Typically, IPPs are developed at the beginning of each school year. Although some information will remain the same from year to year, many components will change from one school year to the next, including assessment data, current level of performance, functional impact of the diagnosis, focus areas and goals, transition plans, and year-end summaries.
A typical timeline to develop an IPP will look like this:
 | ||||||
Sharing with your teacher your child’s: • Strengths, interests and Needs • Relevant medical history and medical plan | Your child’s teacher will begin identifying Key and Focus Areas in your child’s IPP, and writing the goals. Once the Key and Focus Area is identified, the current level of performance for your child will be recorded.
| • Your child’s teacher will be contacting you to meet, review, and sign the IPP. • Teachers will also begin to report progress on your child’s goals and may also attach evidence of learning to show the growth of your child in relation to goals. | • Your child’s teacher will continue to implement goals, strategies, accommodations, and supports, adjusting as needed. • Reporting on your child’s progress will occur as well as any new transition information. | • Your child’s teacher will be contacting you to meet, review, and sign the IPP. • New goals, strategies, and supports can be created or adjusted as needed.
| • Your child’s teacher will continue to implement goals, strategies, accommodations, and supports, adjusting as needed. • Reporting on your child’s progress will occur as well as any new transition information. | • Transition information and a Year-End Summary in preparation for the next school year will be completed. • Parents will be contacted to meet, review, and sign the IPP.
|