Individual Education Plan

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Individual Education Plan

Main Topic

Chapter 5 was mainly about The Individual Education Plan (IEP) and all of its entirety. Explaining who the important/crucial members of the team are and what their responsibilities entail.

How is Parental Input given?

Parents Can;

Ask for explanations for things that are unclear

Ask questions to clarify things

Share insights about the student's likes/dislikes, relevant medical information, and assessments that the school may not have

Communicate on a regular basis with the student's teacher

Attend meetings

In the Case of Mr. Picket, What kind of information should he provide for the in school team meeting (SBRT / Case Conference)?

Mr. Pickett should;

Opinion on how he believes the students learn best (ex. visual learner, hands-on)

Provide classroom observations, which will show students daily behaviours.

Provide some samples of the students work, which will show their areas of need, strength and progress.

IEP Team

Parents; of the student being discussed.

Support Personnel; possibly involved in a team meeting, however usually not a permanent member. (ex. physiotherapists, attendance counsellors)

An Educational Assistant; may be responsible for particular types of instruction or assistance when in the classroom setting.

Classroom Teacher; responsible for collecting majority of the assessment data (observations relating to behaviour and work habits, subject areas and sample of work). Often in communication with the Special Education Teacher.

A Special Education Teacher; responsible for scheduling, chairing, and keeping the records for team meetings. Plays a direct role with implementing strategies to benefit the student.

The Principal; typically the head of the team.

The plan must include;

A time line regarding when the goals will take place.

Person or Agency responsible for providing assistance in completing the goal

Specific transition goals, as well as how they can be achieved.

The plan is set for students to have a smooth transition. (school to school, workplace or training centre)

Included in an IEP for students 14 or older. Other then students who are identified as being gifted.

Developing an IEP (What's on an IEP)

What is on an IEP?

Log of parent/student consultation

Transition Plan

IEP Development Team

Human Resources

Spec. Ed Program

Provincial Assessments

Accommodations for learning

Reporting format

Subjects which IEP apply to

Students area's of strength and needs

Relevant Assessment Data

Student Profile

Reason for development of IEP

Steps in the Process

5. Reviewing and Updating the IEP; needs to be reviewed each reporting period

Refer to page 66 to view the different considerations.

4. Implementing the IEP; Teachers/ Educational Assistants (EA) need to become familiarized with the information on the IEP as they will be delivering the needs to the student.

3. Developing the IEP; information is consolidated, possible gaps are filled, and any form of discrepancies are resolved. The material is then summarized on the IEP.

2. Setting the Direction; a collaboration involving staff, parents, and sometimes the student take place in order to begin establishing a plan.

1. Gather Information; from the Ontario Student Record (OSR), insights from key persons, formal tests, classroom observations, & student work.

Gathering Information (Look fors...)

Student's Work; reveals strengths, needs and rates of progress.

Classroom Observations; classroom teachers and educational assistants can collect information about the student on a daily. Regarding how they interact with text, how they respond to new tasks, if they work best individually or in groups, their response to routines, and their reactions to environmental conditions (noise level and light).

Audio/Visual recordings

Interviews

Checklists

Anecdotal Notes

Formal Tests; an appropriate professional needs to be available in order for the tests to be administered.

Insight from key persons; it is valuable to gather information from individuals who have different perspectives of the student.

The Student

Other Professionals

Previous Teachers

Special Education Teachers

Principals

Parents

Educational Assistant

Classroom Teacher

From the OSR; a continually updated document for each student. Information within the OSR include; previous report cards, reports from teachers and other professional staff, medical information, and any other school history. Students previous IEP's can also be found here.