Page 190 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part E: The Individual Education Plan (IEP)
integrated process of assessment and instruction and on the various types of assessment.) As discussed in section 5.1, above, assessment strategies must be adjusted to suit the student’s particular strengths, areas in need
of improvement, and needs. This ensures that the student is learning, knows the next steps in his or her learning, and can demonstrate learning and achievement in his or her preferred learning style. The IEP must describe the methods by which the student’s achievement of the learning expectations will be assessed, including any accommodations to regular classroom assessment procedures that may be required. (See the discussion in section 5.1 for examples of assessment accommodations.)
In order for assessment and evaluation to be valid and reliable, educators must identify clear learning goals, and the criteria that describe successful demonstration of the knowledge and skills embedded in the learning goals. To be fair, transparent, and equitable, assessment must be based on the learning goals and the success criteria that are shared with and understood by the student.
6.2 Evaluation and Reporting of Student Achievement
The evaluation of student learning and reporting on the progress and achievement of students with special education needs must be consistent with the policy outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010). The relevant chapters are Chapter 5, “Evaluation”; Chapter 6, “Reporting Student Achievement”; and Chapter 7, “Students with Special Education Needs: Modifications, Accommodations, and Alternative Programs”.
In all evaluations of student learning, it is important that the student demonstrate learning independently, with the provision of appropriate assessment accommodations.
The student’s progress towards achievement of the curriculum expectations and/or the learning expectations and annual goals identified in the IEP is assessed continually, but must be evaluated at least once in every reporting period in which a Provincial Report Card is issued.
The IEP must indicate:
• the dates on which evaluations are completed;
• the format used for reporting student progress to parents (the Provincial
Report Card or an alternative report).
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