1. Developing Effective Individual Education Plans Presenter: Alison Morse, Easter Seals Ontario

2. Presentation Goals 1. To identify the parent role in Individual Education Plan (IEP) development 2. To identify elements of effective IEPs

3.  The session is only for one hour and questions are welcome  If I can’t answer your question today I will follow up with you after the Conference  I will not take any specific questions related to individual situations, although I may be able to talk to you after the end of the session, or by e-mail.

4.  All public schools are required to teach the provincial curriculum.  The provincial curriculum identifies the learning expectations for each component of each grade and course, that is, what the student will know at the end of each grade or course.  Students are required to have an IEP when their learning expectations will be different from the grade curriculum.

5.  Identification, Placement and Review Committee (IPRC) and Individual Education Plan (IEP) are both important and serve different purposes  Presentation will not discuss IPRC today other than as it relates to IEP  IPRC process is legislated through Regulation 181/98 and decides whether student is exceptional and determines their placement  When a student is identified as Exceptional the school board has a legal responsibility to meet the student needs  A student who has been identified as exceptional must have an IEP developed within 30 days

6.  Individual Education Plan (IEP) helps teachers and other staff to understand your child’s needs and provides a plan of how they can help the student to learn.  Individual Education Plan (IEP) is a written plan, “living working” document.  IEP is based on assessment of student strengths and needs  The IEP must be reviewed regularly and should change to reflect student progress.

7.  A student must have an IEP if the student has been identified through the Identification, Placement and Review Committee (IPRC)  An IEP may be developed if the student requires accommodations to access the curriculum; modifications to the grade curriculum; or an Alternative Program  An IEP is required if student has accommodations that will also be required for Provincial testing (Grade 3 or 6 or Grade 9 Math and Grade 10 Literacy Test)

8.  Your child’s strengths and interests  Feelings expressed by your child about school  Your thoughts about your child’s successes and challenges at school  Information about your child’s development and special needs  Any recent changes or challenges at home  Strategies and approaches used at home  Any reports from Doctors, therapists, specialists, child care providers  Special equipment or supports required by your child

9.  Reason for developing the IEP  Student Profile  IPRC information, including exceptionality, placement decision and most recent date  Subjects or courses to which the IEP applies  Elementary exemptions with rationale  For secondary students, course substitutions and attainment goal, Ontario Secondary Diploma, Certificate or Certificate of Achievement

10.  Relevant test or assessment results  Student’s strengths  Student’s needs  Student’s current level of achievement  List of Accommodations required to access the curriculum  Special Education Program  Student’s Annual Goals  Specific learning expectations for a Modified or an Alternative Program  Teaching and Assessment strategies  Human Resources  Health Support Services  Transition plans

11.  IEP should include a brief summary of relevant assessments as well as the source and date of the assessment  May include Educational Assessments, Professional Assessments from Speech- Language Pathologists or Occupational Therapists, Psychologists or Doctors  Parents should check carefully to make sure the most recent assessment information is included

12. Information SourceDateSummary of Results Educational Assessment November 2015Board Benchmark Assessments indicate that reading skills are at grade level. Written output is slow. Occupational Therapy June 2015Fine motor skills are significantly delayed. Writing aid and adapted equipment necessary for fine motor activities. Physiotherapy October 2015Gross motor skills significantly delayed. Diminished flexibility and postural support.

13.  The IEP student strengths and needs are based on assessment reports  There should be a direct link between the assessment information, the strengths and needs listed  The IEP should list student strengths, especially those that should be considered in planning to meet the needs.  A student may have a number of needs which should be documented. However, a few priority needs may be targeted at each report period.

14.  Reading: comprehension, expressive language skills (writing), word recognition skills  Communication: oral receptive expressive language skills, self-advocacy skills  Learning Skills: organizational skills, listening skills, attention skills  Behaviour: self-control skills, anger- management

15.  Accommodations are the strategies, supports and/or services that are required in order for the student to access the curriculum and demonstrate learning.  Accommodations do not alter the provincial learning expectations for the grade level.  An accommodation may include a FM system for a child that is hearing impaired or the Picture Exchange Communication System (PECS) for a non-verbal child.

16.  Instructional- Note taking Assistance; assistive technology, such as text to speech software; concrete/hands on materials; rewording rephrasing of information  Environmental –Alternative work space; strategic seating; quiet setting; Assistive devices or adaptive equipment  Assessment – Verbatim scribing; oral responses, including audio tapes; Assistive technology, such as speech-to-text software ( Page 29 of IEP Resource Guide (2004))

17. Instructional Accommodations Environmental Accommodations Assessment Accommodations Speech Generating Device Communication Book Laptop with modified large key keyboard Assistive writing aid Activity pacing, options for breaks in gym 4 Wheeled walker Velcro secured knee braces Customized chair Slant board Stand by supervision for safety in gym, hallways, schoolyard Speech Generating Device Communication book Assistive Writing Aid

18.  Modifications refer to the changes made to the grade level expectations for a subject or course to meet the needs of the student.  For core subjects, such as Math and Language, the expectations may be from another grade level (higher or lower).  For content subjects, such as Social Studies or History, the modifications may include significant changes to the number and/or complexity of the learning expectations.

19.  Alternative Learning Expectations refer to learning related to skill development in areas not represented in the provincial curriculum.  The learning expectations represent a specific program or course taught to the student.  For example, a Braille training program for a student who is Blind or Low Vision, Social Skills for students with Autism, or Self- Regulation for student with behaviour challenges

20.  Baseline Level of Achievement -usually from June Report Card  Annual Program Goals – what the student can reasonably expect to achieve in school year  Program for this term (semester): ◦ Learning Expectations – specific and measurable (from Ontario Curriculum for modified program) ◦ Teaching Strategies – to be used by instructor in classroom ◦ Assessment methods – how achievement will be measured

21. Subject or Course/Code or Alternative Skill Area Baseline Level of Achievement (usually from previous June report card) Prerequisite secondary course (if applicable): Letter/Grade Mark: Curriculum Grade Level: Baseline Level of Achievement for Alternative Skill Areas: Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of the school year (or semester) in a particular subject, course or alternative skill are. Learning ExpectationsTeaching StrategiesAssessment Methods

22.  Includes teaching and non-teaching  Type of Service – Special education resource teacher, teaching assistant, Speech-Language Pathologist, Physiotherapist, etc.  Frequency or Intensity for Board staff - number of minutes and sessions over what time period (weekly, monthly, etc)  Location – classroom, resource room, gym, school yard, etc.

23. Health services being provided in the school setting may include:  Nursing  Physiotherapy  Occupational therapy  Assistance with mobility  Feeding  Lifting and positioning  Catheterization or toileting  Medication administration

24.  Policy/Program Memorandum (PPM)156 requires documentation of supports for student transitions  May include activity to activity, class to class, grade to grade, school to school  Must include planning for life after high school (in the community, employment or post secondary education) starting at age 14

25. Transition Plan □ No □ Yes Long Term Goal(S) To independently and consistently communicate clearly in both academic and social situations during the school day as preparation for increased expectations for a full rotary schedule in the Intermediate Division and Secondary School. ActionsPerson’s Responsible for Actions ActionsTimelines

26.  IEP must be reviewed each term or semester  For a review within the school year there may be only minimal changes: ◦ New information about the student ◦ New courses at secondary schools ◦ New or changed special education program for the term based on assessment results  For new school year, review must reflect new grade and subjects, as well as any new information about the student

27.  Parent role in IEP Development and Monitoring  Parents can provide information about the child’s strengths and needs, including relevant reports  Parents can provide information on strategies that help the child at home  Parent to sign and provide feedback on the Parent Consultation form  Parents can monitor the IEP implementation and provide feedback on what is working or creating challenges Note: Principal is responsible for IEP development and for signing finished document

28. Log of Parent/Student Consultation and Staff Review/Updating DateActivity (Indicate parent/student consultation or staff review) Outcome Involvement of Parent/Guardian or Student □ I was consulted in the development of the IEP □ I declined the opportunity to be consulted □ I have received a copy of this IEP Parent/Guardian and Student Comments: SignatureDate

29.  Key Ministry of Education Resources  Regulation 181/98 For the Identification, Placement and Review Committee Process  Individual Education Plan (IEP) A Resource Guide (2004)  Planning Entry to School A Resource Guide (2005)  Shared Solutions A Guide to Preventing and Resolving Conflicts Regarding Students with Special Education Needs (2007)  School Board Resources:  Parent Guide to the IPRC  Special Education Report  Program Brochures or Guides

30.  Parents need to be informed about:  Student strengths and needs  Special Education resources and processes  Parent Role in the IEP  Parent’s Rights and Responsibilities Parents can work with educators to support student success:  By sharing their extensive knowledge of the child  As the liaison which links all of the service providers  Collaborating to build dynamic and appropriate programs for exceptional students.

31.  Contact Information: Alison Morse e-mail to amorse@easterseals.orgamorse@easterseals.org  Easter Seals Kids at School Website: www.education/easterseals.org www.education/easterseals.org  Ministry of Education Website: www.edu.gov.on.ca www.edu.gov.on.ca Thank You!!!