ed assessments
2. Progress monitoring data to show status of growth
3. Other assessments-IEP need to show present level of performance. If benchmarks are to difficult try to assess at lower levels.
4. Observations of how the students are doing in the classroom: routine, social etc
6. Parent input-they know them the best
7. Teacher input: what are the demands for this grade? How this students compare, how do you help, and what will you tell teacher for next year
8. Grade level expectations-"The team should be knowledgeable about grade level expectations in order to support a student’s involvement and progress in the curriculum. With this knowledge, the team can prioritize student needs and align the student’s goals, supports and services. Remember, the IEP must describe expected performance versus actual performance and make meaning of the gap! " (Kosnitsky, 2019).
9. Behaviour data
10. State/Provincial assessments
Kosnitsky suggests that the use of technology to collect that data is a fast and efficient way. Shelley Moore has many on-line documents/resources on her blog site that support the information gathering for a Competency-Based IEP.