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- • Your child’s current level of achievement in each program area • Goals and specific expectations for your child • Assessment strategies for reviewing your child’s achievements and progress • Regular updates, showing dates, results and recom-mendations • A transition plan • Medical/health supports/services • A safety plan
www.sgdsb.on.ca/upload/documents/departments/spec-ed/parents-guide-to-the-iep-2021.pdf
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- Overview
- The IEP Process
- What An IEP Must Include
- IEPs Must Be Reviewed Regularly
- Achieving Expectations
- Related
There are many students who have educational needs that cannot be met through regular instruction and assessment practices at schools. Special education needs can be met through: 1. accommodations 2. educational programs that modify specific course expectations to be above or below age-appropriate, grade-level expectations 3. alternative expectatio...
Your child can have an IEPfor one of two reasons: 1. An IEP must be developed for every student who has been identified as an “exceptional pupil” by an Identification, Placement, and Review Committee (IPRC). Learn about Identification, Placement and Review Committees and how they identify a student as an exceptional pupil. 2. An IEP may be develope...
A school must develop your child’s IEPin consultation with you or, if your child is 16 years or older, with your child. The IEPmust include: 1. a description of your child’s strengths and needs and specific educational expectations 2. an outline of the special education program and services that will be received 3. a statement about the methods by ...
Schools should review your child’s IEPat least once every reporting period and update it based on their progress. Principals should encourage relevant school board personnel and community personnel, who have previously worked on or are currently working with your child, to provide input and participate in the IEPprocess. More information on IEPs an...
With special education programs and services, many students with special needs — whether formally identified or not — will be able to achieve the grade-level learning expectations of the provincial curriculum. Some students may require modifications. Modifications are changes made in the grade–level expectations for a subject or course in order to ...
Policy Program Memorandum 140: Incorporating methods of applied behaviour analysis (ABA) into programs for students with autism spectrum disorders (ASD)- Initial Evaluation and Referral. The IEP journey begins with an initial evaluation, a critical step where a child’s specific educational needs are assessed.
- IEP Meeting and Plan Development. Once the referral process concludes, the next pivotal step is the IEP meeting and plan development.
- Implementing the IEP. Implementing the Individualized Education Program (IEP) is a critical phase where the carefully crafted plan is put into action.
- Annual IEP Review. The Annual IEP Review is a mandatory, systematic process that evaluates the effectiveness of the Individualized Education Program and makes necessary adjustments.
Parent Guide to the Individual Education Plan (IEP) The I.E.P is written a written plan which describes your child’s strengths and needs. It outlines the special education program and/or services that your child requires, over and above what generally happens in your child's classroom.
What to Know About Your Child’s IEP and How It Is Developed. This tip sheet reviews the elements of the individualized education program (IEP) and the IEP development process. To learn more, review the additional resources and check with your state law for any additional requirements.
encouraging open and ongoing communication between you and the school. ensuring continuity in your child’s educational programming. ensuring educational goals are appropriate and measurable. What is an IEP? The IEP describes your child’s learning strengths and needs.
guide the development of the IEP, such as: Your goals for your child; How your child learns best (learning style) and strategies you have found helpful when teaching your child; Reports and recommendations from professionals or agencies working with your child; Your child’s strengths, talents and abilities;
