Presentation on theme: "Partnerships for Supporting Student Success. Expectations for Participants As a result of participating in this in-service session, you can expect to."— Presentation transcript:
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
Who are the members for the school level team? Administrators Classroom Teachers Resource/Learning Center Teachers Student Services Professionals
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
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 PSPor)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 Adaptations 7. Monitoring of IPP and/or Adaptations 8. 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 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.
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)
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
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
MinorModerate Adaptations Extensive Individualized 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 ProgramProgram Who? How? Changes to the PSP What?
Adaptations or IPP AdaptationsIPP There 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: Presentation Assessment/evaluation Motivation Environment Class organization Resources – Human and/or materials The student’s curriculum is individualized by: Deletion of curriculum outcomes Adherence to the same general curriculum outcomes at a significantly different specific outcome level Addition of new outcomes
HRSB Adaptation Form Student’s Name:School:Teachers: Date of Birth:Grade: Adaptations (strategies, evaluation, services) Person(s) ResponsibleResults in Achieving Outcomes
Individual Program Plan Components (HRSB) 1. Personal Data 2. Health and Safety 3. Learning Profile 4. Student’s Strength and Needs 5. Annual Individualized Outcomes 6. Classroom/Subject Teachers 7. Behavior Plan Classroom/ Subject Teachers 8. Participants, Review Dates, Signatures Specific Outcomes Strategies and Supports for Instruction and Evaluation Personnel 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 DateAssessmentExaminer/Location of Assessment Results TRANSITIONAL PLANNING: (Policy 2.7 Provincial Special Education Policy) Factors to consider:
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
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
Strengths and Needs Strengths and Needs are statements about the student’s abilities that are essential in developing the Individual Program Plan
Annual Outcomes ANNUAL 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 PersonnelMethod(s) of Evaluation Progress towards Achieving Outcomes
Behavior Plan Classroom/Subject Teachers Responsibility Area Target Behavioural Outcomes StrategiesPersonnelMethod(s) of Evaluation Progress towards Achieving Behavioral Outcomes
Review Dates and Signatures Persons Participating in Planning Process of IPP NamePosition/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
Individual Program Plan Student’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 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
Student’s Strength and Needs How 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 STUDENT STRENGTH S NEEDS ANNUAL OUTCOMES SPECIFIC OUTCOMES STRATEGIES FOR LEARNING AND EVALUATION Essential Graduatio n Learnings DRIVE DIRECT
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.
Outcomes Precise Measurable Achievable Relevant Time-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 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