Grade 9 IPP Summary and Transitions 2020-2021

Please add your thoughts and suggestions below for the students you teach. The titles/prompts are there for guidance, but feel free to use your professional judgement for what information to put where. If
you need further help, guidance or assistance, feel free to let Lisa know. We’ll figure things out from there!

***Example***
HR Name Summary Transition Teacher
What did you learn about the student? How do they learn best? What info do you want the new teachers to know about the student? Initials
What strategies and/or accommodations worked well for the student and should be What needs to be in place to support the student in new situations or
continued? challenges?
What strategies and/or accommodations did not work for the student?
What goals should we focus on for next year?

9-EX1 Sally Student Overview of the Student: Write thoughts below in sentences. Notes to Mitigate Transition: Sentences preferable here. LLM
(Code 51-LD) -Sally is a student who puts high expectations on herself and can get -It is highly recommended that core and complementary teachers review
frustrated easily when she encounters difficulties with her learning. These this file and discuss programming with parents at the beginning of the *This is an
*This is an example* cause her to become emotional and “shut down”. example*
2020-2021 school year.
-Rather than initiate questions, Sally is known to hide her frustrations with
-Direct introduction to ed assistance and establishment of who trusted adult
learning. However, she is willing to open up if approached by a
can be early in the year. Proactive introductions.
teacher/ed.assistant.
-Touch base with Sally at the beginning of the lesson to let her know what
-Sally responds well to praise and acknowledgement when she has achieved
she can expect.
expectations of a learning task.
-Sally will need assistance with establishing a routine during the first days
and weeks of school.
Strategies/Accommodations: Write thoughts below in point form.
-Having classroom teachers begin with a task/assignment where Sally
-One-on-one check in with teacher when a task is assigned and another in
experiences success will keep her motivated early.
the same class as she begins to work on it.
-Establishment of strong bond with an adult in the school.
-One-on-one work with an Ed. Asst outside the classroom where available.
-Frequent “body breaks”.
Sally Student will transition to Sir Winston Churchill High School next year
-Accommodated materials.
with the support of her IPP. This part done for us.
Suggested Future Goals:Write thoughts below in point form.
-Written output: Goals around increased independence of writing tasks.
-Math: Computational skills at her level using supports/manipulatives.
-Emotional Regulation: Identifying feelings of dysregulation and initiate
contact with trusted adult if