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

Information on student progress in each subject or course that has modified
expectations must be recorded on the Provincial Report Card. For an elementary
student, the IEP box must be checked and the appropriate statement from
the Guide to the Provincial Report Card, Grades 1–8, 1999 must be inserted.
The grade or mark should reflect the level of the student’s achievement of
the modified learning expectations. For a secondary student, if some of the
student’s learning expectations for a course are modified but the student is
working towards a credit for the course, it is sufficient simply to check the
IEP box. If, however, the student’s learning expectations are modified to
such an extent that the principal deems that a credit will not be granted for
the course, the IEP box must be checked and the appropriate statement from
the Provincial Report Card guide must be inserted. For both elementary and
secondary students, it is very important that the teacher’s comments include
relevant information about the student’s demonstrated learning of the modified
expectations, as well as about next steps for the student with respect to
the particular subject or course.
Alternative programs and courses
The student’s achievement of alternative expectations should also be assessed
using a variety of assessment methods, and the student should demonstrate
learning independently, with the provision of appropriate assessment accommodations.
It is not required, nor is it advisable, for grades or marks to be
assigned for the achievement of alternative expectations. Student progress
should be reported to parents by means of anecdotal comments on an alternative
report. This alternative report should accompany the Provincial Report
Card at the regular reporting times. (Some school boards include a section for
reporting on the achievement of alternative expectations in the IEP itself.)
The Provincial Report Card must be used to report on the student’s progress
in subjects or courses with modified expectations and/or accommodations, at
each of the regular reporting periods. A very small number of students who
are unable to demonstrate even the most basic literacy or numeracy skills
may receive only an alternative report.
Phase 4: Implement the IEP
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