IIP Essential Components Checklist – Fillable Oct 2013 – SSTs and Administrators must review IIPs using the Ministry of Education’s checklist by October 31st of each year. The completed and signed checklist should be uploaded to the IIP Files and Links tab by Nov. 15th.
GSSD Guidelines for Team Development of Inclusion and Intervention Plans – SSTs and PSPs please review these procedures as they outline your role in this process.
Technical issues should be reported to your SSC or you can email TPM directly @ tpmsupport@leadershipservicesteam.ca.
An Inclusion and Intervention Plan (IIP) is a plan developed and implemented by a collaborative team. It is a compilation of student outcomes that have the highest priority for the student during the year. IIPs include:
The classroom teacher’s input into a student’s IIP is vital. Classroom teachers should ensure that classroom activities support the student in achieving their IIP goals and effective EA utilization can further support goal development for student that require EA support.
While Student Support Teachers are the case managers regarding IIP development, they shouldn’t write IIP goals in isolation. Team collaboration is essential in creating collaborative plans that address the needs of student and connect to the classroom environment. IIPs should be developed with input from classroom teachers, parents, involved professional service providers, and EAs. EAs are an important part of the student’s team, however, they should not be asked to attend a student’s team meeting in place of the classroom teacher.
The Student Support Teacher (SST) and classroom teacher must ensure EAs are aware of IIP goals for the students they support along with their specific role in supporting goal achievement. An example may include prompting and tracking student progress toward a goal on a data collection form. TEAMs must work together to support goal achievement and goals should be met at the level of independence stated in the program plan.
are working on learning outcomes that differ from those in provincial curricula for their grade level
GSSD TPM Overview of Initiatives – please refer to this powerpoint that provides a summary of how GSSD is using TPM software to create program plans for students and support variou tracking and progress monitoring initiatives.
TPM data remains in the system even after a student has moved on. These student records, however, are set to ‘Inactive’ and no longer appear in the default view. The student and their data will re-appear upon integration if/when the student returns. TPM has set Quintin up as the admin user with access to ‘inactive’ students. He is alble to view and print inactive student records by clicking on Active/InActive button at the top of their page. Please contact Quintin if you require something printed for a studnet who has moved.
Please refer to http://education.gov.sk.ca/PPP for information from the SK Ministry of Education regarding IIP expectations.