Effective IEPs

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Effective IEPs

• Dr. Thomas Ryan
• Nipissing University

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Focus on student learning

• Are based on a thorough
• assessment (gathering of data)
• of the student's
• strengths (Can do!),
• Interests (Attend to!), and
• Needs (Student/Teacher perceptions)

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Current level of achievement

• Establish a clear beginning point for learning
  levels grade equivalents
• Math ? 8.7
• Reading
• Silent Reading Comprehension (Visual)
• Oral Reading performance (miscues)
• Listening Comprehension (Auditory)

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Modifications Accommodations

• Set out strategies and resources, including
  required modifications and/or accommodations for
  achievement of desired learning
• Mods grade /expectations change
• Accom Strategies, Supports, Services - SSS

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Who does what, when?

• Provide evidence that learning is monitored and
  adjustments are made as necessary

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Team You, me and Who?

• Involve collaboration with all those involved in
  the educational program of the student

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Parents as partners !

• Document consultation with parent and student if
  16 or older

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Learning Expectations

• Record a representative sample of the student's
  learning expectations in each subject, course,
  or skill area
• for the reporting period

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30 School Days M to F 5

• Are completed within 30 days of the student's
  placement in the program

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Goals, Aims, Outcomes

• Focus on the annual program goals of the student
  AEP

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Information sources

• Are developed using a variety of information
  sources

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SNOW OISE/UT

• http//snow.utoronto.ca/best/iep/index.html