1. Open the IIP
2. Go to ‘Records’ at the top right
3. Choose ‘Clone’ which makes a copy of the IIP so you can edit your
current version for next year rather than starting over
4. Choose ‘Record History’ under ‘Records’. You will see 2 IIPs listed
for the student. The top is the copy you just made and the bottom is the
5. Lock the bottom/original copy by clicking
on the notepad and pencil icon on the left. Under record status choose
6. Save and exit
You will need to do this for each IIP you will be updating.
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:
- student background information
- student strengths, learning styles and needs
- current levels of performance
- prioritized goals areas
- instructional support and strategies
- team members who will implement the IIP
- plans for student progress reporting
- plans for transitions
- signatures of team members
- supporting documentation such as assessments, reports, behavior plans etc.
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.
An IIP is required for students who:
- are working on learning outcomes that differ from those in provincial curricula for their grade level
- require continuing interventions and individualized supports beyond the Adaptive Dimension
- have been identified as requiring intensive supports
- all students identified with intensive needs require an IIP
- please note that every student who requires an IIP will not meet criteria for intensive supports
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.
When Students Move:
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.