Individual Education Plans Individual Education Plans http www

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Individual Education Plans

Individual Education Plans

Individual Education Plans http: //www. edugains. ca/newsite/Special. Education/index. html

Individual Education Plans http: //www. edugains. ca/newsite/Special. Education/index. html

An IEP is…. • A relevant working document that outlines the special education programs

An IEP is…. • A relevant working document that outlines the special education programs and services to be provided to the student. • A plan for a student’s progress through the Ontario curriculum and/or alternative programs or courses. • Based on assessment and student areas of strength and need. • Linked to the Provincial Report Card and/or alternative report card. • Reflective of parent and student consultation.

Reasons for an IEP • Required to outline the special education programs and services

Reasons for an IEP • Required to outline the special education programs and services provided for students identified as exceptional by an Identification Placement Review Committee (IPRC) • Not mandatory, but recommended, to outline the special education programs and services provided for non-identified students having special education needs • Documents EQAO accommodations that are consistent with classroom practice

Special Education Programs and Services Special education programs: primarily consist of instruction and assessments

Special Education Programs and Services Special education programs: primarily consist of instruction and assessments that are different from those provided to the general student population. Special education services: typically refer to supports such as assistance with instructional programming, personal care and behavioural management, and may involve additional human supports such as teachers’ assistants.

Overview of the IEP Process Review and Update the IEP Gather Information Set the

Overview of the IEP Process Review and Update the IEP Gather Information Set the Direction Implement the IEP Develop the IEP as it Relates to the Student's Special Education Program and Services

Where should I look for information? Consolidate information What do I do with the

Where should I look for information? Consolidate information What do I do with the information? Review Records Who should I consult with? Gather the Data Further Assessments Consult What types of further assessments can I do?

Where do I record it? Roles and responsibilities What are the roles and responsibilities

Where do I record it? Roles and responsibilities What are the roles and responsibilities for members of the team? Begin to work on the IEP Set the Direction Members of the IEP team? Where do I get the information on strengths and needs ? Strengths and Needs? Who should be part of the IEP team?

How do I determine accommodations? Where do I record them? Are they for all

How do I determine accommodations? Where do I record them? Are they for all subjects or courses? How do I determine modifications? Accommodations Subjects/Courses and Alternative programs What are alternative programs? Where do I record them? Where do I get information on teaching strategies and assessment methods? Teaching strategies and assessment methods Exemptions, course substitutions eligibility for a diploma/certifica te Develop the IEP Transition Plans How do I know if human resources are needed? Human Resources How will I evaluate and report on the IEP? What should parent/student consultation look like? How often do I record information about parent/student consultation? When do I develop a transition plan? Provincial Assessments How do I determine Provincial Assessment accommodations?

Share the IEP How do I report or share this with the parent? What

Share the IEP How do I report or share this with the parent? What if the student is not meeting the goals? Adjust the IEP Implement the IEP When do I assess the student? How do I evaluate the IEP goals Who do I share the IEP with? Continuously assess Putting it into practice What does the IEP look like in practice?

What does transition planning look like? Timing in planning transitions Where is the IEP

What does transition planning look like? Timing in planning transitions Where is the IEP stored? Timing update When should the IEP team update the learning expectations? Can changes to the IEP be made during the semester/term? Review and Update the IEP Storage of IEP Timing review and recording revisions When should the IEP be reviewed?

Special Education Programs Accommodated Modified Provincial curriculum expectations are not altered Expectations at a

Special Education Programs Accommodated Modified Provincial curriculum expectations are not altered Expectations at a different grade level and/or an increase or decrease in the number and/or complexity of expectations relative to the curriculum expectations for the regular grade level. Alternative Knowledge and skills that are not represented in the Ontario curriculum expectations. (E. g. Orientation and Mobility Training, Personal Care, Social Skills, Speech Remediation)

An Effective IEP Requires Connections Between Processes and Documentation: A Collaborative Process Involving: •

An Effective IEP Requires Connections Between Processes and Documentation: A Collaborative Process Involving: • • • Principal Parent/Student School Based Team Classroom Teacher Other professionals involved with the student Ensures that student’s strengths and needs are reflected • Curriculum/Program Planning • Development of an Individual Education Plan • Reporting Student Progress

Resources

Resources