The Program Planning Process: A Guide for Parents

1. The Program Planning Process: A Guide for Parents Supporting Student Success Student Services A document created by the Nova Scotia Department of Education Delivered to you by:

2. “Education is more successful when there is a partnership between home and school.”Department of Education Program Planning Guide for Parents Committee • The educational success of individual students is best achieved through a team approach to planning and programming. • Proper programming and planning need to be carefully and thoughtfully constructed to create a specific, individual academic plan for many Nova Scotian students. • This collaboration is called the Program Planning Process, and it is vital in ensuring the appropriate and successful implementation of the Special Education Policy. • Parents are an integral part of the individual program planning team. The information collected and discussed can ensure that extremely specific and individual programs will be created to structure and offer academic success to your child…our student.

3. The program planning process bears it’s foundation from the following documents: Education Act Public School Programs (PSP) Special Education Policy Canadian Charter of Rights and Freedoms If you would like more information regarding these documents, please contact your child’s school, the HRSB or the Student Services Division of the Department of Education Supporting Documents

4. All Students have the right to: • An Appropriate Education • A Quality Education • Qualified Teachers • An Inclusive Education • An Individual Program Plan if Needed • Accountability from all Teachers and Administration • These rights are enforced when effective collaboration takes place between parents and school staff/personnel. Parental involvement in a child’s education helps the child increase his/her self confidence, feelings of self-worth and helps create an opportunity for success in school.

5. The Program Planning Process • When aprogram planning team collaborates during the creation of a specific educational plan, those who have responsibility for the student’s learning need to attend. These participants are: • parent(s)/guardian(s) • principal and or the vice principal • all subject teachers, including resource or learning centre teacher • if appropriate, the student • other professional staff involved ( school board and community agencies) • During the individual program planning process, the learning styles, strengths and needs of the student at hand will be addressed. Students with special needs will be supported through programming either via documented adaptations or specific individualized outcomes.

7. Synopsis of the 8 Stages of the Program Planning Process Stage 1: Some children may come to school already having been assessed and or with established programming information as derived from their involvement with personnel from outside agencies or from another school. Some may already be in school and are just now being observed by their classroom staffs as having atypical learning needs. Stage 2: The classroom teachers explore a myriad of instructional strategies in an attempt to facilitate improved student learning. This presumes a reciprocating process of assessment/instruction, further assessment/instruction. Stage 3: If classroom teachers require further support to meet the needs of a student, they may wish to refer the student to the school based program planning team.

8. Stage 4: At this stage the individual program planning team reviews the current information, as well as the student’s strengths and needs. The team now decides on future actions that need to be taken in terms of programming for the student. Team members should be those who have responsibility for the student learning including the parents and sometimes, the student. An administrator should lead the meeting and act as the mediator. It is at this time that the team would decide if an Individualized Plan would be needed/appropriate. The meeting may also highlight the need for change in instructional strategies or assessment in a prescribed course. The chairperson now designates responsibility to team members to develop the new revised program. Stages 5&6: During the fifth and sixth stages of the program planning process, Individual Program Plans (IPP) are developed and implemented in the classroom. This development should be contrived through the key members of the individual program planning team, including the parents/guardians. Stages 7& 8: These stages are meant for the reviewing and monitoring of the adaptations/individual program plans. Continuous monitoring must take place throughout the year.

9. Adaptations are teaching strategies that are developed in one or more of the following areas: Assessment/evaluation Class organization Environment Motivation Presentation Resources Adaptations are not noted on the student’s report card or transcript. Adaptations are documented in the students cumulative record There are no changes to the PSP outcomes A copy of the adaptation form will be sent home to the parent/guardian The adaptations will be constantly monitored and evaluated for effectiveness An IPP may involve any or all of the following: Following the same general curriculum outcomes but at a significantly different outcome level than would be expected for the grade-level in which the student is enrolled Deleting of a specific curriculum outcome or outcomes when the deleted outcome(s) is/are necessary to develop an understanding of the general curriculum outcome Where there is a need, providing programming for outcomes that are not part of Nova Scotia’s public school program (e.g., behavior programming, life skills) Adding new outcomes where students require enrichment An IPP is indicated on the student’s report card and/transcript. A copy of the IPP is filed in the student’s cumulative record. A copy of the final, approved IPP will be given to the parent/guardian Adaptations vs. Individual Program Plan

10. Roles and Responsibilities • Each member of the program planning team has a role and specific responsibilities in terms of collaborating and communicating useful and specific/pertinent information to the team. After collecting this important data, an individualized plan can be created for the student. • Parents: • Should be involved from the beginning in the program planning process • Need to share with the team their child’s strengths, needs and future aspirations • Should share information that supports effective transitioning • Should inform the team of any outside agencies/professionals that are involved with the child • Pertinent information about family circumstances and educational history that could effect educational learning, should be communicated • Need to carry out the specific elements of the program plan that is the parent’s responsibility. i.e. structured homework times, parent/child reading etc.

11. School Administrators • The school administrators will assume a leadership role in the program planning process • They need to ensure that all parties/team members are notified of the time, place and nature of the individual program planning team meeting • The administrative representative will chair the program planning meetings and act as a leader and positive facilitator • The administrator will ensure that minutes are being taken • They will also ensure that the program plan developed through the individual program planning process is implemented, tracked and monitored.

12. Teachers and other Professionals • Participate in the program planning process for students for whom they have responsibility • Implement the program as required • Track, monitor and report on student progress • Review student records to support transitioning and programming

13. As a vital member of the program planning team, you as parents should think about how you can: Prepare for your participation in the program planning team meeting Support the program plan that has been created specifically for your child both in school and at home. Follow-up on your child’s progress Supporting Parents/Guardians as Effective Members of the Program Planning Team

14. Prior to Program Planning Meetings • Share information about your child to the team to help support effective programming • Identify any successes or challenges that you may foresee happening throughout the school year • Consider the main hopes/goals for your child this year • Make notes to bring to the program planning meeting so you can communicate all of your feelings/thoughts • Please advise the school before the meeting if you want to bring a friend or support person with you. • Please share general/pertinent information e.g., changes in family circumstances such as additions, deaths, illnesses, moving etc.

15. Ask for clarification of the roles and responsibilities of all meeting participants Ask about your child’s performance at school Consider other points of view during the meeting Remember that your child may react differently in different circumstances and environments. His/her behavior at home may vary from the behaviors observed at school. Be positive! During Meetings

16. Talk with your child regularly about what he or she is doing in school, both academically and socially Support your child in becoming a self-advocate through an understanding of his /her strengths and needs Provide, when appropriate, learning opportunities at home that are consistent with the learning that is taking place in school Support the teacher’s expectations and the classroom routines by reinforcing such behaviors at home Maintain close contact with the classroom teacher’s regarding your child’s progress via phone, e-mail homework notebooks and journals Read your child’s report card carefully. If you do not understand any part of the report, contact your child’s school for more information KEEP IN FREQUENT CONTACT WITH ALL SCHOOL PROFESSIONALS INVOLVED WITH YOUR CHILD’S PROGRAM! Following Meetings and Monitoring Student Progress

17. Transition Planning • Transition planning is the planning that should be consistently taking place each year in regards to setting your child up for success in a time of change. • Transition milestones occur when a student moves from home to school, grade to grade, school to school, community to school, or from school to community. • As a parent, your help, advice and support in dealing with transitions is vital. At the end of the day, your loving encouragement, and home support is what will help your child through any anxieties or worries they may be feeling. Knowing that a parent cares and is involved, is sometimes the best remedy in relieving academic and social related stress • Transition Planning for Students with Special Needs: The Early Years through to Adult Life ( Nova Scotia Department of Education 2005) is a resource to support individualized program planning at key transition stages

18. Minimizing and Resolving Conflict Nova Scotia Department of Education The Program Planning Process: A Guide for Parents 2006

19. What is a typical day in school like for my child? Has my child been attending classes regularly? Has my child been completing class assignments? How do teachers describe my child’s learning style? Is my child working at or meeting the specific curriculum outcomes? If not, why not and what would be the best way to proceed? Some Questions to Consider

20. *Is my child meeting the outcomes outlined in his or her IPP? If not, why not and what would support my child’s learning? *Are there any potential social issues with peers I need to be aware of? *What can we be doing at home to support my child’s learning? *How can we support my child to move toward greater independence? Questions created by the DOE Program Planning Guide for Parents Committee

21. On behalf of the Halifax Regional School Board we would like to thank you for taking an active interest in your child’s well-being and education. We value your input, sincerity, support and collaboration. Teamwork between schools and parents is what creates a successful learning and social environment for students…and students and their needs come first. Thank-You