Beruflich Dokumente
Kultur Dokumente
Individual
Education Plans
Standards for Development,
Program Planning, and
Implementation
2000
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
What Is an Individual Education Plan? . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1. In this document, school board and board refer to district school boards and to school
authorities.
3
The IEP also helps teachers monitor the students progress and provides a
framework for communicating information about the students progress to
parents2 and to the student. The IEP is updated periodically to record any
changes in the students special education program and services that are
found to be necessary as a result of continuous assessment and evaluation of
the students achievement of annual goals and learning expectations.
The IEP reflects the school boards and the principals commitment to provide
the special education program and services, within the resources available to
the school board, needed to meet the identified strengths and needs of the
student. The principal is responsible for ensuring compliance with all of the
requirements described in this document for the development and implementation
of students IEPs.
Individual Education Plans: Standards for Development, Program Planning, and Implementation
STANDARDS FOR DEVELOPMENT
AND PROGRAM PLANNING
2. Student Profile
Purpose of the Standard
To provide essential information about the student that was used to support
the decision to provide the special education program and services
5
sources to be used and requirements associated with the gathering of informa-
tion are outlined in section 11, Information Sources.) The IEP must provide such
essential information. The following information must be included in the IEP:
Students full name
Gender
Date of birth
Student identification number (if applicable)
Current school year
Name of the school and principal
Date of the students most recent IPRC (if applicable)
Students exceptionality
For a student identified as exceptional by an IPRC, the description of the
students exceptionality must be consistent with that provided in the IPRCs
statement of decision, and must also accord with the categories of excep-
tionalities and the definitions provided in the Ministry of Educations mem-
orandum to Directors of Education and School Board Authorities dated
January 15, 1999. (For a student who has not been identified as exceptional
by an IPRC, a brief statement describing the characteristics of the student
that make a special education program and/or services necessary must be
provided.)
IPRC placement decision (if applicable)
The placement indicated must be consistent with the placement specified
in the IPRCs statement of decision. (Options may include placement in a
regular class with or without withdrawal support provided by a qualified
special education teacher; placement in a special education class with partial
integration in regular classes; and placement in a special education class for
the entire school day.)
Students current grade and/or special education class placement
Subjects or courses to which the IEP applies
Relevant medical conditions
Any medical conditions affecting the students ability to attend school or to
learn must be listed, along with any related specialized health support serv-
ices that the student requires on a constant or intermittent basis.
Relevant assessment data
The date, source, and results or recommendations of relevant assessment
reports prepared or conducted by school or board staff or outside agencies
and, where applicable, considered by the IPRC in determining the students
exceptionality and placement must be identified. (See also section 11,
Information Sources.)
Individual Education Plans: Standards for Development, Program Planning, and Implementation
Elementary school program exemptions or secondary school compulsory
course substitutions
Program exemptions or course substitutions must be identified, and the
educational rationale for them supplied.
The principal must ensure that all of the required information has been
recorded in the IEP, that it is complete and accurate, and that it meets the
requirements noted for individual items.
Individual Education Plans: Standards for Development, Program Planning, and Implementation
modified program have been derived. (Modified expectations are expecta-
tions derived from a provincial curriculum policy document for a grade
level, or levels, above or below the students age-appropriate grade level.)
The current level of achievement of a student whose needs cannot be met
through the Ontario curriculum and who is working on alternative expecta-
tions will be described in terms of the students progress towards meeting
the learning expectations that form his or her educational program, as out-
lined in the IEP. (Alternative expectations are expectations that are not
derived from a provincial curriculum policy document or that are modified
so extensively that the Ontario curriculum expectations no longer form the
basis of the students educational program. Learning expectations in the
areas of life skills and orientation and mobility training are examples of
alternative expectations.)
10
Individual Education Plans: Standards for Development, Program Planning, and Implementation
The learning expectations must be reviewed at least once every reporting
period and updated as necessary, in view of the students progress. The stu-
dents parents must be advised of any such updates, which must be entered
and dated in the IEP (see section 14, Review and Updating).
11
12
Individual Education Plans: Standards for Development, Program Planning, and Implementation
5.2 Human Resources
Teaching Staff: Special education teachers provide direct instruction in a reg-
ular class, in a resource-withdrawal classroom, or, where required, in a special
education class. Special education teachers also provide consultation services
for regular classroom teachers and other school and board staff (e.g., guidance
counsellors or psychologists) to assist them in developing programs that are
appropriate for the student.
As noted above, the type, initiation date, and planned frequency or intensity
of the services provided to the student by the special education teacher, as
well as the location in which they are provided, must be recorded in the IEP.
Non-teaching Support Staff: Professional and/or paraprofessional special
education support staff provide developmental, corrective, and other support
services (e.g., support as teaching assistants; support services in the areas of
speech pathology, audiology, psychological assessment and counselling, physi-
cal and occupational therapy, recreation, social work, medical services) as
may be required to meet the needs of the student.
As noted above, the support staff involved with the student, and the type, ini-
tiation date, planned frequency or intensity, and location of the services they
provide, must be identified in the IEP.
3. Information about funding for individualized equipment can be found in the Ministry of
Educations Resource Manual for the Special Education Grant: Intensive Support Amount, 2000.
13
14
Individual Education Plans: Standards for Development, Program Planning, and Implementation
the format used, the report must include teachers comments on the students
strengths, areas for improvement, and next steps in relation to the program
goals and learning expectations identified in the IEP.
The IEP must indicate:
the dates on which evaluations are completed (at least once in every report-
ing period);
the format used for reporting student progress to parents.
7. Provincial Assessments
7.1 Accommodations for Participation in Provincial Assessments
Purpose of the Standard
To ensure that students who have an IEP are given the opportunity to partici-
pate and demonstrate the full extent of their knowledge and skills in provin-
cial assessments
15
4. It should be noted that successful completion of the provincial secondary school literacy test
is a requirement for the Ontario Secondary School Diploma, and that students who are
exempted from the test will not be eligible to receive the diploma.
16
Individual Education Plans: Standards for Development, Program Planning, and Implementation
A transition plan must be included in the students IEP. The plan must
include the following elements:
specific goals for the students transition to postsecondary activities. The
goals must be realistic and must reflect the strengths, needs, and interests
of the student;
the actions required, now and in the future, to achieve the stated goals.
The actions identified must build on the students identified strengths,
needs, and interests;
the person or agency (the student, parents, educators, providers of special-
ized support and services, community agencies) responsible for or involved
in completing or providing assistance in the completion of each of the
identified actions;
timelines for the implementation of each of the identified actions.
It should be noted that the goals and actions outlined in the students annual
education plan should support those identified in the transition plan.
9. Parent/Student Consultation
Purpose of the Standard
To ensure that parents and the student, if the student is 16 years of age or
older, are consulted in the development and review of the IEP, in accordance
with Regulation 181/98
17
18
Individual Education Plans: Standards for Development, Program Planning, and Implementation
Each member of the team involved in the development of the IEP must be
identified in the IEP. The principal must ensure that, collectively, the team
members:
have knowledge of the student and, wherever possible, experience teaching
the student;
have knowledge of the Ontario curriculum;
are qualified to provide, or supervise the provision of, special education
programs and services to meet the needs of the exceptional student;
have knowledge of the special education strategies and resources available
in the district school board.
Although the IEP is developed collaboratively, the principal is ultimately
responsible for each students plan. The principal must sign the IEP to indi-
cate his or her assurance that the plan is appropriate to the students strengths
and needs and that it meets all of the standards outlined in this document.
19
20
Individual Education Plans: Standards for Development, Program Planning, and Implementation
The thirty-day period must be calculated from the first day of the students
placement in a special education program, as defined above.
The thirty-day requirement for completion of an IEP will apply to the IEPs of
all students, including those who have not been formally identified as excep-
tional but who receive a special education program and/or services.
Both the date on which the student begins his or her placement in a special
education program and the date on which the IEP is completed must be
recorded in the IEP.
21
22
Individual Education Plans: Standards for Development, Program Planning, and Implementation
14. Review and Updating
Purpose of the Standard
To ensure that the students special education program and services remain
effective and appropriate to the students needs and strengths over time
23
00-231