IEPs
What is an IEP?
An Individual Education Plan (IEP) is a written plan designed to support student learning and achievement. It is a “living,” dynamic, working document that outlines the strengths and needs of a particular student. It also outlines the special education program and services a student will receive within the resources available to the school board. An IEP is developed for every student identified as an "exceptional pupil" by an Identification, Placement, and Review Committee (IPRC). It may also be developed for students who require special education programs or services to succeed in school, even if they haven't been formally identified as exceptional.
What are the core components of an IEP?
An IEP must be developed in consultation with parents/guardians or, if the student is 16 years or older, with the student themselves. Key components of an IEP include:
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Student Data: Full name, date of birth, student identification number (Ontario Education Number - OEN), current school year, name of the school and principal.
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Exceptionality and Placement: If identified as exceptional by an IPRC, the description of the student's exceptionality must be consistent with the IPRC's decision and ministry-accepted categories. The placement (e.g., regular class with indirect support, regular class with resource assistance, special education class) must also be consistent with the IPRC's decision.
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Strengths and Needs: A description of the student's strengths and needs, including individual skills and learning style, and areas where extra support is required.
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Specific Educational Expectations: Clearly defined educational expectations.
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Special Education Program and Services: An outline of the special education programs, accommodations, and services the school board will provide. This can include accommodations (strategies to help the student access the curriculum), program modifications (changes to grade-level expectations), and alternative programming (knowledge and skills not part of the curriculum).
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Methods of Progress Review: A statement about how the student's progress will be reviewed.
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Annual Goals: Goals for one school year, with progress tracked towards achieving them.
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Transition Plan: For students aged 14 or older (and not identified solely as gifted), the IEP must include a transition plan for post-secondary activities such as work, further education, and community living. This plan should include specific goals, required actions, responsible persons, and timelines.
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The IEP process:
The IEP process generally consists of three phases:
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Developing the Plan: This involves gathering assessment data, identifying student strengths and needs, and outlining accommodations, modifications, and services.
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Implementing the Plan: Teachers and support staff use the strategies and services outlined in the IEP to support the student's learning.
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Reviewing and Updating the Plan: IEPs are reviewed regularly and updated based on the student's progress. Parents/guardians and students (if 16 or older) must be consulted during the development and review.
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