The Individual Education Plan IEP

1
The Individual Education Plan(IEP)

• IEP Information for Special Core Education I
• June, 2004

2
What is an IEP?

• a summary of the students strengths, interests,
  and needs, and of the expectations for a
  students learning during a school year that
  differ from the expectations defined in the
  appropriate grade level of the Ontario curriculum

3
What is an IEP?

• a written plan of action prepared for a student
  who requires modifications of the regular school
  program or accommodations
• a tool to help teachers monitor and communicate
  the students growth
• a plan developed, implemented, and monitored by
  school staff

4
What is an IEP?

• a flexible, working document that can be adjusted
  as necessary
• an accountability tool for the student, his or
  her parents, and everyone who has
  responsibilities under the plan for helping the
  student meet his or her goals and expectations

5
What is an IEP?

• ongoing record that ensures continuity in
  programming and
• a document to be used in conjunction with the
  provincial report card.

6
An IEP is not

• an educational program or set of expectations
  for all students
• a means to monitor the effectiveness of
  teachers or
• a daily plan.

7
Important information to Be Included in an IEP

• Students strengths and needs as recorded on the
  statement of decision received from the IPRC
• Relevant medical/health information
• Relevant formal (standardized) assessment data
• Students current level of educational
  achievement in each program area

8
Important information to Be Included in an IEP

• Goals and specific expectations for the student
• Program modifications (changes to the
  grade-level expectations in the Ontario
  curriculum)
• Accommodations required (supports or services
  that will help the student access the curriculum
  and demonstrate learning)

9
Important information to Be Included in an IEP

• Special education and related services provided
  to the student
• Assessment strategies for reviewing the students
  achievements and progress
• Regular updates, showing dates, results, and
  recommendations
• Transition plan (if required)

10
IEP Process Checklist

• Assign primary responsibility for the IEP
• Gather Information
• Set the Direction
• Develop the IEP
• Implement the IEP
• Review and Update the IEP

11
IEP Process Checklist

• Assign primary responsibility for the IEP

12
IEP Process Checklist

• Gather Information
• Review the students records (including the
  previous IEP and the IPRC statement of decision)
• Consult with the student, parents, school staff,
  and other professionals
• Observe the student
• Review the students current work

13
IEP Process Checklist

• Gather Information
• Conduct further assessments, if necessary
• Consolidate and record information

14
IEP Process Checklist

• Set the Direction
• Establish a collaborative approach (including the
  student and parents)
• Establish roles and responsibilities

15
IEP Process Checklist

• Develop the IEP
• Identify and record the students strengths and
  needs
• Identify goals and expectations
• Determine strategies and resources
• Develop a transition plan ( 14 and older)
• Establish a monitoring cycle

16
IEP Process Checklist

• Implement the IEP
• Share the IEP with the student, parents, school
  staff, and other professionals (providing a copy
  to parents and to the student, if 16 or older)
• Put the IEP into practice
• Continuously evaluate the students progress
• Adjust goals, expectations, and strategies as
  necessary

17
IEP Process Checklist

• Review and Update the IEP
• Update the IEP periodically (at least once per
  reporting period)
• Review and update the IEP at year-end and when
  the student transfers to another school
• Store the IEP in the Ontario Student Record

18
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
19
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
20
1. Gather Information

• Review the students records (including the
  previous IEP and the IPRC statement of decision)
• Consult with the student, parent, school staff,
  and other professionals
• Observe the student
• Review the students current work
• Conduct further assessments, if necessary
• Consolidate and record information

21
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
22
2. Set the Direction

• Establish a collaborative approach (including the
  student and parent)
• Establish roles and responsibilities

23
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
24
3. Develop the IEP

• Identify and record the students strengths and
  needs
• Identify goals and expectations
• Determine strategies and resources
• Develop a Transition Plan ( if 14 years)
• Establish a monitoring cycle

25
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
26
4. Implement the IEP

• Share the IEP with the student, parent, school
  staff, and other professionals (providing a copy
  to the student if 16 or older)
• Put the IEP into practice
• Continuously evaluate the students progress
• Adjust goals, expectations, and strategies as
  necessary

27
The IEP Process
1. Gather Information
5. Review and Update the IEP
2. Set the Direction
4. Implement the IEP
3. Develop the IEP
28
5. Review and update the IEP

• Update the IEP periodically (at least once per
  reporting period)
• Review and update the IEP at the end of each
  reporting period and when the student transfers
  to another school
• Store the IEP in the Ontario Schools Record (OSR)

29
End of Presentation