Page 12 - The Individual Education Plan (IEP) - A Resource Guide, 2004

Figure 2 presents an overview of the five phases. Members of the student’s IEP team may focus on the particular subject or course in which they are responsible for direct instruction. The various tasks that need to be under- taken in phases 1 to 3 may be delegated to 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.
Figure 2: Overview of the IEP Process
1. Gather Information
• Review the student’s records (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
5. Review and Update the IEP
• Update the learning expectations at the beginning of each reporting period
• Review the IEP regularly and record revisions
• Store the IEP in the documentation file of
the Ontario Student Record
• Plan for the transition from elementary to
secondary school, or for a transfer to another school
2. Set the Direction
• Establish a collaborative approach – The IEP team
• 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 areas of strength and areas
of need on the IEP (as identified in the IPRC’s statement of decision, where applicable)
4. Implement the IEP
• Share the completed IEP with the student, parents, school staff, and other profession- als (providing a copy to parents and to the student, if 16 or older)
• Put the IEP into practice (classroom teach- ers and support personnel)
• Continuously assess the student’s progress
• Adjust the IEP as necessary (recording any
changes in goals, expectations, accommo-
dations, teaching strategies, and so on)
• Evaluate the student’s learning and report
to parents
3. Develop the IEP as It Relates to the Student’s Special Education Program and Services
• Classify subjects or courses and alternative program areas
• Record decisions about program exemptions, course substi-
tutions, and eligibility for a diploma or a certificate
• Determine accommodations; record subjects or courses
with accommodations only
• Plan and document subjects or courses with modified
expectations
• Plan and document alternative programs or courses
• Determine teaching strategies and assessment methods
(for modified and alternative expectations)
• Plan for and document required human resources
• Record information about evaluation and reporting
• Record information about provincial assessments
• Develop a transition plan, if required
• Record information about the IEP development phase
(including details of parent/student consultations); secure principal’s approval
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The Individual Education Plan (IEP): A Resource Guide