The IEP Process

Identification

Students with an identified special need must have an IEP unless little or no adaptations to materials, instruction or

assessment expected learning outcomes have not been modified student requires 25 or fewer hours of remedial

instruction by someone other than the classroom teacher, in a school year

If student does not have an identified special need they are not required to have an IEP but it is good practice to put in place a learning plan.

Identification Procedure

Categorical Response to Intervention

Teacher notices difficulty and refers the student for assessment

Multidisciplinary team completes assessment

Team meeting determines where students are eligible for services.

(Tier 1) Teachers are responsible for monitoring progress of all students.

(Tier 2) If students’ performance on measures used to monitor is markedly different from their peers they receive targeted group interventions that use research-based instructional strategies. Students’ performance must be measured regularly.

(Tier 3) If students’ performance is not improving they will be referred to the school based team and may require intensive, individual interventions or special education.

Identification and Assessment

School-based team If 2nd Tier of RTI is ineffective consult with school

based team Members

Principal, resource or LA teacher, classroom teacher, counselor

RoleClassroom strategy suggestions, identify and initiate

referrals for services and resources (community, district, or inter-ministerial), IEP development

If you need further information on your student Refer for extended assessment (psycho-educational,

behavioural, speech and language)Need informed consent, sensitive to cultural, linguistic,

and experiential factors, information readily usable for IEP, written report for student (when appropriate), parents, and staff

Planning

Write IEP (principal is responsible) Identify who is collaborating to support the student

- Involve parent and, when appropriate, student.- How will you support them in collaboration? - IEP Manual: Appendix 2

Identify realistic goals- Use information from the following sources to determine

where student is at: (1) Formal assessment, (2) informal assessment, (3) teacher grades this year and in previous years, (4) parent reports, (5) input from allied professionals

- Identify any adaptations, modifications

How To Write SMART Goals

Identify specifically (e.g. Math, Behavior) what needs improvement Consult the assessment information What are the greatest areas in need of

improvement?Get specific (Task analysis)Can break overall goals up into objectives

Objectives break goals down into manageable steps that can generally be accomplished within 6-8 weeks.

Writing Smart Goals for IEP

S pecificM easurableA chievable and action-oriented

R elevant and realisticT ime-related

S pecific

Goals should be …

Specific: Target areas of academic achievement, functional performance (behavior) to be taught

Answer the six "W" questions:- Who - is involved?- What - do I want to accomplish?- Where  - Identify a location.- When - Establish a time frame.- Which - Identify requirements and constraints. - Why - purpose or benefits of accomplishing the

goal.

M easurable

Goals should … Be reasonable and objective Describe what a student can accomplish

within a 12 month period Enable a teacher to assess the child’s

progress

You can make it measurable by…

Indicating a rate (e.g. 3 out of 4 times, 80% of the time, 5 minutes out of every 10, 75% success) When using a rate, be sure you can

specify and measure the whole part (e.g. 80% of any 15-minute observation)

Measurable Academic Goals

Measurable Behavior Goals

You can make student behavior measurable by … Defining the factors surrounding the

behavior-precipitating events, such as, "when asked to

work independently," or environmental factors, such as, "when dealing with female authority figures," or other patterns, such as "always after lunch," "in math class," "on the playground.“

Indicating a rate

A chievable and action-oriented

Goal should be .. Reasonable, and Realistic

-Is goal challenging but achievable within the school year? Consult assessment information:

-Is goal consistent with current performance and current rate of progress?

Feasible in terms of available resources Action-oriented – written with action verbs

R elevant and realistic

Goals should … Results-oriented Must be meaningful to the student

-Is it consistent with the vision for the student? relevant, reasonable

T ime-related

Goals should beTime-based, tangible - grounded within a

time frameEnable you to monitor progress at

regular intervals T can also stand for Tangible - When your goal is

tangible you have a better chance of making it specific and measurable and thus attainable.

Planning

Write IEP (principal is responsible) Identify who is collaborating to support the student

- Involve parent and, when appropriate, student. Identify realistic goals

- Use assessment information to determine where student is at

- Identify any adaptations, modifications Identify ways to help student reach goals

- Strategies, services, technology, instruction/intervention Measures for tracking achievement

- Assessment measures and accommodations Plan for transitions Plan for revisions

Services

Learning AssistanceSchool Counselling School Psychology ServicesSpeech-Language PathologyPhysiotherapy/Occupational TherapyHospital Education ServicesHomebound Education Services

Program Support and Implementation

Prior to program implementation Ensure understanding and support Ensure that all resources are in place and functional Develop a clear process for communicating the results

of strategies among teachers

Successful programming Sensitive to cultural, linguistic, experiential factors Is based on IEP Incorporates observation, assessment, evaluation to

validate and refine strategies Incorporates collaboration Introduce new strategies/routines in small steps and

observe effectiveness

IEP Review

IEP’s must be reviewed at least annually Parents are present, and, if appropriate, the

studentDiscuss assessments and observationsRevise goals, objectives, strategies, services,

and materialsRefer for new assessments and services if

necessaryRecord next IEP date

Conducting IEP review at the end of the year will help provide continuitiy

Evaluation

If expectations are adapted May use adapted evaluation techniques but these

should be listed in IEP Evaluations based on Ministry grading

If expectations are modified Evaluation is based on the extent to which the

modified expectations have been met.

Possible adaptations to tests

Pre-tape questions Present questions in the way they were taught Alter reading level of questions For fill in questions provide possible answers at bottom of page Use simple direct statements for directions Familiarize student with format Use oral and written directions Consider open-book test Make print large enough Make layout clean and simple Underline, highlight, bold key words Allow additional time Include marking Scheme Alternative format Provide Outline organization sheet

Progress Reports

All students should be provided with progress reports following the same schedule

In Grades 4-12 use may use a letter grade or a structured written comment

In Grades 10-12 if letter grades are not used, students will not receive a transcript, School Completion Certificate or Dogwood Certificate

All involved support professionals should also include written comments

Progress Reports Cont’d

If expectations are adapted Follow the same grading principles as you do with all

students

If expectations are modified Report the extent to which the modified expectations

have been met using: Performance scales, letter grades, written comments Indicate where expectations have been modified on

report card. This information will also be relayed to post-secondary institutions.