IPP Writing: Introduction Prepared by Dr. Nancy Grigg For Professional Semester II (Modifications:...
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Transcript of IPP Writing: Introduction Prepared by Dr. Nancy Grigg For Professional Semester II (Modifications:...
IPP Writing:Introduction
Prepared by Dr. Nancy Grigg
For
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