nurse) required;Relevant information from assessments or reports supporting the need for an IEP;Information about what the student has achieved and is working on;You know your child best and have valuable information that can be used to guide the development of the IEP, such as:How your child learns best (learning style) and strategies you have found helpful when teaching your child;Reports and recommendations from professionals or agencies working with your child;Your child’s strengths, interests, talents and abilities;You must be consulted in the development of the IEP;Inform the school of your desire to have input into the IEP;Organize your documents prior to the IEP meeting, such as assessments and program notes, so they are readily available;Remember that the IEP focuses on one school year at a time and will change as your child learns and grows;The IEP is a working document designed to be reviewed and updated at least at every reporting period. Examples of alternative programs may include: social skills, self-help/personal skills and/or personal care programs. An IEP is considered a “working document”, as it is revised and changed throughout the year in response to the student’s progress and needs.• Collaborate with in-school team of teachers and administrators and other education professionals who are involved with the student.• Establish set meeting times for IEP collaboration with staff – often at the beginning of the year and prior to reporting periods for revisions.• Collaborate with student and parents/guardians – Set a meeting.• Use assessment data (teacher-based and professional, if available).• Do not include the specific expectations items of the regular grade curriculum on the IEP, if the student will be working at the grade level with accommodations.• Revise IEPs at each reporting period or when goals need to be altered.• Collaborate with other teachers, including the special education resource teacher.• Develop a schedule and tracking process to ensure that IEP modified expectations are being addressed each day.• Assess regularly and re-establish student goals once existing ones are obtained.• Communicate regularly with parents/guardians and consider a communication system.

The Individual Education Plan (IEP): A Resource Guide. Other students who are not formally identified as exceptional may also have an IEP, as determined by student needs in consultation with the in-school team and parents/guardians. A five-step process is recommended. Alternative programming is individualized and documented on a student’s IEP. Current level of achievement provides the basis for goal and expectation setting. The IEP samples are designed to provide content to inform the collaborative development of IEPs The samples are not intended to be copied but are being shared to help provide examples of information and wording that can be used to plan effectively for students with special education needs. Modifications are documented on the IEP and in elementary schools for language and math often utilize curriculum of a different grade level. Standards. IEPs are retained in a student’s Ontario School Record (OSR).Accommodations: Specific and individualized instructional, environmental and assessment strategies, required for a student to meet curriculum expectations for a grade/course. IEPs can be put into place as the need indicates. Alternative programming goals are assessed, communicated at reporting periods and regularly revised. The information is for parents/guardians/guardians, teachers and the public. The IEP box is marked only when the student is working on modified programming of the indicated subject. This revised resource guide is based on information gathered between 2001 The Provincial Report Card is used in all publicly-funded schools in Ontario. document.

EQAO distributes guidelines yearly, regarding the permitted accommodations.Alternative Program: In response to a student’s need, individualized alternative programming is developed and taught for the acquisition of knowledge and skills that are not part of the Ontario curriculum. The text is structured according to the five phases of the IEP process, as shown in Figure 2, on page 10. Parents play an important role in the development of the IEP for their child and are invited to participate in the process. The Individual Education Plan (IEP) is an active, working document designed to help a student be successful. The following information can help make that happen:Relevant medical or health information about the student as well as any specialized health support services (e.g. Current level of achievement must be reported as part of modified and/or alternative program plans on IEPs for students who are not utilizing the Ontario curriculum. Education Quality and Accountability Office (EQAO): A provincial agency that provides province wide examinations for students in grades 3, 6, 9, and 10 for the purpose of collecting information and statistics about annual student achievement. Examples of alternative programs may include: social skills, self-help/personal skills and/or personal care programs. There are some components of the IEP samples which will be new for school boards and are based upon the consultation that took place to inform the samples. Assessment Methods: Part of modified and alternative IEP programming that indicates how each specific learning expectation will be assessed.

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