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

• provide advice about materials and resources;
• provide technical assistance;
• act as a resource for and support to the student’s family;
• maintain ongoing communication with the student’s teacher and the
IEP team;
• conduct assessments, as necessary, with informed parental consent.
Regulation 181/98, clause 6(6)(a),
requires the principal, in developing
the Individual Education
Plan, to consult with the parent
and the pupil, if age 16 or older.
Subsection 6(8), as amended by
Ontario Regulation 137/01,
requires the principal, within
30 school days after placement
of the pupil in the program, to
ensure that the plan is completed
and a copy of it sent to a
parent of the pupil and the pupil,
if age 16 or older.
The role of the student and parents on the team
The student:
• helps the team identify his or her preferred learning styles and modalities;
• understands what accommodations are to be provided (e.g., individualized
teaching and assessment strategies, human support, individualized
equipment);
• assists in setting annual program goals and learning expectations;
• demonstrates an understanding of the IEP and works actively to achieve
goals and expectations;
• monitors progress towards goals and maintains awareness of how grades
and/or marks will be generated for the Provincial Report Card;
• considers the information in the IEP when developing and reviewing his
or her annual education plan (in Grades 7–12).
The nature and extent of a student’s involvement in the IEP process will
vary. However, members of the IEP team should ensure that students
understand the purpose of their IEP and how the goals and expectations in
the plan are individually tailored, evaluated, reviewed, and updated. They
need to be aware that their achievement of the learning expectations will be
reflected in their Provincial Report Card. Students must understand that
they can participate in the IEP process and that it is important for them to
take an active role in their learning. As part of the self-assessment process,
students should, where possible, fill in page 3 of the Provincial Report Card.
Parents:
• provide up-to-date information about their child as it relates to the child’s
learning (e.g., recent assessment reports);
• provide important information that will assist in the development and
implementation of their child’s educational program (e.g., the talents and
skills their child demonstrates in the home and community; their child’s
likes, dislikes, learning styles, interests, and reactions to various situations);
• reinforce and extend the educational efforts of the teacher by providing
opportunities for their child to practise and maintain skills in the home;
• provide feedback on the child’s transfer of skills from school to the home
and community settings;
• maintain open communication with the school.
Phase 2: Set the Direction
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