Individual Program Plan (IPP) Module 3: IPP Implementation

Something to think about … Our goals can only be reached through a vehicle of a plan which we must fervently believe in and upon which we must vigorously act. There is no other route to success. Stephen A. Brennan

Translating IPP Outcomes into Daily Teaching The Importance of Measurable Outcomes An annual individualized outcome is a statement which articulates the knowledge, skills and attitudes that a student on an individual program plan (IPP) will be expected to know and demonstrate within the given time frame of one school year, having been provided with appropriately planned instruction and learning experiences.

Translating IPP Outcomes into Daily Teaching Making Connections with Classroom Topics Making connections with classroom topics should not be interpreted that a student with an IPP is working on the PSP outcomes for the subject. It means that, to the extent possible, teachers use classroom topics as a vehicle for implementing a student’s IPP.

Translating IPP Outcomes into Daily Teaching Responsibility for Implementation: Key Components Responsibility for implementation includes: Instruction Assessment Evaluation

Translating IPP Outcomes into Daily Teaching IPP Matrix Assists Implementation The IPP matrix shows the team: how the student’s IPP will be integrated across the curriculum and activities that constitute the school day who has primary responsibility for teaching each individualized outcome and who has responsibility for additional practice and reinforcement of each outcome which parts of the student’s day may require more focus whether any outcomes require additional implementation support ( Sample of IPP matrix for Nathan)

Translating IPP Outcomes into Daily Teaching Collaboration in Locating, Selecting, and Developing Materials Considerations: regular communication between classroom teacher and resource teacher regarding implementation of the IPP sharing of responsibility for locating, selecting, and/or developing materials ensuring sufficient lead time for locating, selecting, and/or developing materials ensuring that the materials are appropriately respectful of the student’s dignity

Translating IPP Outcomes into Daily Teaching Accountability for Documenting Progress Observation As an Assessment Tool Identification of the indicators for observation Decision regarding the format of the documentation form Development of the documentation form Consistent use of the documentation form for assessment Analysis of the data from the documentation forms completed over time to arrive at an evaluation of progress Samples of assessment tools: checklist, rubrics, informal observation, etc.

Provision of Services for Students with an IPP “Only as Special as Necessary”

Service Delivery Co-Teaching and Withdrawal of Students for Support Regardless of the method of service delivery, ongoing communication and collaboration between classroom teachers and resource teachers are critical to effective implementation of IPP’s and ultimately, to students successfully achieving their individualized outcomes. Service Delivery Models: Co-Teaching Withdrawal for Support in a Resource/Learning Centre Setting

The Role of the Student in Implementation Factors that define the parameters of a student’s role Effects of active student involvement Importance of a focus on student independence Gradual release of responsibility Only as special as necessary

Role of Teacher Assistants in Implementation Responsibility Areas: Personal Care Behaviour Management Support for Instructional Program What Assistants Must Not Be Given Responsibility For/Engage In Planning and initiating learning activities Designing or implementing of evaluation of students work Substitute teaching Reporting to parents/guardians Accessing or recording information on student cum cards

Communication Amongst Program Planning Team Members Key Components Clear understanding of roles and responsibilities Collaboration Administrative support for communication and collaboration Communication plan Communication with parents

IPP Quiz 1. If a parent refuses to sign an IPP it cannot be implemented.T F 2. A psycho-educational assessment is required before T F placing a student on an IPP. 3. The Program Planning Team decides whether to place a T F student on an IPP. 4. The parent is present at the very first meeting when T F developing an IPP. 5. The student’s strengths should be used to develop the T F teaching strategies in an IPP. 6. An IPP is reviewed before each reporting period.T F 7. Teachers are more accountable for implementing an IPPT F than regular PSP outcomes.

IPP Quiz Continued: 8. If a student does not achieve all annual individualized T F outcomes in one school year, they can be carried on to the next academic year. 9. The individual classroom teachers develop the specificT F curriculum outcomes on their own. 10. There are no more than four annual individualized outcomes T F developed at one time. 11. The student’s challenges are used to develop the annualT F individualized outcomes. 12. Actual diagnoses of conditions (i.e. ADHD, Autism) shouldT F never be indicated on an IPP. 13. The Program Planning Team must meet if changing any T F specific curriculum outcomes during the school year. 14. At the final review, annual individualized outcomes for the T F following school year must be developed.

Something to think about … The most important single ingredient in the formula of success is knowing how to get along with people. Theodore Roosevelt