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Partnerships for Supporting Student Success

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: Ø roles and responsibilities in the program planning process

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Partnerships for Supporting Student Success

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  1. Partnerships for Supporting Student Success

  2. Expectations for Participants As a result of participating in this in-service session, you can expect to have a clearer understanding of: Øroles and responsibilities in the program planning process Øthe differences between adaptations and IPPs Øresponsibilities under the Education Act for students with special needs Øappropriate identification and description of students’ specific strengths and needs Øthe development of annual and specific outcomes for IPPs

  3. Program Planning Process

  4. Program Planning Process • Who are the members for the school level team? Administrators Classroom Teachers Resource/Learning Center Teachers Student Services Professionals

  5. Individual Program Planning Who are the members for program planning teams at the individual student level? Core Team Members Administrators Parents/Guardians, Family Members Classroom Teachers Resource/Learning Center Teachers Additional members may include: Student Services Professionals Community Professionals School Counsellor

  6. Identification Exploration of Strategies in the Classroom Eight Stages of the Program Planning Process Only As Special As Necessary

  7. 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

  8. Program Planning Stages Continued • Refer for Program Planning Team Meeting • Program Planning Team Meets Student’s Strengths and Needs Adaptations (and Develop within PSP or) IPP Only As Special As Necessary

  9. IPP Development according to the Special Education Policy 2.6 Implementation of IPP and/or Adaptations Monitoring of IPP and/or Adaptations Review of IPP and/or Adaptations Program Planning Stages Continued Only As Special As Necessary

  10. 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)

  11. 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)

  12. 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

  13. Understands the characteristics of learners Uses a variety of instructional strategies Uses a variety of assessment/evaluation and reporting strategies Understands and uses Learning Outcomes Framework (EGLS, Principles of Learning) Has a thorough knowledge of learning outcomes Has knowledge and understanding of Key Stage Outcomes Understands educational implications that may be associated with culture, language, gender, religious beliefs, and/or sexual orientation of students. Expected Competencies For Teachers in Inclusive Schools

  14. Role of Administrators • Ensures 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)

  15. Role of the Resource/Learning Center Teacher • Share knowledge and expertise • Assist with materials and strategies • Contribute to assessment, development, implementation and evaluation of program • Collaborate with teachers/parents, team members and other professionals as required • Participate in review of programs and progress • Maintain ongoing communication with parents • Assist in the transition process

  16. Role of the Parent / Guardian • May initiate screening and identification • Member of Program Planning Team for their child • Participates in referral and development of IPP processes, provides signature, meets with staff • Participates in transition and review meetings • Abides by provincial and board policies and procedures regarding appeal process

  17. Adaptations and Individual Program Plans

  18. Continuum of Students’ Needs Program Who? How? What? Changes to the PSP

  19. Adaptations or IPP

  20. Adaptations Environmental Strategies Motivational Strategies Class Organizational Strategies PSP Outcomes Assessment/ Evaluation Strategies Resources (Human & Materials) Presentation Instructional Strategies

  21. HRSB Adaptation Form

  22. Individual Program Plan Components (HRSB) • Personal Data • Health and Safety • Learning Profile • Student’s Strength and Needs • Annual Individualized Outcomes • Classroom/Subject Teachers • Behavior Plan Classroom/ Subject Teachers • Participants, Review Dates, Signatures Specific Outcomes Strategies and Supports for Instruction and Evaluation Personnel Responsible

  23. Personal Data

  24. Health and Safety

  25. Student Profile • Learning 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

  26. Student Profile continued • Communication Ability - Verbal or non-verbal - Use of assistive technology, computer software, email and internet - Reading, writing, speaking, listening abilities • Environmental Consideration - sensitive to light and noise - Seating arrangements - Think about the locations in the school • Social/Emotional Consideration - Maturity - Traumas that may affect the student - Mental health issues • Other

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

  28. Annual Outcomes

  29. Classroom/Subject Teachers

  30. Behavior Plan

  31. Review Dates and Signatures Persons Participating in Planning Process of IPP Name Position/Relationship to Student Implementation Date: Review Date: Signatures I have participated in the planning process and agree with the outcomes in this IPP Parent(s)/Guardian(s): Date: Principal: Date Parental Comments: C: Cum Card Parent

  32. Individual Program Plan Student’s Strengths and Needs

  33. 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.

  34. 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.

  35. Student’s Strength and Needs • Sources 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

  36. 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.

  37. IndividualProgram Plan STUDENT  NEEDS STRENGTHS Essential Graduation Learnings DRIVE DIRECT STRATEGIES FOR LEARNING AND EVALUATION ANNUAL OUTCOMES SPECIFIC OUTCOMES

  38. Annual and Specific Outcomes

  39. 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.

  40. Outcomes • Kathleen will build on her basic expressive communication skills by recognizing and responding to interactions occurring around and with her. • Matthew will discriminate and identify social dangers within the school community. • Precise • Measurable • Achievable • Relevant • Time-Related

  41. Writing Annual Outcomes • 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 • The needs direct the annual outcomes. • The annual outcome is an umbrella for the specific outcomes. • The annual outcome should be measurable and achievable in one year (the current school year).

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

  43. Specific Outcomes • MUST RELATE TO THE ANNUAL OUTCOME • Incremental steps • Sequenced and have a time line • Instructional strategies are developed according to the student’s strengths. • Determine any special equipment, resources, etc • Articulate indicators of achievement • Determine collection of assessment information

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