Individual Program Plan (IPP)

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Presentation transcript:

Individual Program Plan (IPP) Module 1: Setting the Context

Something to think about… It is not only for what we do that we are held responsible, but also for what we do not do. ~Jean Baptiste Poquelin Molière

Programming Principles Programming for students with special needs is an ongoing, collaborative process involving program planning team members as outlined in the provincial Special Education Policy, number 2.3. The decision to develop an IPP for a student is based on where the student is functioning in relation to the PSP outcomes and not on cognitive ability. An underlying principle critical to the programming for every student is “only as special as necessary”. Throughout the program planning process, there is a focus on the development of student independence, including self-advocacy skills.

Programming Principles Determining the appropriate balance of remediation and compensation in programming for students with special needs requires ongoing focus and adjustment, as appropriate. Individual strengths and challenges are the foundation for the development of individualized student outcomes. Accountability for program development, implementation, review, and reporting is a professional responsibility of educators.

Provincial Context for Programming Student The Education Act and Regulations Special Education Policy Provincial Board PSP

Public School Programs Learning Outcomes Framework General Curriculum Outcomes Key-Stage Curriculum Outcomes Specific Curriculum Outcomes Essential Graduation Learnings

Special Education Policy Programming Policies 2.1: Use of Resources for Appropriate Programming 2.2: Program Planning Process 2.3: Program Planning Teams 2.4: Assessment: Parental Involvement 2.5: Appropriate Assessments: Qualified Personnel 2.6: Individual Program Plans 2.7: Transition Planning 2.8: Evaluation of Programs 2.9: Access to School Records

Supplementary Documents to the Special Education Policy Teacher Assistant Guidelines (1998) Challenge for Excellence: Enrichment and Gifted Education Resource Guide (1999) School Board Ministerial Appeal Guide (1999) Handbook for the Transportation of Students with Special Needs in Nova Scotia (1999) Bias Evaluation Instrument (2001) Supporting Student Success: Resource Programming and Services (2002) Transition Planning for Students with Special Needs: The Early Years through to Adult Life (2005) The Program Planning Process: A Guide for Parents (2006) Assistive Technology: Supporting Student Success (2006) Student Services Fact Sheets (ongoing)

Program Planning Process Policy 2.2

IPP: Essential Components – Policy 2.6 Summary of Strengths and Challenges Annual Individualized Outcomes Specific Individualized Outcomes Strategies and Resources Responsibility Areas Reviewing and Reporting Signatures ACCOUNTABILITY

Roles and Responsibilities Administrators Classroom Teachers Resource Teachers Parents/Guardians Student RESPONSIBILITY ACCOUNTABILITY