Creating an Effective Individual Education Plan Created By: Group 3 Lindsay K., Leslie R., Nadia M-A., Margaret H.

Workshop Objectives: Overall Goal: Specific Goals: Designing a clear and detailed IEP for all teachers Understanding: What is an IEP? Why is it important to our exceptional students? Identifying the components of an IEP

Agenda Group warm up The history behind IEP’s in Ontario Practical hands on activities to help you build capacity in the various sections of the IEP Hands on computer time with an IEP template to help get you started Wrap up with supporting documents

Group Warm Up: Located under some of your chairs is a note with an ‘exceptionality’ written on it Examples: blind folds (visual impairment), ticking alarm clock (auditory), tie dominate arm behind back (physical), wheel chair (physical), head phones (auditory), standing barefoot on sandpaper (sensory) You will need to come and pick up your ‘aid’ to help simulate some of the challenges our students face As a group we are going to stand and play “Hot Potato”, however, some of our group will have barriers they will need to over come

IEPs level the playing field for our students – so let’s get started! Group Warm Up: Group discussion: What were some of the challenges of the game? Can you think of a student who this could relate to? If we were to have some accommodations in place could this have been more successful for individuals? IEPs level the playing field for our students – so let’s get started!

History Behind Ontario’s IEP It was introduced into school systems around the world in 1975. The IEP or Individual Education Plan, makes it so that every student with a disability of one kind or another whether it be a learning disability or physical disability, has an equal opportunity to get the same education as every other student. Just with modifications to fit each child's disability and learning style. This could mean any one or more of several things. The student can be allowed more time to work on specific assignments in special classroom time which used to be called the Resource Room, which is basically like a study hall type environment for students with Special Needs. Another option that some families choose, is doing the course work that is normally done in four years in five years. This allows the student to have a lighter course load to make it less intimidating and stressful.  The IEP, needs to contain several very specific and detailed things. It should clearly explain the best way that the student learns, the way or ways that the student shows his or her full potential, and how best to support and encourage his or her educational goals.  The IEP, can be modified whenever necessary as long as all parties are advised of the modifications and agree with them. In addition to the school curriculum, also in most IEP's is what is referred to as a Behavioral Plan. This is a legally binding contract between the student, parents, school or school district staff, Mental Health Counselors, Pediatricians and Physicians. If this is not followed by one or more people involved in this contract, it can be looked at in a Court of Law and depending on if any part of the contract was violated, charges could be filed by any member or members of the contract. Upon determining that the student is a good candidate for the IEP, the school has thirty days to develop the individual student's IEP.

What is an IEP? It identifies the student's specific learning expectations and outlines how the school will address these expectations through appropriate accommodations, program modifications and/or alternative programs as well as specific instructional and assessment strategies. A written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs A record of the particular accommodations needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs A working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education’s curriculum policy documents A working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum A record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations An accountability tool for the student, the student’s parents, and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. ** Accommodations are supports or services that are not provided to the general student population but that are required by individual students with special needs to help them achieve learning expectations and demonstrate learning.

An IEP is not: A description of everything that will be taught to the student A list of all the teaching strategies used in regular classroom instruction A document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations A daily lesson plan

Why and when is an IEP created? When an Identification, Placement, and Review Committee (IPRC) identifies a student as an exceptional pupil, the principal must ensure that an Individual Education Plan (IEP) for that student is developed and maintained Under Regulation 181/98. An IEP Is developed with input from the parent(s)/guardian(s) and from the student if he or she is sixteen years of age or older. Must be developed within thirty days of the placement of an exceptional pupil in a particular program. The parents/guardian(s) must be provided with a copy; the student must also be given a copy if he or she is sixteen years of age or older. An IEP may also be prepared for students who require accommodations, program modifications and/or alternative programs, but who have not been identified as exceptional by an IPRC. With an IEP, the student is able to achieve the grade-level learning expectations of the provincial curriculum. With documented accommodations and/or modifications to the learning expectations students will achieve success in keeping with their special needs. Some students may require alternative expectations in order to succeed. These expectations are not derived from the expectations set out in ministry curriculum documents but can be found in Ontario Secondary Schools, Grades 9 to 12.

What is included in an IEP? Specific educational expectations for the pupil; An outline of the special education program and services to be received by the pupil; A statement of the methods by which the pupil’s progress will be reviewed. Where the pupil is 14 years of age or older, the individual education plan must also include a plan for transition to appropriate postsecondary school activities, such as work, further education, and community living. Principal must: consult with the parent and, where the pupil is 16 years of age or older, the pupil; take into consideration any recommendations made by the committee [IPRC] or the Special Education Tribunal, as the case may be, regarding special education programs or special education services. Within 30 school days after placement of the pupil in the program, the principal shall ensure that the plan is completed and a copy of it sent to a parent of the pupil and, where the pupil is 16 years of age or older, the pupil. The principal shall ensure that the individual education plan for a pupil is included in the record kept in respect of the pupil under clause 265(d) of the Act, unless a parent of the pupil has objected Resources: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf, The Individual Education Plan (IEP), A Resource Guide, 2004.,  Ontario Secondary Schools, Grades 9 to 12.,

Strengths & Needs Station 1 GOAL: to be able to develop constructive strengths and needs for a student Here you are going to come up with a list of what could be considered a students strength and need Typically on an IEP there are 3 listed for each section The focus of these are generally ‘skill based’ Chat with you little group and help develop the list

3 Way Sorting: Environmental, Instructional, Assessment Accommodations Station 2 GOAL: to have a clear understanding the differences in accommodations Here you will fine a 3 column chart Using the cards in the deck, sort the accommodations into the correct category There is an answer sheet for you to check when you feel your group is complete

Goal Setting: Overall vs. Specific Station 3 GOAL: creating SMART goals to meet students needs Working with the lead teacher (SERT / LTR) you are going to go over a variety of goals and decide which ones are SMART goals You are going to differentiate between overall goals and specific goals … this will help you when you get to the lab next!

Closer Look At IEPs … in the computer lab!

Parts of the IEP Student Profile (Exceptionality, Assessment Data) Strengths & Needs Accommodations Resources & EQAO Program Goals (annual and specific goals, teaching strategies, assessment methods) Transition Plan, Consultation Log Parts of the IEP

Computer Time Log onto the IEP program and pull up one students file Click and see how each of the parts of the IEP is laid out and the areas you will need to complete Note the areas you will need to be prepared to complete, refer to the hand out for assistance  Using the overall goal you created at the table top centre along with the specific goals try to imbed them into the students IEP. In this process, you will begin to realize that a great deal of time is needed to design an IEP. Having all the components ready before you begin is helpful.

Key Parts to Note: Consultation Logs: Transition Planning: Each time to communication with a family about the students IEP you need to record it in the IEP log If it is an email, phone call, meeting, IPRC meeting, dates when IEP’s got sent home it all needs to be recorded! ppm156.pdf This document released in 2014, made transition planning for all students with an IEP mandatory

Handouts & Your Network IEP Checklist IEP Template Workshop Evaluation Form Your SERTS / LRT Your Administration Students Family Previous Teachers / Collegues

Tips & Tricks to Writing an IEP Do it in stages … this is a process Be sure you have the student’s OSR with you Use your first 30 days to assess where the student is at to be able to create realistic goals Set small goals in the IEP and know that you can add as you go Consult with classroom teacher for specific subject modifications

IEP Resources Ministry Guidelines: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf A Handy Checklist to keep you on track: IEP Checklist.pdf Legislation: IEP Legislation.pdf Transition Planning Mandate: ppm156.pdf Identification and Program Planning: PPM 8.pdf

Final Thoughts … As you fill out the evaluation form remember …. The IEP is a WORKING document It is LEGALLY BINDING so be sure that what you are writing is realistic You have 30 DAYS to send home the document Once you have completed your evaluation please place it in the box by the door.