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Why Are We Doing This?

Schools and staff have expressed an increased interest in having updated information, primarily about writing IPPs (appropriate wording, measurable assessments, transitioning, etc).

We hope you will find the information you need regarding writing and implementing IPPs. We have also included some topics that should foster discussion around IPP development for students within your school.

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When is an IPP Appropriate?

For some students, the provincial learning outcomes may not be applicable or achievable, even with adaptations. In that case, the Student Planning Team (including family and, if appropriate, student) works collaboratively to develop an individual program plan (IPP). An IPP changes the prescribed outcomes and/or adds new outcomes for the student. A student may need a combination of adaptations and an IPP depending on their strengths and challenges.

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When is An IPP Appropriate (con’t)

There is no set time or grade level when it is most appropriate for a student to move to an IPP. It is very unique to each individual student. Some points to consider when the Student Planning Team is discussing possibly developing an IPP for a student:�

Is the student not meeting learning outcomes independently, with adaptations?�
Has the team explored all options in terms of supports and adaptations? This could included culturally responsive teaching practices, forms of assistive technology universal design for learning (UDL), behavioral and environmental supports, etc.�
Have the student’s previous report cards reflected that they are not meeting curricular outcomes in a particular area?

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Focus of IPP Annual Outcomes

Academic Addresses outcomes within the PSP and are specific to an individual� student’s strengths, challenges, and interests.

Enrichment Addresses outcomes to support a student identified with gifts and talents.

Life Skills Addresses outcomes to support a student’s needs related to� independence, personal health, well-being, mobility, and/or their� environments (independent living, career development, etc).

Social Development Addresses outcomes to support a student’s needs related to� Independence, behaviour, social skills, and/or communication.

*Academic and Enrichment AIOs must be attached to an IPP course in PowerSchool.��*Life Skills and Social Development AIOs do not need to be attached to an IPP course, however

they can be, if chosen.

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The Foundation of The IPP

Supporting Information

Supporting information includes relevant assessment data and student’s strengths, challenges, etc.

Assessment Data (education, medical/health, psychological, speech-language, behaviour, etc.) is listed with Information Source(s) and Date.�
Student’s Strengths, Challenges, etc. are the foundation of programming. Include strengths, challenges, etc. on the student’s well-being and achievement.�
Identify and prioritize the challenges that will be addressed in programming for skills and concept development as outcomes/objectives�
Identify the strengths, learning preferences/styles, interests that can be used to address the challenges as strategies, materials/equipment, resources, etc.

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Strengths, Challenges, Interests

Identifying a student’s strengths, challenges, and interests is a critical part of the development of their IPP, as this is what guides programming. Some tips on writing strengths, challenges, and interests:

Be specific (when?, why?, how?, where?).�
A student’s challenges help determine what IPP outcomes will be developed, while strengths and interests determine strategies to implement programming.�
Each statement should include the students name and be written in a complete sentence.�
Input can come from students, parents, formal and informal assessments, classroom observations, school-based personnel, outside agencies, etc.�
A student’s SCIs should be reviewed regularly and kept current and up-to-date.

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Strengths

Vague Strengths	Specific Strengths
Gets along well with others	In a structured setting, student works well with peers in a group of 3 to 5.
Likes to read	Student enjoys reading non-fiction picture books.
Is artistic	Student enjoys drawing anime characters.
Uses technology well	Student can access Google Docs on their Chromebook independently.
Follows directions	Student is able to follow two-step directions with visual supports.

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Challenges

Vague Challenges	Specific Challenges
Easily frustrated	When unable to answer a question, student will throw books and/or rip sheets.
Has poor social skills	Student interrupts conversation with peers in unstructured settings.
Difficulty focussing	Student finds it difficult to focus during whole class instruction.
Difficulty with organization	Student cannot independently organize materials for specific tasks/classes.
Reading below grade level	Student is decoding at grade level, but has difficulty with comprehension of text.

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Interests

Vague Interests	Specific Interests
Reading	Student enjoys reading science fiction books.
YouTube	Student enjoys watching YouTube videos about making slime.
Playing with friends	Student enjoys active play outside with friends.
Music	Student enjoys listening to country music (Blake Shelton).
Computer	Student enjoys completing math games on the computer.

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Annual individualized outcomes/objectives are statements of expected achievement over one school year.�
These statements are estimates of future performance based on past achievements, present performance, and priority areas of desired development. �
AIOs are developed in consultation with all Student Planning Team members – student’s family, student, teachers, admin, specialists, etc. �
In TIENET, only one course can be attached to a single AIO. However, the same AIO can be used with another course by clicking 'Add AIO'.

Annual Individualized Outcomes

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Some Tips For Writing AIOs

There is no set number for the amount of AIOs an IPP should have.�
You do not need to put a percentage (or other means of measurement) within the AIO.�
You do not need to specify a date within the AIO. It is assumed that the AIO will be covered over the course of the year or semester.�
Remember the SMART Acronym.

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AIO Example

Possible Format for creating AIOs

Student’s name + will + appropriate verb + expectation + context

Example

Student will apply knowledge of number sense for numbers one to ten in problem solving situations.

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Annual Individualized Outcomes

Vague AIOs	Specific AIOs
Student will continue to develop his social skills.	Student will demonstrate appropriate personal space for a conversation between peers, in structured settings.
Student will know how to add and subtract.	Student will apply two-digit addition and subtraction skills to problem solving situations.
Student will improve in the area of reading comprehension.	Student will consistently apply comprehension strategies in a variety of information texts at the transitional level.

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Specific Individualized Outcomes

Specific individualized outcomes/objectives are statements outlining steps that lead to the attainment of the annual individualized outcomes/objectives. �
Specific individualized outcomes/objectives are arranged according to the development process involved and expected progression toward identified annual outcomes/objectives.

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Some Tips For Writing SIOs

There is no set number for the amount of SIOs attached to each AIO. �
SIO’s identify the incremental steps in achieving the AIO through the process of task analysis (activities student is completing in order to attain skills related to the SIO and AIO).�
The SIO “unpacks” the AIO and looks at prerequisite skills, often in sequential steps (see examples below).

You do not need to put a percentage (or other qualitative measurement) to indicate achievement of outcome within the wording of the SIO. Keeping in mind that you have to have some way of assessing the SIO (could be anecdotal, checklist, etc.). �
The exception to this is if your SIO is around data driven concepts (e.g. STAR Program).�
A measurement of achievement is indicated within the IPP Report (Student Progress on SIOs), using a number system.�
You do not need to specify a date of achievement for the outcome within the SIO.

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SIO Examples

AIO example - Student will demonstrate appropriate skills for conversing with peers in unstructured settings.

Possible SIOs

In a structured small group setting, student will be able to identify a soft and loud voice volume.�
In a structured small group setting, student will be able to demonstrate soft and loud voice volume.�
In a classroom small group setting, student will be able to apply soft and loud voice volume in conversation with one other student.�
In the cafeteria, student will be able to use appropriate voice volume in a conversation with a student across from him.�

*Notice the verbage use here is scaffolded, allowing the student to build on previous knowledge and outcomes.

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More SIO Examples

AIO example - Student will be able to join a conversation between two peers in a classroom setting.

Possible SIOs

In a structured small group setting of 3 students, student will demonstrate an appropriate distance to stand from the group he wants to join.�
Student will know three general phrases to use to join a conversation.�
In a role-playing setting, student will be able to select an appropriate phrase (1 of 3) to use to join a conversation between two peers.�
In a classroom setting, student will be able to select an appropriate phrase (1 of 3) to use to join a conversation between two peers.�
On the playground, student will be able to select an appropriate phrase (1 of 3) to use to join a conversation between two peers.

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SIO Examples (Based Around STAR Programming)

AIO example - Student will improve expressive and receptive language skills in the areas of requesting wants and needs; following simple instructions.

Possible SIOs

Student will respond appropriately to various simple requests ("Come here", "Look at me", "Hands down", "Walk with me", "Stop", "Wait", etc.) in one-to-one and more general settings, 3 out of 3 times, over 2 consecutive days.�
In a one to one instructional setting, Student will imitate gross motor actions (clap hands, stomp feet, ring bell, etc.) when given a verbal and nonverbal cue, 3 out of 3 times, over 2 consecutive days.�
Student will select one object from among one to five other objects (cup, bowl, spoon, etc) and match it to an identical object (and do the same for their pictures) 3 out of 3 times, over 2 consecutive days.�
Student will use the phrases; "Want X", "I want X", "X,please", and "No X"; when verbalizing basic requests spontaneously, with 80% accuracy.

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Strategies, Resources, Person(s) Responsible, �and Ongoing Evidence of Learning

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Strategies

Strategies have been broken down into 2 categories: instructional and assessment�

In identifying and developing instructional and assessment strategies, Student Planning Teams should make every effort to tap into the student's identified specific strengths.

�Strategies are the actions/activities based on the student's strengths and interests to help meet an outcome/objective�

Instructional Strategies (consider student’s specific strengths and include the “how”)�

Assessment Strategies (conversations, observations, products, etc.)

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Strategies (con’t)

Instructional and Assessment Strategies could include:

Checklists of student performance and behavior
Rubrics
Conversations/Interviews/Oral Testing
Graphic organizers
Observation with a tracking method
Student work products
Anecdotal notes
Performance tasks
Self-assessment
Assistive technology
Running records/Writing continuum
Tests/Quizzes
Performance tasks (hands-on activities, presentations, group work, etc)

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Resources

Resources are listed as "Materials/Equipment (e.g. manipulatives, visual schedules, assistive technology, software and devices, alternative format materials, optical aids), etc.”

Resources are the materials and/or equipment needed to help meet the outcome/objective.

For each SIO, there is additional info to include (with Insert from Statement Bank options for each to help with suggestions).

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Resources (con’t)

Resources could include (*always be specific in the type of material/device used):�

Assistive technology
Manipulatives
Visual timers
Sensory supports
FM system/Soundfield system
Graphic organizers
Social stories
Levelled books/Just right text
Visual supports
Visual schedule
Apps
Augmentative & alternative communication
Vocabulary lists
Checklists

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Teacher(s) Responsible for Implementation and Evaluation

Ongoing Evidence of Learning

Person(s) Responsible & Ongoing Evidence of Learning

It is very important to add the teacher’s name and position. (e.g. Sally Smith - Classroom Teacher).

This is a place to keep notes on the students progress, so when it comes time to complete the IPP report, you can reference this information.�

Throughout the year/semester, jot down comments on evidence of learning such as conversations, observations, and products/work/assignments.

Be sure to specify the author(s) by name and date in this section.

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Ongoing Evidence of Learning (Example)

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Review of IPP

�

After IPP development, It is recommended that IPPs are reviewed by the Student Planning Team a minimum of two times per year (or semester).�
Any changes to the IPP Annual Outcomes based on student need are made on the document and meeting notes are recorded in Student Planning Team Minutes.

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IPP Reports

IPP Reports are generated at the bottom of the Description of IPP section when in Edit mode by clicking on Create IPP Reports, next to the appropriate Reporting Period.�

Note: A new IPP Report can only be generated if all previous Reports have been completed and finalized in the student’s TIENET documents list under Reports/Transcripts (IPP).

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IPP Reports

IPP Reports are created and completed for each reporting period (based on the school’s reporting schedule) and are created for every Focus of AIO (academic, enrichment, life skills, and social development).�
Choose the correct reporting period. Keep in mind that if the IPP was created mid year (e.g. Term 2) you would choose Reporting Period 2, even though it is the student’s first IPP Report. �
Choose all applicable Focus of AIOs and use the legend to note Student Progress on SIO for each.�
Complete Comments on Outcomes/Objectives (on progress or achievement) in each section.�
At the end of the year or semester, Student Achievement on AIO (end of course only) gets completed, using the legend provided (depending on the student’s grade level).

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Transition Planning

Transition planning is part of individual program planning. It can also be a separate process for students not on an IPP who require specific transition planning. The following are some guidelines/suggestions around transition planning:

Can apply at any stage of schooling - home/preschool to school, semester to semester, grade to grade, school to school, and school to community (post-secondary, work, independent living, etc).�
Should begin as early as possible when a student is moving from stage to stage.�
Consider all areas of the transition process (outcomes/objectives, timeline, person(s) responsible, strategies, etc.).�
Can consist of long-term goals (over a semester, year, or longer) and/or short-term goals (what is expected to be accomplished as the student moves towards completing long term goals).�
Transition outcomes can sometimes be embedded in the AIOs and SIOs of a student’s IPP as social and/or life skills outcomes.�
Transition outcomes can be in many areas such as school readiness/routines, self-awareness, personal care, self-advocacy, social skills, independence, career planning , life skills, communication, etc.

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Sample Transition Outcomes

- Student will become familiar with the new school and be able to locate specific areas within the building such as their classroom, locker, learning center, cafeteria, office, gymnasium, appropriate washrooms, bus stop area, etc.

- Student will self-advocate by asking for help when required and verbalizing to others around them what they need.

- Student will independently come in from the bus and go to their classroom.

- Student will learn to independently use a weekly and/or 8-day schedule of their classes.

- Student will line up with their class and walk appropriately between locations within the school building and property.

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Signatures

Student Planning Team – add all team members and positions (family/parent/guardians will always appear)�

Signatures - add Student Planning Team members and positions (parents/guardians will always appear)�

All Student Planning Team members can be invited to sign the IPP. �
School administrator signs and the Principal’s Signature and Date box is checked. �
Parent/Guardians as well as students are encouraged to sign and date. �
Signature page should be printed, signed/dated, scanned and re-attached to the IPP document in TIENET.

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Writing IPP Outcomes

Prioritize Challenge(s)

What does the student need to work on?

AIO

WHAT?

Specific outcome to address an Annual Outcome (AIO)

SIO(s)

How do we help them approach it?

Strength(s)

USING WHAT?

Materials/Resources to engage/motivate

Resources

Instructional & Assessment Strategies

HOW?

Strategies based on student strengths

This should/could directly influence the creation of the AIOs

Based on prioritized challenges

Next, break the AIO into steps, then use each step as an SIO

Interest(s)