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

Transition planning can involve school board officials, principals, teachers,
students and their families, health care workers, community workers, and
others who support the student before and after he or she leaves school.
For the student and the student’s family and personal support network, the
transition plan:
• identifies goals for work, further education, and community living that:
– reflect actual opportunities and resources that are likely to be available
after the student leaves school;
– are achievable by the student, given appropriate supports;
• defines the actions that are necessary year by year to help the student
achieve his or her goals;
• clarifies the roles and responsibilities of the student, family, and others in
carrying out these actions.
The student’s goals should be consistent with his or her areas of strength
and need and should be coordinated with the student’s annual education
plan (AEP). Transition plans must identify the steps needed to attain the student’s
goals from the present until the anticipated time of leaving school.
Timely application to wait-listed programs and services is a key action for
some students. Other possible actions might include planning for access to
support services and equipment, exploring work placements, investigating
future financial support, and/or developing specific skills, such as skills in
the independent use of assistive technology, self-advocacy skills, or employability
skills.
Detailed information on transition planning can be found in the Ministry of
Education’s document Transition Planning: A Resource Guide, 2002. This document
outlines the roles and responsibilities of school boards, principals,
and transition-planning team members, describes the planning process, and
provides a number of sample transition plans. This resource is available on
the ministry’s website at www.edu.gov.on.ca
Record Information About the IEP Development Phase
The following information about the development process should be
included in the IEP:
IEP development team
Each member of the school and school board staff involved in the development
of the IEP must be identified in the IEP. Each person’s name and position
should be listed.
Sources consulted in development
A list of information sources used in developing and updating the student’s
IEP must be provided. Information sources are more fully discussed in the
section “Phase 1: Gather Information” of this document.
Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services
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