Partnerships for

Supporting Student Success

Expectations for Participants

As a result of participating in this in-service session, you can expect to have a clearer understanding of:

 roles and responsibilities in the program planning process

 the differences between adaptations and IPPs responsibilities under the Education Act for

students with special needs appropriate identification and description of

students’ specific strengths and needs the development of annual and specific

outcomes for IPPs

Program Planning Process

Program Planning Process

Who are the members for the school level team?

AdministratorsClassroom TeachersResource/Learning Center TeachersStudent Services Professionals

Individual Program PlanningWho are the members for program planning teams at the individual student level?

Core Team MembersAdministratorsParents/Guardians, Family MembersClassroom TeachersResource/Learning Center TeachersAdditional members may include:Student Services ProfessionalsCommunity ProfessionalsSchool Counsellor

Eight Stages of the Program Planning Process

1. Identification 2. Exploration of Strategies

in the Classroom

Only As Special As Necessary

Stage 1 and 2 Teacher’s Role:Identifying & Implementing Strategies

For many students, only occasional and/or minor interventions are necessary for their success

For others, who continue to struggle even after strategies have been implemented, a referral is made for a program planning meeting

3.Refer for Program Planning Team Meeting

4. Program Planning Team Meets

Program Planning Stages Continued

Student’s Strengths and Needs

Adaptations (andDevelop within PSP or) IPP

Only As Special As Necessary

Program Planning Stages Continued

5. IPP Development according to the Special Education Policy 2.6

6. Implementation of IPP and/or Adaptations7. Monitoring of IPP and/or Adaptations8. Review of IPP and/or Adaptations

Only As Special As Necessary

Role of the Classroom Teacher

assists in the identification of strengths and needs of students who may or will require program planning (screening and identification stage) (Stage 1)uses available material and human resources to explore a variety of strategies to meet the needs of students identified as requiring additional planning and keeps a record of the outcome of implementing these strategies (Stage 2)makes a referral for a program planning team meeting as warranted and required (Stage 3)

Role of the Classroom Teacher Continued

participates as a core team member of the program planning teams of students with special needs whom he/she teaches (Stage 4)articulate students’ strengths and needs and create annual and specific individualized outcomes (Stage 5)implements assigned responsibility areas of students’ program plans and monitors students’ progress (Stage 6)evaluates students’ progress in the areas of assigned responsibility (Stage 7)participates as a core team member in the regular review of students’ program plans and their progress in relation to their program plans (Stage 8)

Role and Responsibility of Teachers

The Education Act, Section 26

(c) Implement teaching strategies that foster a positive learning environment aimed at helping students achieve learning outcomes

(f) Acknowledge and accommodate differences in learning styles;

(g) Participate in and implement Individual Program Planning

Expected Competencies For Teachers in Inclusive Schools

Understands the characteristics of learnersUses a variety of instructional strategiesUses a variety of assessment/evaluation and reporting strategiesUnderstands and uses Learning Outcomes Framework (EGLS, Principles of Learning)Has a thorough knowledge of learning outcomes

Has knowledge and understanding of Key Stage OutcomesUnderstands educational implications that may be associated with culture, language, gender, religious beliefs, and/or sexual orientation of students.

Role of AdministratorsEnsures appropriate programs provided for all students (Policy 2.3, Special Education Policy Manual)Ensures implementation of PSP and curricula (Education Act 38 (2) (a))Maintains membership on the core team for planning and implementation of programming and services Ensures parents/guardians are involved and informed in assessment decisions (Policy 2.4, Special Education Policy Manual)Becomes aware of any communication regarding student (Policy 2.2, Special Education Policy Manual)Provides leadership for a collaborative culture (p.33, Special Education Policy Manual)Takes an active and positive role (SEIRC Report, p.27)

Role of the Resource/Learning Center Teacher

Share knowledge and expertiseAssist with materials and strategiesContribute to assessment, development, implementation and evaluation of programCollaborate with teachers/parents, team members and other professionals as requiredParticipate in review of programs and progress Maintain ongoing communication with parentsAssist in the transition process

Role of the Parent / Guardian

May initiate screening and identificationMember of Program Planning Team for their childParticipates in referral and development of IPP processes, provides signature, meets with staffParticipates in transition and review meetingsAbides by provincial and board policies and procedures regarding appeal process

Adaptations and

Individual Program Plans

Minor ModerateAdaptations

ExtensiveIndividualized

Outcomes

Daily interventions to meet student needs.

Documentation is not necessary.

Student needs require ongoing planned adaptations to succeed.Documented on the HRSB Programming Adaptations Report

Individual Annual and Specific Outcomes

Documented on the HRSB Individual Program Plan

Common teaching strategies. Normal support by classroom teacher

PSP Outcomes

Teachers plan strategies based on “How” the student learns.

No Changes to the PSP

“What and How” the student learns is planned by the IPP team.

Continuum of Students’ Needs

Program

Who?How?

Changes to the PSP

What?

Adaptations or IPP

Adaptations IPPThere are no changes to the PSP Outcomes

Changes to the PSP according to the Special Education Policy 2.6

Teaching strategies developed in one or more of the following areas:PresentationAssessment/evaluationMotivationEnvironmentClass organizationResources – Human and/or materials

The student’s curriculum is individualized by:Deletion of curriculum outcomesAdherence to the same general curriculum outcomes at a significantly different specific outcome levelAddition of new outcomes

Adaptations

PSP Outcomes

Presentation Instructional

Strategies

Environmental Strategies

Class OrganizationalStrategies

Resources(Human & Materials)

Motivational Strategies

Assessment/EvaluationStrategies

HRSB Adaptation FormStudent’s Name: School: Teachers:

Date of Birth: Grade:

Adaptations (strategies, evaluation, services)

Person(s) Responsible Results in Achieving Outcomes

Individual Program Plan Components (HRSB)

1. Personal Data2. Health and Safety3. Learning Profile4. Student’s Strength and Needs5. Annual Individualized Outcomes6. Classroom/Subject Teachers7. Behavior Plan Classroom/

Subject Teachers 8. Participants, Review Dates, Signatures

Specific OutcomesStrategies and Supports for Instruction and EvaluationPersonnel Responsible

Personal Data

PERSONAL DATA

Student’s Name: Date of Birth:  

Address:

Telephone:

Parent(s)/Guardians:

Legal Guardian (if different from above):

Emergency Contact Person and Number:

Teacher(s):

Health and Safety

IMPORTANT INFORMATION RELATING TO HEALTH AND SAFETY

Medications:

Warnings:

Special resources or support required (Vision, transportation, etc,):

RECORD OF RECENT ASSESSMENTS by teachers and other professionals

Date Assessment Examiner/Location of Assessment Results

TRANSITIONAL PLANNING: (Policy 2.7 Provincial Special Education Policy)

Factors to consider:

Student ProfileLearning Style- How does the student learn best?- Auditory, Kinesthetic, Visual Modalities- Multiple intelligence considerations

Physical Considerations- Comments concerning the students physical condition or care- Mobility- Fine and gross motor control, athletic ability/skill

Student Profile continuedCommunication Ability- Verbal or non-verbal- Use of assistive technology, computer software, email and internet- Reading, writing, speaking, listening abilitiesEnvironmental Consideration- sensitive to light and noise- Seating arrangements- Think about the locations in the schoolSocial/Emotional Consideration- Maturity- Traumas that may affect the student- Mental health issuesOther

Strengths and Needs

Strengths and Needs are statements about the student’s abilities that are essential in developing the Individual Program Plan

Annual OutcomesANNUAL INDIVIDUALIZED OUTCOMES

(Developed by Program Planning Team)

Please number and list in order of priority. (Parents included in the process of selecting priority outcomes)

Use this section to update information and to indicate progress. Please date.

Classroom/Subject Teachers

Responsibility Area

Specific Individualized Outcomes (developed from Annual Individualized Outcomes)

Outcomes Material/Methods/Strategies

Personnel Method(s) of Evaluation

Progress towards Achieving Outcomes

Behavior Plan

Classroom/Subject Teachers

Responsibility Area

Target Behavioural Outcomes

Strategies Personnel Method(s) of Evaluation

Progress towards Achieving Behavioral Outcomes

Review Dates and SignaturesPersons Participating in Planning Process of IPPName Position/Relationship to Student

Implementation Date:

Review Date:

Signatures

I have participated in the planning process and agree with the outcomes in this IPPParent(s)/Guardian(s): Date:

Principal: Date

Parental Comments:

C: Cum CardParent

Individual Program PlanStudent’s Strengths and Needs

Student’s Strengths

Definition Positive statements of the student’s

current level of functioning in any area of physical, psycho-social and academic development

Strength statements must provide specific information relevant to and in the context of the student’s ability to learn.

Student’s Needs

Definition Positive statements expressing the next

stage in the development of the student’s physical, psycho-social and academic learning.

Needs statements must describe the next step in the learning process required by the students.

Student’s Strength and NeedsSources of information Parents, family members and friends The Student Teachers Other professionals (doctors, specialists etc.) Report cards Student Cumulative Record Files Reports from professionals Other documents

Student’s Strength and NeedsHow are they used?

Student’s strengths drive the instructional and evaluation processes of the student’s learning. The specific strategies for students are driven by their strengths.Student's needs direct the Annual Outcomes and the Specific Outcomes of the IPP.

Individual Program Plan

STUDENTSTUDENT

 

STRENGTHS

 NEEDS

ANNUAL OUTCOMES

SPECIFIC OUTCOMES

STRATEGIES FOR LEARNING AND

EVALUATION

Essential Graduatio

nLearnings

 

DRIVE DIRECT

 

Annual and Specific Outcomes

Outcomes

An outcome is a statement which articulates the knowledge, skills, and attitudes that a student will be expected to know and demonstrate within a given time frame, having been provided with appropriately planned instruction and learning experiences.

OutcomesPreciseMeasurableAchievableRelevantTime-Related

1. Kathleen will build on her basic expressive communication skills by recognizing and responding to interactions occurring around and with her.

2. Matthew will discriminate and identify social dangers within the school community.

Writing Annual Outcomes

1. Review the strength and needs for themes and possible connections. Themes may but not necessarily include: math, literacy, communication, life skills, work skills, community skills

2. The needs direct the annual outcomes.3. The annual outcome is an umbrella for the

specific outcomes.4. The annual outcome should be measurable and

achievable in one year (the current school year).

Specific Individualized Outcomes

Specific Individualized Outcomes are statements outlining specific steps which lead to the attainment of the broader Annual Outcomes.

Specific Outcomes

MUST RELATE TO THE ANNUAL OUTCOMEIncremental stepsSequenced and have a time lineInstructional strategies are developed according to the student’s strengths. Determine any special equipment, resources, etcArticulate indicators of achievementDetermine collection of assessment information

The woods would be very silent if no birds sang there except those that sang best.

Henry Van Dyke