1. Developing Effective IEPS
Slide Deck No. 3
Ministry of Education, 2009
PUT TITLE HERE

2. Developing More Effective IEPs
This deck takes the information garnered from the Provincial Individual Education Plan (IEP) Collaborative Review to share ways on how to improve IEPs. Special emphasis is placed on the program section of the IEP to demonstrate how to make the learning expectations in the IEP ‘measurable and observable’. Actual wording from school board IEPs is used to support discussion. The deck has a number of hands-on activities. It also includes links to ministry resources as well as other related websites.
This slide deck is number two in a series of four that can be used to support professional learning. Although the presentations are partially sequential in nature you are welcomed to use them in their entirety, in any order or ‘cut and paste’ to fit the needs of your audience. The series of slide decks include:
No. 1-Knowing Your Students
No. 2-Individual Education Plans (IEPs) 101
No. 3-Developing More Effective IEPs
No. 4-Collaborating for Better IEPs

3. Goals of the Presentation
Collaborative review model
Highlight connections
- within the IEP
- among the IEP, evaluation and reporting to parents
Focus on student achievement
Enhance competence and confidence in writing measurable learning expectations

4. Collaborative Review Model
To support the development and implementation of better IEPs, a collaborative review was implemented in all of the school boards in the province.
Each school board submitted:
10 IEPs (5 elementary and 5 secondary, June 2006)*
10 IEPs (5 elementary and 5 secondary, September 2007)*
10 report cards (5 elementary and 5 secondary, June 2006)*
Based on the review each school board was given an individual report to support professional learning. As well, provincial trends were noted and shared with all of the participating school boards.
Discuss your school board’s review results and initiatives to improve IEPs.
* There was no direction given to the schools board regarding the selection process except that they were from the same10 students.

5. Key Elements of the Review
Template
Assessment Data
Areas of Strength and Areas of Need
Accommodations
Program Section
Transition Plan
Parent/Student Consultation
Link to Provincial Report Card
This slide deck will follow the same sequence as the review, looking at each section of the template.
Examples used for activities in the deck are actually taken from the IEPs that were submitted for review.

6. Key Connections within the IEP
Assessment Data →
Areas of Strength and Areas of Need →
Accommodations
Program Section
Baseline Level of Achievement →
Annual Program Goal →
Learning Expectations
The IEP should have a common thread through all of its components. The information in each section should build on the information in the section prior.
When you read an IEP, can you:
see the student?
understand his/her strengths and needs?
articulate the student’s learning plan?
assess that the learning has occurred?

7. Template – What we looked for
Content consistent with Individual Education Plan Standards
Logical sequence – assessment data → areas of strength and need → accommodations → program section
Clear language easily understood by parents and older students
A cohesive template improves the flow and content of the IEP and enhances it as an effective tool for planning, communication and accountability.

8. Template – What we found
One third of samples – capacity to be populated with required information
Two thirds of samples – sections missing; no logical sequence; extraneous/ redundant entries → lack of clarity and readability
The language in the IEP needs to be clear, precise and user-friendly for educators, parents and students.
It is important for school boards to work with IEP template engine providers with whom they have existing contracts to ensure that the template can be populated with the required information.
The provincial electronic template is available to all school boards can be used as a comparison (see website slide for the link).
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.

9. Knowing Your Students Personalization is….
Knowing where they are at in their learning
Knowing where they need to go in their learning
Knowing how to get them to where they need to go in their learning
See Slide Deck No. 1 Knowing Your Students.

10. Knowing Your Students Continuous Assessment Process
The assessment process is multi-disciplinary and occurs in a continuous cycle that is fully integrated in to the teaching-learning process
Accurate assessment and evaluation are critically important to teachers who are committed to enhancing student achievement for all students, including those with special education needs
Refer to Education for All, K-6 (2005) pp
See Slide Deck no. 1 for approved wording.

11. Assessment Data – What we looked for
Current and relevant assessment information, e.g., behavioural, psycho-educational, educational, medical/therapy, as appropriate
Succinct results in plain language
Documentation of need for special education program and/or services in IEP
Educational testing by the classroom teacher and/or resource teachers is the core of this section.
This testing can be complemented by assessments completed by psycho-educational, and medical/therapy professionals.

12. Assessment Data – What we found
Variable quality
Some samples– limited to diagnosis
Other samples – too detailed; too many entries
Dated assessments
Unnecessary inclusion of specific sub scores and percentile scores
Notable lack of educational assessment data
The information recorded in this section should support the rest of the document and therefore should contain language that informs program planning.
In addition to using terms such as Autism Spectrum Disorders (ASD) or Learning Disabilities (LD), the information should be directly related to the reasons that give rise to the need for a special education program/service.
Information should be in plain language, rather than using percentiles or scaled test scores.
This section should contain a succinct summary of the assessment information that will set the stage for the rest of the IEP.
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.
See Individual Education Plan (IEP) A Resource Guide (2004) pp

13. Activity: You decide – yes or no?
Canadian Achievement Test (CAT 3) 2002
Math: 69th %ile; Total language: 69th %ile; total battery: 86th %ile
Speech and language assessment 2005: Severe receptive language delay; moderate expressive language delay
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion regarding their appropriateness/usefulness.
First bullet-No
Second bullet-Yes
Discuss

14. Pediatrician 2004: suspects one or several learning disabilities
You decide – yes or no?
Pediatrician 2004: suspects one or several learning disabilities
Psychological assessment 2002: overall cognitive ability within average range; average visual memory/visual learning skills; very weak verbal memory/verbal learning skills
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion regarding their appropriateness/usefulness.
First bullet-No
Second bullet-Yes
Discuss

15. You decide – yes or no?
_____Child Development Clinic 1999: Confirms diagnosis of Autism Spectrum Disorder
Psychological Assessment 2005: Autism Spectrum Disorder with evidence of severe difficulty in the areas of oral communication, social interaction and self-control
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion regarding their appropriateness/usefulness.
First bullet-Okay
Second Bullet-Better
Discuss

16. Areas of Strength and Areas of Need What we looked for
Consistency with assessment data
Areas of strength – focus on preferred learning style/modality, processing skills and/or previously acquired learning skills, e.g., visual memory skills
Areas of need – focus on broad cognitive and/or processing challenges or skill deficits, e.g., organizational skills
Brainstorm possible statements of areas of strength and need.
Discuss
See slide Deck No. 2. IEPs 101

17. Areas of Strength and Areas of Need What we found
Many areas of strength – appropriate
Some – do not describe student as a learner, e.g., likes board games; supportive parents; athletic and has a job
Some areas of need – appropriate
Others – include accommodations, i.e., need for program or personnel
Often too many entries
These statements should reflect the student’s learning strengths and needs. They should not include need for specific program/equipment or personnel.
See Individual Education Plan (IEP) A Resource Guide (2004) pp
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.

18. Accommodations – What we looked for
Key strategies, supports, individual equipment/technology that enable student to learn and demonstrate learning
Logical flow from areas of strength and areas of need
Accommodations unique to individual student
Accommodations for EQAO testing

19. Accommodations – What we found
Accommodations unique to individual student in some cases
Others – generic, e.g., practice; praise; dictionary
Many – too numerous or redundant
EQAO information not consistently provided
Over 60% of secondary IEPs – accommodated only
Be sure that accommodations are not too numerous or generic.
The accommodations listed should only include those strategies/supports that are different to what is generally provided.
See Individual Education Plan (IEP) A Resource Guide (2004) pp and also look at the EQAO website for a list of accommodations that are acceptable for specific provincial standardized tests.

20. Activity: Strength, Need or Accommodation?
Visual learner
Social skills
FM equipment
Expressive language skills – writing
Braille
Anger management skills
Use of a computer with spell-check
Buddy/peer tutoring
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion.
Visual learner - strength
Social skills - strength or need
FM equipment - accommodation
Expressive language skills, writing - strength or need
Braille - accommodation
Anger management skills - strength or need
Use of computer with spell check - accommodation
Buddy/peer tutoring - accommodation

21. Link between the Ontario curriculum and the Provincial Report Card
Program Section
Core of the IEP
Link between the Ontario curriculum and the Provincial Report Card
Plan for student achievement → accountability to parents
Classroom teacher is key
Educators state that this is the most challenging section of the IEP to develop and implement.
The classroom teacher is key as it is the classroom teacher that must implement the strategies and assess the learning.
The development of the IEP is a collaborative process that should not be done in isolation.
See Slide Deck No. 4, Collaborating for Better IEPs

22. Program Section Components

23. Let’s Review Terminology
Modified – from Ontario curriculum
Alternative – not from Ontario curriculum, e.g., social skills; K courses, etc.
Modifications change the grade level expectations, complexity and/or number of curricular learning expectations.
See Slide Deck No. 2, IEPs 101
See Individual Education Plan (IEP) A Resource Guide (2004) pp

24. Current Level of Achievement
Starting point or benchmark from which to determine current annual program goal and measure future progress
Modified subjects/courses – letter grade/mark and curriculum grade level from previous June Provincial Report Card
Alternative skill areas – comment from previous June alternative report
Unchanged for duration of school year or semester
See The Individual Education Plan (IEP) A Resource Guide (2004) pp (Current Level of Achievement, Annual Program Goals, Learning Expectations). These examples are divided into the elementary and secondary panels.

25. Annual Program Goal
Clear indication of what student is expected to achieve by end of school year or semester
For language, mathematics and alternative skill areas – stated in observable and measurable terms
For other subject/course areas – stated in observable terms
See The Individual Education Plan (IEP) A Resource Guide (2004) pp (Current Level of Achievement, Annual Program Goals, Learning Expectations). These examples are divided in to the elementary and secondary panels.

26. Activity: Annual Program Goals Yes or no?
Increase understanding of text
Will complete 50% of the Grade 5 language curriculum in each of the four strands: oral communication; reading; writing; media literacy
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion regarding their appropriateness/usefulness.
First bullet: needs to rewritten in measurable and observable terms.
Second bullet does meet this requirement.
Discuss

27. Activity: Annual Program Goals Yes or no?
Will display more appropriate conduct during peer interaction
Will express anger and frustration without physical contact 8 out of 10 times, and without abusive language 5 out of 10 times
Bullet one: needs to be written in observable terms.
Bullet two: meets the requirement.
Discuss

28. Learning Expectations
Measurable performance tasks, leading to assessment/ evaluation/reporting by term
Modified subjects/courses – distilled by teachers from learning expectations of Ontario curriculum policy documents
Notation of curriculum grade level/course
Alternative skill areas – specific tasks
Revision by term
Learning expectations are the core of the IEP. They are performance tasks that will be used to:
assess the student
determine letter grades/marks
develop anecdotal comments for the report card.
Term means reporting period.
See Individual Education Plan (IEP) A Resource Guide (2004) pp (Current Level of Achievement, Annual Program Goals, Learning Expectations). These examples are divided into the elementary and secondary panels.

29. Learning Expectations What we found in the Review
Not written as measurable performance tasks
Modified – often general statements from Ontario curriculum policy documents
Alternative – often general statements
Inconsistent evidence of revision by term and curriculum grade level/course
Usually identified as area for improvement by boards
Copying statements from the Ontario curriculum is not sufficient as the these documents are not written in measurable terms. Without measurable learning expectations this makes it more challenging to assess student achievement and report effectively to parents.
To support the writing of observable/measurable learning expectations sample IEPs are available at:
The learning expectations should be reasonably attainable by the student.
These expectations need to be reviewed and revised in an on-going manner (at least once per term).

30. Activity: Learning Expectations Measurable – yes or no?
Increase ability to focus on required daily work and routines
Read a variety of texts from diverse cultures, including literary texts
Will watch speaker in small group for up to 3 minutes, 3 times a day
Will write a summary of at least 5 sentences in length for each chapter of Charlotte’s Web
The above statements were taken from the IEP review samples. The activity’s purpose is to facilitate discussion.
Bullet one: no
Bullet two: no
Bullet three: yes
Bullet four: yes
Discuss

31. Learning Expectations Measurable – yes or no?
Demonstrate an understanding of the passage of time
Bring completed homework and required materials to class 80% of the time
Express their thoughts and share experiences
Produce maps to show 10 popular tourist destinations and related transportation routes from the capital city in both China and Canada
Bullet one: no
Bullet two: yes
Bullet three: no
Bullet four: yes
Discuss

32. Secondary Schools “Let’s Talk!”
Modifications and secondary credits
K Courses vs. modifications
The role of the principal
Transition plan from elementary school
Transition plan from secondary school
Communication with parent(s)/student
Policy, myth and practice
This slide has been included for secondary audiences to facilitate discussion on some of the unique challenges faced in developing and implementing effective IEPs at the secondary level.
The only secondary requirements that cannot be modified are the OSSLT and the OSSLC. Decisions made regarding the modification of any secondary course and credits is determined by principal.
Decisions made regarding alternative programs and modifications must be clearly explained to the parents/student so that implications re: credits and graduation are understood.
Discuss any school board policies/protocols.
See The Individual Education Plan (IEP), A Resource Guide (2004)

33. Teaching Strategies What we looked for
Only teaching strategies different from those used with other students in class
If provided, alignment with each learning expectation
These are teaching strategies that lead to assessment. Again, it is imperative to have the direct link to the learning expectations.

34. Teaching Strategies What we found
Evidence of good teaching practice, but not unique and therefore unnecessarily recorded
Inconsistent alignment with each learning expectation
Avoid using generic statements. This creates unnecessary work for the teacher and does not improve the effectiveness of the IEP.
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.
See Individual Education Plan (IEP) A Resource Guide (2004) pp (Teaching Strategies and Assessment Methods)

35. Assessment Methods What we looked for
Variety of appropriate assessment methods
Alignment with each learning expectation
As students have a variety of leaning styles/modalities, it is important that the assessment methods are connected to them. Alignment with the learning expectations allows for a clear process for reporting to parents and with the provincial report card.

36. Assessment Methods – What we found
Variety of assessment methods generally included
Inconsistent alignment with each learning expectation
Over-reliance on ‘observation’ without checklist or rubric
See Individual Education Plan (IEP) A Resource Guide (2004) pp (Teaching Strategies and Assessment Methods)
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.

37. Transition Plan What we looked for
Plan for all students 14 years of age or older unless identified solely as gifted*
Long-range cumulative plan for transition to post-secondary activities
Collaborative involvement of student, parent(s), school and community partners
Collaborative transition planning helps to prepare students for the next step in their lives.
The transition plan section in the IEP is required to be developed for students aged14 and older (unless they are identified solely as gifted) and is focussed on planning for the student’s transition to postsecondary activities such as work, further education and community living.
*Note: PPM 140 Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD) provides specific direction for transition planning for students with ASD.

38. Transition Plan – What we found
Provided for most students, as required
Few entries
Generic
Address activities in secondary school instead of post-secondary activities
Inconsistent evidence of collaboration
Lack of evidence of detailed planning for students with significant challenges
The goal, as originally designed, was to establish a path beyond secondary school that involves effective planning by the school, the family and the community as appropriate.
For many parents with developmental disabilities, multiple exceptionalities and severe ASD, this plan is critical and needs to be updated as necessary and detailed.
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.
See Individual Education Plan (IEP) A Resource Guide (2004) pp

39. Parent/Student Consultation What we looked for
Evidence of parent engagement in IEP development process
Inclusion of student 16 years of age or older
Record of outcomes/feedback from parent/student
Involve parents/students as active participants in decisions related to the program and services. Parents/student should feel confident that their participation is valued.
The consultation log should:
include all action plans/amendments to the IEP; and
reflect parents’/students’ meaningful input.

40. Parent/Student Consultation What we found
Completed log not always provided
Minimal entries, e.g., IEP sent home
Parental feedback generally not recorded
Lack of evidence of student involvement
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.
See Individual Education Plan (IEP) A Resource Guide (2004) pp

41. Link to Provincial Report Card (PRC) What we looked for
IEP box on PRC checked for modified subjects/courses
Required statement from PRC Guide included for modified subjects/courses
Comments that reflect achievement of learning expectations in IEP
Reporting of achievement in alternative skill areas on PRC or alternative format
No indication on PRC if ‘accommodated only’
Achievement of the learning expectations in the IEP should be clearly reported on the provincial report card.
The IEP box should not be checked and the statement regarding modified learning expectations should not be included for subjects or courses that are accommodated only.
There needs to be a consistent process for reporting achievement in the alternative skills areas.
Discuss you school board’s/school’s for reporting achievement for alternative learning expectations.

42. Link to Provincial Report Card What we found
IEP box checked for modified subjects/courses
Required statement included
Comments on PRC not always related to learning expectations in IEP
Some – excellent alternative reporting formats
Others – no reporting of achievement in alternative skill areas
IEP box sometimes inappropriately checked if ‘accommodated only’
Discuss:
As appropriate, school board may wish to discuss the report results specific to this section.

43. Let’s Write Measurable Learning Expectations: Tips for Teachers
Whom are you teaching? – Know your student.
What should you teach? – Know your curriculum.
For whom are you writing? – For parents and older students; use clear language.
Refer back to knowing your students slides

44. Tips for Teachers (cont’d)
How many learning expectations for each modified subject and/or alternative skill area? – Decide on a reasonable number achievable for the term.
How do you modify curriculum?
Reach back or reach forward:
- grade level
- level of difficulty
- quantity
- complexity

45. Tips for teachers (cont’d)
How do you express a performance task in measurable terms? – Consider:
- describing the activity in specific terms
- delineating steps involved in concept or skill development
- including quantitative language
- specifying content and/or titles.

46. Remember
The IEP is a working document for planning, communication and accountability
Measurable learning expectations are the heart of the IEP
Measurable learning expectations → appropriate assessment/evaluation → accountability re achievement, and
Know your student

47. Supports for the Development and Implementation of Effective IEPs
Education Act, Regulation 181/98
Individual Education Plans: Standards for Development, Program Planning, and Implementation (2000)
The Individual Education Plan (IEP): A Resource Guide (2004)
IEP Collaborative Review 2006/07 Provincial Report: Common Trends
Provincial Electronic IEP Template (2007)
Shared Solutions A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs (2007)
Sample IEPs (2008/09)
LDAO parent/student IEP website (2009)
School boards may want to share their own policies, practices, guidelines, and resources that support professional learning related to IEPs.

48. Related Websites
Ontario Ministry of Education, Special Education
Sample IEPs -
IEP Template
EQAO Guide for Accommodations, a Special Provision and Exemptions
Special Education Advisory Committee Information Program