The Individual Education Plan (IEP) - A Resource Guide, 2004

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Figure 2 presents an overview of the five phases. Members of the student’s IEP team may focus on the particular subject or course in which they are responsible for direct instruction. The various tasks that need to be undertaken in phases 1 to 3 may be delegated to different team members in order to facilitate completion of the IEP within 30 school days of the student’s placement in a special education program. Figure 2: Overview of the IEP Process 5. Review and Update the IEP • Update the learning expectations at the beginning of each reporting period • Review the IEP regularly and record revisions • Store the IEP in the documentation file of the Ontario Student Record • Plan for the transition from elementary to secondary school, or for a transfer to another school 4. Implement the IEP • Share the completed IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 or older) • Put the IEP into practice (classroom teachers and support personnel) • Continuously assess the student’s progress • Adjust the IEP as necessary (recording any changes in goals, expectations, accommodations, teaching strategies, and so on) • Evaluate the student’s learning and report to parents 1. Gather Information • Review the student’s records (including the IPRC’s statement of decision and/or previous IEPs) • Consult with parents, the student, school staff, and other professionals • Gather information through observation of the student • Conduct further assessments, if necessary • Consolidate and record information 2. Set the Direction • Establish a collaborative approach – The IEP team • Establish roles and responsibilities • Begin work on the IEP (e.g., record the reason for the IEP, record personal information, list relevant assessment data) • Indicate the student’s areas of strength and areas of need on the IEP (as identified in the IPRC’s statement of decision, where applicable) 3. Develop the IEP as It Relates to the Student’s Special Education Program and Services • Classify subjects or courses and alternative program areas • Record decisions about program exemptions, course substitutions, and eligibility for a diploma or a certificate • Determine accommodations; record subjects or courses with accommodations only • Plan and document subjects or courses with modified expectations • Plan and document alternative programs or courses • Determine teaching strategies and assessment methods (for modified and alternative expectations) • Plan for and document required human resources • Record information about evaluation and reporting • Record information about provincial assessments • Develop a transition plan, if required • Record information about the IEP development phase (including details of parent/student consultations); secure principal’s approval 10 The Individual Education Plan (IEP): A Resource Guide
Most IEPs follow the timetable of a school year or semester. They are developed in the early fall and cover the time up to the June reporting period or the end of the semester. The circular patterns shown in Figure 2 indicate that the IEP process involves ongoing review, evaluation, and adjustment on a term-by-term basis. The arrows extending from the “review and update” box indicate that the review phase can involve references back to earlier phases. Each phase in the process is discussed in detail in the following pages. The IEP Process 11
Page 1: Ministry of Education The Individua
Page 4 and 5: Record Decisions About Program Exem
Page 6 and 7: INTRODUCTION This revised resource
Page 8 and 9: and for developing an IEP that meet
Page 10 and 11: Figure 1: Sample Checklist Importan
Page 14 and 15: PHASE 1: GATHER INFORMATION Gather
Page 16 and 17: Consultation with the student Princ
Page 18 and 19: PHASE 2: SET THE DIRECTION Establis
Page 20 and 21: some cases, the special education t
Page 22 and 23: Ways of supporting parental and stu
Page 24 and 25: • A regular class with withdrawal
Page 26 and 27: It is not appropriate to include in
Page 28 and 29: and skills required in the curricul
Page 30 and 31: Determine Accommodations Accommodat
Page 32 and 33: Record Subjects or Courses With Acc
Page 34 and 35: Learning expectations Modified lear
Page 36 and 37: Course: Biology, Grade 11, College
Page 38 and 39: • “[The student] will complete
Page 40 and 41: • “In personal care, [the stude
Page 42 and 43: and must be permitted by the Educat
Page 44 and 45: Parent/student consultation A form
Page 46 and 47: PHASE 4: IMPLEMENT THE IEP Regulati
Page 48 and 49: Adjust the IEP as Necessary Ongoing
Page 50 and 51: PHASE 5: REVIEW AND UPDATE THE IEP
Page 52 and 53: Sending and receiving teachers shou
Page 54 and 55: Individual Education Plan IEP REASO
Page 56 and 57: Special Education Program To be com
Page 58 and 59: LOG OF PARENT/STUDENT CONSULTATION
Page 60 and 61: APPENDIX B: SAMPLES OF COMPLETED IE
Page 62 and 63:
SUBJECTS, COURSES, OR ALTERNATIVE P
Page 64 and 65:
Special Education Program To be com
Page 66 and 67:
HUMAN RESOURCES (teaching/non-teach
Page 68 and 69:
Transition Plan Student’s name OE
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Transition Plan Student’s name St
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Transition Plan Student’s name OE
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The Individual Education Plan (IEP) - A Resource Guide, 2004

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