The Individual Education Plan(IEP)

Toronto District School BoardJanuary 20, 2015.

MOE Learning for All: A Guide to Effective Assessment and Instruction for All Students,

Kindergarten-12 (DRAFT)

LEARNING FOR ALL BELIEF STATEMENTS

• Essential for SOME and good for ALL

• Fairness is not sameness

• Each student has his or her unique patterns of learning

What happens when my child is experiencing difficulty?

• Teacher contacts parent• Parent contacts teacher• Student contacts Special

Education or Guidance (secondary)

• Administrator contacts parent

How the teacher will respond?

• Confers with colleagues and in- school special education staff

• Implement a variety of strategies• Communicates with parents

Every school must have a procedure in place to identify:

• the level of development• learning abilities• strengths and needs of every child

TDSB uses the In-school Support Team (IST) and the School Support Team (SST) process that is documented on the Individual Learning Profile (ILP)

Individual Learning Profile (ILP) form

Prior to an IST the teacher initiates the ILP which includes a detailed collection of current data:• strengths and needs• personalized strategies• ongoing educational assessments• recommendations• timelines • outcomes

In-School Support Team (IST)

Only school based staff (teacher, administration, special education teacher(s) meet to: • share and analyze student strengths and needs• problem solve• share expertise• Determine next steps• Parental permission is not required but

feedback and communication is important

• School staff and administration work together to implement strategies and monitor progress

• If the strategies implemented are supporting the teacher and improving the student’s outcomes, an SST may not be necessary at this point

School Support Team (SST)

Members of School Support Team (SST)

• School staff – teacher, principal, spec. ed. teacher, Guidance, Student Success

• Special Education Department – Consultant• Professional Support Services – Psychologist,

Social Worker, Speech and Language Pathologist• Parents are invited to attend• Parents may bring a support person• Sometimes - OT/PT, Child and Youth Worker,

outside agencies, medical professional, other• Translator if necessary

School Support Team (SST)

• present and analyze student strengths and needs

• problem solve• share expertise• Determine next steps• Parental permission is required • Copy of ILP is provided to the parent

Parent Invitation to SST

Yes / No - I give permission for my child to be discussed at the SST meeting

Yes / No - I give permission for Professional Support Services staff to read my child’s Ontario School Record Yes / No - I will attend the SST meeting

Does this student need an Individual Education Plan?

• A discussion will take place between the school team, parents and if applicable, the student, to discuss the need for an IEP.

INDIVIDUAL EDUCATION PLAN - IEP

• A written plan describing the special education program and/or services provided to students who are experiencing significant difficulty meeting the curriculum expectations for their grade level

THE IEP - REGULATION 181/98

• IEPs are required for students deemed exceptional through an IPRC

• IEPs may be developed for students who are not exceptional but who require a special education program/service

DEVELOPMENT OF THE IEP

• IST or SST recommendation

• Parent consultation and student at 16 year of age

• Developed collaboratively with those who know the student best

DEVELOPMENT OF THE IEP

• One teacher coordinates the development of the IEP for the team

• Working document - to be updated as student’s needs and strengths change

• Completion within 30 school days of placement in a program

PARENT ROLE

• Participate in the consultation process• Provide up-to-date information• Share knowledge and insights about child’s

strengths, needs, talents and interests• Indicate proven strategies• Reinforce child’s learning by providing practice

time at home• Maintain open communication with school

staff

IMPORTANCE OF COMMUNICATION

• Decision to develop an IEP rests with the school

• Professional obligation to address the learning needs of all students

• IEP may include things you do not want and may not include things you do want

• Ask questions to understand the school’s intent

The final decision for the implementation of an IEP is the responsibility of the principal .

Parents should be included in the development of the IEP but permission is not required.

ACCOMMODATIONS

• Teaching strategies to assist the student to meet the curriculum expectations

• the provincial learning expectations for the grade level are not altered

• IEP box is not checked on the Report Card

Instructional - changes in teaching strategies

Environmental - changes to the classroom and/or school setting

Assessment - changes in the ways that students are asked to demonstrate learning

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MODIFICATIONS

Changes made to the subject /course to meet student needs:• Expectations from a different grade level• Significant changes (increase or decrease) to the number

and/or complexity of the learning expectations

Where program is modified, IEP box must be checked on the Report Card and include the following statement:

“This letter grade/percentage mark is based on achievement of the expectations in the IEP, that vary from the Grade __ expectations ...”

IEP Transition Plans

• PPM 156 – All students with and IEP, whether or not they have been identified as exceptional by and IPRC will have a Transition Plan developed starting in September , 2014 (e.g. new class, new school, high school, post secondary education or work etc. )

Thank you!