This resource is a revision of the teaching resource Individualized Program Plans (1995), Book 3 (ED392232) in the Programming for Students with Special Needs series. It aims to create a bridge between the product, the process and the underlying vision of Individualized Program Planning (IPP). The Standards for Special Education (Amended June 2004) outlines required components of an individualized program plan (IPP) in Alberta. Many schools and jurisdictions have their own guidelines for completing these components. Some jurisdictions also use electronic management systems to develop and monitor IPPs. This resource provides additional information on the required components, as well as sample strategies that teachers and other educators can use to develop and implement successful, student-focused IPPs. It includes chapters on involving parents and students, collaborating with other members of the learning team, using classroom assessment, selecting accommodations, establishing meaningful goals, planning for transitions and using assistive technology. It also discusses the unique needs for IPP processes in Early Childhood Services (ECS), in junior and senior high settings, and with students who are gifted. Each chapter contains a number of appendices offering sample tools for enriching the IPP process. These tools should be used selectively and can be adapted to best meet the needs of individual students. Many of these tools will be used informally as part of the development process and not as products in the student's permanent school record. Chapters in the resource cover the following: Working through the IPP Process, Encouraging parent involvement, Supporting student participation, Creating a network of support, Using classroom assessment to support the IPP Process, Selecting accommodations and strategies, Making goals meaningful and manageable, Planning for transitions, Infusing assistive technology for learning into the IPP process, Getting off to a good start in ECS, Planning for students who are gifted, Promising practices for junior and senior high school. Appendices include sample target skills for cross-curricular goals in Junior and Senior High, a curriculum matrix, and student accommodations for Junior and Senior High. Other books in the series are: Teaching Students Who Are Deaf and Hard of Hearing (ED392233), Teaching for Student Differences (ED392230), Essential and Supportive Skills for Students with Developmental Disabilities (ED392231), Teaching students with Autism Spectrum Disorder, Teaching Students with Visual Impairments (ED407776), Teaching Students with Learning Disabilities (ED461193), Teaching Students Who Are Gifted and Talented (ED442237), and Teaching Students with Fetal Alcohol Spectrum Disorder. [This report was produced by the Learning and Teaching Resources Branch of Alberta Education. Contributing writers for this document include: Dana Antaya-Moore; Darlene DeMerchant; Oonagh Graham; Kathy Howery; Susan Larson; Donna Poirier; Carolyn Thompson; and Laurel Vespi.]