Individual Education Plan Individual Education Plan OverviewOverview

Presented By:

Pamela Cameron

Fall 2012

““If your plan is for 1 year, plant If your plan is for 1 year, plant rice; if your plan is for 10 rice; if your plan is for 10

years, plant trees; if your plan years, plant trees; if your plan is for 100 years, educate is for 100 years, educate

children.”children.”

Confucius Confucius

What is an IEP?What is an IEP?

An IEP is… a concise and useable

document which summarizes the plan for the student’s education program

a tool to assist teachers in monitoring and communicating student growth

a plan developed, implemented and monitored by school staff in consultation with others involved with the student

a flexible working document with meaning for all contributors

an ongoing record to ensure continuity in programming

An IEP is not…An IEP is not…

“written in stone”a daily plan, or a description of everything

that will be taught to one studenta means to monitor the effectiveness of

teachers

PARENT'S RIGHTS IN THE PARENT'S RIGHTS IN THE SCHOOL SCHOOL ACT – BC School Act, Section 7 ACT – BC School Act, Section 7

States:States:

  (1)  A parent of a student of school age attending a school is entitled:

to be informed, in accordance with the orders of the Minister, of the student's attendance, behaviour and progress in school

to examine records to be consulted regarding student placement  to be offered the opportunity for consultation in

preparation of the student's IEP

THE OBLIGATIONS OF THE OBLIGATIONS OF SCHOOL BOARDSSCHOOL BOARDS

The Special Needs Order states

(2) A board must ensure that a principal offers to consult with a parent of a student with special needs regarding the placement of that student in an educational program.

THE OBLIGATIONS OF THE OBLIGATIONS OF SCHOOL BOARDS cont.SCHOOL BOARDS cont.

The Individual Education Plan Order states

 

2.     (1) A board must ensure that an IEP is designed for a student with special needs as soon as practical after the student is identified by the board.

THE OBLIGATIONS OF THE OBLIGATIONS OF SCHOOL BOARDS cont.SCHOOL BOARDS cont.

3. Where a board is required to provide an IEP for a student under Section 2…, the board must offer each student with special needs…learning activities in accordance with the IEP designed for that student.

Suggested TimeframeSuggested Timeframe

September /Oct.– IEP developed in consultation with parent

October/ Nov. – IEP completed November – Brief report on IEP goals (if needed)

and Parent Teacher meeting (if needed) March – Review IEP goals, report on IEP goals,

and Parent Teacher meeting (if needed) June – Final report on IEP goals and Transition

meeting

Goals and PlanGoals and Plan

Identify the most important and achievable areas to focus on with consideration of:

parents’ and student’s goals and values

immediacy/urgency of need,

transferability to other curriculum areas

Goals and Plan cont.Goals and Plan cont.

• age appropriateness

• usefulness in other environments

(The first goal should address the disability)

Ref.: Individual Education Planning for Student with Special Needs: Min of Education; RB0061)

GoalsGoals

It is recommended that no more than three to four goals be selected except in unusual circumstances. In rare occasions, it may be necessary to work on more than four goals.

Goals cont.Goals cont.

Determine the priority long-term goals for the studentGoals should: challenge the student, but be achievable be relevant to the individual student’s actual needs focus on what will be learned, rather than what will

be taught be stated positively (what the student will do)

(Individual Education Planning for Students with Special Needs: Min of Education; RB0061)

ObjectivesObjectives Break the goals down into objectives These objectives should be S.M.A.R.T.

Specific Measurable Achievable Relevant Timely

Objectives cont.Objectives cont.

Objectives should follow the CBC method

Condition – When student X is given a single oral direction

Behavior – he will be able to follow itCriteria – 4 out of 5 times with verbal

prompting

Objectives cont.Objectives cont.

Objectives should follow the CBC method

Condition – When student X is given an assignment in the classroom

Behavior – he will be able to completeCriteria – 80% of the task without

redirection

REPORTINGREPORTING: : AAdaptationsdaptations

For students whose learning outcomes are the same as the provincial curriculum:

teaching methods, materials and/or evaluation methods are adapted and identified in the IEP 

standard reports: structured comments for the primary years and letter grades or percentages after grade 3

may be awarded a Dogwood Graduation Diploma or a School Completion Certificate

REPORTINGREPORTING: : ModificationsModifications

For students whose learning outcomes are different from or in addition to the provincial curriculum: 

individualized, personalized goals are developed and stated in the IEP

reports include structured written comments on individualized goals without letter grades or percentages

may receive a School Completion Certificate after meeting the goals of their IEP/Student Learning Plans

ProgressProgress

To help monitor progress a rating scale may be included. An example is:

1. Not yet introduced2. Does not meet

3. Progressing4. Meets

Beside each objective indicate the progress the student has made towards this objective.

SignaturesSignatures

Signatures are NOT required on an IEP. Meaningful consultation of the parent IS required and the date should be indicated

on the IEP when consultation was offered (in a meeting, by phone, letter, etc.).

Use as a Report CardUse as a Report Card

The IEP can be used as a report card. It is included as a regular attachment to the regular report card. It does not replace the regular classroom teacher’s report card.

When used as a report card attachment, Structured Written Comments (what the student is able to do, areas of difficulty and ways of providing support) will be written for each of the goal areas.

It is still required to maintain the Ministry mandated reporting schedule of formally reporting progress three times per year.

Identification and AssessmentIdentification and Assessment

Assessment should:Analyze the student’s functional behaviour

in various settings;Focus on strengths and needs; (the goals are

formulated from the student’s needs);Rule out other conditions;Contribute to the planning and evaluating of

the educational program.

The IEP describesThe IEP describes

Current strengths and needs; Goals and measurable objectives; Strategies, resources and measures for tracking

student achievement of the goals; Persons responsible (including parents); Specific areas of the curriculum which are adapted

or modified; Where the plan will be carried out; Transition plans

TASK:TASK:

With a partner and using the information you were given about Michael:

Write 3 goals, 1 CBC objective for each goal1 strategy for each objectiveBe prepared to report your results to the

larger group