Page 7 - The Individual Education Plan (IEP) - A Resource Guide, 2004

Regulation 181/98, Sections 6 (2)–(8) and 8
6. (2) The board shall promptly notify the principal of the school at which the special education pro- gram is to be provided of the need to develop an individual education plan for the pupil in consul- tation with the parent and, where the pupil is
16 years of age or older, the pupil.
(3) The individual education plan must include,
(a) specific educational expectations for the
pupil;
(b) an outline of the special education program
and services to be received by the pupil; and
(c) a statement of the methods by which the
pupil’s progress will be reviewed.
(4) Where the pupil is 14 years of age or older, the individual education plan must also include a plan for transition to appropriate post- secondary school activities, such as work, further education, and community living.
(5) Subsection (4) does not apply in respect of a pupil identified as exceptional solely on the basis of giftedness.
(6) In developing the individual education plan, the principal shall,
(a) consult with the parent and, where the pupil
is 16 years of age or older, the pupil; and
(b) take into consideration any recommendations made by the committee [IPRC] or the Special Education Tribunal, as the case may be, regarding special education programs or special education services.
(7) In developing a transition plan under subsec- tion (4), the principal shall consult with such community agencies and post-secondary educational institutions as he or she considers appropriate.
(8) Within 30 school days* after placement of the pupil in the program, the principal shall ensure that the plan is completed and a copy of it sent to a parent of the pupil and, where the pupil is 16 years of age or older, the pupil.
8. The principal shall ensure that the individual edu- cation plan for a pupil is included in the record kept in respect of the pupil under clause 265(d) of the Act, unless a parent of the pupil has objected in writing.
*As amended by Ontario Regulation 137/01.
planning for students who are receiving special education programs and services. The standards are also intended to help improve communication with parents1 about how their child will progress through the Ontario cur- riculum (taking into account the child’s individual learning strengths and needs) and about how that progress will be monitored.
In September 2002, to support implementation of the standards, the ministry provided school boards with an IEP template and accompanying explanatory notes. Although use of the template is not mandatory, boards were encour- aged to revise their existing IEP forms to capture all the information repre- sented in the template. A slightly revised version of the original template is provided in Appendix A. (Samples of completed IEPs can be found in Appendix B.) The present resource document elaborates on the explanatory notes, providing guidelines for planning a student’s special education program
1. Parents is used throughout this document to refer to parent(s) and guardian(s).
Introduction 5