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

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and for developing an IEP that meets the requirements of the IEP Standards document. The text is structured according to the five phases of the IEP process, as shown in Figure 2, on page 10. This revised resource guide is based on information gathered between 2001 and 2003, when the Ministry of Education conducted reviews of IEPs prepared by school boards across Ontario. It takes into account information gleaned from numerous consultations with educators and parents. The reader may notice some minor differences between the IEP Standards document and this guide. These slight differences came about as terms and procedures were clarified for the purpose of developing a practical guide to meeting the requirements outlined in the IEP Standards document, and they in no way contradict the intent of the standards. For the convenience of users of this guide, several key sections of Regulation 181/98 are reprinted on page 5 and quoted at relevant points throughout the text. However, principals and others who work with exceptional students are advised to refer to both the IEP Standards document and the regulation for a full description of responsibilities related to IEPs. What Is an IEP An IEP is ... • a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning; • a record of the particular accommodations 2 needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs; • a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education’s curriculum policy documents; • a working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum; • a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations; • an accountability tool for the student, the student’s parents, and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. 2. Accommodations are supports or services that are not provided to the general student population but that are required by individual students with special needs to help them achieve learning expectations and demonstrate learning. 6 The Individual Education Plan (IEP): A Resource Guide
An IEP is not ... • a description of everything that will be taught to the student; • a list of all the teaching strategies used in regular classroom instruction; • a document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations; • a daily lesson plan. Why Does a Student Have an IEP Regulation 181/98 requires that an IEP be developed for every student identified as exceptional by an Identification, Placement and Review Committee (IPRC). In addition, an IEP may be developed for a student who has not been formally identified as exceptional but who requires a special education program and/or services. In these cases, an IEP is required when: • the school principal determines that a student’s achievement will be assessed on the basis of modified expectations; and/or • the student regularly requires accommodations for instructional or assessment purposes. Figure 1, on the following page, is a sample checklist, listing the information that should be included in an IEP. Introduction 7
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 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 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:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Transition Plan Student’s name St
Page 80 and 81:
Page 82 and 83:
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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