IPP Writing:Introduction

Prepared by Dr. Nancy GriggFor

Professional Semester II(Modifications: M. Hollingsworth)

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.

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

Identification of Strengths and Areas of Need

• Case Studies1. 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)

IPP Step 3: Develop the IPP

• Identify long-term goals and short-term objectives

• Determine monitoring plan

Goals and objectives:• Should be meaningful, measurable and

manageable, OR

Specific: written in clear language Measurable: provides information for

describing, assessing and evaluating student achievement

Achievable: realistic for the student Relevant: meaningful for the student Time-limited: can be accomplished in a specific

time period

SMART

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.

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)

• Janice will improve her reading comprehension skills to a Grade 3 level.

NOT• Janice will improve reading skills

• George will work and play cooperatively with peers through out the school day.

NOT• George will get along better with others

• 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

• 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.

• Case Study: For your student, write two goals (learning or behavioural)

• Be prepared to share

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.

How to Develop? Edmonton Public School Four-Square Organizer:Achievement Date Expected Behaviour

Conditions Criteria

• 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.

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

Achievement Date

by April 15th

Expected Behaviour

will independently read; be able to retell the story line

Conditionsself-selected book

retell the story line to another person

Criteria

with 80% accuracy

• 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.

• 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.

• Case Study: For one of your learning or behavioural goals, write 2 - 3 short-term objectives

• Be prepared to share

Accommodations

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

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.

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?

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?.

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

• Be prepared to share

Additional Ideas for Junior/Senior High

• What are the challenges of writing and implementing an IPP at the secondary level?

Additional Ideas for Junior/Senior High

• Cross-curricular goals - examples• Common accomodations

Curriculum MatrixObjectives Math L. Arts PE Library

• Common accommodations

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

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

• IPP Manual• http://www.education.gov.ab.ca/k

%5F12/specialneeds/ipp.asp