Education 436. September 14, 2011

Transkript

1 Education 436 September 14, 2011

2 Outline Review of Class 2 The Program Planning Process: The Basics The Program Planning Process: Putting Theory into Action Working with Program Assistants

3 The Program Planning Process: The Basics Stage 1 Screening & Identification This stage may be initiated by any number of people, at any given time based on student need Parents are to be involved If a student has been identified as needing an IPP before entry to school, the team may wish to start the process at Stage 3

4 Stage 2 Exploration of Instructional Strategies by Classroom Teacher(s) Consultation with experts may be required to decide what adaptations might be needed (adaptations are not noted on the student s report card or transcript, but are documented in the student s cumulative file)

5 Adaptations do not result in changes to PSP outcomes Organizational, environmental, presentation/instructional, motivational and assessment strategies will be considered Also, additional resources might be required

6 Adaptations are monitored on an ongoing basis to determine their effectiveness Many students will not proceed beyond this stage, as their needs will be met; for those whose needs are not met, the process will continue

7 Stage 3 Referral to Program Planning Team A referral to the program planning team may occur if: (i)there has been an assessment and identification of special needs prior to entering school for the first time; (ii)the information gathered at stage 1 recommends referral; or (iii)adaptations implemented in stage 2 have been insufficient in meeting the needs of the student

8 A referral to the program planning team may be initiated by the student, student s parents, student s teacher or guidance counsellor If the parents request a program planning team meeting, the first point of contact is the child s teacher If the teacher and parents disagree on the need for referral, the matter should be directed to the principal

9 Stage 4 Program Planning Team Meeting This is an open forum for all concerned to discuss the situation At this point, a decision is made whether to: (i)develop adaptations beyond those provided in stage 2; (ii)seek information or refer the student for further assessment; or (iii)develop an IPP

10 Stage 5 Individual Program Plan Development An IPP may involve following the same curriculum but at a different outcome level than would be expected Deleting a specific curriculum outcome or outcomes

11 Providing programming for outcomes that are not part of the PSP Adding new outcomes where students require enrichment The IPP is indicated on the student s report card or transcript, and a copy is placed in the student s cumulative record file

12 An IPP includes a summary of student strengths and needs, annual individualized outcomes (what the student is expected to learn over a oneyear period), specific individualized outcomes, recommended services, responsibility areas, review dates (the plan should be reviewed at least twice a year), and signatures AVRSB Sample IPP

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15 Stage 6 Implementation of IPP Involves instruction and assessment of outcomes Stage 7 Monitoring of IPP Changes that alter the student s individualized outcomes require a referral back to the program planning team

16 Stage 8 Review of IPP IPP should be reviewed at least twice a year If the school uses a semester system, the IPP should be reviewed at least once in each semester

17 *Keep in mind that the program planning process is designed to arrive at mutual consensus between parents and school board. If consensus is not possible, a School Board Appeal may be requested. If this is unsatisfactory, the Minister of Education, upon request, may establish a three-person Board of Appeal to reach a decision.

18 The Program Planning Process: Putting Theory into Action At your desk, conduct a program planning team meeting based on the case you have been assigned. During this meeting, the following individuals should be represented: pupil, parent(s), principal, classroom teacher, and resource teacher. As well, you may choose to invite other relevant professionals. By the end of the meeting, an IPP for the pupil should be developed. Good luck!

19 Working with Program Assistants The role of the teacher assistant is constantly evolving under the only as special as necessary guiding principle of inclusion. As such, TA support is only considered when a student cannot perform outcomes independently.

20 A TA is assigned to a school, then the student. A TA is responsible to the principal and works under the immediate supervision of the teacher to whom they are assigned.

21 The TA performs tasks such as personal care (recommended that when student requires hygiene assistance, TA should be same gender as student), and safety/behaviour management support. HRSB EPA Program