Individual Education Plans - Bruce Grey Catholic District ... · Individual Education Plans . ... Marching to Different Drummers (ASCD, 1998, p. 2) ... different, she spoke differently

Special Education Review Plan 2009 Bruce-Grey Catholic District School Board

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Part 10

Individual Education Plans


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Individual Education Plans (IEPs)

What was the Board’s Plan for implementing the Ministry’s standards for IEPs?

In response to the results of the 2002 IEP Review, and the June 2003 Deputy Minister’smemorandum to Directors of Education regarding the results of the 2003 IEP Review, please findenclosed a copy of the presentation used to address the quality improvement plan for responding tothe results of the IEP Reviews. The Bruce-Grey Catholic District School Board organized a workinggroup to design a new template based on the Ministry of Education’s IEP. The new IEP addressedthe recommendations received in our IEP Review. Input was received and provided for allPrincipals and Resource Teachers in September 2003 and an implementation plan was established.The new IEP was shared with trustees and SEAC.

Presentations based on “The Individual Education Plan (IEP) - A Resource Guide, 2004" wereshared with S.E.A.C., Principals, Trustees, and School Staff.


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Powerpoint Presentation __________________________________________

Individual differences have intrigued and challenged educators for centuries.

On the one hand, the understanding and application of this concept motivates ourprofession.

On the other hand, practical responses to individual differences have almostentirely eluded us.

Pat Burke Guild and Stephen Garger, Marching to Different Drummers (ASCD, 1998, p. 2)

____________________________________________

AGENDA FOR IEP PRESENTATION- Elementary Staff

1. Reflection: Belonging2. Purpose: Reasons for the development of an Individual Education Plan (IEP)3. Components of an IEP

• Student Profile• Assessment Data• Student’s Strength • Student’s Needs• Subjects, Courses, or Alternative Programs• Accommodations• Annual Program Goals• Learning Expectations• Teaching Strategies• Assessment Methods• Author’s• Transition Plan• Implementation and Monitoring• Evaluation• Signatures

____________________________________________


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BELONGING

One day a girl moved to a new community and so to a new school. She felt different, she lookeddifferent, she spoke differently - she could even speak a different language. All the boys andgirls looked at her and were very quiet.

"It will take some time to get acquainted," said the teacher. But days passed, and it didn'tchange. No one asked her to eat lunch with them, no one asked her to join in the games. No one askedher to visit after school, or walked home with her. No one asked her to birthday parties. Shewas very lonely.

"It's because I'm different" she said to her mother. "How can I be like everyone else?"

The teacher was the only one who noticed how sad she was. One day the teacher looked out ofthe window at the snow. "Who will help me catch snowflakes?" she asked.

Everyone wanted to help. Then they looked at the snowflakes through a big magnifying glass,and saw the many beautiful designs.

"See if you can see any two alike," suggested the teacher, but no one could. "They are alldifferent," said the children. Everyone is just like itself.

"Like kittens" said one girl, "all our kittens are different." "And puppies," said someone. "Andfingerprints," said someone else. "And people too, it's more fun that way."

"Yes," said the teacher, "wouldn't it be confusing if we all looked alike? God made us differentso that we can all be just especially ourselves."

"Yes, we're all different," said someone, and smiled at the little girl.

When she went home that night, the girl walked with her head held high, "I'm not just different.I'm special," she said to her mother with a smile. ____________________________________________


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REASONS FOR DEVELOPMENT OF IEP pg. 7, A Resource Guide 2004

• Regulation 181/98 requires that an Individual Education Plan be developed for every studentidentified as exceptional by an Identification, Placement, and Review Committee (IPRC).

• In addition, a school board may develop an IEP for students who have not been identified asexceptional but require special education programs/services. This would include:- students who are to be assessed using modified expectations for reporting on the provincial

report card and/or alternative expectations on an alternative report form; and/or- students who regularly require accommodations for instructional, environmental, or

assessment situations (not provided to the general student population pg. 6)____________________________________________

REASONS FOR DEVELOPMENT OF IEPsee pg. 8 for sample checklist

The first section of the Individual Education Plan requires that the reason for the development ofan IEP be identified

There are two possible reasons:• The student has been identified as exceptional by an IPRC• The student has not been formally identified but requires special education program/

services including modified or alternative learning expectations and/or accommodations inorder to be successful

____________________________________________

IEP PROCESS - A TEAM APPROACH(P,CT,SERT, EA, Other Professionals, Student, Parent)

5 Phasespg. 9

Regardless who is coordinating the IEP process, decisions related to program planning should bemade by the individual who teaches the student and prepares the report card – usually theclassroom teacher.

The classroom teacher is responsible for instructing the student and assessing the student’sknowledge and skills in relation to his or learning expectations, including any modified oralternative expectations.____________________________________________


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STUDENT PROFILE

This section of the IEP provides information about the student:• Personal identification• School information• IPRC Date and Exceptionality, if applicable pg. 21• IPRC placement decision, if applicable• Information if the parents have waived the annual review

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ASSESSMENT DATA

Information in this section should be directly related to the reasons that give rise to the need forspecial education programs and services. Examples of possible sources include: medical/healthassessments (vision, hearing, physical, neurological), speech/language assessments,occupational/ physical therapy assessments, behavioural assessments, and psychologicalassessments. A current educational assessment may also be included as an additionalinformation source.

A summary of the assessment results should be listed in a brief statement. Specific scores arenot required but a reference to “See the OSR” is not adequate. Possible examples include:

• Report supports a diagnosis of learning disabilities• Report affirms average cognitive functioning • Information indicates a mild to moderate hearing loss• Report finds significant area of need in expressive language skills

____________________________________________


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STUDENT’S STRENGTHSpg. 23

• It is as important to identify a student’s strengths as it is to determine needs• Strengths should identify areas where the student has effective learning skills• Strengths should also include information on learning modalities or styles and lead to the

development of successful strategies and accommodations that would maximize the student’sability to learn

pg. 24

• Areas of need should be drawn directly from the assessment data• The identified exceptionality should be evident in the student’s areas of need• For most exceptionalities the needs do not change significantly over time____________________________________________


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SUBJECTS, COURSES, or ALTERNATIVE PROGRAMSpg. 25

• Prior to completing this section, all subjects/courses and alternative programs, for which thestudent will receive instruction, should be sorted into the following organizing groups.

• All subjects/courses that require accommodations and/or modified expectations and allalternative programs must be listed on the IEP. Each must be identified as Modified (MOD),Accommodated only (ACC), or Alternative (ALT)

____________________________________________

ACCOMMODATED ONLYpg. 25

• (ACC) • Refers to subjects/courses from the Ontario curriculum that require accommodations only for

the student to access the regular grade expectations____________________________________________

MODIFIED

• (MOD)• Refers to subjects/courses from the Ontario curriculum that require the development of

modified expectations that differ from the regular grade expectations. The student mayalso require specific accommodations for these subjects/courses

• Generally, in language and mathematics, modifications involve writing expectations basedon the knowledge and skills outlined in curriculum expectations for a different grade level. In other subjects, including science and technology, social studies, history, geography, andhealth and physical education, and in most secondary school courses, modifications typicallyinvolve changing the number and/or complexity of the regular grade-level expectations.

____________________________________________

ALTERNATIVE

• (ALT)• Refers to programs that assist students to develop skills/knowledge (usually coded as “K”

courses in secondary schools) and that require alternative expectations that are not includedin the Ontario curriculum. Examples of alternative programs include: speech/language,anger management, orientation/mobility, and personal care programs

____________________________________________


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ACCOMMODATIONSpg. 28

• “Accommodations described in the IEP should include only those strategies and supportsthat differ from what is normally provided during classroom instruction. Allaccommodations documented in the IEP must be made readily available to the student.”

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TYPES OF ACCOMMODATIONSpg. 29

• Instructional Accommodations refer to changes in teaching strategies that allow the studentto access the curriculum

• Environmental Accommodations refer to changes that are required to the classroom and/orschool environment

• Assessment Accommodations refer to changes that are required in order for the student todemonstrate learning.

____________________________________________


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• Information on the student’s progress in subjects or courses identified as “accommodatedonly” must be recorded on the Provincial Report Card.

• It is not necessary, nor is it advisable, for the IEP box to be checked or for the statementregarding modified learning expectations to be included”.

pg. 46 ____________________________________________

CURRENT LEVEL OF ACHIEVEMENT

• For current level of achievement, the mark or letter grade from the most recent ProvincialReport card for each subject or course with modified expectations must be recorded, and thegrade level of the expectations that were assessed must be identified.

• For a student in Grade 5 (June Report)Lang Letter Grade/Mark C+

Curriculum Grade Level 3____________________________________________


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ANNUAL PROGRAM GOALpg. 31

The annual program goal is a goal statement that describes what a student can reasonably beexpected to accomplish by the end of the school year in a particular subject, course or skillarea. Annual program goals need to be expressed as observable, measurable achievements. Forexample: In language, Jessica will be able to read with comprehension and follow instructionsat level 3 of the Grade 4 program.____________________________________________


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LEARNING EXPECTATIONSpg. 32

• Learning expectations indicate, by reporting period, the knowledge and/or skills the studentis expected to demonstrate independently and have assessed

• The minimum requirement is the recording of the learning expectations for the first reportingperiod

• Subsequent learning expectations must be added at the beginning of each reportingperiod

• Learning expectations are to be written in such a way that the student and parent canunderstand exactly what the student is expected to know or to be able to do. The grade levelof the learning expectations must be identified in the IEP.

____________________________________________


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ACCOUNTABILITY/RESPONSIBILITYpg. 42

“Both the date on which the student begins his/her placement in a special education program andthe completion date of the IEP development phase must be recorded on the IEP”____________________________________________


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Bruce-Grey Catholic District School BoardIndividual Education Plan

Reason for Development of IEP

F Student identified as exceptional by IPRCF Student not formally identified but requires special education program/services including modified/

alternative learning expectations and/or accommodations.

Student Profile

Name: Gender:Student ID: Date of Birth:School: Principal:Current Grade/Special Class: School Year:Most Recent IPRC Date:Exceptionality:

Annual Review Waived by Parents:IPRC Placement Decision: Date:

Reason:

Assessment DataList relevant educational, detailed medical/health (hearing, vision, physical, neurological), psychological,speech/language, occupational, physiotherapy and behavioural assessments.

Information Source Date Summary of Results

Student’s Strengths and NeedsAreas of Strength Areas of Need

Specialized Health Support Services/Personal Support Requires F Yes (List Below) F No


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Subject, courses or alternative programs to which the IEP applies: identify each as Modified (MOD),Accommodated only (ACC), or Alternative (ALT)

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Elementary Program Exemptions or Secondary School Compulsory Course SubstitutionsF Yes (Educational rationale required) F No

Complete for secondary students only: F Ontario Secondary School DiplomaStudent is currently working toward the F Ontario Secondary School Certificateattainment of: F Certificate of Accomplishment

Accommodations(Assume common to all subjects unless indicated

InstructionalAccommodations

EnvironmentalAccommodations

AssessmentAccommodations

Individual Equipment F Yes (List Below) F No


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Accommodations and Exemptions for Provincial AssessmentsAccommodations: F Yes (List Below) F No

Exemptions: F Yes (List Below) F No

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative programs withalternative expectations.

SUBJECT/COURSE/ALTERNATIVE PROGRAM

Current Level of Achievement:(Describes starting point for plandevelopment)

Current Level of Achievementfor Alternative Program

Letter Grade/Mark

Curriculum Grade Level

Annual Program Goal(s): A goal statement describes what a student can reasonably be expected toaccomplish by the end of the school year in a particular subject, course or alternative program.

Learning Expectations(Knowledge and/or skills to beassessed by reporting period,

including Grade Level)

Teaching Strategies(List only those that are differentfor this student and specific to

the learning expectations for thesubject/course/alternative program)

Assessment Methods(For expectations for

each reporting period)


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IEP Developed by:Sources Consulted in th Development of theIEP: (check)

Staff Member Position G IPRC Statement of Decision (if applicable)

G Provincial Report Card

G Previous IEP

G Parents/Guardians

G Student

G Other Source

Date of Placement in Special Education Program: (select appropriate option and provide date)

F 1) First day of attendance in new special education program.F 2) First day of th new school year or semester in which the student is continuing in a placement.F 3) First day of the student’s enrolment in a special education program that he/she begins in mid-

year or mid-semester as a result of a change in placement.

Date of Placement:

Completion Date of IEP Development Phase:(Within 30 school days following the Date of Placement)

Transition PlanFor students who are 14 years of age or older; unless solely identified as gifted.


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Transition Goal

Specific Goal(s) for Transition to Postsecondary Activities

Actions Required Person Responsible for Actions Timelines

Implementation and MonitoringHuman Resources (Teaching/Non-Teaching):

Service Initiation Date Frequency or Intensity location

Evaluation

Reporting Dates:

Reporting Format: (please check) F Provincial Report Card F Alternative Report(Required if student has modified expectations and/or accommodations only)

Log of Parent/Student Consultation and Staff Review/Updating

Date Contacted By Activity(Indicate Parent/Student

Consultation or Staff Review)

Outcome

The Principal has the legal requirement to implement and monitor the IEP.

The plan has been developed according to the Ministry’s standards, addresses th student’s strengths andneeds, and the learning expectations will be reviewed and student progress monitored at least once every


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reporting period.

Principal’s Signature: _____________________________________ Date: ________________________

Parent/Guardian/Student InvolvementF I was consulted in the development of this IEPF I declined the opportunity to be consulted in the development of this IEPF I have received a copy of this IEP

Parent/Guardian/Student Comments:

Parent/Guardian Signature: ________________________________ Date: ________________________

Student Signature: _______________________________________ Date: ________________________

Please return 1 signed copy to the School.

Documents

Individual Education Plans - Bruce Grey Catholic District ... · Individual Education Plans . ... Marching to Different Drummers (ASCD, 1998, p. 2) ... different, she spoke differently