Course 4: Program Planning

Core Competencies

Core Competencies in the I & CB IEP align with the Core Competencies in the B.C. Curriculum. The Core Competencies and sub-competencies are:

From the BC Curriculum

Core competency goals created by the student are written as “I can” statements. Goals created on behalf of the student are written as “The student will” statements.

Case Example: Core Competencies

The student has selected a goal in the “Communicating” core competency as an area they would like to focus on:

“In a safe and supported environment, I can respond meaningfully to communication from peers and adults…”

To make it specific to the student, add the objective:

“…by looking towards them and waving my hand to greet them.”

Curricular Content and Competencies

These goals are designed to meet curricular expectations, they are written as “Student knows” or “Student can” rather than “I know” or “I can” statements.

There are two types of Curricular Goals: supplemental and replacement.

Supplemental Goals

Supplemental goals are for students on an adapted grade-level curriculum who are not yet meeting grade-level expectations in literacy or numeracy. These are student-specific goals that are supplemental to grade-level goals. These students are on the path to graduation with a Dogwood certificate. They need to be assisted to meet grade-level expectations in specific areas, and adaptations are made to reduce the required output, increase support, or both.

Replacement Goals

Replacement goals are student-specific for students on a modified grade-level curriculum. Students with replacement goals graduate with a “school leaving certificate.” Curriculum is modified to the individual needs of the student and support is provided at whatever level is required. Replacement goals are used for students with complex needs.

In both supplemental and replacement goals, educators should start from the same Big Idea in the curriculum that classmates are working on.

Case Example: Replacement Goals

The student with complex needs is in Grade 4, and classmates are working on Grade 4-level curriculum in mathematics.

• The Big Idea: fractions and decimals are types of numbers that can represent quantities
• Curricular Competency: model mathematics in contextualized experiences

Since this student is not yet meeting grade-level expectations in numeracy, the teacher, in consultation with specialists, might then select a replacement goal and objective representing quantities.

The replacement goal could be:

I understand the quantity “all of it” (The student will make sense of quantities)

The replacement objective could be:

When I am asked to pour “all of it” (by measuring out the various ingredients of no-bake Nanaimo Bars)

Universal and Essential Supports

Universal and essential supports assist students with learning. Universal supports are useful strategies that benefit all students and can be used in classroom and lesson design. Essential supports are specific to one student and are used to facilitate and reinforce learning for students with complex needs. Both universal and essential supports need to be identified in the I & CB IEP.

Examples of Support

• Universal Supports: Posted daily classroom routines or monthly classroom activities on a classroom
• Essential Supports: Student’s activities of the day are represented by pictures that can attach to their tray on their wheelchair or using a scheduling app on the student’s iPad

Though essential supports are student-specific, everyone in the classroom community should have an awareness of the essential supports any student is using. For example, it is important for classmates of a student, who is communicating using Picture Communication Symbols on a Core Board, to know how to use the Core Board, so they can talk with their classmate.

Evaluation of Progress

SMART goals were designed to aid in the creation of IEP goals that would evaluate progress in a qualitative manner. In the new I & CB IEP, SMART goals have been redefined and written to reflect the guiding principles of place-based, self-determination, and purposeful planning. Explore the old and redefined SMART goals in the chart below:

The redefined SMART goals are meaningful, inclusive, and are evaluated qualitatively and quantitively. In particular, the triangulated evaluation is a more meaningful and authentic way to assess learning, particularly for students with complex needs. This approach aligns with the three best pieces of evidence of learning identified by B.C.’s Ministry of Education and includes:

• Observation: Such as through real-world observation, or videos of the observable actions
• Products: Products or “artifacts” including samples or photographs of the student’s work
• Conversations: With the student, classmates, or the student’s family about what the student has learned

Triangulated Evidence

For audit purposes, the B.C. Ministry of Education has indicated that evidence of learning needs to be collected in at least two formats (product, conversation, observation) in at least two different contexts or places.

Case Example: Learning to Greet with a Wave

Quantitative Approach	Triangulated Approach
Amy will raise her hand to wave hello in response to another person’s greeting 80% of the time, over three consecutive days, in appropriate circumstances.	I can respond meaningfully to greetings from peers and adults by raising my hand to wave hello. This action can be measured by observation (seeing Amy wave) and conversations (Amy’s parents saying that Amy is waving at family members when they say hello).