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ABC District School Board
|Student: |Board ID # |
|Gender: |OEN# |
|School Year: |School | IPRC Date |
| |Principal | |
|Grade/ Class |Date of Birth: |IPRC Identification |
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|Reason for IEP |IPRC Placement & Date must be the first day of |
| |the current school year or the first day of |
| |placement of a new identification or change in |
| |placement |
|IEP Initiation Date: |Developed By: list staff members & role; at least one staff member must hold special education |
| |qualifications; parents can be listed in the Information Sources section but not this section. |
|Special Education Services Initiation Date Frequency/Intensity Location |
|Frequency must be specific, e.g. 10 minutes 3 times a week, 1 period a day in semester 1. |
|When trying to quantify services such as consulting or monitoring general terms such as weekly or once amonth are appropriate; however this|
|is not acceptable for direct service. |
| |
|Individualized Equipment: list items and funding source, e.g. Ministry, Board, School |
|If item was purshcase as a SEA claim (Special Equipment Amount) it must be listed here |
|Do not list equipment parents have provided for student’s personal use |
|Do not list equipment available to all students, e.g. computer lab |
|Health Support Services: circle answer |
|Personal Support Required: yes no |
|This section refers to services that are related to the student’s health needs that must be addressed on a scheduled basis to enable the |
|student to attend school, e.g. suctioning, tube feeding, personal care – lifting, toileting, feeding, etc. |
|List services that are provided by individuals who are specifically assigned to administer the required procedure |
|Do not use this section to list personal health issues or medication |
|If a student has a diagnosis, it may be listed as a result of a medical assessment, under Assessments |
|Do not include emergency plans or medical protocols in this section – they are not part of an IEP |
|Provincial Assessments: circle answer-if this is an EQAO assessment year for the student, this must be noted here |
|Exemptions from provincial assessments: yes no |
|Accommodations for provincial assessments: yes no |
|List types of accommodations allowed on EQAO here: |
|Elementary program exemptions/secondary compulsory substitutions: yes no |
|List subjects or courses and reason for exemption/substitution |
|If the student is on a completely alternate program no subjects need to be listed as exemptions. |
Subjects, Courses or Alternative Program to which IEP applies: summary
For secondary students, it must state the outcome the student is working towards e.g.OSSD, OSSC, Certificate of Accomplishment
|Accommodated only |Modified |Alternate |
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|Areas of Strength |Areas of Need |
|Think of strengths as learning strengths |Areas of need should make evident the reasons the student requires a |
|Maximum of 5 strengths |special education program and/or services |
|Developed based on appropriate educational, psychological and/or |Should be written without verb stems, e.g. “to develop social skills”|
|health assessments and observations of the student |should be “social skills” |
|May include preferred learning modality, previously acquired learning|Maximum of 5 listed |
|skills, strengths in areas such as cognitive processing and |Do not inlcude levels of human support, program or services |
|communication e.g. expressive language – speaking |requirements or specific subjects e.g. 1 to 1 support, small class |
|Do not put in student interests –a student may enjoy reading but this|environment, assistive technology, math support |
|may not mean it is a strength. | |
|Assessment Data: |
|Type Information Source Date Summary of Results |
|All clinical assessment with a date no more than 4 years old and more recent assessments must have a results statement listed – do not use |
|percentile or grade equivalent scores but rather phrases like “above grade” etc – this makes the results understandable to parents and |
|teachers. |
|Educational assessments, e.g. Woodcock Johnson, DRA, Gentry with dates older than 2 years should not be listed |
|This section is not meant to be a list of every standardized assessment ever completed on a student. It is a list of assessments that are |
|used in the development of the IEP. The question to ask is, “Is this assessment relevant and did it inform my thinking and programming for |
|this student?” |
General Classroom Accommodations (assumed across all subjects)
|Instructional |Environmental |Assessment |
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Specific Program Expectations
Only to be used for a subject area that is modified or alternative. For a student’s program that is only accommodated, this section is not completed. The goal must conform to the SMART goals strategy – posted in Study Aids.
|Program Area: |
|Goal: |
|Current Achievement Level |Methods of Progress Review |
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|Learning Expectations |Teaching Strategies |Assessment Methods |
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|Program Area: |
|Goal: |
|Current Achievement Level |Methods of Progress Review |
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|Learning Expectations |Teaching Strategies |Assessment Methods |
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Information Sources Used in Developing and Updating this IEP:
| |
|This section must be completed |
|A recommended minimum is OSR, report card and previous IEP |
|This is where a Student Safety Mangaement Plan is referenced |
|Consultation with parents, board and outside support staff are listed by name and title here |
Transition Plan for all students at multiple times during their schooling (K to 12) as per PPM 156/14.
|Goals |Actions |Person/agency responsible |timelines |
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Evaluation and Reporting Dates:
|Reporting dates (e.g. Term 1, semester 1, etc.) |Reporting format (e.g. provincial report card, etc) |
| |Either Provincial Report Card, Alternative Report Card – IEP |
|Elementary lists 3 reporting dates |When the IEP is used as a report card, a copy is filed in the OSR |
|Secondary lists 2 reporting dates | |
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Review and Updating: this section reflects the work a Special Education Resource Teacher or teacher of a self contained class does and the date they completed the task. This is an accountability feature that demonstrates the IEP has been reviewed.
|Date |Activity |Outcome |
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Parent / Guardian / Student (age 16 years or older)
I was consulted in the development of the IEP ___
I have received a copy of the IEP ___
Comments:
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|Signature: Date |
Approved: _____________________________________ _________________________
(Principal’s signature) (date)
Note: the Principal is responsible for the implementation and monitoring of the IEP. When the Principal signs the IEP the following are affirmed:
• the plan has been developed according to Ministry Standards
• addresses the student’s strengths and needs
• the learning expectations will be reviewed
• the student’s progress monitored at least once every reporting period
• program accommodations and/or modifications listed are in place
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