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- goals and specific expectations for your child assessment strategies for reviewing your child’s achievements and progress regular updates, showing dates, results and recommendations a Transition Plan medical/health supports/services a Safety Plan
www.sgdsb.on.ca/upload/documents/departments/spec-ed/sgdsb-parent-guide-to-iep-final.pdf
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We will explore the components of well-written IEP goals, the assessment process, different methods of measuring goals, data collection and analysis strategies, collaboration with the IEP team, and the importance of reviewing and revising goals.
- Reason For Developing An IEP
- IEP Student Profile
- The Student's Strengths and Needs
- The Special Education Program
- Special Education Strategies, Resources, and Other Accommodations
- Assessment, Evaluation, and Reporting
- Provincial Assessments
- Transition Plans
- Parent/Student Consultation
- Staff Involvement in Developing The IEP
An IEP is developed for a student for one of the following reasons. The relevant reason must be indicated in every IEP: 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), in accordance with Regulation 181/98. 2. An IEP may be developed for a s...
In preparing a student's IEP, essential information about the student must be gathered from a variety of sources to establish a basic profile of the student. (The kinds of sources to be used and requirements associated with the gathering of information are outlined in section 11.) The principal must ensure that all of the required student informati...
A clear understanding of the student's strengths and needs is fundamental to the development of an effective special education program and the provision of appropriate accommodations and services to facilitate the student's learning. A description of the student's strengths and needs must be recorded in the IEP. For students who have been identifie...
The special education program section of the IEP, comprising the student's current level of achievement, annual goals, and learning expectations, is developed: 1. if the student is working on modified curriculum expectations; 2. if the student is working on alternative expectations. If the student is working on all curriculum expectations at the re...
Special education strategies, resources, and other accommodations support the student in achieving the annual goals and learning expectations identified in the IEP. Both students who are working on regular grade-level expectations and students who are working on modified or alternative expectations may require accommodations and specialized support...
6.1 Assessment of Student Learning
The student's progress towards achievement of the curriculum expectations and/or the learning expectations and annual goals identified in the IEP should be monitored and assessed continuously, using the processes of assessment for learning and assessment as learning. (See the Assessing Student Learning section in Part C, for more information on the integrated process of assessment and instruction and on the various types of assessment.) As discussed in section 5.1, above, assessment strategie...
6.2 Evaluation and Reporting of Student Achievement
The evaluation of student learning and reporting on the progress and achievement of students with special education needs must be consistent with the policy outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010) . The relevant chapters are Chapter 5, “Evaluation”; Chapter 6, “Reporting Student Achievement”; and Chapter 7, “Students with Special Education Needs: Modifications, Accommodations, and Alternative Programs”. In all evaluations of student learnin...
7.1 Accommodations for Participation in Provincial Assessments
Students who have an IEP must be given the opportunity to participate and demonstrate the full extent of their knowledge and skills in provincial assessments, and school boards are required to provide accommodations to facilitate their participation. Accommodations must not affect the level or content of the assessment, the performance criteria, or the reliability or validity of the assessment. They must also comply with other related policies of the Education Quality and Accountability Offic...
7.2 Exemptions from Provincial Assessments
In a small number of cases, a student may require an exemption from provincial assessment. An exemption may be considered if, even given the full range of permitted accommodations, the student would not be able to provide evidence of learning under the circumstances of the assessment. If it is determined that the student will not participate in a particular provincial assessment, the IEP must include documentation to support an exemption. For secondary students, there must be clear indication...
The transition plan is a detailed and coordinated plan designed to assist the student in making successful educational transitions. The regulatory and policy requirements concerning the transition plan are set out at the beginning of this part of the guide, in the section entitled Requirements under Ontario Regulation 181/98 and Policy/Program Memo...
A form documenting consultations with a parent and the student (if 16 or older) must be prepared and attached to the student's IEP. (The sample IEP template in Appendix E-2has a section called “Log of Parent/Student Consultation” for this purpose.) The parent/student consultation form must contain the following information: 1. the date of each cons...
The school principal is responsible for ensuring that the IEP is developed collaboratively by school and board staff members and others who are familiar with the student. These individuals possess the knowledge and qualifications necessary to develop the most effective plan possible for the student. For more information on this collaborative proces...
- IEP Goal Component #1: Date. This component is pretty self-explanatory. It’s a best practice to have the IEP goal date be one day before the exact year mark of when the IEP meeting is being held.
- IEP Goal Component #2: Condition. The condition component of an IEP goal outlines the specific circumstances under which the student is expected to perform the target skill.
- IEP Goal Component #3 Functional Performance Indicator. The functional performance indicator is the task you want the student to be able to do. In other words, it’s the target skill of the IEP goal.
- IEP Goal Component #4: Observable Behavior. This component is deeply connected to the functional performance indicator. In the functional performance indicator you describe what you want the student to be able to do, while in the observable behavior component you describe how you know the student is doing the functional performance indicator (target skill/task).
good IEP brings together your knowledge about your child with the school’s knowledge about teaching. The IEP meeting will produce a plan of what the school will do to teach your child and help her succeed. An IEP contains several elements: goals and strategies to help your child learn services and resources for your child
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Components of an IEP include: • Student's strengths and needs. • Medical health information. • Assessment data. • Student's current level of achievement in each program area. • Goals and specific expectations for the student. • Program modifications (changes to the grade. • Level expectations in the Ontario Curriculum) Accommodations.
The IEP process can be broken down into five phases: gathering information. setting the direction. developing the IEP as it relates to the student's special education program and services. implementing the IEP. reviewing and updating the IEP.
Introduction. Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document.
