Introduction

This guide is meant to support families and caregivers in understanding what an Individual Education Plan (IEP) is and invites you to engage with us. It also outlines your rights as a family and describes how our partnership with you is essential to ensure the appropriate programming (assessment and instruction) decisions are made for your child.

Guiding Principles

The WRDSB is committed to student achievement and well-being. We know students learn and grow in different ways, and some students require special education programs, supports and services to meet their needs. 

At the WRDSB, we value our relationships with families. We are committed to working respectfully and collaboratively with all families and students.  

When a student has an IEP, your child’s teacher(s) will reach out and invite you to share knowledge about your child and engage in conversations about their learning and programming. You are an essential contributor in helping us determine your child’s needs.

When you have questions, we also welcome and encourage you to approach your child’s teacher and principal to engage in discussions about your child’s learning and programming in the IEP. The sharing of information between yourself and school staff is critical to ensuring the success of your child.

The Special Education Department, in collaboration with all staff, is committed to providing equitable access to learning opportunities for all students. This includes our ongoing commitment to: 

  • Human Rights
  • Anti-oppression
  • Equity
  • Anti-ableism
  • Anti-racism

Families as Partners

As families and caregivers, you know your child best. You know your child’s:

  • Strengths
  • Abilities
  • Needs
  • Areas for improvement 

We value the information you provide about your child and appreciate our partnership in decisions that affect your child’s education. We hope that this guide will help you better understand the IEP. 

If you need additional information about IEPs, please contact your child’s teacher or principal.

What is an Individual Education Plan (IEP)?

An Individual Education Plan (IEP) outlines the special education programs, services, or additional support a student receives. The plan helps the student meet the stated goals and learning expectations.

It is a written plan and a working document that describes a student’s strengths, areas for improvement, and the special education programs, supports and services accessed or provided to meet the student’s individual needs. 

Student learning is assessed continuously, and the IEP is adjusted based on that assessment data. It is then reviewed and updated at every reporting period. 

An IEP is:

  • A written plan and a working document that describes a student’s strengths, areas for improvement, and the special education programs, supports and services accessed or provided to meet the student’s individual need
  • A record of the student’s transition plan
  • A record of accommodations needed to help the student achieve the learning expectations identified in the IEP
  • Identifies learning expectations that are modified from the expectations for the regular grade level, if modifications are required 
  • Identifies alternative expectations, if required, in areas not represented in the Ontario curriculum 
  • A record of the teaching strategies specific to modified and alternative expectations and of assessment methods to be used to determine the student’s progress towards achieving these expectations 
  • Developed at the beginning of a school year, semester, or at the start of a placement.   It is reviewed and adjusted throughout the reporting period 
  • At times, short-term in nature
  • An accountability tool for the student, the student’s family/caregiver, and everyone who has responsibilities under the plan 

An IEP is not:

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

Why is an IEP developed?

An IEP is developed for a student for one of the following reasons:

  • An IEP must be developed for every student identified as an “exceptional pupil” by an Identification, Placement, and Review Committee (IPRC) to plan special education supports, programs and/or services in order to achieve curriculum expectations and to demonstrate learning.
  • An IEP may be developed for a student who has not been identified by an IPRC as exceptional, but who requires a special education program and/or services in order to achieve curriculum expectations and/or to demonstrate learning.

Meeting a Student’s Needs

Special education needs can be met through accommodations, modifications, and alternative curriculum expectations.

Accommodations 

Specialized teaching and assessment strategies may include individualized equipment, access to technology and environmental adjustments as required for the student to access the curriculum and demonstrate learning. 

Accommodations allow a student to participate in learning without any changes to the knowledge and skills the student is expected to demonstrate. Students are expected to demonstrate all the overall expectations of the curriculum.

The three types of accommodations are:

  • Instructional: adjustment in teaching and assessment strategies (differentiated instruction)
  • Environmental: change, or support, to the physical environment of the classroom and/or school
  • Assessment: adjustment in assessment activities/methods/timing to enable the student to demonstrate learning

Modifications

Changes made in the age-appropriate, grade-level expectations for a subject or course to meet a student’s learning needs.

Modifications can be made by:

  • Selecting expectations from a different grade level
  • Altering the number of grade-level expectations
  • Altering the complexity of the grade-level expectations

Students may still require accommodations to help them achieve the learning expectations in subjects or courses with modified expectations.

Some decisions about modifications can impact a student’s educational pathway.  It is important that families/caregivers and school staff have conversations about the use and impact of modifications. For example, modifications in secondary grades can affect credit attainment. It is important that families/caregivers understand the nature of the accommodations and/or modifications as they may impact a student’s future program.

Alternative Curriculum Expectations

Learning expectations that are not represented in the Ontario Curriculum. Examples include functional literacy, facilitating transitions and organizational skills. Secondary school courses identified as non-credit courses are considered alternative curriculum. These courses are written based on student baseline assessment and evaluation from the previous grade/course. 

For further information regarding secondary diplomas and certifications, please see the Ontario Schools K to 12 Policy and Program Requirements.

What are the components of an IEP?

An IEP must include:

  • Accommodations – strategies and supports that differ from what is regularly provided during instruction
  • Specific and measurable educational expectations
  • An outline of the special education program and services that the child will receive
  • A statement about the methods for reviewing your child’s progress
  • A personalized transition plan with specific goals and actions that build on student strengths, needs and required supports. If a student does not need a transition plan, the plan will state that no action is required.

Transition Plans

IEPs include plans for helping a child cope with transitions. A transition plan is a written plan which outlines the daily, short term and long term changes to programs/pathways. Within the transition plan there are individual goals, actions required to meet those goals, identified individuals to support, and timelines. 

Not all students require the same degree of support, which may be different from year to year. While some students require help moving within a classroom or locations within the school, others may benefit from different teaching strategies. Larger transitions can involve changes in locations or programs and require support from adults.

Transitions may include:

  • Entry to school
  • Activity to activity
  • Class to class
  • Between grades
  • School to school
  • Elementary school to secondary school
  • Secondary school to education, career, community, and life pathway 

A Transition Plan is developed in collaboration with students and their families, the school, community agencies and post-secondary partners, as appropriate, and is reviewed and updated as part of the IEP review process.

How Can Families/Caregivers Be Involved? 

Families and caregivers are essential in the IEP development process and transition planning. They will be asked to provide information through a series of conversations. 

We invite families to share information with the teacher to support their child’s learning strengths, needs and interests such as: 

  • Talents and abilities
  • Likes, dislikes and interests
  • Hopes and dreams for the future including any short and/or long-term goals 
  • How your child learns best (e.g., by doing, through demonstration, etc.)
  • Family relationships (including extended family and pets)
  • Peer relationships
  • Family routines and schedules
  • Interest in extracurricular activities

Families/Caregivers will be provided a copy of their child’s IEP, within 30 school days, so they may support the planned activities at home. This plan is reviewed and updated at least once every reporting period. However, families/caregivers are always encouraged to connect with their child’s teacher at any time during the school year. 

There are many things you can do at home to help your child reach their goals:

  • Talk to the teacher about your child’s IEP goals 
  • Do what you can at home to support your child’s goals
  • Take every opportunity to communicate with your child’s teacher
  • Provide additional insights and resources to the school 
  • If relevant, share significant personal/family events

What happens if you have a concern about your child’s IEP? 

If  you have a concern with your child’s IEP, here are some steps you can take:

  1. First, speak with the teacher and identify those concerns. 
  2. If the concerns remain, reach out to the principal and ask for  their help. This could be a discussion with the teacher to identify areas of concern and find solutions.
  3. If the principal can not resolve your concerns, reach out to the Family of Schools Superintendent. 

Special Education staff will work with school-based staff to support students and families as needed. 

 

More Information 

The Ministry of Education’s Individual Education Plan (IEP) A Resource Guide.