Page 174 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part E: The Individual Education Plan (IEP)
Examples – Secondary
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“In science, by the end of the year, [the student] will demonstrate improvement in her ability to recall and communicate basic concepts, in her inquiry skills, and in her ability to relate science to the world outside the school. (Exploring Our Environment, KSN)”
“By the end of the semester, [the student], with minimal support, will be able to follow instructions when making various transitions throughout the day – transitions from one activity to another within the special education classroom and transitions to or from a transportation vehicle.”
Additional examples of program goals in sample IEPs can be found on the website of EduGAINS.
4.3 The Student’s Learning Expectations
Learning expectations are statements that describe the specific knowledge and skills that the student should be able to demonstrate within a specified time period during the school year. They represent the learning a student needs to acquire in order to progress from the current level of achievement identified in the IEP to achievement of the related annual goals identified in the IEP. Based on the knowledge and skills the student demonstrates relative to the learning expectations at particular times during the
year, parents and teachers will be able to gauge how well the student is progressing towards achieving the annual goals identified in the IEP.
Starting on the student’s first day of placement in the special education program, the educators begin to develop a set of learning expectations for implementation and record them in the IEP.
If the student is working entirely on modified or alternative expectations, a representative sample of the student’s learning expectations in each subject, course, or skill area must be recorded in the IEP.
The learning expectations recorded in the IEP must:
• be clearly identified as modified or alternative expectations; • if modified, include identification of grade level;
• be based on the student’s learning strengths and needs;
• describe specific, realistic, and observable achievements;
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