Individual Education Plans

1
Individual Education Plans

• September 2001

2
IEP Standards

• Mandated in Standards policy document (September
  2000)
• 25 boards have been sampled
• reflect two major shifts in practice
• IEPs to be developed within the framework of the
  provincial curriculum
• IEPs are to written in a way that is easily
  understood by parents

3
An IEP is ...

• a written plan of action prepared for a student
  who requires modifications and/or accommodations
  to the regular school program
• a working document(reviewed and updated
  throughout the school year)
• an accountability tool
• to be used in conjunction with the provincial
  report card(clear connection to Ontario
  curriculum)
• an ongoing record that ensures continuity of
  programming(term to term and year to year)

4
The IEP Process

• Gather Information
• Set the Direction
• Develop the IEP
• Implement the IEP
• Review and Update the IEP

5
The IEP Team

• IEP is developed collaboratively
• parent/student consultation is a key element in
  the development of IEPs
• variety of ways to be consultative
• IEP brochure for parents
• could also include teachers, special education
  staff, educational assistant, support staff,
  principal
• principal or Special Ed. Head assigns one teacher
  the primary responsibility (case manager)

6
Demographic Information

• date of last IPRC
• personal information
• developed by
• effective date
• monitoring plan

7
Identify Strengths and Needs

• based on information collected
• must be consistent with the description contained
  in the IPRC Statement of Decision
• must be supported by relevant assessment data
• describe observable factors that influence the
  students learning
• ensure that needs statements reflect the
  students needs accurately
• do not describe programs, strategies or services

8
Student Strengths

• can be used to address a need
• e.g.
• Communicates needs and wants with gestures
• Recognizes and names peers from pictures
• Enjoys participating in music and action songs
• Enjoys working groups/with peers

9
Student Needs

• should provide a clear understanding of the
  programming responses required for the student
• ISA statements on IEP Planner
• e.g.
• Requires intensive instruction and support to
  develop and maintain motor skills
• Requires instruction in the use of self-advocacy
  skills

10
Health/Dietary Concerns

• any information that may affect the students
  ability to attend school and to learn
• medications
• specific health-related conditions requiring
  either constant or intermittent care by a
  qualified professional

11
Describe the Program

• description of the students timetable
• times that student receives support
• amount and type of support the student receives
• percentage of curriculum modification, teacher
  and assistant support
• very important for ISA documentation
• indicate if student is exempt or substitutions
  are used

12
General Classroom Accommodations

• Accommodations supports/services required to
  help a student access the curriculum and
  demonstrate learning
• do not alter the provincial expectations
• subjects that are accommodated only do not
  required annual program goals or learning
  expectations
• Special Education Companion Curriculum Unit
  Planner (good reference)
• consult and give a copy to the classroom
  teacher(s)

13
Modifications

• changes made to the grade level expectations for
  a subject or course to meet the needs of the
  student
• they include
• expectations from a different grade level
• significant changes (increase or decrease) to the
  number and/or complexity of the leaning
  expectations

14
Determine Program Areas

• based on student needs indicated on page 1,
  decide which program areas should be addressed in
  the IEP
• areas may include
• academic areas such as
• reading
• math
• alternative learning expectations such as
• self-advocacy
• motor/physical skills
• orientation and mobility

15
Establish Annual Program Goals

• for each program area, establish annual program
  goals which will be the focus for learning for
  the year
• describe what a student can realistically be
  expected to accomplish in a program area by the
  end of the school year
• goals are target, not promises
• must reflect learning in the Ontario curriculum
  or an alternative skill program

16
Goal Statements

• enhance accountability by providing everyone with
  a point of reference against which to measure
  achievement
• facilitate team-parent/student communication
• e.g.
• To develop reading comprehension skills at the
  Grade 6 level
• To gain independence in simple classroom
  routines

17
Current Achievement Level

• serves as a baseline against which progress
  towards achievement of expectations and annual
  goals will be measured through subsequent
  assessment evaluation
• indicate date and source
• mark or letter grade from the most recent
  provincial report card for each subject, course
  or skill area with modified expectations
• grade level of the expectations that were
  assessed must be identified

18
Current Achievement Level

• for students not working on Ontario curriculum
  expectations, the description of achievement of
  alternative expectations for the latest report
  form should be used
• the latest report card, prior to the development
  of the IEP, is usually the June report card

19
Choose Educational Expectations

• set out the knowledge and skills that a student
  is expected to acquire for the next reporting
  period
• indicators of progress towards the annual program
  goal
• selected at a level which matches the students
  current performance level(indicate grade level of
  expectation)
• limited to what is essential and achievable for
  the child
• indicate date expectation is introduced

20
Instructional Strategies and Resources

• identify specific accommodations, human and
  material resources, teacher methodologies and
  strategies
• include a variety of approaches to support
  demonstration of educational expectations
• indicate the intensity of the support (no 11
  statements)
• indicate who is responsible

21
Evaluation of Progress

• progress must be evaluated at least once in every
  reporting period
• results for modified expectations must be
  reported using the provincial report card
• could be reported on IEP report form(attached to
  report card) or alternate report card
• indicate methods of progress review
• date all entries

22
Assessment Data

• refers to reports prepared by school or board
  staff or outside agencies
• date, source and summary of results or
  recommendations must be recorded as part of IEP
• assist in determining the reason for providing
  special education programs or services
• same as page 1 of In School Team Record
• designed to meet new standards
• indicate all information that has been used to
  develop the IEP

23
Transition Plan

• for students 14 years or older
• indicate plans for post-secondary activities
• designed to help students gain access to
  post-secondary options
• for students changing panels, placement, or
  school, indicate plans for a smooth transition
• ministry document coming soon

24
What is a Transition Plan?

• written plan
• focuses resources of school system, other
  organizations, student (including family and
  support network)
• assists student in the transition from school to
  work, further study and/or life in the community

25
Share With Student and Parents

• within 30 school days a copy of the IEP must be
  developed, shared with and given to
  parents/students
• consultation form must be attached to IEP
• parent/student must sign IEP to indicate whether
  they were consulted and received a copy of the IEP