There is other information that can be included such as your child’s Spirit Name, Dodem or Society and Treaty Territory. If you use syllabics to write your name, then use this format as well.
Where it says, ‘Information Source’, suggest including the feedback from Elders, Knowledge Keepers and/or community programs like the ‘Aunties and Grandmothers’.
Suggest organizing this section by the physical, emotional, intellectual, and spiritual if this is your way and show how balance is required for your child.
Suggest that your First Nation support services be included here. You may have a Traditional and Cultural Support Unit at the First Nation Health Department that can be a factor in your child/youth’s success.
The folder you are creating and keeping for your child/youth, along with the activities here in these modules can be included in this section.
Some courses or all courses may be Accommodated (AC), Modified (MOD), or an Alternative (ALT) program may be offered instead.
Accommodations (AC): Accommodations for your child’s learning that do not apply to all courses would be listed here. The IEP may include accommodations for your child’s particular needs. They are made to ensure that your child is able to achieve the learning outcomes of the curriculum.
Modifications (MOD): A modified program for your child will be focused on goals different from the provincial curriculum. If your child’s IEP contains modifications, they will receive report cards with comments or letter grades in relation to the particular goals in the IEP rather than being specific to the learning outcomes for the subject or course.
Alternative (ALT): Alternative programs, or alternative skill areas, are developed to support your child in acquiring knowledge and skills outside of the Ontario school curriculum.
Accommodations
Accommodations are changes to:
- the strategies used to teach your child (e.g. instructional accommodations)
- the materials available to your child (e.g. environmental accommodations)
- the assessment tools used to evaluate their learning (e.g. assessment accommodations)
A list of examples for each type of accommodation can be found in the menu and resource section of these modules.
Ask the school team if there is First Nations content in these assessments.
Annual Program Goals
Each child will have goals that they will work towards throughout each term within the school year. These can be reviewed or changed more than once a year. The goals that are listed in the IEP are meant to be a guide, are not permanent and are specifically designed to support your child on their learning journey. Suggest that the goals address their physical, emotional, intellectual, and spiritual needs. You can also ask the team members what their annual goals are for your child/youth.
Learning Expectations
These typically come from the Ontario Curriculum. It is okay to suggest that the expectations align with your community’s teachings
Teaching Strategies & Assessment Methods
Encourage the team to clearly identify which strategies and methods are culturally rooted and those that are not. This is an approach called ‘two-eyed seeing’ where we honour our knowledge and pick the best tools from non-Indigenous society.
Thinking Aloud...
It is important to a holistic approach when selecting annual goals. For example: A spiritual goal may include going to a leadership camp for First Nation Youth. This type of goal is about reinforcing their self-esteem and identity as part of a balanced approach to their education journey.
Transition Plan
The transition plan is a detailed plan designed to assist students in making successful educational transitions.
A transition plan must be developed for each child that has an IEP. It is meant to be reviewed regularly. The goals and action items listed within the plan may have change to meet the growing needs and interests of the student.
Goals may be developed for the following:
- Entry to school
- Transition from one activity to another within the classroom
- Transition to non-instructional time
- Transition from class to class
- Transition from grade to grade
- Transition to high school or post-secondary activities
- Transition from high school to suggest goals to transition from high school to work force.
For a more detailed source on transitioning, please go to the KEB website at www.aes-keb.com to access the Student Transitions Protocol.
Suggest that cultural resources be included here as well. You may ask that creating regalia, drum-making and rites of passage be included.
Encourage the school team to include all members that contribute to your child’s IEP.
You may want the contributions of your advocates or the cultural resources be listed here as well. This inclusion is a reminder that we are a community dedicated to education and to your child.
Under ‘Other Sources (list below)’ be sure to include your own folder on your child/ youth. Also, it is important to list the community members and resources that have been a part of this journey.
Under ‘Description of Activity’ encourage your cultural protocols for each. Examples of this may include smudging, circles, traditional gifting, feasting and celebrating your child/youth’s milestones. This is an opportunity to discuss the locations of staff reviews/updating, meaning that you can suggest that meetings take place in the First Nation, or a culturally safe space at school.