Page 175 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft • reflect learning that is focused on the student’s annual program goals in
each subject, course, or skill area.
Learning expectations should be expressed in such a way that the student and parents can understand, to the extent possible:
• exactly what the student is expected to know or to be able to do; • the basis on which the student’s performance will be evaluated.
In developing learning expectations for a student, the teacher should take care to provide an appropriate challenge for the student. The expectations should be designed to develop the student’s literacy, numeracy, and cognitive skills. They should be achievable by the student, with reasonable effort, during the reporting period.
The learning expectations must be reviewed at least once every reporting period and updated as appropriate in view of the student’s progress. These updates must be entered and dated in the IEP (see section 14, Review and Updating.) The student’s parents and the student (if 16 or older) must be advised of any such updates and the parent/student consultation must be recorded in the IEP as well (see section 9, Parent/Student Consultation).
For each modified or alternative learning expectation, the IEP should indicate:
• the corresponding teaching strategy, if individualized for the student and particular to that expectation;
• the corresponding assessment method.
See section 5.1 below for a discussion of individualized teaching strategies
and assessment methods.
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