2.9 Individual Education Plan (IEPs)

Regulation 181/98, “Identification and Placement of Exceptional Pupils” states that principals are required to ensure that an Individual Education Plan (IEP) is developed for each student who has been identified as exceptional by an Identification, Placement, and Review Committee, within 30 school days of the student being placed in a special education program.

An IEP is a written plan of action prepared for a student who requires accommodations and/or modifications of the regular school program. It is a working document which describes the strengths and needs of an individual exceptional pupil, the special education program and services established to meet that pupil’s needs, and how the program and services will be delivered. The IEP is a tool to help teachers monitor and communicate the student’s growth. Appendix 2.9.1 includes the most recent draft of the IEP for the District.

An IEP will be developed and reviewed annually for all identified pupils and may be developed for non-identified pupils with special needs. In addition, a review of the IEP may occur more frequently if requested by the School-based Team, IPRC or the parent.

An IEP should be based on a thorough assessment of the student’s strengths, interests, and needs. It should identify specific goals and expectations for the student. The special education program and services the IEP describes should be modified as necessary by the results of continuous assessment and evaluation.

Regulation 181/98 stipulates that:

· The board shall promptly notify the principal of the school at which the special education program is to be provided of the need to develop an individual education plan for the pupil in consultation with the parent and, where the pupil is 16 years of age or older, the pupil.

· 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.

· 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. In developing a transition plan, the principal shall consult with such community agencies and post-secondary educational institutions as he or she considers appropriate. The transition plan is not required for a pupil identified solely on the basis of giftedness.

· In developing the individual education plan, a collaborative approach is used and the principal shall ensure:

a) consultation with the parent and, where the pupil is 16 years of age or older, the pupil; and

b) any recommendations made by the committee (IPRC) regarding special education programs or special education services are taken into consideration.

· 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 a pupil and, where the pupil is 16 years of age or older, the pupil.

· The principal shall ensure that the individual education plan for a pupil is included in the pupil’s Ontario Student Record (OSR), unless a parent of the pupil has objected in writing.

· The IEP will be reviewed and updated at each reporting period.

Transition Plan for Students 14 or over

Exceptional students age 14 and older have a transition plan as part of their Individual Education Plan, either through their “Annual Education Plan” or, if their disability is moderate to severe, as a separate support document (See Appendix 2.9.2).

Processes for Dispute Resolution Regarding the IEP

Collaboration is important to ensure that the members of the team have a common understanding of the student’s strengths, interests, and needs. Each individual will bring important information to the IEP development process, lending a perspective that will add to the team’s collective understanding of the student and the kind of instruction and support necessary to facilitate the student’s learning. Parents are strongly encouraged to actively participate in the development of the IEP.

As outlined in “Steps to Success” (See section 2.3.2), communication with parents is important at every stage of the process. In the rare situation that the on-going collaboration does not resolve disputes, the following steps are followed:

· the classroom teacher talks with the parent;

· if no resolution, the teacher, Principal and/or resource teacher talk with the parent;

· if no resolution, the Co-ordinator of Special Education may be asked to talk with the parent

· if no resolution, the Superintendent of Special Education may be asked to talk with the parent.

Plan for Implementing the Ministry of Education Standards for IEPs

In 2000, the Ministry of Education completed “Standards for Individual Education Plans”. The Lambton Kent District Board of Education developed a plan to ensure compliance with the standards by September, 2001.

October, 2000 - Meeting with Ministry to present standards; presentation to SEAC re standards

November, 2000 - Meeting with Western Region to discuss plan of action . Gap analysis between current IEP and requirements of standards

December, 2000 - Revision of current IEP to meet standards

March-April, 2001 - In-service of staff on draft IEP at local level

April, 2001- In-service of Board staff by Ministry at regional level

April, 2001 to June 2001 - Revision of IEPs for students with ISA claims. Use of new IEPs for newly identified students and during reviews . Feedback on audit from Ministry

September, 2001- Use of new IEPs for all students

September, 2002-03 - Continue to evaluate and review current IEP

January, 2003 - Sixty IEP’s were submitted to the Ministry of Education for audit.

Spring, 2003 - Update and incorporate recommended changes for September, 2003.