Individual Education Plan (IEP)
Individual Education Plan Parent Guide
Your Child’s Individual Education Plan: A Guide for Parents can be accessed HERE.
This Individual Education Plan or IEP Parent Guide provides information for parents in a number of areas including:
- What is an Individual Education Plan?
- What an IEP is not
- The Role of Parents
- What parents can do to contribute to their child’s IEP?
- How often is the IEP reviewed?
- What does an IEP summarize?
The process for IEP development, review and maintenance is briefly outlined below:
- Parents and the student if they are 16 years of age or older, must be invited to consult in the development of the IEP each September. This consultation is focussed on: new/updated medical information; new/updated assessment information; the student’s strengths, needs, likes, dislikes, learning style; reactions to situations; talents; skills.
- In WCDSB, a student’s IEP is developed in collaboration with classroom teacher(s), special education teacher, support personnel as appropriate (speech-language pathologist, psycho-educational consultant, social worker, child and youth worker, special education resource teacher, itinerant teacher of hearing/vision/gifted), educational assistants, school principal, outside support personnel (occupational therapist, physiotherapist, service provider from community agency, medical professionals), the parent(s) and the student if they are 16 years of age or older.
- All IEP’s must be reviewed by term (each reporting cycle) to ensure that student achievement is evaluated and reported to parents.
- Parents are invited to discuss their son/daughter’s progress (strengths, needs, next steps) at reporting times.
- Modified and/or alternative learning expectations must be developed by term and shared with parents (and the student if they are 16 years of age or older).
- If there are changes to the learning expectations at any time – parents are invited to discuss the nature of the changes.
- Any concerns about your child’s IEP should first be discussed with your child’s Classroom Teacher, Special Education Teacher and/or school Principal.
- If after discussion with school level staff, the parent and/or the student if they are 16 years of age or older disagrees with significant aspects of the IEP the issues are referred to:
- The school Superintendent to negotiate a mediated settlement, and
- The Associate Director of Education should the school Superintendent not be successful.
Ministry of Education Resource Guides
WCDSB develops and maintains Individual Education Plans (IEPs) for students with special needs, this is in alignment with the structures and processes set out by the Ontario Ministry of Education.
The Ministry of Education states that “An IEP is a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs that affect the student’s ability to learn and demonstrate learning.”
Resources available on the Ministry of Education website:
|The Individual Education Plan (IEP): A Resource Guide (2004)
Link to PDF
|Individual Education Plans: Standards for Development, Program Planning, and Implementation (2000)
Link to PDF
|Transition Planning: A Resource Guide (2002)The Transition Plan is part of a student’s Individual Education Plan and is described in the Ministry of Education’s Resource Guide “is the school’s written plan to assist the student in making a successful transition from school to work, further education and community living.”|
|Growing Success: Assessment, Evaluation and Reporting in Ontario Schools 2010 Beginning in September 2010, assessment, evaluation, and reporting in Ontario schools, including Individual Education Plans, will be based on the policies and practices described in this document.|