An Individual Education Plan (IEP) is a written plan that describes special education programs and/or services for a student. It is based on a student’s profile of strengths and areas for growth. This will be developed in consultation with the parent/guardian/caregiver and with the student, where appropriate. All IEPs must comply with the requirements that are set out in Reg. 181/98 and implement the policies in Ministry documents (see below).
An IEP is developed for any student who has been identified exceptional by an Identification, Placement and Review Committee or when the principal, in consultation with members of the In-School Team (IST) and/or School Support Team (SST) feel your child needs additional support to achieve his or her learning expectations. Both the IST and SST help develop action plans and strategies based on the student’s learning strengths and areas for growth.
An IEP may include modified and/or alternative learning expectations along with accommodations. Modifications are changes made to the Ontario Curriculum to what the student is expected to learn in a particular subject. Alternative expectations are for areas not represented in the Ontario Curriculum. Accommodations are changes made to the learning environment, how the teacher instructs or assesses your child, but without changing the curriculum. They may also include the use of assistive technology or special equipment that helps your child learn and/or demonstrate their learning.
IEPs are developed within 30 days of a student being placed in a special education program. Parents and students, where appropriate, are consulted in the development of the IEP and get a copy. IEPs are reviewed and updated at least once every reporting period.
IEPs include plans for helping your child make transitions in their education. Transition plans are considered for ALL students who have an IEP and developed when needed (Refer to PPM 156). These may include a student transitioning from activity to activity within a classroom or between locations within the school. More complex transitions might involve changes to students’ pathways in terms of location, school and/or program and may require significant support from adults.