Appendix 10-B
Essential Information Checklist
Date:
Program:
Teacher:
IPP coordinator (if different from teacher):
Programming Context
 Programming description such as child-teacher ratio, groupings,
routine support, etc.
Essential Information
Programming Information
 Certificated teacher responsible for IPP
 Teacher who delivers programming (if different from above)
 Program administrator
 Teacher assistant (if applicable)
 Number of hours of centre-based programming
 Number of sessions of family-oriented ECS programming and total
hours
Parental Involvement
 Parental involvement is documented (including meetings)
 IPP is signed or attempts to obtain parent signature are documented
 Family-oriented programming is documented
Strengths
 Language/communication, social, emotional or physical areas that
positively impact learning
 Emergent literacy and numeracy skills
 Interests of child considered
 Input from parents
Areas of Need
 Language/communication, social, emotional or physical areas
 Developmentally appropriate emergent literacy and numeracy skills
 Needs are expressed in positive language
 Input from parents
 Yes
 Needs more
information
Included
(please check)
 Yes
 Needs more
information
 Yes
 Needs more
information
 Yes
 Needs more
information
 Yes
 Needs more
information
This appendix adapted with permission from Edmonton Public Schools, Individualized Program Plan Guidebook (Edmonton, AB:
Edmonton Public Schools, 2005), pp. 75–77 and Alberta Education, Standards for Provision of Early Childhood Special Education (Fieldreview draft, 2005).
©Alberta Education, Alberta, Canada (2006)
Individualized Program Planning
Child:
Appendix 10-B
Essential Information Checklist
(continued) page 2/3
Individualized Program Planning
Included
(please check)
Essential Information
Medical Information Relevant to Learning
 Medical diagnosis
 Medical information that impacts learning
 Medications
 Not applicable or no medical information that impacts learning
 Yes
 Needs more
information
Specialist Assessments
 Current specialist assessments: names of assessment tools, types of
observations and date administered
 Name of specialist and area of specialization
 Summary of report findings
 Yes
 Needs more
information
Program-based Assessments and Evaluation of Progress
 Current pre- and post-classroom assessments: name of tool or type
of observation and date administered
 Summary of findings
 Child’s current level of functioning
 Assessment procedures for monitoring and evaluating child progress
on IPP goals are identified (e.g., observations, work samples,
diagnostic or standardized tests, developmental assessments,
checklists)
Coordinated Support Services
(Additional staff, agencies, specialists and services)
 Type and format of support services offered within the program
setting
 Type and format of support services offered outside the program
setting
 Amount of time services offered (level of support)
Instructional Accommodations
 Individualized instructional accommodations and strategies (e.g.,
unique expectations, specialized materials, resources, facilities,
equipment, assistive technology, personnel)
 Aligned with child’s personal strengths, areas for growth and goal
statements
 Yes
 Needs more
information
 Yes
 Needs more
information
 Yes
 Needs more
information
©Alberta Education, Alberta, Canada (2006)
Appendix 10-B
Essential Information Checklist
(continued) page 3/3
Measurable and Meaningful Goals and Objectives
 Consistent with the child’s area of growth and clearly linked to
assessment data
 Meaningful to child and his or her family
 Consistent with child’s level of development
 Reflects an actual skill or behaviour that the child needs in order to
participate and actively engage in current or future learning
 Short-term objectives are measurable and/or observable
 Expected behaviour is described
 Conditions under which the child will perform the task
 Criteria for measurement
 Date that objective is expected to be achieved
 Based on input from teachers and parents
 Manageable number of goals and objectives
 New objectives are added or revised as current objectives are
reviewed and/or achieved
 Language is positive and family-friendly
Planning for Transition
 Begins in September and is ongoing
 Describes child’s transition needs across environments
 A summary of planned actions to prepare child for success in
upcoming changes to environment is outlined
 Transition plan involves family
 Transition plan involves other specialists where appropriate
Year-end Summary
 Year-end summary includes most effective strategies, areas of
continuing concern and recommendations for next year
©Alberta Education, Alberta, Canada (2006)
Included
(please check)
 Yes
 Needs more
information
 Yes
 Needs more
information
 Yes
 Needs more
information
Individualized Program Planning
Essential Information