Team members should be those who have responsibility for the student’s
learning. The team should always include the principal or vice-principal,
teachers involved and parents/guardians. (See policy 2.4) These members
form the core of the team. The selection of additional members depends on
the needs of the student and on the personnel resources of the school district
and community. In cases where there are many teachers involved, as in high
schools, reports can be gathered from teachers for presentation at the team
meeting; however, key personnel should be present. In some cases this may
include the student, especially at a high school level when career/ transitional
decisions are being discussed. Every attempt should be made to encourage
parents to feel comfortable in presenting their views of the student’s strengths
and needs.
The team meeting provides an opportunity for members to come together to
clarify, given all available information, the student’s strengths and needs and
to decide on future actions to be taken in terms of program planning.
The meeting should not be a forum for teachers, administrators, and other
agency personnel to present a completed program to the parents. If this is
done, the parents become outsiders to the process and do not have the
opportunity to affect decision making in any meaningful way. Together, the
members should discuss the information each has observed and collected.
Concerns should be expressed openly and information presented, without
judgmental rebuttal. However, in cases where differences of opinion occur,
the chairperson would act as mediator in the process.
The team decides whether or not to proceed with development of an
individualized program plan (IPP). The meeting may highlight the need for a
change in instructional strategies or evaluation methods while maintaining
the objectives of a prescribed course. When this occurs, a statement outlining
adaptation of strategies, evaluation methods and support services required
should be recorded in the student’s cumulative file. However, when the
objective of provincially approved curriculum must be changed to meet the
needs of the student, an IPP becomes necessary. An IPP may focus on
behavioral as well as curriculum outcomes to address student behaviours
which may inhibit learning. At this point, the chairperson designates
responsibility areas to the team members to develop the individualized
program plan according to the priorities, goals and approaches set at the
meeting, or to collect further information if necessary.
22
TRANSITION PLANNING FOR STUDENTS WITH SPECIAL NEEDS
THE EARLY YEARS THROUGH TO ADULT LIFE