Individual Education Plan

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.

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

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

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).

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

Steps in the Process

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

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

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.

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.

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

What is on an IEP?

Reason for development of IEP

Student Profile

Relevant Assessment Data

Students area's of strength and needs

Subjects which IEP apply to

Reporting format

Accommodations for learning

Provincial Assessments

Spec. Ed Program

Human Resources

IEP Development Team

Transition Plan

Log of parent/student consultation

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

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

The plan must include;

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

Person or Agency
responsible for providing
assistance in completing
the goal

A time line regarding
when the goals will
take place.

The Principal;
typically the head
of the team.

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.

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.

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

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

Parents;
of the student being
discussed.

Mr. Pickett should;

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

Provide classroom observations,
which will show students daily
behaviours.

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

Parents Can;

Attend meetings

Communicate on a regular basis
with the student's teacher

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

Ask questions to clarify things

Ask for explanations
for things that are
unclear

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.