Program Planning in NS Schools – a Team Approach

1. Program Planning in NS Schools– a Team Approach AVRSB, 2012

2. Whatis the NS Program Planning Process? • An 8 stage team approach to planning an appropriateeducation for studentswithspecificneeds, and to ensure effective transitions from the earlyyears to adult life • Based on the Canadian Charter of Rights and Freedoms, the NS EducationAct, NS Public School Programs (PSP), and NS SpecialEducation Policy

3. Members of the Program Planning Team • Parent(s), guardian(s), familymembers • School principal or designate • Teachers - classroom, subject, specialist, resource, etc. • Otherprofessional staff involved • Student (if appropriate) • Otheradditionalmembers

4. Whyis Program Planning Important? • Studentswithspecificneeds are supported to achievetheirlearningoutcomes. (Students are more likely to succeed if members of the program planning team worktogether) • Learning Outcomesare statements of whatstudents are expected to know and be able to do atvarious points in theirschoolcareer. ThesecanbePSP outcomesor developedspecifically for an individualstudent (individualisedoutcomes).

5. The NS Program Planning Process

6. Stage 1Screening and Identification • Teacher or other(s) identify challenges or areas of need affecting student success • Information related to the student’s learning is gathered and considered (student’s strengths, challenges and interests, assessments, records, history, etc.)

7. Stage 2Exploration of InstructionalStrategies (includingDocumented Adaptations) by ClassroomTeacher(s) • At the classroom level, the teacher(s) tries different, common teaching strategies or resources to address the challenge(s) – Adaptations (which do not change the curriculum outcomes) • These adaptations can be in the areas of organization, environmental, presentation/instructional, motivation, assessment and/or resources

8. Stage 3Referral for a Program Planning Team Meeting • If further planning is required, a referral is made for a Program Planning Team Meeting (student) summarizing student information, area(s) of concern, strategies tried to date, questions to be addressed by team, etc. • Referrals can be initiated by the student, parent(s)/guardian(s), teacher(s), guidance counselor, etc.

9. Stage 4Program Planning Team Meeting • Includes all team members (withfamilyinvolvement) • Team workscollaboratively to share and use all information related to the student’slearning and decide on further action, if needed • Team maydecide to gather more information/refer for furtherassessment and/or services, suggest/develop adaptations beyondthosetriedat Stage 2, or suggestdeveloping an IPP for the student.

10. Stage 5Individual Program Plan Development • In accordance withNS SpecialEducation Policy 2.6 • Based on student’sstrengths and needs • May involvedeletion of curriculum outcomes, adherance to the samegeneral curriculum outcomesat a significantlydifferentspecificoutcomelevel, or addition of new outcomes • Somestudentsmayrequire a combination of adaptations and an IPP

11. Stage 6Implementation of Adaptation Plan and/or IPP • Involves instruction, assessment and reporting of the outcomes • Program Planning Team members assume certain responsibilities for implementation of the Adaptation Plan and/or IPP

12. Stage 7Monitoring of Adaptation Plan and/or IPP • Ongoing monitoring of the Adaptation Plan or IPP, studentlearning and progress, and assuringthatoutcomes are appropriateisnecessary • Changes thatdo not alter the student’slearningoutcomescanbe made and shouldberecorded and sharedwith team members • Changes thatdo alter the learningoutcomesneed to bereferred back to the PPTeam

13. Stage 8Review of Adaptation Plan and/or IPP • Involvesevaluating and reportingstudentprogresstowards meeting the learningoutcomes • Adaptation Plans are reviewedat least once per yearandIPPs are reviewedat least twice per schoolyear (beforeeachreportingperiod or withineachsemester). Also IPP progress must be reported at every report period as designated by the school calendar. Classroom/subject teacher is responsible for evaluating and reporting the student's progress of SIO’s. • Outcomesachieved– develop/move on to new ones (eitherindividualised or PSP) • Outcomes not achieved– explore plan and considerrevisingoutcomes and/or other areas

14. End Thoughts • Studentlearning varies in manyways. To accomodatethese variations, schools and teachers use a continuum of services to address the specific strengths, challenges, interests and learning styles of all learners. • To do this, we diversify, differentiate, adapt and individualise. SUCCESS!