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Acknowledgments
The Department of Education appreciates the efforts of all who have contributed to the development of this document.
Department of Education Student Services Advisory Working Group Members of the Student Services and Special Education Standing Committee
Members of the Individual Education Plan Handbook Development Committee
Eastern School District Students Services Western School Board Students Services
La commission scolaire de langue française de l’Île-du-Prince-Édouard
Copyright Ownership
Care has been taken to acknowledge copyright material used in the
development of this document. Any information that will allow the Prince Edward Island Department of Education to rectify any reference in subsequent editions would be gratefully received by the:
Special Education Coordinator, Department of Education PO Box 2000, Charlottetown, PE C1A 7N8
Contact Information:
Special Education Coordinator, Student Services Division Department of Education
PO Box 2000, Charlottetown, PE C1A 7N8 Tel.: (902) 368-4639
Fax.: (902) 368-4622
This handbook can be accessed on the Department of Education’s website at: www.gov.pe.ca/photos/original/ed_ieplanning.pdf
Introduction . . . 1
Standards and Guidelines . . . 2
Individualized Educational Planning (IEP) Process Illustration Individualized Educational Planning (IEP) . . . 4
What is an IEP? . . . 5
What is the purpose of an IEP? . . . 6
When is it appropriate to consider individualized educational planning for a student? 7 Adaptation . . . 9
Modification . . . 10
What does the planning process for developing IEPs involve? . . . 13
What is the classroom/subject teacher’s role in the individualized planning process? 15 Preparation and Planning Checklist . . . 16
Teacher – Parent Collaboration . . . 17
How are parents involved in the IEP planning process? . . . 18
The Individualized Educational Planning Team . . . 19
The IEP Team . . . 19
Collaborative-Consultation Model . . . 21
General responsibilities of team members . . . 22
Special or Related Services . . . 29
The Individualized Educational Planning (IEP) Meeting . . . 32
The IEP Meeting . . . 32
Individual Education Planning Meeting Format . . . 32
What the IEP Meeting Is and Is Not . . . 33
Developing the Individualized Education Plan . . . 34
Steps to Follow when Developing an IEP . . . 34
What Should be Included in an IEP . . . 34
Identifying, Prioritizing and Writing Goals and Objectives . . . 36
Assessing and Evaluating Student Goals and Objectives . . . 41
IEP Review Process . . . 43
How Does an IEP get Reviewed? How Frequently? . . . 43
Transition Planning . . . 45
Conclusion . . . 49
Appendices . . . 51
Appendix 1: Minister’s Directive No. MD 2001-08, Special Education Appendix 2: Standards and Guidelines
Appendix 3: Strategies for Inclusion in Implementation of the IEP Use of Regular Curriculum
Differentiated Instruction Self-Advocacy and Autonomy Human Resource Support Special Educational Materials Assistive Technology
Appendix 4: Glossary (pp.73 - 77)
Appendix 5: Record of Course Adaptation – forms A, B, and C (Elementary) Appendix 6: Record of Course Modification form
Appendix 7: Record of Course Modification form (sample ) Appendix 8: Letter to parents
Appendix 9: Information for Parents
Appendix 10: Planning Tips For IEP Team Meetings Appendix 11: Completing the IEP Form
Appendix 12: Individual Education Plan Form Appendix 13: Protocol for Completion of IEP Form
Appendix 14: Instructions for completing IEP form in Word Perfect Appendix 15: Sample of Completed IEP forms
Sample 1 Sample 2
Appendix 16: IEP Completion Checklist Appendix 17: List of Action Verbs
Appendix 18: Suggested Methods for Evaluation of Student Goals and Objectives Appendix 19: IEP Review Meeting
Appendix 20: What Level of Change? Questions that Teachers Can Ask Appendix 21: What is Everybody Doing?
Appendix 22: HEAR Referral Form
Appendix 23: APSEA Service Plan Referral Form – forms A and B Appendix 24: Continuum of Service Placements and Options
Appendix 25: Assistive Technology: Basic Principles for School-based Student Services Teams (pp. 143-155)
Introduction
The philosophy of education for the public school system states that we are committed as an educational community to helping all students reach their individual learning potential. The needs of most students will be met by
classroom/subject teachers using regular provincial curriculum. For a number of other students, teachers will be the first to identify that they are experiencing learning challenges. In addition, a small percentage of students will enter school with diagnosed conditions and/or syndromes that when assessed will precipitate special education programming and services. In both situations, teachers and
parents* working together will determine the appropriate educational interventions. The interventions may range from short term strategies applied in the classroom to an in-depth planning process. When students require support programs and/or services beyond classroom adaptations, teachers and parents will explore the option of individualized planning.
Individualized education planning is a process that offers many benefits for
educators, related service professionals and parents collaborating to meet the needs of students who require a range of programs and support services. The IEP
planning process is sufficiently broad based to address, in a systematic way, the needs of students who are at very different points on the continuum of special educational needs. Through the process of supporting and directing the careful development, implementation and evaluation of individualized education plans, the student’s educational needs will be addressed in a way that results in ongoing skill and knowledge development.
The purpose of this handbook is to provide educators, parents* (see Information for Parents Handbook Appendix 9) and other related service professionals with a planning process to follow when identifying which students should be considered for an individualized educational plan. The handbook also leads parents and professionals through the steps involved in developing, implementing and evaluating individualized education plans.
A Glossary of terms used in this handbook is contained in Appendix 4. *The term parent is used throughout this document to refer to parents and guardians.
Standards and Guidelines for Individualized
Educational Planning (IEP)
• Individualized educational planning is a process by which educators, support personnel and parents
collaborate to ensure that students’ needs are addressed in a systematic manner.
• The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed. • The individualized educational planning process
provides a framework for decision-making that is informed by a clear understanding of the student’s present level of performance.
• Individualized educational planning is initiated for students whose programs vary significantly from the prescribed curriculum and/or who have special educational, medical, behavioural, and/or physical needs. (M.D. b. (i) (ii) (iii))
• The individualized educational planning process relies on information collected from a range of informal and formal assessments.
• The individualized educational planning process is strengthened by the authentic and continued
involvement of parents at all stages of planning, development and implementation.
• The individualized planning process mandates the formation of a collaborative individual education planning team when the result of the formal referral process indicates the need for individualized
• The individual education planning team core members include a school administrator, resource/special
education teacher, classroom/subject teacher(s), parent(s), and student as appropriate.
• Individual education planning team members should be chosen based on their ability to provide essential information and/or necessary support for the student’s individualized program.
• The individual education planning team is responsible for formally designating an educator to serve as
coordinator for the development and implementation of the individualized education plan.
• The individual educational planning team has the responsibility to identify and prioritize goals and objectives based on the student’s assessed strengths, needs, and interests.
• Individual education plan goals and objectives developed during the individualized educational planning process must be clearly stated, student-specific, observable and measurable.
• The individual education plan must include a clear statement on how a wide variety of methods will be used to assess and evaluate the student’s progress on the goals and objectives.
• The individual education planning process must allow for updating as required to meet the student’s changing needs and must include, as a minimum, an annual formal review date.
• The individualized education plan needs to reflect decisions regarding transition planning across all grades and levels of schooling.
• The individualized education plan, for students who are in their grade nine year, must include long term goals and objectives, based on current assessments, that reflect knowledge and skills that students will need at the end of their three years of senior high school, to transition from school to the community.
• Individualized educational planning is a process by which educators, support personnel and parents collaborate to ensure that students’ needs are
addressed in a systematic manner.
• The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed.
• The individualized educational planning process provides a framework for decision-making that is informed by a clear understanding of the student’s present level of performance.
• Individualized educational planning is initiated for students whose programs vary significantly from the prescribed curriculum and/or who have special educational, medical, behavioural, and/or physical needs. (M.D. b. (i) (ii) (iii))
• The individualized educational planning process relies on information collected from a range of informal and formal assessments.
• The individualized educational planning process is strengthened by the authentic and continued involvement of parents at all stages of planning, development and implementation.
Individualized Educational Planning (IEP)
What is an IEP?
The Minister’s Directive on Special Education, No. MD 2001-08 (Appendix 1) is a framework document that outlines the roles and responsibilities of Department of Education, School Boards and schools in respect to programs and services for students with special educational needs in the province of Prince Edward Island.
This Directive defines “an Individualized Education Plan (IEP)” as:
The overall purpose of the individualized plan is to help students progress in their skill development and attainment of knowledge beyond their present level of performance in the academic, life skills, and/or behavioural domains.
“ a written record that documents the collaborative process for the development of an individualized plan for a student with special educational needs. This planning is a continuous and integrated process of instruction, assessment, evaluation, decision-making and reporting. The IEP outlines support services and educational program
adaptations and/or modifications.”
What is the purpose of an IEP?
Individualized educational planning provides a formalized process for educators, parents, and other service related professionals to collaboratively plan and make decisions regarding the development of student specific programs. It also supplies a mechanism for identifying, monitoring, and reviewing the special educational needs of the student. The overall purpose of the individualized plan is to help students progress in their skill development and attainment of
knowledge beyond their present level of performance in the cognitive, life skills, and/or behavioural domains.
The content of the individual education plan will address domains most relevant to the needs of the student. For some students, it will focus primarily on academic goals and objectives. For others, the individual plan may concentrate on life skills, such as personal care training and/or social skills. A number of students will require an individual plan which emphasizes goals and objectives addressing
challenging behaviours.
In order for the IEP to achieve its purpose of helping students progress, a number of decisions have to be made regarding the adaptation or modification of materials, augmenting or substituting of regular curriculum, behavioural interventions, and the instructional strategies and assessment procedures to be used. Having a clear picture of the student’s strengths, interests and needs is essential to the planning process.
Decisions must be based upon a clear understanding of the student’s present level of performance so that strengths can be encouraged, interests developed, and the needs prioritized and addressed in the IEP.
Integral to this formalized planning process is the requirement of documenting any decisions regarding
additional and/or alternate resources, curriculum, strategies and/or technology which may be necessary to help the student meet the goals and objectives of the individualized education plan. Documentation is an ongoing written record of the programs and services put in place for the student with special educational needs. It is essential in fostering continuity in programming for students and providing accountability for parents and professionals involved in the individualized planning process. It is also important to keep a written record of the student’s assessed present level of
performance as it provides a baseline for the future
determination of the appropriateness of the IEP goals and objectives.
When is it appropriate to consider individualized educational planning for a student?
There are a number of circumstances under which students may be considered for individualized educational planning. Teachers and parents will generally follow a number of steps before initiating a formal referral for in-depth individualized planning. The exception to this are the students who arrive in school with previously identified conditions and/or
syndromes (MD No. 2001-08.(b)(i)) and who will already have an individualized educational plan or immediately require one.
Student with learning and/or
behavioural challenges Initiate pre-referral
strategies and interventions
Interventions successful Adaptations Modifications Monitor No Refer to school-based Student Services Team
Gather information to determine action plan based on severity of need
Satisfactory progress Review and monitor Documentation Satisfactory progress Review and monitor Documentation Individualized Education Plan and/or and/or
Establish an IEP Team (collaborative – student, parent(s)
and professionals)
Gather in-depth information. Conduct further assessment, if
necessary.
Determine student’s strengths, needs and interests.
Formal Annual Review ongoing monitoring and
review as required for student success
adjust goals and objectives
Develop the IEP
Identify goals and objectives Determine plan to monitor
Implement the IEP Share IEP with all people
involved
Engage in on-going
assessment/evaluation of student’s progress
Adaptation retains the outcomes of the regular curriculum. Adaptation
Some students may have underlying factors that affect
learning and behaviour that have not been apparent until they enter school and begin to experience difficulty. For these students, the identification/assessment or pre-referral phase (refer to Department of Education publication – Student Assessment Process – Standards and Guidelines) begins in the classroom, as the teacher observes signs of learning and/or behaviour that are considered atypical. In this first phase, the teacher and the parent explore a range of the least intrusive classroom and home interventions which, if
successful, will eliminate the need for further individualized planning. This type of intervention is referred to as
adaptation.
Adaptation is defined as a documented process that allows a student with special educational needs to participate in a prescribed curriculum(course) with changes in format,
instruction strategies and/or assessment procedures that retain the learning outcomes of the curriculum. These
accommodations, which allow most students to participate in regular curriculum, are considered good teaching practices by teachers who recognize and address the diversity of students in their classrooms.
Full credit is granted for such programs (courses) but adaptations used are documented and kept on file. Some sample forms which can be used to record adaptations are found in Appendix 5.
The recording of adaptations used for a particular student is important in that it provides useful transition information when students move to the next grade or school level. It is also a helpful document for teachers to remind them of special considerations when planning lessons.
At some point, the students should be a part of the adaptation process as well. Knowledge of their own strengths and
Modification changes the outcomes of the regular
curriculum.
needs is essential if students are to be successful in schooling and in their life’s work. Being able to explain their own adaptation strategies to a new teacher or prospective
employer is a big step towards independence. Self advocacy is an important skill for people of all ages but especially for young people who are at the self-conscious stage and who do not want to appear “different”. When students are confident that the adaptations provided by teachers have not devalued their school program, but instead have made it more
meaningful, their self-esteem is enhanced.
Teachers must model the acceptance of different ways to achieve and demonstrate learning. Adaptations can be woven into the natural ebb and flow of the classroom. The least intrusive adaptations are usually the most effective. There are many examples of best practices which illustrate adaptation strategies available to teachers. (See Appendix 3, page 65.) The PEI curriculum is universal, in that it is designed to help
all learners reach their potential through a wide variety of learning experiences. (English Language Arts Curriculum
Guide). Teachers who move students into the crucial adaptation stage in the planning process are able to retain students in the regular curriculum, with the support of the helpful suggestions found in curriculum guides. These teachers create inclusive classrooms which provide an opportunity for most students to be able to participate either partially or fully in all activities.
Modification
If a student continues to experience difficulties after
adaptations have been thoroughly and carefully implemented and evaluated, teachers and parents may wish to consult with the resource/special education teacher and/or the school counsellor and move to the next step in the individualized planning process. Modification is the appropriate response if the student is able to take part in some of the regular program but needs substantial changes to one or more academic areas.
Modification changes the outcomes of the prescribed curriculum to meet a student’s special educational needs. A modified program (course) focuses on different learning outcomes than those specified in the prescribed learning outcomes for the student’s grade or course. Modified courses do not provide the same credit as a prescribed course. For this reason, teachers and parents carry a great responsibility in making the decision to modify a student’s program. The collaborative-consultation* process through which the change to modify programs is made, must carefully consider the implications, the main one being the likelihood of a General or Practical designation for that subject area in Senior High School. Care must be taken to base the decision to modify the curriculum on the specific needs of the student. In
particular, academic modifications should not come about as a result of any social or behavioural challenges that the student may have, but rather should be based on assessments in the area to be modified.
To modify, goals and objectives will usually be written by the classroom/subject teacher after appropriate assessment and consultation with the student, parent and school-based team. The level of complexity of subject concepts may be
substantially different from the prescribed curriculum for the course or grade. Methods of instruction and assessment may also differ from those used for most other students. The sections on Assessment and Evaluation in the provincial curriculum documents provide a wide variety of methods that teachers can use to assess students’ progress. Teachers are urged to consult these documents and seek appropriate and diverse ways in which students can demonstrate what they have learned. When making modifications, every effort should be made to change only that which is necessary to enable the student to be successful in an inclusive setting. Individual goals and objectives are specifically selected to meet the student’s needs and are outlined in a curriculum modification form.
The PEI
curriculum is of a universal design and its richness lends itself to meeting the needs of a broad range of students. The process of modification is not irreversible.
See Appendix 6 for a blank copy and Appendix 7 for a completed sample. The modification form is also available on the CD which accompanies this handbook.)
As noted in the section on adaptation, the PEI curriculum is of universal design and its richness lends itself to meeting the needs of a broad range of students. Students who require modification to a part of their program will benefit greatly from the stimulation, variety, and group access that an inclusive setting provides. Changes made should reflect the belief that all students in the class or course can participate at some level in the activities and any time that is designated for one on one support must have a documented purpose. Some modifications to consider are:
• Give more concrete assignments on a related topic. • Change learning tasks with similar topic by simplifying,
condensing, combining or grouping.
• Give less complex questions on the same concept. (Many teacher and commercially prepared materials are available.)
• Use the grade level materials and resources in creative ways to achieve individualized goals.
• Use high interest/low vocabulary reading resources. • Allow opportunities to apply and demonstrate functional
skills in different settings.
• Arrange individual community tasks for particular students.
The process of modification is not irreversible. It may be possible for students to re-enter the regular stream after having followed a modified course if the student shows evidence of having closed some of the gaps which precipitated the modification. This process will be more easily facilitated if great care has been taken to modify only those outcomes which need modification. A careful review
A formal referral to the student services team may begin the process of determining whether the student will require an individual education plan.
component should be built into the modification process so that the student is given every opportunity to advance according to his or her efforts and abilities.
What does the planning process for developing IEPs involve?
When a student’s special educational needs extend beyond the academic domain and are spread across the student’s whole school life, the classroom/subject teacher, resource teacher and/or school counsellor and parent may decide that the extent of the student’s special educational needs indicates that a referral to the school-based student services team is appropriate. Prior to meeting with the school-based student services team, the classroom/subject teacher, resource teacher and/or school counsellor will continue to plan, informally assess and make adjustments so that the curriculum is responsive to the student’s educational needs.
The initiation of a formal referral to the student services team may begin the process of determining whether the student will require an individual education plan. However, there are a number of steps that will need to be taken before a final decision is made. At this point the school-based student services team is consulted regarding the next steps in the planning process.
When the student services team determines that this course of action adequately addresses the student’s educational needs, further individualization will not be necessary. When the student services team determines that the course of action is not producing the desired outcomes, it may be necessary to develop an individualized education plan. The outcome of the assessments, in combination with the student’s functioning level, will determine the degree of individualization that will be required to address the student’s special educational needs. For some students the team may determine that further
The unique educational needs of students place them on a particular point on the continuum of special education programs and services.
The IEP may be brief or more detailed and complex.
specialists from outside agencies, and/or involvement of board-based expertise are necessary in the individualized planning process. Based on the outcome of the consultation with the student services team, a course of action will be determined, implemented and evaluated.
The unique educational needs of students place them on a particular point on the continuum of special education programs and services. Where students are on that
continuum will dictate if the IEP is brief or more detailed and complex. The IEP is like a road map of a student’s special education plan. It describes what a student can already do and what he or she needs to learn. It lists the special conditions that a student will need in order to progress.
An Individualized Education Plan will be developed for students who require programs and services that are substantially different from most other students, and/or cannot meet the outcomes of regular curriculum, and/or require any educational assistant support. In schools where a significant number of IEPs need to be developed and/or reviewed, the following guidelines for prioritizing may be helpful:
First...
students with identified and diagnosed special needs whose programs have not been established
Second...
students whose IEPs require major change and continue to need an IEP (ie. goals and objectives have already been mastered or the student is not making the progress expected.)
Third...
students whose IEPs require review (ie. goals and objectives continue to be appropriate but require some minor adjustments.)
It is the
responsibility of the classroom/ subject teacher to seek out the required information to effectively address the learning needs of each student in the class. Fourth...
students selected during the school year as new candidates for IEP planning
It is important that all IEPs are developed and/or reviewed within the time lines for completion as specified by the guidelines in place at the Boards/District level.
What is the classroom/subject teachers role in the individualized education planning process?
The classroom/subject teacher plays an all-important role in individualizing programs for students and, as the most influential individual in the educational life of a student, should not be left to plan in isolation when adapting, modifying or individualizing curriculum. It is important to understand that classroom/subject teachers should not be expected to have the repertoire of skills necessary to meet all the needs of all students all of the time. Planning and support must be provided from various sources, including the
resource/special education teacher, school counsellor and school principal, as well as the school-based student services team.
The following Preparation and Planning Checklist is
intended to be a tool for teachers to use when planning for a student with special educational needs. The checklist
identifies the sources of information that a teacher should access to gather information relevant to the student’s educational needs.
Preparation and Planning Checklist
9 I have requested information from principal.9 I have met with parents to discuss student’s needs.
9 I have requested written permission to access relevant records. 9 I have communicated directly with the student.
9 I have contacted previous teachers for insight and suggestions. 9 I have contacted specialists and support staff (if applicable). 9 I have read the student’s cumulative record.
9 I have read any additional anecdotal information. 9 I have read current IEP (if applicable).
9 I have documented student’s strengths, interests, needs and functioning level. 9 I have shared information with school personnel to determine next steps in
preparing IEP.
9 I need to consult with school personnel to determine next steps in preparing IEP.
9 I need to pursue further information, consultation and/or assessment.
9 I am/ I am not referring to the school-based student services team at this time.
When the teacher and other school personnel have been involved in transition meetings, many or all of the items on the Preparation and Planning Checklist will have been addressed. However, if the student has an IEP in place, it may still need to be reviewed and this may result in changes to the goals and objectives.
Ongoing communication and collaboration between teachers and parents is essential if the student is to be given every opportunity to meet with success in school..
Teacher – Parent Collaboration
Schools are expected to involve parents in the planning, development, and implementation of educational programs for their children. Classroom/subject teachers play an important role in involving parents in the individualized planning process for the student. Ongoing communication and collaboration between teachers and parents is essential if the student is to be given every opportunity to be successful in school. The importance of teachers taking the initiative in contacting the parents cannot be over-emphasized. Teachers may choose to communicate with parents in a number of ways, for example, through formal or informal interviews, phone calls, daily log/journal or in written notes/letters. Parents know a great deal about their child and their input is critical to school personnel in planning educational programs. Teachers develop a greater understanding of the student when they listen to the parents share information that is relevant to their child’s history. A relationship between home and
school based on support and trust begins when it is evident to parents that teachers consider them to be one of the best sources of information concerning the special educational needs of their child.
There are a number of best practices that teachers and all school personnel can follow in order to ensure the optimum involvement of parents in the educational planning process for their children. Adhering to the following practices enhances the parents’ role and increases the likelihood of a successful outcome for the student.
< Provide parents with information about the IEP process and the roles and responsibilities of IEP team members. < Provide parents with information about how they can
contribute to the IEP meeting.
< Ensure that parents know who will be attending the meeting and why.
Parents play a vital role in the education of their children as it is they who know their children best.
< Arrange a mutually acceptable time for the meeting. < Assure parents that their ideas are heard and valued. < Invite the parents to share what they can realistically do
to support their child.
How are parents involved in the IEP process?
The importance of parental involvement cannot be overstated. Parents play a vital role in the education of their children as it is they who know their children best. School personnel must ensure that there are procedures in place that respect the privacy of the family and maintain confidentiality on a need-to-know basis. When effective communication strategies are in place between the teacher and the parents, the stage is set for a useful, collaborative process. (See Individual Education Planning – Information for Parents Appendix 9)
• The individualized planning process mandates the formation of a
collaborative individual education planning team when the result of the formal referral process indicates the need for individualized programming.
• The individual education planning team core members include a school administrator, resource/special education teacher, classroom/subject teacher(s), parent(s), and student as appropriate.
• Individual education planning team members should be chosen based on their ability to provide essential information and/or necessary support for the student’s individualized program.
• The individual education planning team is responsible for formally designating an educator to serve as coordinator for the development and implementation of the individualized education plan.
The Individualized Educational
Planning Team (IEP)
IEP Team
An Individual Education Planning team is established when a formal referral process is undertaken and the results indicate that there needs to be an IEP developed for a student. At this point, the role of the school-based student services team in the individualized planning process will vary depending on the organization of the school and the specifics of individual student and teacher needs. In some schools the student services team may be the team responsible for developing, writing and implementing IEPs. In other schools the principal may establish a separate IEP team with the responsibility of carrying out the individualized planning process.
Who will be attending the IEP meetings will depend on the nature of the special
educational needs of the student.
The IEP team may involve a number of professionals in addition to the classroom/subject teacher, resource teacher, parents, and , as appropriate, the student. Professionals with expertise in areas relevant to the student’s special educational needs provide essential information for the development of the IEP. In addition to the core members referred to in detail later in this document, some students’ IEP meetings may involve professionals from outside the education system as well as department and board-based student services
consultants. For example, Autism Consultants play a central role in the delivery of services to students who have been diagnosed with Autism Spectrum Disorder while Hearing Education Auditory Resources (HEAR) and Atlantic
Provinces Special Education Authority (APSEA) personnel are involved for students who are deaf or hard of hearing (DHH) and students who are blind or visually impaired (BVI). When the student has multiple needs, the team may be extended to include educational and related services personnel required to assist the student in achieving educational goals.
It is recognized that the membership of the IEP Team can and should vary depending on the educational needs of the
individual student. However, the core participants include: < school administrator or designate;
< classroom or subject teacher(s); < resource/special education teacher; < parent(s);
< student (as appropriate); and
< others (as dictated by special needs of the student).
As well, parents may choose to invite additional support persons to the IEP meeting. In this case parents are to notify the school in advance. Similarly, schools are to give advance notice to parents as to who will be attending the IEP meeting.
While it is important to involve the individuals who play the most significant roles in the development of the IEP, it is also important to be aware of the challenges of bringing together large groups in a timely manner. Members of the IEP planning team should be chosen based on their ability to provide essential information or to support the student’s individual program. In some cases, such as when the student has needs in a specific academic area, the team may be limited to the principal, the teachers, the parents and, as appropriate, the student. In all cases the student’s needs will dictate who should be involved.
Collaborative- Consultation Model
Consultative, cooperative, collaborative and collaborative consultation models* are all ways people work together to support programming and services for students. The best possible outcomes for students and their families and the school community are achieved when the collaborative consultation model, which merges the positive aspects of each approach, is integrated into a decision-making framework. The collaborative consultation model emphasizes the value of recognizing that all members participating in the problem solving process are doing so to serve the best interests of students. This model provides students and their families with the opportunity to work collaboratively with school personnel and service related professionals in the development and support of effective programming and services.
When the Individual Education Planning Team is established, the collaborative consultative effort of individualized
education planning begins. Team members develop a common understanding concerning the student’s strengths, interests, and needs. The collaboration is also an opportunity for sharing information and observations about the student’s behaviour, learning challenges and preferences in a number of settings.
All of us are smarter than one of us.
This understanding allows the team to plan in an effective and efficient manner for programming priorities that can be reinforced across all areas of the curriculum. It is the
responsibility of the team to ensure that all programs and support services put in place for the student, are realistic for the teacher to carry out and will enhance the interaction between a teacher and student in order to create a positive learning environment.
The collaborative-consultation model is a valuable and effective way for IEP teams and other educational groups to problem-solve and improve the quality of decision making. The shared problem solving which occurs is enhanced by the interdependency resulting when each person’s perspective and expertise are recognized and valued. The result is a mutual commitment to both the process and the outcomes. A useful resource for the establishment of collaborative , school-based teams is Teachers Helping Teachers: Problem Solving Teams that Work (Porter, 1994).
* See Glossary for definitions of terms – Appendix 4
General Responsibilities of IEP Team Members
Responsibilities of IEP team members and the ways in which they collaborate in the development and implementation of successful individualized education plans for students are outlined below.
IEP Team Coordinator
The IEP Team Coordinator is an educator responsible for coordinating the development and implementation of the IEP. The IEP coordinator should have ongoing contact with the student, and, in most cases, is someone from the school, such as a resource/special education teacher, classroom teacher, or administrator.
As the person assigned the coordinating role, the IEP coordinator is responsible for ensuring that:
C IEP meetings are planned and chaired (see Planning Tips for IEP Meetings – Appendix 10);
C parents, appropriate educators and other service related professionals are involved in the IEP process ie. Autism Consultants/Coordinator, HEAR, APSEA, etc.;
C all pertinent information, including assessments, is assembled, summarized and shared at the IEP team meeting;
C written records of the meeting are kept and distributed; C the individualized education plan is written within the
agreed-upon time;
C the IEP form is completed;
C the IEP document is distributed for signatures;
C the completed IEP form is submitted and filed according to board/district guidelines;
C there is an agreed-upon process in place to monitor progress;
C the individuals involved in the direct implementation of the IEP have written copies of the plan to follow; and C all services are coordinated, thus helping to promote
The Principal or Designate
As school leader, (MD No. 2001-08, 3d.), the principal or designate is responsible for:
C ensuring that IEP’s are prepared, implemented and reviewed according to the guidelines outlined in the IEP handbook;
C ensuring that the IEP team is formed and an IEP Coordinator is selected; and
C allocating support personnel, assisting in acquiring appropriate materials and arranging for in-service training as required.
The Classroom and/or Subject Teacher
As a leading participant in the development of the individual education plan, the classroom and/or subject teacher is
responsible for:
C sharing with the team information collected during the information gathering stage;
C ensuring that parents expectations for their child’s program are known and considered;
C being aware that a student has special needs and seeking support and information on the nature of the difficulty in order to better address those needs;
C planning and carrying out instructional programs with support and help from the special education/resource teacher;
C adapting and/or modifying instructional methods and materials in consultation with other members of the IEP team;
C developing strategies for the ongoing assessment and communication on student progress; and
C maintaining ongoing communication with parents, other teachers and the IEP Coordinator.
The Special Education/Resource Teacher
As a source of expertise on special education issues in the school, the special education/ resource teacher is responsible for:
C carrying out informal, curriculum-based and certain standardized assessments (See pg. 9, Student Assessment Process Standards and Guidelines and, pg.20, Standards of Competencies and Types of Assessments)
C providing diagnostic assessment information to
determine student strengths, interests and areas of need; C coordinating and facilitating special education programs
and services;
C serving as the main contact for outside agencies;
C acting as the liaison between outside agencies and school staff;
C working with the teacher to generate ideas and suggestions for individualizing students’ programs; C providing recommendations to teachers about materials
and resources;
C collaborating with teachers to determine how and by whom instructional programs will be carried out;
C supporting teachers in developing strategies for assessing and communicating student progress;
C providing some direct instruction to students as outlined in the IEP; and
C maintaining ongoing communication with parents, teachers and the IEP Coordinator.
The School Counsellor
As a source of expertise in counselling issues in the school, the school counsellor is responsible for:
C providing assessment information regarding behavioural, learning or other needs;
C providing expertise regarding behavioural and/or learning strategies or issues;
C working with the teacher to generate ideas and
suggestions for supportive behavioural interventions; C assisting the teacher to develop strategies for
communicating and assessing student progress;
C maintaining ongoing communication with team members working with the student and the parents; and
C carrying out direct intervention with students as outlined in the IEP.
The Parents
As key members of the individual education planning team, parents are responsible for:
C sharing information about their child’s learning
preferences, interests, reactions to situations, and ways to avoid potential problems;
C working with school personnel to reinforce and extend the educational efforts of the teacher;
C providing feedback on the transfer of skills to home and community environments;
C maintaining an open line of communication with the school;
C acting as advocates for their child’s best interest. The Student
Since individual education planning is all about the student, it follows that the student’s presence and involvement is vital to the process. The nature and degree of a student’s
involvement in the IEP process will vary, but members of the IEP team have a responsibility to ensure that students
understand the purpose of their IEP and how the goals and expectations in the plan are individually tailored, evaluated, reviewed, and updated. IEP team members must make every effort to encourage students to participate in the Individual Education Planning process.
As the key participant in the IEP process, the student is responsible for:
C attending IEP meetings, as appropriate
C communicating learning priorities and preferences C sharing expectations, dreams, goals and aspirations C helping to set realistic goals and objectives
C assisting in monitoring progress.
Board/District and Department-based Consultants
As sources of expertise in their respective areas, board/district and department-based consultants are responsible for:
C helping school-based staff determine learning strengths and needs of student;
C working with school-based personnel to develop strategies for incorporating the student’s needs into classroom instruction and routine
C providing recommendations about materials and resources;
C arranging for staff training to implement strategies; C consulting on technology needs;
C acting as a resource and support to school-based personnel;
C maintaining ongoing communication with the teacher/ team;
C deciding upon and arranging for appropriate and ongoing assessment;
C providing expertise regarding behavioural and/or learning strategies or issues; and
C working with the teacher to generate ideas and
suggestions for supportive behavioural interventions. Support Staff
Support staff involved in the IEP process are responsible for: C sharing relevant information with the teacher prior to the
IEP team meeting
C assisting, under the direction of the teacher, in the implementation of the IEP
[Refer to Teachers and Support Staff Working Together –A Handbook for Teachers and Support Staff (Department of Education 2005) for further description of support staff roles.]
Special or Related Services
In addition to the aforementioned team members, it is common for other professionals and groups to be involved with an individual education planning team depending on the special educational needs of the student. In Prince Edward Island, students who meet criteria for specialized services have access to the following:
Hearing Education Auditory Resources (HEAR) is a
Department of Education implemented service which
supports children who are deaf or hard of hearing (DHH) and enables them to be educated with their peers in an inclusive setting. Itinerant teachers work in collaboration with parents and classroom/subject teachers to assist children who are DHH in the development of auditory, speech, language, and cognitive skills. They also supply and maintain personal assistive listening devices [FM systems] so that children have access to auditory verbal information presented in regular classrooms. HEAR personnel provide in-services to teachers and support staff on strategies to improve inclusionary
practices for students who are deaf or hard of hearing. In addition, HEAR personnel are key participants in the IEP process and assist in incorporating service plans into the student’s IEP including transition planning services for students who are deaf or hard of hearing. (See HEAR Referral Form Appendix 22)
Atlantic Provinces Special Education Authority (APSEA)
provides services to students who are blind or visually impaired (BVI) and supports their inclusion in the public school system. This program is a cost-shared inter-provincial agreement among the four Atlantic provinces. Specialized staff, trained in teaching students who are BVI, provide a
variety of services including: direct teaching and consultative support; materials in adapted format; technology such as access devices and low vision aids; short-term programs to support the expanded core curriculum for students who are BVI such as orientation and mobility and Braille literacy;and in-services to improve inclusionary practices. APSEA
personnel are key participants in the IEP process and assist in incorporating service plans into the student’s IEP including transition planning services for students who are blind or visually impaired. (See APSEA Service Plan, Form A, Appendix 23)
In Prince Edward Island, the Student Services Division of the Department of Education provides individual consultation, assessment and behavioural support for students with autism spectrum disorders in Grades 1-12. This service is provided by the Special Education Autism Coordinator in collaboration with the Autism Consultants at the School Boards and is available to students who have a confirmed diagnosis of Autism, Pervasive Developmental Disorder- Not Otherwise Specified or Asperger Syndrome. Training and support for school staff serving these students is an integral component of the Autism Coordinator/Consultant role. Support is offered to assist students and their families with school transitions. Autism Coordinator and Consultants assist in the
development of goals and objectives for the student’s IEP. Other service professionals, who operate outside of the public education system, but who commonly collaborate with
educators and parents regarding individualized educational planning include: C Speech/Language Pathologists, C Occupational Therapists, C Physiotherapists, C Paediatricians, C Psychologists, C Psychiatrists,
C Social Workers,
C Youth Justice Workers, C Disability Support Workers,
C Post-secondary educational and vocational training representatives.
(The above list is provided for information purposes only and is not an exhaustive list.)
With the practice of early intervention, most students who require special services such as those mentioned above will have been identified before they come to school. There may be instances, however, when a teacher will be the first person to recognize that a student may have a special need which has not yet been identified. During these early stages, teachers should follow pre-referral and referral processes which are outlined in detail in the Department of Education handbook, Student Assessment Process: Standards and Guidelines (2004).
• The individual education planning team is responsible for formally designating an educator to serve as coordinator for the development and implementation of the individualized education plan
The Individualized Educational
Planning Meeting (IEP)
During the IEP meetings, members of the IEP team should strive for a non-judgmental and comfortable atmosphere, in which all
participants feel that their ideas and feelings are valued.
The IEP Meeting
The individual education plan coordinator is responsible for chairing the IEP team meetings, for ensuring that the
meetings run smoothly and efficiently, and for ensuring that all of the voices of IEP team members are heard and reflected in the student’s educational plan.
The agenda for an IEP team meeting will be determined by the stage of the planning process on which the team is currently focused. Some possible agenda items might be: < organization meeting for IEP team;
< gathering information about the student; < identifying goals and objectives;
< reviewing progress of student on IEP; < revising IEP goals.
The agenda should be shared with IEP team members prior to day of meeting.
Individual Education Planning Meeting Format
I. Introduction
A. Choose a recorder and set time lines
B. Introduce participants indicating roles or reasons for attending.
D. Review purpose of meeting.
E. Review norms of behaviour for meeting. II. Agenda
A. Discuss agenda items one by one.
B. Use collaboration, problem-solving and reach consensus on each item.
C. Identify needed actions for each item (What? Who? When? How?)
III. Close
A. Summarize decisions made.
B. Determine date and agenda for next meeting. C. Thank everyone.
Note: See Appendix 10 for detailed Planning Tips for IEP Meetings.
What the IEP Team Meeting Is and Is Not The team meeting is:
# student- focused
# a forum for shared decision-making # a means to acquire solutions to
problems
# a place for respectful honesty # inviting and comfortable for all
members
# a place where everyone’s expertise and point of view is valued
# positive and optimistic about the student’s future
The team meeting is not:
C service-provider focused C a forum for confrontation or
argument
C simply a means to acquire
resources (although this may be a by-product of the process)
C intimidating for parents, service providers, or for the child
C a place where experts will solve the problem for everyone else
• The individual educational planning team has the responsibility to identify and prioritize goals and objectives based on the student’s assessed strengths, needs, and interests.
• Individual education plan goals and objectives developed during the
individualized educational planning process must be clearly stated, student-specific, observable and measurable.
Developing the Individualized Education Plan
The IEP document does not describe every aspect of the student’s program. The IEP describes: • what the student knows and can do • what the student will learn next • what strategies will be used
Steps to Follow When Developing an IEP:
1. Identify priorities for the student and family. 2. Determine long-term goals based on priorities. 3. Break down the goals into short-term objectives. 4. Determine what strategies will be used and what
resources will be required to assist the student to reach the objectives.
5. Establish ways of assessing student progress and dates for review.
6. Complete the IEP form. (See Appendix 14 for step-by-step instructions.)
What Should be Included in an IEP?
The IEP must include:
< the present levels of educational performance of the student;
< essential information about the student including relevant medical, social, and educational
background;
• who will do what • what the student will do to demonstrate learning
• when will IEP be reviewed
The IEP should not contain jargon and it should be written in such a way that it is easily understood by current and future IEP Team members.
< degree of participation in the regular program;
< goals appropriate to the student in one or more of the following domains or areas: cognitive, life skills, social, motor and behavioural;
< specifics related to the classroom such as changes to expectations, instructional and assessment strategies, material and resources, facilities or equipment; < information on where and under what circumstances
the student’s educational program will take place; < the names of personnel responsible for implementing
the IEP;
< how the evaluation of the student’s progress in meeting IEP goals will be carried out;
< the period of time and process for review of the IEP (at least annually);
< plans for the next transition for the student (including transitions beyond school to post-secondary
education, work, or community placements); < signatures of parents (unless there are extenuating
circumstances making it not possible), educators, and student (as appropriate);
< the goals set for that student for that school year where the goals are different from the goals set out in the regular curriculum;
< all the required modifications to educational materials, and to instructional and/or assessment methods;
To be truly reflective of the ‘whole child’ an IEP must be developed collaboratively with parent involvement at all stages. No two IEP’s will ever be exactly the same.
< information about the student’s current learning strengths and needs
Identifying, Prioritizing and Writing Goals and Objectives
The main steps in identifying, prioritizing and writing goals and objectives are:
Step One:
Step Two:
Step Three:
Step Four:
Step Five:
Determine student’s strengths, interests,
and needs.
Prioritize and categorize strengths and needs into domains.
Describe present level of performance in each domain or subject area.
Determine major goals to be addressed in the IEP.
Break down goals into smaller, more manageable objectives.
Domains are the areas of
development considered in planning for the student.
Step One:
Determine student’s strengths, interests and needs.
One of the first responsibilities of the Individual Education Planning team is to determine collaboratively the student’s strengths, interests, and needs. This information should be gathered and shared as part of the IEP process.
The IEP coordinator will have compiled and reviewed all of the student’s documentation, including cumulative records, relevant medical information, report cards, previous IEPs, assessments and reporting from teachers, counsellors, consultants or other related services professionals, reports from outside agencies and parent information.
Step Two:
Prioritize and categorize strengths and needs into domains. Based on the assessment information, the identified needs are prioritized and categorized into Domains. Domains are the areas of development considered in planning for the student and could include cognitive, behavioural, mobility,
social/emotional, language and/or life skills. When choosing which domains or areas of development will be the main focus of the IEP keep the following priorities in mind:
• students’ values and goals
• parents’ values and goals for the student • urgency of need
• usefulness across environments • importance and contribution to:
< overall intellectual achievement < social development
< career development < independence
Present Level of Performance is a specific description of the student’s skills , needs, and strengths in each domain or subject area. Goals are targets, not promises. Step Three:
Describe present level of performance in each domain or subject area.
After needs have been prioritized according to domain or subject area, the student’s Present Level of Performance is described. Present level of performance is a specific
description of the student’s skills, needs, and strengths in each domain or subject area. Sometimes this will be in the form of test scores, but often is an anecdotal description, for example:
Sam is reading at a grade 2 level (decoding) with comprehension at approximately mid-grade 1 level. Spelling is early phonetic. (Resource/special education teacher assessment 07/09/05)
This information is essential for:
• selecting appropriate goals and objectives;
• determining instructional strategies, materials, and assessment tools; and
• providing a baseline or benchmark for assessment purposes.
Step Four:
Determine major goals to be addressed in the IEP
Goals are long-term and must address the prioritized needs of
the student in pertinent domains. They are concise
descriptions of what the individual student will know and be able to do by the end of the school year and will be expressed by such terms as increase, improve, etc. (See Appendix 17 for List of Action Verbs). Remember: goals are targets, not promises. There are a number of important issues to consider when determining individual goals for students.
Goals must:
• be manageable in number ie. 3 to 5 • be age appropriate
Effective student-specific goals are SMART. Specific: written in clear, unambiguous language. Measurable: allow student achievement to be described, assessed, and evaluated. Achievable: realistic for the student. Relevant: meaningful for the student. Time-related: can be accomplished within a specified period, typically one school year.
• be relevant to the student’s individual needs • include only areas where the student is following
alternative curriculum
• be stated positively (ie. “The student will...”) • be derived from student’s present level of
performance, past achievement, and rate of learning • give pragmatic consideration to the time and
resources available to support the achievement of goals
• incorporate elements of the student’s transition plan if applicable
• increase the student’s access to and benefit from the regular curriculum and other school activities. SMART
Student-specific goals address individual needs. This is accomplished by writing with a student’s present level of performance in mind. The scope and degree of specificity varies according to the needs of the student. A student-specific goal that is appropriate for one student may be too broad for another.
Although goals should indicate the level of performance to be achieved by the end of the school year, some goals may be achieved sooner and some may take more than a year.
Because some students may show extraordinary progress and some may experience a delay in progress at certain times, goals may require revision throughout the year in addition to the annual mandatory revision.
Step Five:
Break goals down into smaller, more manageable objectives The Objectives represent the steps between the student’s present level of performance and the goals to be attained. They are specific statements which describe observable and measurable behaviours broken down into small, manageable components.
Goal: Joan will improve her reading for functional purposes.
Objective: Joan [student] will read [action] to locate specific information in two daily
newspapers [what/how] within the L. Arts class [where] with 95 percent accuracy [by
what criteria] by June [when].
Objectives represent the steps between the student’s present level of performance and the goals to be attained.
Consider the following when breaking down goals into objectives:
• Identify the steps and/or targeted skill involved. • Organize sequential tasks.
• Focus on essential components.
• Describe how and under what circumstances the student will demonstrate the learning.
Tips for writing effective student-specific goals and objectives:
• Write two or three measurable, short- term objectives for each goal that will enable families, students, and educators to monitor progress during the year and, if appropriate, revise the IEP.
• Focus on what the student is to learn (not what will be taught). e.g., Johnny will correctly follow one-step directions.
• Describe what the student will do, rather than what he or she will stop doing. e.g., Mary will walk down the hall with assistance. Not Mary will stop running in the halls.
Template:
[Student] will [action] [what/how] [by what criteria] [where] [by what date].
Be clear about what the student will do. Avoid vague descriptions of improvement.
Choose verbs that express an action.(See lists of action verbs in Appendix 17.)
• The individual education plan must include a clear statement on how a wide variety of methods will be used to assess and evaluate the student’s progress on the goals and objectives.
Assessing and Evaluating Student Goals and
Objectives
The key to successful assessment and evaluation is to provide a wide variety of methods for students to demonstrate their learning.Assessment is a systematic process of gathering information
from many sources in order to make appropriate educational decisions for a student. It is a collaborative and progressive process designed to identify the student’s strengths [interests] and needs, and which results in the identification and
implementation of strategies to assist educational planning for a student. (MD No. 2001-08)
Evaluation is the process of analysing, reflecting upon, and
summarizing assessment information and making judgements or decisions based on the information gathered. (Atlantic Canada English Language Arts Curriculum Guide, p.46) Students whose program plans have been adapted, modified, or individualized will have been involved in the assessment process for the development of their particular programs. There is need for ongoing assessment and evaluation of
student’s progress once these programs have been set in place and implemented.
All the curriculum documents for the province of PEI have sections on Assessing and Evaluating Student Learning. The suggestions in these documents apply equally well to students with special educational needs. “Teachers are
encouraged to be flexible in assessing the learning success of all students and to seek diverse ways in which students might demonstrate their personal best.” (Atlantic Canada English Language Arts Curriculum Guide, p.190)
