IPP Writing: Introduction

1. IPP Writing:Introduction Prepared by Dr. Nancy Grigg For Professional Semester II (Modifications: M. Hollingsworth)

2. IPP Step 1: Gather Information • Review all student records, including previous IPP • Consult parents, students, previous teachers and others • Observe student • Review student’s current work • Conduct further assessments as needed.

3. IPP Step 2: Set Direction • Establish IPP team • Strengthen parent and student involvement • Determine the student’s strengths, needs and interests • Clarify priorities for the student

4. Identification of Strengths and Areas of Need • Case Studies 1. Indicate the student's areas of strength: (academic and behavioural) 2. Set priorities: indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: (academic and behavioural)

5. IPP Step 3: Develop the IPP • Identify long-term goals and short-term objectives • Determine monitoring plan

6. Goals and objectives: • Should be meaningful, measurable and manageable, OR

7. SMART

8. Annual Goal: • A statement of one specific learning outcome that a student could realistically be expected to accomplish in one year. • A positive statement of what the student will actually achieve. • Observable and measurable.

9. 3-M Checklist • Meaningful: to the student, family and future. What skills will the student need? • Measurable: what must be done and the criteria used to measure success. • Manageable: “not everything that is countable counts” (Albert Einstein)

10. Janice will improve her reading comprehension skills to a Grade 3 level. NOT • Janice will improve reading skills

11. George will work and play cooperatively with peers through out the school day. NOT • George will get along better with others

12. Through evidence gathered in her learning log entries, Raina will demonstrate the ability to apply the six-step scientific investigation process. NOT • Raina will develop research skills

13. Raina will choose or make suggestions for more challenging assignments at least 4 times in each unit of study in social studies and language arts. NOT • Raina will challenge herself.

14. Case Study: For your student, write two goals (learning or behavioural) • Be prepared to share

15. Short-term Objectives: • The stepping-stones between the student's current level of performance and the annual goal. • Will act as indicators that the goal is being achieved. • Usually two to five short-term objectives per goal.

16. How to Develop? Edmonton Public School Four-Square Organizer:

17. Long Term Goal: Janice will improve her reading comprehension skills to a Grade 3 level. • Short Term Objective: By April 15th, Janice will independently read one self-selected book and be able to retell the story line to another person with 80% accuracy.

18. How to Develop? Edmonton Public School Four-Square Organizer:

19. Long Term Goal: George will work and play cooperatively with peers through out the school day. • Short Term Objective: By April 15th, George will participate successfully in small group math activities and complete all related groups tasks without disrupting his classmates.

20. Long Term Goal: Through evidence gathered in her learning log entries, Raina will demonstrate the ability to apply the six-step scientific investigation process. • Short Term Objective: By Oct. 30, Raina will generate a list of potential research questions related to the unit under study.

21. Case Study: For one of your learning or behavioural goals, write 2 - 3 short-term objectives • Be prepared to share

22. Accommodations • The goal of accommodations is to give students with special education needs the same opportunity to succeed as other students.

23. Accommodations • An accommodation is a change or alteration in the regular way a student is expected to learn, complete assignments or participate in classroom activities. • Accommodations include special teaching or assessment strategies, equipment or other supports • Intended to remove, or at least lessen, the impact of a student’s special education needs.

24. Selecting accommodations • What helps this student learn or perform better? • What does this student say about what helps learn or show what s/he knows?

25. Selecting accommodations • What does this student’s parents say about how their child learns? • What gets in the way of this student demonstrating skills and knowledge? • What has this student been taught to use?.

26. Case Study: For your student, list two or three accommodations that will help the student learn or perform better. • Be prepared to share

27. Additional Ideas for Junior/Senior High • What are the challenges of writing and implementing an IPP at the secondary level?

28. Additional Ideas for Junior/Senior High • Cross-curricular goals - examples • Common accomodations

29. Curriculum Matrix

30. Common accommodations

31. IPP Step 4: Implement the IPP • Share IPP with all people involved • Put IPP into practice • Engage in ongoing evaluation of student progress. • Adjust objectives as required

32. IPP Step 5: Review the IPP • Review IPP periodically according to monitoring plan. • Review progress and make recommendations at year end of school transfer • Plan for transition

33. IPP Manual • http://www.education.gov.ab.ca/k%5F12/specialneeds/ipp.asp