Page 14 - The Individual Education Plan (IEP) - A Resource Guide, 2004

PHASE 1: GATHER INFORMATION
Gather Information From Various Sources for Program Planning
Information of various kinds is needed for an IEP. The teacher assigned to coordinate the development of the plan may therefore find it efficient to assign different members of the IEP development team to gather information related to the different parts of the process. Information should be obtained from a variety of sources and shared among team members so that the planning team can develop a comprehensive view of the student’s learning profile and programming needs.
The basic information needed for the IEP includes the following:
• personal information, as listed in the IEP Standards document and on page 21 of this guide
• where applicable, information relating to the IPRC process and the IPRC’s statement of decision, including the date of the most recent IPRC, the student’s exceptionality, and the IPRC’s placement decision
• in the case of a student who has not been identified as exceptional by an IPRC, information about the characteristics of the student that make a special education program and/or services necessary
Various other kinds of information are needed for the IEP, which will also assist the IEP team in planning the student’s educational program. They include the following:
• relevant assessment data, including the date, source, and results or recommendations of assessment reports (see page 22)
• any medical or health support services required to enable the student to attend school
• clear and specific information about the student’s learning strengths and needs, based on relevant assessment data and, in the case of students identified as exceptional, on the IPRC’s statement of decision
• any recommendations made by the IPRC for special education programs and services
• information about accommodations required by the student, including individualized equipment requirements
• individualized teaching strategies that have been or are likely to be helpful to the student
• the student’s current levels of achievement
Regulation 181/98, clause 6(6)(b), requires the principal, in developing the individual education plan, to take into consideration any recommen- dations made by the committee (IPRC) or the Special Education Tribunal, as the case may be, regarding special education programs or services.
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The Individual Education Plan (IEP): A Resource Guide