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

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Parent/student consultation A form documenting all consultations with parents and the student, if the student is 16 years of age or older, that occur during the IEP development phase must be prepared and attached to the student’s IEP. (A section of the IEP form itself may also be used for this purpose.) The date and the outcome of each consultation must be recorded. (See also p. 43.) Completion date of the IEP development phase Regulation 181/98 requires that the IEP be completed within 30 school days of the student’s placement in a special education program. “Placement” will be taken to mean one of the following: • the first day of a student’s attendance in the new special education program specified in the IPRC’s statement of decision • the first day of the new school year or semester in which the student is continuing in a placement subsequent to its confirmation by the annual IPRC review • the first day of the student’s enrolment in a special education program that he or she begins in mid-year or mid-semester as the result of a change of placement The thirty-day requirement for completion of an IEP applies to the IEPs of all students, including those who have not been formally identified as exceptional but who receive a special education program and/or services. Both the date on which the student begins his or her placement in a special education program and the completion date of the IEP development phase must be recorded on the IEP. In a semestered secondary school, a new IEP should be developed at the beginning of the second semester if the student is continuing in the placement. In such cases, the IEP must be completed within 30 school days of the first day of the second semester. Principal’s approval The school principal is legally responsible to ensure that, within 30 school days after placement of the student in a program, an appropriate IEP is completed and a copy sent to the parent and the student, if the student is 16 years of age or older. The principal must sign the IEP to indicate that the plan: • has been developed according to ministry standards; • is based on the student’s learning strengths and needs; • takes into account any recommendations about special education programs and services made by the IPRC; • lists accommodations that will be available to the student; 42 The Individual Education Plan (IEP): A Resource Guide
• provides for learning expectations to be assessed and student progress to be reported to parents every term; • provides for learning expectations to be reviewed by the appropriate educator at least once in every reporting period. Parent/student response The parent and the student, if the student is 16 years of age or older, must be asked to sign the IEP and the Parent/Student Consultation form (or section) and to indicate whether: • they were consulted in the development of the IEP; • they declined the opportunity to be consulted; • they have received a copy of the IEP; • any comments they provided during the development of the IEP are noted in the Parent/Student Consultation form or section of the IEP. Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services 43
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 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 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 66 and 67: HUMAN RESOURCES (teaching/non-teach
Page 68 and 69: Transition Plan Student’s name OE
Page 78 and 79: Transition Plan Student’s name St
Page 84 and 85: Transition Plan Student’s name OE

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