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P6 IEP and Custom Learning

Page history last edited by Jenna Ream 9 years, 10 months ago

 

P6 IEP & Custom Learning.

 

Framing of this issue:

Considerable research indicates Education can be improved with a 'custom' approach, giving teachers tools and time to customize curricula and pace of learning to the students interests and abilities. This is happening today with IEP ("Individualized Education Programs") for students at either end of the learning spectrum. How can the benefits be applied more broadly?

 

Problem Dimensions (ecosystem domain & boundaries):

 

  1. IEP is legally mandated support documentation for children with identified special needs.  (some identified needs are medically diagnosed) 
  2. Response to Intervention (RTI) where does collaborative teams of teachers- special educators and grade level teachers who together evaluate the strengths and needs of struggling learners and implement targeted instruction to meet those needs and further evaluate next steps fit into the conversation about positive, supportive educational structures for all learners?  for gifted learners?
  3. Issue of paperwork- current IEP and RTI systems require time-consuming documentation.  Where is documentation a strength and where is it a distraction?  Where is it a time-suck that interferes with the implementation of instruction? Where does it inform and enhance communication?
  4. the piece of P6 I see as strength is the recognition that we have strayed too far from individual need/supports- where can we learn from what works in IEP/RTI and apply beyond struggling learners?
  5.  What skills do teachers develop by being involved in IEP/RTI processes that can translate to better understanding of strengths and needs of all children?  Gifted children? 
  6. Recognizing that programs 'that work' pay attention to local factors & innovate them in, harmonize them... how can we look to models of success and identify components and combinations of factors that best support high level learning for individuals and across groups?
  7.  Need for early and continuous enrichment- targeted programming that meets needs and builds on strengths- what structures can be in place to provide for all?
  8. Question of goal as target/benchmark or growth?  
  9. Class size and Time. With either or both teachers have a better chance of individualizing/ customizing instruction and educational experience.
  10. We can't expect schools to address all social problems. Schools need to focus in learning, life-long learning, academics
  11. parental involvement is central to good Individualized instruction. Question: what does that look like/ involve? Doubt it is the same everywhere... 
  12. What will it take to pilot this?
  13. To implement it?
  14. What data can we review to drive this analysis?

 

Who Has the Problem (supervising jurisdictions & implementation focus):

State Departments of Education

Teachers (wanting to do this, but not able) 

 

A. Problem Statement:

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B. Process Description (if applicable):

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C. Actors & Behaviors (desired, undesired):

  • Administration (administer policy)
  • Teachers (drive)
  • Students (strong benefits)

 

D. Process Model (picture(s) & flow(s) as needed):

  • diagrams of flow that may be relevant to understanding or solutions for this issue? 

 

E. Process Rules:

  • what are constraints, actual or implied? 

 

F. Outcomes (desired, undesired):

  • Fundamentally higher quality of Education retained.
  • Positive impact to P5 Workforce.

 

G. External Context: 

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Other sources or references relative to this topic

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