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

Annual program goals for mathematics and English courses should be
expressed as observable, measurable outcomes. For example:
• “In mathematics, [the student] will add and subtract one- and two-digit
whole numbers and explain basic operations of whole numbers by modelling
and discussing problem situations. (Numeracy and Numbers, KMM)”
• “In reading, [the student] will improve decoding and comprehension skills
to the Grade 4 level as measured by an informal reading inventory. (Language
and Communication Development, KEN)”
Annual program goals for other courses can be expressed in terms of observable
achievement in the development of thinking skills such as memory,
inquiry, analysis, integration, application, and so on. For example:
• “In science, [the student] will demonstrate improvement in her ability to
recall and communicate basic concepts, her inquiry skills, and her ability
to relate science to the world outside the school. (Science, Grade 10,
Applied – Modified)”
• “In art, [the student] will demonstrate improvement in his understanding
of concepts and further develop his analytical, performance, creative, and
communication skills. (Creative Arts for Enjoyment and Expression, KAL)”
Learning expectations
For secondary school courses, it is important to monitor, and to reflect
clearly in the IEP, the extent to which expectations have been modified. As
noted in Section 7.12 of the ministry’s policy document Ontario Secondary
Schools, Grades 9 to 12: Program and Diploma Requirements, 1999, the principal
will determine whether achievement of the modified expectations constitutes
successful completion of the course, and will decide whether the
student is eligible to receive a credit for the course. This decision must be
communicated to the parents and the student.
When a student is expected to achieve most of the curriculum expectations
for the course, the modified expectations should identify how they differ
from the course expectations. For example:
• “[The student] will demonstrate achievement of all of the Science expectations
relating to the topics Chemical Reactions and Weather Systems as
given in the curriculum document, with the following changes:
– classify substances as acids, bases, or salts based on names and formulae
[characteristic properties not required];
– outline experimental procedures to answer questions about acid-base
neutralization reactions [formulation of questions not required];
– [omit expectation – ‘describe and explain the effects of heat transfer
within the hydrosphere and atmosphere on the development, severity,
and movement of weather systems;’]
– list a variety of economic activities in Canada that are affected by
weather [rather than ‘assess the impact of weather on a variety of ...’].
(Science, Grade 10, Applied – Modified expectations)”
Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services
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