Page 155 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft The IEP process can be broken down into five phases:
1. gathering information
2. setting the direction
3. developing the IEP as it relates to the student’s special education program
and services
4. implementing the IEP
5. reviewing and updating the IEP
The tasks that need to be undertaken in phases 1 to 3 may be delegated to or assumed by different team members in order to facilitate completion of the IEP within 30 school days of the student’s placement in a special education program. Educators on the student’s team may focus on the particular subject or course in which they are responsible for direct instruction.
The box below outlines the main steps in each phase of the process and provides a reference to the sections of this part of the guide that deal with the requirements and effective practices connected with the phase.
Overview of the IEP Process
1. Gather Information (consult sections 1–11)
• Review the student’s Ontario Student Record (OSR) (including the
IPRC’s statement of decision and/or previous IEPs)
• Consult with parents, the student, school staff, and other professionals
• Gather information through observation of the student
• Conduct further assessments, if necessary
• Consolidate and record information
2. Set the Direction (consult sections 1–3 and 9–12)
• Establish a collaborative approach
• Establish roles and responsibilities
• Begin work on the IEP (e.g., record the reason for the IEP, record personal information, list relevant assessment data)
• Indicate the student’s strengths and needs on the IEP (as identified in the IPRC’s statement of decision, where applicable)
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