INDIVIDUAL EDUCATION PLANS WQSB RTN MARCH 2014

Lynn Webster, Cindy Smith, Lisa Falasconi Special Needs Consultants

IDENTIFICATION INFORMATION

Name Date of birth IEP date

Age Sept 30th ***

School Grade Program should be cross-referenced with the type of report card the student is issued

PLACEMENT FOR 2014-15

SPECIAL EXAM CONDITIONS

Ensure that students receiving BOARD or MELS conditions have a green sheet in the file!!! This should be verified/cross-checked with the special education print-out. NOTE: ONLY students with a diagnosed Learning Disability (Average cognitive potential with specific learning disability) qualify for BOARD/MELS SEC (special exam conditions) School approved conditions are determined internally but the student will need an IEP and will need to be coded an 01 monitor at least
Dont forget to make sure that the student is using this support throughout the school year and not just for exams!

MINISTRY IDENTIFICATIONS

should be cross referenced with the special education print out sheet

STUDENT PROFILE

describes the student in general terms (attendance issues should be indicated in this section) Include any specific diagnostic information (as per documentation in file and anything new that is pertinent) Career interests/goals must be included for WOTP students Make sure to use person-first language MAKE SURE THAT YOU DONT REPEAT LAST YEARS PROFILE parents need to see that it has been updated!

ASSESSMENT DATA ON FILE

Ensure that you have updated the information in file new documents are added often this information is unique to students with an IEP i.e.: psych assessment, OT report, SLP report, outside diagnostic information Important to thoroughly review the students red file for all pertinent documentation, reports, and diagnostic documentation.

ADAPTATIONS AND MODIFICATIONS

ADAPTATIONS / MODIFICATIONS
Adaptations: Changes to the format, instructional strategies and/or assessment procedures that do not alter the regular expectations of the curriculum. Students follow a regular academic pathway leading to an academic diploma. Modifications: Substantial changes to the complexity of the expectations of the curriculum. Students follow a modified academic pathway leading to a work-oriented pathway and a work training certificate.

INSTRUCTIONAL ADAPTATIONS

ASSIGNMENT ADAPTATIONS

ENVIRONMENTAL ADAPTATIONS

MODIFICATIONS

CURRENT SKILLS AND ABILITIES

Modified students require an instructional level Support students are following the regular academic program, so regular with support is indicated Their skills may be less than expected in the regular program-this is the indicator that they are working below expectations Ensure abilities are relevant, pertinent and what they can do independently (not with support) The current BAS level (for elementary students) should be indicated clearly Make sure that what you are indicating as a skill does not contradict what you have in the student profile or what you create for a goal

SMART GOALS

ASK YOURSELF: WHY DOES THIS STUDENT HAVE AN IEP? IEPs are unique and the goals are not the QEP!

STRATEGIC AND SPECIFIC S

Specific expectations target areas of academic achievement (e.g. literacy, numeracy) or functional performance (e.g. social skills), ASD or SLP goals if the student is involved with these services They include clear descriptions of the knowledge and skills that will be taught and how the childs progress will be measured. Learning expectations are individualized and are created based on the assessed strengths and needs of the student NOT ministry expectations!

MEASURABLE M
Measurable

means you can count or observe it. Can you see the student doing it? goals allow parents and teachers to know how much progress the child has made since the performance was last measured.

Measurable

ACHIEVABLE/ATTAINABLE A
SMART expectations use words to describe what the child will be able to do and how they will demonstrate their learning what does it look like?, is the goal age-appropriate? Look at the competencies to determine the next steps in learning and make it your smart goal. Ensure that the gap is challenging but NOT frustrating it should not be too lofty and impossible to achieve BE CAREFUL!

RESULTS BASED R
The

expectations outlined in a SMART IEP are realistic for the child to be successful and are relevant to the childs assessed learning strengths and needs. What does it look like when he/she does it right? are the targets and how will we measure them?

What

TIME BOUND T
Time

bound expectations enable progress to be monitored at regular intervals 4 times per year decided internally are written so they can be achieved within one school year (September June)

Expectations

EVALUATION OF THE GOALS

There

are 4 possible evaluation periods when and how many times, is to be determined at the school level A change to the evaluation scale: Exceeding Meeting Approaching Not meeting

GENERAL RECOMMENDATIONS
SIGNATURES

An

important recognition of the valuable role the parents play; continue positive home/school communication, use of agenda, nightly reading program etc. Parents play an important role in the team and must sign the IEP, as do the teacher and principal. Students may also sign the document.