WI 2018 Writing Meaningful IEPs Deep Dive Master Class Dashboard

WI-Based Writing Meaningful IEPs

Deep Dive Master Class

Think of the dashboard as your home base as well as “library” for all digital files related to your Deep Dive Master Class. The dashboard will also house session audio files and notes.

The dashboard is not interactive, therefore, if you have questions, want to share a resource, or are looking for “tribe” support, please use our FaceBook group.

Click here to edit your profile for this site.

Session-by-Session Resources
Session 1 IEP worthy goals [link to ZOOM https://zoom.us/j/184200194]

  • Optional Flipped Learning Activity
    • Review the IEP Makeover Tips and Tools eBook and/or watch this video about a proven formula for writing IEPs from the Pre-K Teach & Play IEP toolkit.
    • Identify from the eBook, the video, or real-life, an example of an IEP goal statement that you like, that confuses you, and/or that you aren't a fan of. Be ready to share your examples during the Zoom call.
    • Listen to this Pre-K Teach and Play podcast episode on three types of sequences and why they matter when writing meaningful IEPs [link]
  • Download and use this planning form as you see fit (before, during, and after each session).
  • Session 1 PPT slide handout [pdf]
  • Recorded audio of Session 1 [audio]
  • Resources shared during session 1
    • Self-regulation assessment rubric [link]
    • The YES Brain [link]
    • Stewart Shanker – Self-reg [link]
    • Stop Think Act [link]
    • Crystal ball [blog] (see bottom for link to the NC milestones by Toni Linder)
    • Podcast 26 on types of sequences [link]
    • Vlog auditory processing [link]
    • Handout on recall [pdf]
    • Four filters IA activity [ppt]
    • PD activity around 10 essentials for building strong relationships and K-readiness [blog]

Session 2 Difference, delay, or disability [Zoom link https://zoom.us/j/361694869]

  • Optional Flipped Learning Activity
    • Listen/read this Pre-K Teach & Play podcast about “what children really need” and take time to journal and/or reflect on any of the following prompts:
      • Have you thought about wants and needs as different before?
      • Can you tell the difference between a want and a need?
      • How does knowing the difference serve you in identifying meaningful IEP goals?
    • Review the handout titled “Disability, Delay, Disorder, Difference” and take time to journal and/or post to FB how confident you are in knowing the difference. If you feel confident, why and how much do you rely upon test results? If you don't feel confident, are you sure the etiology or “truth” really matters?
  • Recorded audio of Session 2 [audio]
  • Resources shared during session 2
    • Form to request free infographic on 12 ways to reduce ECE stressors [link]
    • Form to request Blended Practices study guide [link]
    • Blended Practices Chapter 3 [pdf]
    • Power of Play eBook [pdf]
    • Power of Play Infographic (handout version) [pdf]
    • Monograph 16 on Blended Practices [link]
    • WI crosswalk for IEP course [pdf]
    • Landing page for ECE administrators on recommended ECE practices [link]

Session 3 Identifying accurate criteria [Zoom link https://zoom.us/j/239758383]

  • Optional Flipped Learning Activity
      • Review pages 4-6 and 10 of the IEP Makeover eBook [pdf]
      • Read this blog and explore any of the hyperlinked references/resources.
      • Take time to journal and/or reflect on any of the following prompts:
        • Do you see a difference between the phrase progress and performance?
        • Where are you, your team, your agency, and/or even state getting stuck when it comes to measuring children's performance on IEP goals and/or their response to intervention?
        • What ways can we think more broadly about a child's performance other than using criteria such as 3/4 trials or as measured by X type of rubric?
      • Read chapter  on performance monitoring from our text, “Assessing Young Children in Inclusive Settings: The Blended Practices Approach (this chapter  is also hyperlinked in the performance vs. progress blog)
      • Listen to the Pre-K Teach and Play podcast on the three types of sequences [link] – how does knowing about the sequences help us write more meaningful IEPs and think more clearly about the criteria we use?
  • Recorded audio for session 3 [audio]
  • Resources shared during session 3
    • AEPS Family Report
      • Level I [pdf]
      • Level II [pdf]
    • Copy from IDEA about short-term objectives shared via email and FB.

Session 4 What to do when children struggle [ZOOM link https://zoom.us/j/709314683]

All participants also receive access to my full Pre-K Teach & Play IEP Toolkit, which is an ECE Solutionary Member's Only resources. Note, some of you have these resources because you have the free version of the toolkit or they have been previously shared in our master class.

  • Basic training video [YouTube]
  • “Four Filters” printable [pdf]
  • Can Do Planning printable [pdf]
  • Zigzag printable [pdf]
  • IEP Samples: A Google DRIVE document with sample IEP goals/objectives for preschoolers [DRIVE]
  • Revised Goals and Objectives Rating Instrument [pdf]
  • Dimensions of Behavior Unpacked [pdf]
  • Tutorial on how to use the Can Do Planning form to identify priorities when developing IEPs [mp3]
  • Disability – Delay – Disorder Guide [pdf]
  • Free eBook – IEP Makeover Tips and Tools [pdf]

Other Recommended Resources on Writing IEPs: