Page 21 - The Individual Education Plan (IEP) - A Resource Guide, 2004

• provide advice about materials and resources;
• provide technical assistance;
• act as a resource for and support to the student’s family;
• maintain ongoing communication with the student’s teacher and the IEP team;
• conduct assessments, as necessary, with informed parental consent.
The role of the student and parents on the team
The student:
• helps the team identify his or her preferred learning styles and modalities;
• understands what accommodations are to be provided (e.g., individual- ized teaching and assessment strategies, human support, individualized equipment);
• assists in setting annual program goals and learning expectations;
• demonstrates an understanding of the IEP and works actively to achieve goals and expectations;
• monitors progress towards goals and maintains awareness of how grades and/or marks will be generated for the Provincial Report Card;
• considers the information in the IEP when developing and reviewing his or her annual education plan (in Grades 7–12).
The nature and extent of a student’s involvement in the IEP process will vary. However, members of the IEP team should ensure that students understand the purpose of their IEP and how the goals and expectations in the plan are individually tailored, evaluated, reviewed, and updated. They need to be aware that their achievement of the learning expectations will be reflected in their Provincial Report Card. Students must understand that they can participate in the IEP process and that it is important for them to take an active role in their learning. As part of the self-assessment process, students should, where possible, fill in page 3 of the Provincial Report Card.
Parents:
• provide up-to-date information about their child as it relates to the child’s learning (e.g., recent assessment reports);
• provide important information that will assist in the development and implementation of their child’s educational program (e.g., the talents and skills their child demonstrates in the home and community; their child’s likes, dislikes, learning styles, interests, and reactions to various situations);
• reinforce and extend the educational efforts of the teacher by providing opportunities for their child to practise and maintain skills in the home;
• provide feedback on the child’s transfer of skills from school to the home and community settings;
• maintain open communication with the school.
Regulation 181/98, clause 6(6)(a), requires the principal, in devel- oping the Individual Education Plan, to consult with the parent and the pupil, if age 16 or older. Subsection 6(8), as amended by Ontario Regulation 137/01, requires the principal, within
30 school days after placement of the pupil in the program, to ensure that the plan is com- pleted and a copy of it sent to a parent of the pupil and the pupil, if age 16 or older.
Phase 2: Set the Direction 19