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IEP Process

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by

Joe Burns

on 27 July 2010

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Transcript of IEP Process

Double click anywhere & add an idea Standard-Student Profile
The recommendations of the IPRC (with respect to special education programs and services such as support personnel, resources, and equipment) must be taken into consideration while developing the IEP. Also complies with regulation 181/98. Standard-Parent/Student Consultation
The principal must ensure that parents and the student, if they are 16 or older, are consulted in the development of the IEP. Complies with regulation 181/98. Standard-Staff Involvement in the
Development of the IEP. Standard-information sources: A variety of sources must be considered in developing the IEP. Information gathered and shared must be done in accordance with MFIPPA and OSR Guidlines.
Standard-Staff Involvement in Development of IEP:
The principal is ultimately responsible for the development of the IEP, however, he/she may assign responsibility for coordinating the IEP development to another staff member. Standard-Reason for Developing
an IEP. Standard-The Student's
Strengths and Needs. Standard-Student Profile:
should include personal information as well as information used to support provision of special education programming. Standard-The Special Education Program:
Include student's current level of achievement,
goals for improvement, and learning expectations. Standard-Special Education Strategies,
Accomodations and Resources. Standard-Assessment, Evaluation and Reporting:
Ensure an assessment plan in in place to allow the student to demonstrate learning expectations. Standard-Provincial Assessments:
Plan for students to be able to demonstrate full extent of knowledge and skills on provincial assessments. Standard-Transition Plan:
Principal must consult with community agencies and post-secondary institutions to prepare a transition plan for students 14 years of age or older (optional for solely gifted students). Could include plan for work, further education, or community living. Complies with regulation 181/98. Standard-Date of Completion of the IEP:
The IEP must be completed and signed by
the principal within 30 school days of a student's
placement in a special education program. Complies
with regulation 181/98 Standard-Implimentation and Monitoring -Reg 181/98 -Reg 181/98 Standard-Reviewing and Updating Sources/Resources:

Bowlby, Brenda J., Peters, Catherine, Mackinnon, Martha. An Educator's Guide to Special Education. Aurora: Aurora Professional Press, 2001.

The Individual Education Plan (IEP), A Resource Guide (2004). http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

Individual Education Plans: Standards for Development, Program Planning, and Implementation 2000. http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html

“Leadership Framework for Principals and Vice Principles.” Putting Ontario’s Leadership Framework Into Action. Web. 11 July, 2010. http://www.education-leadership-ontario.ca/files/FrameworkPrincipals.pdf

Regulation 181/98-Identification and Placement of Exceptional Pupils.
The Role of The Principal:
• assigns to one teacher the responsibility for coordinating (not developing)
the student’s IEP;
• facilitates collaborative planning, evaluation, and updating;
• ensures that IEPs are completed within 30 school days of a student’s
placement in a special education program;*
• signs IEPs within 30 school days of a student’s placement in the program;
• ensures that IEPs are implemented and that, as part of implementation,
the student’s learning expectations are evaluated and updated at least
once every reporting period;
• ensures that the recommendations of the IPRC (with respect to special
education programs and services such as support personnel, resources,
and equipment) are taken into account in the development of the IEP;*
• ensures that parents and the student, if the student is 16 years of age or
older, are consulted in the development of the IEP;*
• ensures that consultation with community agencies and postsecondary
institutions that he or she considers appropriate is conducted as part of
the preparation of a transition plan for students who are 14 years of age
or older and who are not identified solely as “gifted”;*
• ensures that a copy of the IEP is provided to the parents and to the student,
if the student is 16 years of age or older;*
• ensures that the current IEP is stored in the OSR, unless a parent of the
student objects in writing.*

Responsibilities that are
mandated by Regulation 181/98
are marked with an asterisk (*).
(IEP Resource Guide 17 ) IEP Standards

Standards for Development and Program Planning
1.Reason for Developing an IEP
2.Student Profile
3.The Student's Strengths and Needs
4.The Special Education Program
5.Special Education Strategies, Accommodations, and Resources
6.Assessment, Evaluation, and Reporting
7.Provincial Assessments
8.The Transition Plan
9.Parent/Student Consultation
10.Staff Involvement in the Development of the IEP
11.Information Sources
12.Date of Completion of the IEP

Standards for Implementation and Review
13.Implementation and Monitoring
14.Review and Updating

The IEP Process (Standards 1) (adapted from IEP Resource Guide 10)
Full transcript