Transcript The Individual Education Plan(IEP)

The Individual Education Plan
(IEP)
Toronto District School Board
January 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!