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Student‑Specific Planning (SSP) for Families
Giving every learner, and every family, a voice in learning
In Manitoba, every student has the right to Appropriate Educational Programming in an inclusive school community. For most students, this means learning the provincial curriculum with classroom supports. For some, a written Student‑Specific Plan (SSP) is developed so your child can participate, learn, and belong.
Inclusive education is not just a place, it's a way of thinking and acting that fosters belonging and participation for every learner.
What Is Student-Specific Planning?
Student-specific planning is the process through which members of student support teams, including educators and parents, collaborate to meet the unique needs of individual students.
The purpose of student-specific planning is to help students attain the skills and knowledge that are the next logical step beyond their current levels of performance.
A Student-Specific Plan (SSP) is a written document that records this process.
SSPs are living documents that evolve as students grow, guiding instruction, assessment, and communication between home and school.
Student Specific Plans: Which One Is the Right Plan?
An SSP is a plan created with families and students that explains what your child is working on, the supports they will receive, how progress will be measured, and who is responsible for what. It's both a planning tool and a communication tool.
You may see different plan names - Some examples of most used SSPs:
AEP/ALP – Adapted Education/Learning Plan
This is a plan created to supports to access curriculum. There is no change to curriculum.
IEP – Individual Education Plan
An IEP include goals outside curriculum, or in addition to curriculum.
CMP - Curriculum Modification Plan
The plan where the curriculum goals that are changed, kept or deleted are outlined.
PTP – Personalized Transportation Plan
Individualized transportation arrangements
ITP – Individual Transition Plan
E.g., grade changes, school to community
BIP/PBSP – Behaviour Intervention/Positive Behaviour Support Plan
Focused on behavioral supports and strategies for students to learn new a new learning behaviour.

Important: At meetings, expect plain language, a short agenda, and time for your questions. You can bring a support person.
Quick guide: Adaptations, Modification, and Individualized Programming
Adaptations
Changes in how your child learns or shows learning (e.g., visuals, extra time, assistive tech). Curriculum Outcomes don't change.
Curriculum Modification (CMP)
Curriculum Outcomes change in a subject/course to match your child's needs. Documented in the SSP; progress is graded relative to modified outcomes.
Individualized Programming (IP)
Goals are outside the provincial curriculum (Student‑Specific Outcomes / SSOs). Progress is reported through the IEP: not through report‑card grades.
Your role on the team
Core Team = Student + Parent(s)/Guardian(s) + Teacher(s)
Leves of Support
As needs grow, the In‑School Team (principal, resource teacher, counsellor, EA) and School Support Team (clinicians like SLP/OT/PT/psychology, social work, community partners) collaborate.
A Case Manager coordinates meetings, minutes, and follow‑up.
Voice & Choice Checklist
  • Ask who will be at the meeting and the purpose
  • Bring a support person if you wish
  • Share your child's interests, strengths, culture, and goals
  • Bring examples: work samples, strategies that help at home
  • Ask how progress will be measured and how you'll receive updates
  • Confirm who to contact between meetings (case manager)
Eligibility and Suitability: How decisions are made
Some students may need curriculum modification (CMP) or individualized programming (IP). Manitoba uses two steps to guide these decisions:
1
Eligibility
(specialized assessment)
Eligibility is confirmed through specialized assessment by qualified professionals (for example, a school psychologist, or physician). These assessments help the team understand strengths, needs, and the kind of support your child requires.
2
Suitability
(team decision: voice & choice)
Once eligibility is confirmed, the team considers suitability: whether CMP or IP is the most appropriate, inclusive option. Parents/guardians and, when appropriate, students must be included as full participants in this choice.
Suitability looks at your child's goals, day‑to‑day participation with peers, long‑term learning and transitions, and the level of support needed to be successful.
What to expect in the Student Specific Planning process:
Gather information
Classroom data, student/parent voice, and relevant assessments
Set priorities
Goals that matter for learning, participation, and independence
Plan instruction & supports
UDL, differentiation, adaptations; therapies embedded in class
Monitor & report
Regular reporting times (and more often if programming changes)
Review & revise
At least annually, or sooner if needs change
Report cards & progress
With adaptations
  • Regular report‑card grades
  • Adaptations are
With Curriculum Modification /CMP
  • Grades are based on modified outcomes (subject flagged appropriately).
  • For students from Gr. 1 to 8 - IEP box is checked.
  • for students from Gr. 9 to 12 - Course code and M designatio at the end of the code.
On Individualized Programming/ IP
  • No academic report‑card grades
  • schools share IEP progress report toward Student‑Specific Outcomes

As a parent, you can ask for examples or visuals to understand changes to outcomes (CMP) or IEP goals (IP).
Downloadables for families: click on the links below
Checklist to help you prepare for SSP meetings
parent‑friendly guide to understanding the decision process
Understanding the different plans and who they support
Frequently asked questions
Do I have to agree to a change in programming?
Programming decisions should be made with families. Ask for a meeting, the assessment information used, and a written summary of options considered.
Can my child participate with peers if they're on CMP or IP?
Yes. Inclusion is the starting point: teams plan for participation in classroom and school life.
How often will I receive updates?
At regular reporting times, and more often when programming changes or new goals are added.
If you disagree or need help
Ask to reconvene the team to review evidence, adjust strategies, or revise goals. Divisions have local dispute‑resolution processes: ask your principal or case manager how they work.
SSPs are living documents that change as students grow.
Support links:
More Resources:
This page summarizes Manitoba guidance in family‑friendly language. For complete details, consult your school and divisional supports.