Individualized Program Plans - LearnAlberta.ca

Specific accommodations for supporting the student also needto be identified at this stage of the process.Implementing the planIn this phase of the process, the learning team reviews thecontent of the IPP and how progress will be measured.Teachers then put the instructional and assessment strategiesinto practice, and adjust short-term objectives as needed.Parents and other team members may support the IPP goals athome or in other contexts.Reviewing and revisingOngoing review and revision are important parts of the IPPprocess. Review meetings are opportunities to discuss thestudent’s program and consider possible revisions. Theyear-end review is especially important as the team reviews theeducation plan and adds written recommendations to the IPP.This is particularly true for students moving from one school toanother or making any kind of transition.Parents or other team members may also request a review ofthe IPP at any time if they have concerns about the student’sprogress or if the student is experiencing significant changes inachievement, attitude or behaviour. The IPP can be adjusted orchanged at any time throughout the school year, as the teamdeems necessary.Transition planningTransition planning involves identifying the kinds of skills thatneed to be in place for students to be successful in futuresettings, and developing a plan of action to ensure studentsacquire these skills and attitudes. The annual transition planidentifies potential transitions within the next school year andoutlines strategies for preparing and supporting studentsthrough these transitions.Strategies toDevelop andImplement IPPsStudents with learning disabilities face complex challenges atthe junior high and senior high school levels. Students’ learningstrengths and needs interact with the evolving demands ofschooling that include increases in workload, the complexity ofcurriculum demands, the speed of presentation of material, thevolume of reading and writing, the abstractness of language andthe demands on memory. There may be larger classes andmany instructors with a wide range of expectations. Studentsare expected to be increasingly independent. Theorganizational structures and curriculum demands make it moredifficult to individualize programming, and social and emotionalfactors have a significant impact.Knowledge and Employability StudioTeacher WorkstationProgramming for Students with Learning DisabilitiesIndividualized Program Plans©Alberta Education, Alberta, Canada (2005) (www.LearnAlberta.ca) Individualized Program Plans 3/10