IEP Workshop Kathryn Everest YRDSB SEAC Representative – AO – YRC Cenza Newton YCDSB SEAC Representative – AO - YRC

An IEP is ... a written plan describing the special education program and/or services required by a student based on the assessment of the student’s strengths and needs that differ from the expectations of the Ontario curriculum a record of individual accommodations a working document reviewed and updated at least once during each reporting period that identifies: curriculum expectations that are modified from the grade level expectations in a particular subject or course AND/OR alternative expectations in program areas not represented in Ontario curriculum an accountability tool to be used in conjunction with the Provincial Report Card with a clear connection to the Ontario Curriculum an ongoing record that ensures continuity of programming (term to term and year to year)

What is an IEP? Really? The reality – it varies: For some – an important, carefully considered component of a student’s special education program For some – it is a mandatory process which has nothing to do with anything And for many it is something in between

Developing an IEP IEP is developed collaboratively Parent/student consultation is a key element in the development of IEPs Principals are required to ensure that parents are consulted Consultation happens in a variety of ways: meetings consultation form interview telephone IEP brochure for parents Consultation log must be kept used to record parent/student consultations that occurred during the development phase as well as on any significant changes that occur throughout the year Consultation form may be printed from I & P Planner or teachers may create their own. Consultation log may be printed from I & P Planner and can be completed in handwriting.

IEP team Team consists of: special education teacher, parents, classroom teacher and student could also include other teachers, special education staff, educational assistant, support staff, principal

IEP Vocabulary Accommodation: The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade. Accommodated only (AC) is the term used on the IEP form to identify subjects or courses from the Ontario curriculum in which the student requires accommodations alone in order to work towards achieving the regular grade expectations. (English translation – something put in place so that a student can access the curriculum. e.g. an audiobook, extended time, having a scribe. The student does the same work, just differently) Instructional accommodations – adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum Environmental accommodations – changes or supports in the physical environment of the classroom and/or the school Assessment accommodations – adjustments in assessment activities methods required to enable the student to demonstrate learning Modification: Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. (This affects whether a credit can be granted)

IEP Vocabulary Alternative Expectation: Alternative expectations are developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs or alternative courses (secondary school courses). Examples of alternative programs include: speech remediation, social skills, orientation/mobility training, and personal care programs. For the vast majority of students, these programs would be given in addition to modified or regular grade-level expectations from the Ontario curriculum. Alternative programs are provided in both the elementary and the secondary school panels.

IEP Components Every Individual Education Plan must include the following elements: demographic information (including relevant medical/health information); date of last IPRC; student's exceptionality; student's placement per IPRCs Statement of Decision; student's current grade placement; student's strengths and needs (including relevant assessment data); instructional strategies/accommodations/resources (including special education and related services provided to the student); where modifications are required: annual program goals for each program area; methods for reviewing the student's progress; student's current level of achievement in each program area; learning expectations for each program area; regular updates, showing dates, results and recommendations; transition plan for students 14 years of age and older; a safety plan when there is a concern for the safety of the student or others; and parent consultation form. Individual Education Planning is an ongoing process of setting goals, identifying steps for achieving these goals and monitoring the student's progress.

IEP – Section by Section

IEP Ask yourself “how are my child’s strengths being leveraged”? How are my child’s needs being addressed? This is a CRITICAL section. Resist “blah, blah, blah”!!

Exercise So, what do you want?

IEP

IEP: Assessment Data

IEP: General Classroom Accommodations

Annual Program Goals Make it specific and something you can achieve in a year How will we know we’ve achieved it or how will we know our methods aren’t working? What should the student be able to do? Ensure that this is something you care about! How will the expectations be taught? Be suspicious of “laundry lists”. Expectations should map to resources logically

Transition Plan Transition Planning should be its own workshop – so we cannot cover it tonight. Suffice to say if you child is in high school without one – get this started right away. Go to http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf for more information. For YRDSB students, also see http://www.yrdsb.edu.on.ca/pdfs/w/schools/speced/SpecEdPlan-E-TransitionPlanning.pdf

IEP – Tracking is done through the Report Card

Resources http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

Addendum Safety Plan – Overview J’s doc Medical Plan

Summary It should read like a story and tie together. You should see how strengths will be used and weaknesses will be supported The I is for INDIVIDUAL. Make sure it meets YOUR child’s NEEDS (as identified). Are all areas accounted for? Social skills, daily living (independence) as well as academic Do you agree with the focus of the IEP? Are they working on skills that are not that important to you or won’t be important in the future? Remember: There are limited resources (time, etc.) and if teaching your child a skill is very time consuming, make sure we are choosing what we teach and how we teach it well. Make it count.