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Inclusive Education: What Experience Is Our Student Having?

Know the Goal, Follow the Plan

September 8, 2026 - John Taylor High School

Think of one student you'll be with tomorrow. If I asked them what they are working on this year, what would they say?

What is the purpose of Inclusive Education?

Educational Assistants' Role

"Under the direction of teachers and with training from other professional staff, educational assistants may help implement plans developed specifically for students by the student support team. (…) Activities may be academic, social, or related to specific student needs and plans. They can take place in a variety of situations and settings, ranging from universal support in the classroom, to targeted support or group work, to, on occasion, working with a student individually."

Government of Manitoba (2024)

Click on the link below to download the provincial document:

What is a Student Specific Plan?

Tracking Student Goals & Engagement

The IEP Tracking Calendar helps staff visually monitor:

  • Which goals are being targeted each day
  • The student’s Zones of Regulation (engagement and emotional state)
  • Patterns in behaviour, attendance, and participation over time

The calendar below illustrates how student data is tracked over time.

How it works:
✅ Record daily progress for each IEP goals (1–4)
✅ Use symbols to mark the student’s zone of regulation:

  • ! Green – calm & focused
  • ^ Blue – low energy/disengaged
  • º Yellow – anxious/frustrated
  • ● Red – escalated/dysregulated


Why it matters:

  • Makes patterns visible (e.g., recurring dysregulation on Mondays)
  • Promotes consistency and team communication
  • Supports data-informed decisions when adjusting plans or goals
June 2027PATH Goals

Our PATH Goals for June 2027 & What They Mean for the Daily Plan

At the PATH session the team set these short and long term goals for the school. Here is how each one shows up in the work you do with students, and what the tracking sheet has to do with it.

Dedicated movement room space.

Until the room exists, movement still has to happen. Build it into the schedule for students who need it, and record the zone before and after. Zone data that shows students settling after movement is what will make the case for the space.

Small life-skills and food-prep opportunities. Snack-making, dish-washing, and picture recipes are real tasks where most students' goals — multi-step directions, requesting help, fine motor, task persistence — can be practised naturally. When a student does food prep, record the goal number they worked on in that box.

Data tracking calendars and Zones of Regulation. This one is the weekly sheet. The goal is not a filled-in sheet; the goal is a team that changes the plan because of what the sheet shows.

Structured volunteer opportunities for students on individualized programming. Delivering attendance, restocking the library cart, helping in the canteen, greeting at an event. "Structured" means the job is defined, taught, and practised, with a start, a set of steps, and an end, and the same adult support each time until the student can do it with less. The tracker tells us which students are regulated enough at which times of day to start.

Begin to explore field trips. Exploring means finding out what a student needs to be successful off-site before we book anything: how they handle a bus, a new building, a crowd, a change in lunch. Some of that can be practised in the building and in the neighbourhood first. Zone data across different settings is what tells us when a student is ready.

Ongoing goals from last year continue. What was working does not stop because the year changed. If you carried a routine or a strategy that worked last year, tell the case manager so it gets written into this year's plan and is available to whoever else works with that student.


First Goal for All: Co-Regulation

Before children can regulate their own emotions, they need adults who can help them do it. Co-regulation happens when caring adults stay calm, present, and connected, especially when emotions run high. In moments of stress or conflict, the adult’s nervous system becomes the anchor that helps the child’s nervous system settle.

The video below (Boston 24/7 with Principal McAfee ) offers a powerful example of how adult reactions can either escalate or de-escalate a situation. It challenges us to look beyond the student’s behaviour and reflect on our own responses: Are we modeling calm and connection, or mirroring the chaos? As you watch, consider how each adult’s tone, body language, and approach influence the student’s sense of safety, and what a co-regulating response might have looked like instead.

Strategies for Effective Support

Educational Assistant Responsibilities in Student-Specific Planning - Key Strategies:


1
1

help to Identify individual Goals

2
2

Understand challenges and Barriers

3
3

Co-regulate

Follow plans A, B, and C

4
4

Implement the Plan

Consistency is KEY!

5
5

Track goals and report data

6
6

Collaborate with the Team by Reviewing the Effectiveness of the Plan

The Power of Predictability and Purpose in Learning

Clear goals and consistent routines help students feel safe and ready to learn. When activities have purpose, students and educational assistants know what’s expected and why it matters. Predictable routines build trust, support emotional regulation, and reduce stress so students can focus on learning, connecting with others, and showing their progress toward their IEP goals.

Best Practices & Communication: Building Strong Partnerships for Student Success

Clear Communication with Teachers & Team Members

Regularly check in about student needs and progress.

Seek clarification when needed.

Documenting Observations & Providing Feedback

Record student achievements and challenges.

Share insights that can inform instruction.

Professionalism & Continuous Learning

Adhere to school policies and confidentiality guidelines.

Participate in training and professional development.

Educational assistants play a vital role in fostering inclusive learning environments.

By working collaboratively and implementing best practices, they contribute significantly to student success!

Small Group Activity

Let’s work together and put our learning into action! In your small groups:

1

Individual Goals

Take a look at your students’ individual goals. Talk about what each student is working on and brainstorm ways you can support them in reaching those goals.

2

Daily Schedule

Think about what your daily routine looks like. Write it down and notice where your student has time and opportunities to work toward their goals. Ask yourselves:

  • Does my student know what their goals are?
  • Do they get enough chances to practice and make progress?
  • What small changes could help them be more successful?
3

Collecting Data

Use the Tracking Data Calendar to reflect on last week. Try marking when goals were achieved or when you noticed strong engagement or regulation.

  • What patterns do you see from week to week?
  • What might those patterns tell you about how your student learns best?

Know the Goal, Follow the Plan - Summary Video