Download the documents

IPRC Meeting Minutes Identification 2018

IEP guide 2004

Special Education Letter to Parents and Guardians

As defined in the IEP Resource Guide 2004

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:
  • a record of the particular accommodations needed to help the student achieve his or her learning expectations:
  • a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education’s curriculum policy document and/or alternative expectations, if required, in program areas not represented in the Ontario curriculum;
  • a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations.;
  • provide a Transition Plan to support the needs of the student.

A student’s IEP but typically have a direct progress reporting link to the Provincial Report Card.

An IEP is not…

  • a description of everything that will be taught to the student;
  • a list of all the teaching strategies used in regular classroom instruction;
  • a document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations;
  • a daily lesson plan.

School boards have the discretion to develop and IEP for students who have not been formally identified as exceptional but who are receiving special education programs and/or special

education services.

If a parent believes their child will benefit from special education programs and/or services as described in an IEP and the school does not agree, the parent has the right to request that an IPRC meet to determine if their child is an exceptional student.

Regulation 181/98 requires that an IEP must be developed for all exceptional students within a period of 30 school days after the student has been identified or placed in a program.

The principal is ultimately responsible for ensuring that the IEP is developed collaboratively within the resources available and that parents are consulted throughout the process.

The parent/guardian must be asked to sign the form to indicate whether:

  • they were consulted in the development of the IEP;
  • they declined the opportunity to be consulted; and,
  • they have received a copy of the IEP.

Any comments provided by the parent/guardian are noted on the form.

When disputes arise, the school endeavours to work collaboratively with the parent/guardian to review issues within the Individual Education Plan.  Collaborative processes may include phone. Contact and/or meetings.

The Ontario Ministry of Education resource document Shared Solutions provides strategies and identifies best practice in collaborative conflict resolution.