Individual Education Plans

An IEP is…. A relevant working document that outlines the special education programs and services to be provided to the student. A plan for a student’s progress through the Ontario curriculum and/or alternative programs or courses. Based on assessment and student areas of strength and need. Linked to the Provincial Report Card and/or alternative report card. Reflective of parent and student consultation.

Reasons for an IEP Required to outline the special education programs and services provided for students identified as exceptional by an Identification Placement Review Committee (IPRC) Not mandatory, but recommended, to outline the special education programs and services provided for non-identified students having special education needs Documents EQAO accommodations that are consistent with classroom practice

Special Education Programs and Services Special education programs: primarily consist of instruction and assessments that are different from those provided to the general student population. Special education services: typically refer to supports such as assistance with instructional programming, personal care and behavioural management, and may involve additional human supports such as teachers’ assistants.

Overview of the IEP Process Review and Update the IEP Gather Information Set the DirectionImplement the IEP Develop the IEP as it Relates to the Student's Special Education Program and Services

Gather the Data Review Records Consult Further Assessments Consolidate information Where should I look for information? Who should I consult with? What do I do with the information? What types of further assessments can I do?

Set the Direction Begin to work on the IEP Strengths and Needs? Members of the IEP team? Roles and responsibilities Where do I record it? Where do I get the information on strengths and needs ? What are the roles and responsibilities for members of the team? Who should be part of the IEP team?

Develop the IEP Subjects/Courses and Alternative programs Exemptions, course substitutions eligibility for a diploma/certificate Teaching strategies and assessment methods Accommodations Human Resources Provincial Assessments Transition Plans How do I determine accommodations? Where do I record them? Are they for all subjects or courses? How do I determine modifications? What are alternative programs? Where do I record them? How do I determine Provincial Assessment accommodations? How do I know if human resources are needed? Where do I get information on teaching strategies and assessment methods? When do I develop a transition plan? How will I evaluate and report on the IEP? What should parent/student consultation look like? How often do I record information about parent/student consultation?

Implement the IEP Share the IEP Putting it into practice Continuously assess Adjust the IEP What if the student is not meeting the goals? Who do I share the IEP with? How do I report or share this with the parent? When do I assess the student? How do I evaluate the IEP goals What does the IEP look like in practice?

Review and Update the IEP Timing update Timing review and recording revisions Storage of IEP Timing in planning transitions What does transition planning look like? When should the IEP team update the learning expectations? Can changes to the IEP be made during the semester/term? Where is the IEP stored? When should the IEP be reviewed?

Special Education Programs Programs Accommodated Provincial curriculum expectations are not altered Modified Alternative Expectations at a different grade level and/or an increase or decrease in the number and/or complexity of expectations relative to the curriculum expectations for the regular grade level. Knowledge and skills that are not represented in the Ontario curriculum expectations. (E.g. Orientation and Mobility Training, Personal Care, Social Skills, Speech Remediation)

An Effective IEP Requires A Collaborative Process Involving: Principal Parent/Student School Based Team Classroom Teacher Other professionals involved with the student Ensures that student’s strengths and needs are reflected Connections Between Processes and Documentation: Curriculum/Program Planning Development of an Individual Education Plan Reporting Student Progr ess

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