Developing Effective

Individual Education Plans

Presenter: Alison Morse, Easter Seals Ontario

Presentation Goals

1. To identify the parent role in Individual Education Plan (IEP) development

2. To identify elements of effective IEPs

The session is only for one hour and questions are welcome

If I can’t answer your question today I will follow up with you after the Conference

I will not take any specific questions related to individual situations, although I may be able to talk to you after the end of the session, or by e-mail.

All public schools are required to teach the provincial curriculum.

The provincial curriculum identifies the learning expectations for each component of each grade and course, that is, what the student will know at the end of each grade or course.

Students are required to have an IEP when their learning expectations will be different from the grade curriculum.

Identification, Placement and Review Committee (IPRC) and Individual Education Plan (IEP) are both important and serve different purposes

Presentation will not discuss IPRC today other than as it relates to IEP

IPRC process is legislated through Regulation 181/98 and decides whether student is exceptional and determines their placement

When a student is identified as Exceptional the school board has a legal responsibility to meet the student needs

A student who has been identified as exceptional must have an IEP developed within 30 days

Individual Education Plan (IEP) helps teachers and other staff to understand your child’s needs and provides a plan of how they can help the student to learn.

Individual Education Plan (IEP) is a written plan, “living working” document.

IEP is based on assessment of student strengths and needs

The IEP must be reviewed regularly and should change to reflect student progress.

A student must have an IEP if the student has been identified through the Identification, Placement and Review Committee (IPRC)

An IEP may be developed if the student requires accommodations to access the curriculum; modifications to the grade curriculum; or an Alternative Program

An IEP is required if student has accommodations that will also be required for Provincial testing (Grade 3 or 6 or Grade 9 Math and Grade 10 Literacy Test)

Your child’s strengths and interests

Feelings expressed by your child about school

Your thoughts about your child’s successes and challenges at school

Information about your child’s development and special needs

Any recent changes or challenges at home

Strategies and approaches used at home

Any reports from Doctors, therapists, specialists, child care providers

Special equipment or supports required by your child

Reason for developing the IEP

Student Profile

IPRC information, including exceptionality, placement decision and most recent date

Subjects or courses to which the IEP applies

Elementary exemptions with rationale

For secondary students, course substitutions and attainment goal, Ontario Secondary Diploma, Certificate or Certificate of Achievement

Relevant test or assessment results

Student’s strengths

Student’s needs

Student’s current level of achievement

List of Accommodations required to access the curriculum

Special Education Program Student’s Annual Goals

Specific learning expectations for a Modified or an Alternative Program

Teaching and Assessment strategies

Human Resources

Health Support Services

Transition plans

IEP should include a brief summary of relevant

assessments as well as the source and date of

the assessment

May include Educational Assessments,

Professional Assessments from Speech-

Language Pathologists or Occupational

Therapists, Psychologists or Doctors

Parents should check carefully to make sure the most recent assessment information is included

Information Source Date Summary of Results

Educational Assessment

November 2015 Board Benchmark Assessments indicate that reading skills are at grade level. Written output is slow.

Occupational Therapy June 2015 Fine motor skills are significantly delayed. Writing aid and adapted equipment necessary for fine motor activities.

Physiotherapy October 2015 Gross motor skills significantly delayed. Diminished flexibility and postural support.

The IEP student strengths and needs are based on assessment reports

There should be a direct link between the assessment information, the strengths and needs listed

The IEP should list student strengths, especially those that should be considered in planning to meet the needs.

A student may have a number of needs which should be documented. However, a few priority needs may be targeted at each report period.

Reading: comprehension, expressive language skills (writing), word recognition skills

Communication: oral receptive expressive language skills, self-advocacy skills

Learning Skills: organizational skills, listening skills, attention skills

Behaviour: self-control skills, anger-management

Accommodations are the strategies, supports and/or services that are required in order for the student to access the curriculum and demonstrate learning.

Accommodations do not alter the provincial learning expectations for the grade level.

An accommodation may include a FM system for a child that is hearing impaired or the Picture Exchange Communication System (PECS) for a non-verbal child.

Instructional- Note taking Assistance; assistive technology, such as text to speech software; concrete/hands on materials; rewording rephrasing of information

Environmental –Alternative work space; strategic seating; quiet setting; Assistive devices or adaptive equipment

Assessment – Verbatim scribing; oral responses, including audio tapes; Assistive technology, such as speech-to-text software

(Page 29 of IEP Resource Guide (2004))

Instructional Accommodations

Environmental Accommodations

Assessment Accommodations

Speech Generating Device Communication Book Laptop with modified large key keyboard Assistive writing aid Activity pacing, options for breaks in gym

4 Wheeled walker Velcro secured knee braces Customized chair Slant board Stand by supervision for safety in gym, hallways, schoolyard

Speech Generating Device Communication book Assistive Writing Aid

Modifications refer to the changes made to the grade level expectations for a subject or course to meet the needs of the student.

For core subjects, such as Math and Language, the expectations may be from another grade level (higher or lower).

For content subjects, such as Social Studies or History, the modifications may include significant changes to the number and/or complexity of the learning expectations.

Alternative Learning Expectations refer to learning related to skill development in areas not represented in the provincial curriculum.

The learning expectations represent a specific program or course taught to the student.

For example, a Braille training program for a student who is Blind or Low Vision, Social Skills for students with Autism, or Self-Regulation for student with behaviour challenges

Baseline Level of Achievement -usually from June Report Card

Annual Program Goals – what the student can reasonably expect to achieve in school year

Program for this term (semester): ◦ Learning Expectations – specific and measurable

(from Ontario Curriculum for modified program)

◦ Teaching Strategies – to be used by instructor in classroom

◦ Assessment methods – how achievement will be measured

Subject or Course/Code or Alternative Skill Area

Baseline Level of Achievement (usually from previous June report card) Prerequisite secondary course (if applicable): Letter/Grade Mark: Curriculum Grade Level:

Baseline Level of Achievement for Alternative Skill Areas:

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of the school year (or semester) in a particular subject, course or alternative skill are.

Learning Expectations Teaching Strategies Assessment Methods

Includes teaching and non-teaching

Type of Service – Special education resource teacher, teaching assistant, Speech-Language Pathologist, Physiotherapist, etc.

Frequency or Intensity for Board staff -number of minutes and sessions over what time period (weekly, monthly, etc)

Location – classroom, resource room, gym, school yard, etc.

Health services being provided in the school setting may include:

Nursing Physiotherapy Occupational therapy Assistance with mobility Feeding Lifting and positioning Catheterization or toileting Medication administration

Policy/Program Memorandum (PPM)156 requires documentation of supports for student transitions

May include activity to activity, class to class, grade to grade, school to school

Must include planning for life after high school (in the community, employment or post secondary education) starting at age 14

Transition Plan □ No □ Yes Long Term Goal(S) To independently and consistently communicate clearly in both academic and social situations during the school day as preparation for increased expectations for a full rotary schedule in the Intermediate Division and Secondary School.

Actions

Person’s Responsible for Actions

Actions Timelines

IEP must be reviewed each term or semester

For a review within the school year there may be only minimal changes: ◦ New information about the student

◦ New courses at secondary schools

◦ New or changed special education program for the term based on assessment results

For new school year, review must reflect new grade and subjects, as well as any new information about the student

Parent role in IEP Development and Monitoring

Parents can provide information about the child’s

strengths and needs, including relevant reports

Parents can provide information on strategies that help

the child at home

Parent to sign and provide feedback on the Parent

Consultation form

Parents can monitor the IEP implementation and provide

feedback on what is working or creating challenges

Note: Principal is responsible for IEP development and

for signing finished document

Log of Parent/Student Consultation and Staff Review/Updating

Date Activity (Indicate parent/student

consultation or staff review)

Outcome

Involvement of Parent/Guardian or Student

□ I was consulted in the development of the IEP □ I declined the opportunity to be consulted □ I have received a copy of this IEP

Parent/Guardian and Student Comments:

Signature Date

Key Ministry of Education Resources

Regulation 181/98 For the Identification, Placement and Review Committee Process

Individual Education Plan (IEP) A Resource Guide (2004)

Planning Entry to School A Resource Guide (2005)

Shared Solutions A Guide to Preventing and Resolving Conflicts Regarding Students with Special Education Needs (2007)

School Board Resources:

Parent Guide to the IPRC

Special Education Report

Program Brochures or Guides

Parents need to be informed about:

Student strengths and needs

Special Education resources and processes

Parent Role in the IEP

Parent’s Rights and Responsibilities

Parents can work with educators to support student

success:

By sharing their extensive knowledge of the child

As the liaison which links all of the service providers

Collaborating to build dynamic and appropriate

programs for exceptional students.

Contact Information: Alison Morse e-mail to amorse@easterseals.org

Easter Seals Kids at School Website:

www.education/easterseals.org

Ministry of Education Website:

www.edu.gov.on.ca

Thank You!!!