Page 50 - The Individual Education Plan (IEP) - A Resource Guide, 2004

PHASE 5: REVIEW AND UPDATE THE IEP
Update the Learning Expectations at the Beginning of Each Reporting Period
Modified and alternative learning expectations described in an IEP must be reviewed, and updated as necessary, at least once in every reporting period. If only the learning expectations for the first reporting period were included when the IEP was developed, the teacher responsible for teaching each sub- ject or course that has modified expectations and for delivering each alterna- tive program must record in the IEP the learning expectations that are to be assessed during the second reporting period. These new expectations must be communicated to the student and parents at the start of the second reporting period. The same process is repeated for the third reporting period in elementary and non-semestered secondary schools.
Record Ongoing Revisions to the IEP
As noted earlier, the IEP should be viewed as a working document. Adjust- ments to any annual program goals, learning expectations, teaching strategies, individualized equipment, and levels of human support should be noted as they occur and shared with both the parent and the student. If certain strate- gies cease to be effective, it is imperative that the staff working with the stu- dent seek out and implement new teaching methods and accommodations.
For revisions resulting in significant changes to the student’s learning expec- tations and/or types or level of accommodations, there must be consultation with the parents and student before the changes are implemented. It is most important for parents to understand the significance of modifying learning expectations, particularly how modified learning expectations will affect the credit-bearing status of secondary school courses. The date and outcome of parent/student consultations must be recorded in the Parent/Student Consul- tation section of the IEP. It is recommended that use of this section be reserved for recording parent-school interactions about matters relating to the student’s Individual Education Plan. It is not necessary to record other types of parent-school interactions in the IEP.
Store the IEP in the Documentation File of the Ontario Student Record
A student’s IEP must be included in his or her Ontario Student Record (OSR). The requirement to store a copy of the student’s IEP in his or her OSR ensures that the student’s relevant assessment data and information about his or her learning strengths and needs, annual program goals, and learning expectations, as well as the accommodations used to help the student learn, are immediately available to teachers new to working with the student.
Regulation 181/98, section 8, requires the principal to ensure that the Individual Education Plan for a pupil is included in the pupil’s Ontario Student Record, unless a parent of the pupil has objected in writing.
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The Individual Education Plan (IEP): A Resource Guide