Success in School Plan for Children and Youth in Care
The Success in School Plan template will assist with identifying the child or youth’s needs, services, supports and key people. It should be developed by the child or youth's core support team.
Completion of the Success in School Plan is not intended as duplication of the Individualized Program Plans/Instructional Support Plans (IPP/ISP). The Success in School (SIS) plan has holistic goals. It also has information outlining who to contact and involve in specific situations. The SIS plan also recognizes that the entire core team has a role to play in implementing the plan.
The Individualized Program/Instructional Support Plan (IPP/ISP) and SIS plans can work together and refer to each other to prevent duplication. For example:
- if academic information is included in the IPP/ISP, the academic section of the SIS plan can say: See IPP/ISP, see report card
- the SIS plan may also include some academic actions specific to the SIS plan such as the foster parent accessing tutoring services
- The IPP/ISP can refer to goals and actions identified in the SIS plan, as a cross reference
For more information please see: Success in School Plan Template.
Revised Individualized Program Plans/Instructional Support Plans (IPP/ISP)
Alberta Education has revised the IPP/ISP templates that were released in fall 2013. These sample templates can be used for students identified with special education needs. The use of these templates is optional. The templates incorporate all of the components currently required in the Standards for Special Education, Amended 2004. The templates focus on instructional planning and academic learning.
Only the information most useful to classroom organization and instruction is recorded. As part of the planning process, teachers should review all available student information, including specialized assessments, to help identify the level and types of instructional strategies and supports each student requires. The goal of these instructional support plans is to create meaningful and successful learning opportunities for all students, using the programs of study as a starting point of instruction.
Information and forms in the Inclusive Education Library can support this inclusive approach to instructional planning. The Library has sample forms for gathering information about students’ strengths, interests, and learner preferences. It also contains information and forms that teachers can use at the beginning of the school year to help identify what level of support individual students might require relative to Language Arts and Mathematics. In addition, the Library includes information on supporting social participation, developing behaviour support plans, implications of medical conditions and disabilities, and transition planning.
The format, process, and content of these templates were informed by the positive results of schools participating in the Inclusive Education Planning Tool pilot, responses to the Individual Program Plan Components online survey, and feedback from the IPP Provincial Discussion held in February 2014.
- Template A is designed for students with learning disabilities or mild cognitive disabilities, and/or for students working two to three years below grade–level expectations in one or more areas of Language Arts. The focus of this template is to identify instructional supports and strategies that align with students’ strengths and needs, reduce barriers to learning, and increase students’ academic success related to the program of studies. There are separate templates for Grades 1–3, 4–6, 7–9, and 10–12.
- Template B is designed for students who have significant (i.e., moderate to severe) cognitive disabilities. The focus of this template is to use the programs of study as a starting point of instruction and to identify five individual learning goals (i.e., four Literacy and Communication goals and one goal related to Numeracy.)
The individual learning goals should align with principle–based planning (i.e., personally meaningful, socially relevant, age respectful, developmentally appropriate, creates opportunities to interact with peers, promotes personal autonomy). Goals should increase students’ engagement in learning and academic success related to literacy and numeracy.
- Template C is designed for students with high academic potential who require additional challenge and differentiated opportunities to be actively engaged in learning, experience consistent academic success, and feel a sense of accomplishment related to learning. The focus of these templates is to identify differentiated instructional strategies across the subject areas. There is one template for Grades 4–9 and one template for students in Grades 10–12.
