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

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Ways of supporting parental and student involvement Members of the IEP team should involve parents in the collaborative process as early as possible. The educational priorities identified by family members are important to the student’s overall learning experience. In addition to the responsibilities outlined above, parents play an important role in the IEP process by communicating to the IEP team a picture of their child’s life thus far, suggesting ways to avoid potential problems, and helping the team achieve continuity of programming for the student. Principals and teachers can support parental and student involvement by: • communicating openly and regularly with parents and students in clear, plain language (i.e., language that is free of jargon); • giving parents and students the opportunity to specify how, and to what degree, they wish to become involved in consultation during the development of the IEP; • contacting parents by telephone as well as in writing to notify them about meetings of the IEP team; • informing parents and students about the topics that will be discussed at the IEP meeting and about who will attend; • ensuring that parents and students are given the opportunity to provide meaningful input to the development of the IEP; • ensuring that a copy of the IEP is sent to parents and to the student, if the student is 16 years of age or older, as required by Regulation 181/ 98; • checking regularly with parents and students to share effective strategies and gather feedback; • checking regularly for possible parental or student concern or confusion (by asking questions, if necessary); • clarifying information as necessary to ensure that parents and the student understand the IEP, its connection to the Provincial Report Card, and the IEP process. Begin Work on the IEP An Individual Education Plan for a student begins with information that provides a profile of the student. The reason for developing the IEP must be recorded. Either of the following reasons may given: • The student has been identified as exceptional by an IPRC. • The student has not been formally identified as exceptional but requires an ongoing special education program and/or services, including modified or alternative learning expectations and/or accommodations. 20 The Individual Education Plan (IEP): A Resource Guide
The personal information sections of the IEP form include the student’s full name, gender, date of birth, and Ontario Education Number (OEN) and/or Ministry Identification Number (MIN); the name of the school, the principal’s name, the student’s current grade or special class, and the school year. In the case of students identified as exceptional by an IPRC, the date of the most recent IPRC must be noted in the IEP. If the most recent IPRC took place prior to the last school year, the date on which the parents exercised their option to have the annual review waived must also be noted on the IEP. Although it is not a requirement, some school boards also like to include the date of the initial IPRC. For students who have been identified as exceptional, the IEP must indicate the student’s exceptionality, as stated in the IPRC’s statement of decision (and as given in the ministry-approved list of categories and definitions of exceptionalities). The approved list of exceptionalities is as follows: – Behaviour – Autism – Deaf and hard-of-hearing – Language impairment – Speech impairment – Learning disability – Giftedness – Mild intellectual disability – Developmental disability – Physical disability – Blind and low vision – Multiple exceptionalities For a student who has not been identified as exceptional by an IPRC, a brief statement describing the characteristics of the student that make a special education program and/or services necessary must be provided. For students who have been identified as exceptional, the IEP must also indicate the student’s placement. The IPRC’s statement of decision outlines the committee’s placement decision for the student. School boards are encouraged to record on the IEP the option below that most closely resembles the placement specified in the IPRC’s statement of decision: • A regular class with indirect support The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services. • A regular class with resource assistance The student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher. Phase 2: Set the Direction 21
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 12 and 13: Figure 2 presents an overview of th
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 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: SUBJECTS, COURSES, OR ALTERNATIVE P
Page 72 and 73:
Special Education Program To be com
Page 74 and 75:
Special Education Program To be com
Page 76 and 77:
HUMAN RESOURCES (teaching/non-teach
Page 78 and 79:
Transition Plan Student’s name St
Page 80 and 81:
SUBJECTS, COURSES, OR ALTERNATIVE P
Page 82 and 83:
HUMAN RESOURCES (teaching/non-teach
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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