Page 48 - The Individual Education Plan (IEP) - A Resource Guide, 2004

Adjust the IEP as Necessary
Ongoing assessment may indicate that the IEP needs to be adjusted. This may be done by:
• developing new expectations or revising annual program goals, if learning is proceeding at a faster rate than has been anticipated in the plan;
• breaking expectations into smaller steps or adjusting annual program goals, if learning is proceeding at a slower rate than has been anticipated in the plan; and/or
• altering the teaching strategies, individualized equipment, or level of human support.
It should be noted that any changes to the learning expectations for a cur- rent reporting period should be timed so as to allow the student ample time to prepare for the assessment tasks.
Evaluate the Student’s Learning and Report to Parents
Subjects or courses with accommodations only
As noted earlier in a subject or course identified as “Accommodated only,” the provincial curriculum expectations are not altered. Accommodations simply enable the student to participate in the regular grade-level curricu- lum and demonstrate learning. It is important that the appropriate assess- ment accommodations be readily available to the student. Grades or marks should be based on the student’s achievement of the grade-appropriate cur- riculum expectations and the descriptions of achievement levels provided in the curriculum policy documents. Comments must be relevant to the student’s achievement based on the unmodified grade-level or course expectations.
Information on the student’s progress in subjects or courses identified as “accommodated only” must be recorded on the Provincial Report Card. It is not necessary, nor is it advisable, for the IEP box to be checked or for the statement regarding modified learning expectations to be included (see the Guide to the Provincial Report Card, Grades 1–8, 1999 or the Guide to the Provincial Report Card, Grades 9–12, 1999). The purpose of the report card is to report on the student’s progress in achieving the regular grade-level cur- riculum expectations, not on the student’s use of accommodations.
Subjects or courses with modified expectations
Teachers are required to assess student learning using a variety of assess- ment methods. Planning for assessment of a student’s learning should be incorporated in the development of each modified learning expectation. It is important that the student demonstrate learning independently, with the provision of appropriate assessment accommodations only. Grades or marks for the achievement of modified expectations should be determined on the basis of the achievement levels described in the appropriate curriculum policy documents.
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The Individual Education Plan (IEP): A Resource Guide