Individual Program Plan (IPP) Process
Welcome to Joane Cardinal-Schubert High School, Home of the Ravens!
At JCSHS, we pride ourselves on meeting our students’ learning needs through the personalization of learning. This webpage is designed to give students and parents a general introduction to the IPP process at Joane Cardinal-Schubert High School.
Focus on Strengths, Personal Awareness and Responsibility in the IPP Process
Many students who are on an Individual Program Plan (IPP) have a learning difference that is not visible, meaning that their learning challenges and struggles are not immediately observable or apparent to others. Being aware of and able to communicate their learning differences, challenges, needs, etc. to others is a valuable skill for students to acquire. We support the development of these skills by encouraging our JCS students’ ability to:
- Express their learning strengths and needs, as well as ask for help when needed.
- Set learning goals, monitor progress, and practice strategies that support learning.
- Know that learning requires perseverance through difficult concepts and challenges.
- Learn strategies to use in stressful situations that will help in achieving more emotional well-being and happiness.
- Take ownership of their choices and actions.
Parental Involvement in the IPP Process
Parents are encouraged to participate in the IPP process by meeting with school staff as we work towards creating an IPP goal that reflects the findings indicated the student’s psycho-educational or medical assessment. This can be achieved by:
- Booking an appointment during regular school hours with their student’s IPP coordinator and school staff.
- Discussing IPP supports and accommodation during Parent Teacher Interviews evenings.
Reminders to get involved in your child’s IPP are sent via email and using Raven Post.
What happens to the IPP when a student turns 18?
Many parents and students are surprised to learn that when a student turns 18, Alberta Freedom of Information and Privacy (FOIP) laws prevent schools from disclosing information about the newly turned adult to anyone without the student’s consent, including disclosing IPP information to their parents. This means that adult students are required to take personal responsibly for communicating their learning needs and requesting accommodations. It is important that before a student turns 18 that they are practiced at taking personal responsibility for and communicating their learning needs.
What are Accommodations?
Most students on an IPP require accommodations to support their learning. Accommodations preserve the learning outcomes of the Program of Studies while addressing the special education learning needs of the student to reduce the impact of the learning difficulties. The goal of an accommodation is not to advantage the student, rather it is to remove obstacles that are inequitable in learning. In other words, accommodations give students the same opportunity to succeed as other students in their class. It is important to balance the use of accommodations with the teaching and practice of basic skills to ensure students continue to master new skills and become more personally aware and responsible learners.
Alberta Education lists three types of accommodations, they are:
- Classroom/physical accommodations
- Instructional accommodations
- Assessment/testing accommodations
Joane Cardinal-Schubert School Learning Team (SLT)
The JCS Learning Team consists of classroom teachers, student success advisors, and school administrators who collaborate to identify the causes of student academic, social or behavioural struggles, as well as strategize possible interventions and supports.