Acknowledgments. The Department of Education appreciates the efforts of all who have contributed to the development of this document.

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2 Acknowledgments fåçáîáçì~äáòéç= bçìå~íáçå~ä= mä~ååáåö pí~åç~êçë=~åç=dìáçéäáåéë The Department of Education appreciates the efforts of all who have contributed to the development of this document. Department of Education Student Services Advisory Working Group Members of the Student Services and Special Education Standing ommittee Members of the Individual Education Plan Handbook Development ommittee Eastern School District Students Services Western School Board Students Services La commission scolaire de langue française de l Île-du-Prince-Édouard opyright Ownership are has been taken to acknowledge copyright material used in the development of this document. Any information that will allow the Prince Edward Island Department of Education to rectify any reference in subsequent editions would be gratefully received by the: Special Education oordinator, Department of Education PO Box 2000, harlottetown, PE 1A 7N8 ontact Information: Special Education oordinator, Student Services Division Department of Education PO Box 2000, harlottetown, PE 1A 7N8 Tel.: (902) Fax.: (902) This handbook can be accessed on the Department of Education s website at: June 2005

3 Table of ontents Introduction... 1 Standards and Guidelines... 2 Individualized Educational Planning (IEP) Process Illustration Individualized Educational Planning (IEP)... 4 What is an IEP?... 5 What is the purpose of an IEP?... 6 When is it appropriate to consider individualized educational planning for a student? 7 Adaptation... 9 Modification What does the planning process for developing IEPs involve? What is the classroom/subject teacher s role in the individualized planning process? 15 Preparation and Planning hecklist Teacher Parent ollaboration How are parents involved in the IEP planning process? The Individualized Educational Planning Team The IEP Team ollaborative-onsultation Model General responsibilities of team members Special or Related Services The Individualized Educational Planning (IEP) Meeting The IEP Meeting Individual Education Planning Meeting Format What the IEP Meeting Is and Is Not Developing the Individualized Education Plan Steps to Follow when Developing an IEP What Should be Included in an IEP Identifying, Prioritizing and Writing Goals and Objectives Assessing and Evaluating Student Goals and Objectives...41 IEP Review Process How Does an IEP get Reviewed? How Frequently?...43 Transition Planning onclusion Appendices References...167

4 List of Appendices Appendix 1: Minister s Directive No. MD , Special Education Appendix 2: Standards and Guidelines Appendix 3: Strategies for Inclusion in Implementation of the IEP Use of Regular urriculum Differentiated Instruction Self-Advocacy and Autonomy Human Resource Support Special Educational Materials Assistive Technology Appendix 4: Glossary (pp.73-77) Appendix 5: Record of ourse Adaptation forms A, B, and (Elementary) Appendix 6: Record of ourse Modification form Appendix 7: Record of ourse Modification form (sample ) Appendix 8: Letter to parents Appendix 9: Information for Parents Appendix 10: Planning Tips For IEP Team Meetings Appendix 11: ompleting the IEP Form Appendix 12: Individual Education Plan Form Appendix 13: Protocol for ompletion of IEP Form Appendix 14: Instructions for completing IEP form in Word Perfect Appendix 15: Sample of ompleted IEP forms Sample 1 Sample 2 Appendix 16: IEP ompletion hecklist Appendix 17: List of Action Verbs Appendix 18: Suggested Methods for Evaluation of Student Goals and Objectives Appendix 19: IEP Review Meeting Appendix 20: What Level of hange? Questions that Teachers an Ask Appendix 21: What is Everybody Doing? Appendix 22: HEAR Referral Form Appendix 23: APSEA Service Plan Referral Form forms A and B Appendix 24: ontinuum of Service Placements and Options Appendix 25: Assistive Technology: Basic Principles for School-based Student Services Teams (pp )

5 Appendix 26: Appendix 27: Resources for Planning and Implementation of Individual Education Plans Selected Websites

6 Individualized Educational Planning Introduction The philosophy of education for the public school system states that we are committed as an educational community to helping all students reach their individual learning potential. The needs of most students will be met by classroom/subject teachers using regular provincial curriculum. For a number of other students, teachers will be the first to identify that they are experiencing learning challenges. In addition, a small percentage of students will enter school with diagnosed conditions and/or syndromes that when assessed will precipitate special education programming and services. In both situations, teachers and parents* working together will determine the appropriate educational interventions. The interventions may range from short term strategies applied in the classroom to an in-depth planning process. When students require support programs and/or services beyond classroom adaptations, teachers and parents will explore the option of individualized planning. Individualized education planning is a process that offers many benefits for educators, related service professionals and parents collaborating to meet the needs of students who require a range of programs and support services. The IEP planning process is sufficiently broad based to address, in a systematic way, the needs of students who are at very different points on the continuum of special educational needs. Through the process of supporting and directing the careful development, implementation and evaluation of individualized education plans, the student s educational needs will be addressed in a way that results in ongoing skill and knowledge development. The purpose of this handbook is to provide educators, parents* (see Information for Parents Handbook Appendix 9) and other related service professionals with a planning process to follow when identifying which students should be considered for an individualized educational plan. The handbook also leads parents and professionals through the steps involved in developing, implementing and evaluating individualized education plans. A Glossary of terms used in this handbook is contained in Appendix 4. *The term parent is used throughout this document to refer to parents and guardians. 1

7 Standards and Guidelines Standards and Guidelines for Individualized Educational Planning (IEP) Individualized educational planning is a process by which educators, support personnel and parents collaborate to ensure that students needs are addressed in a systematic manner. The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed. The individualized educational planning process provides a framework for decision-making that is informed by a clear understanding of the student s present level of performance. Individualized educational planning is initiated for students whose programs vary significantly from the prescribed curriculum and/or who have special educational, medical, behavioural, and/or physical needs. (M.D. b. (i) (ii) (iii)) The individualized educational planning process relies on information collected from a range of informal and formal assessments. The individualized educational planning process is strengthened by the authentic and continued involvement of parents at all stages of planning, development and implementation. The individualized planning process mandates the formation of a collaborative individual education planning team when the result of the formal referral process indicates the need for individualized programming. 2

8 Individualized Educational Planning The individual education planning team core members include a school administrator, resource/special education teacher, classroom/subject teacher(s), parent(s), and student as appropriate. Individual education planning team members should be chosen based on their ability to provide essential information and/or necessary support for the student s individualized program. The individual education planning team is responsible for formally designating an educator to serve as coordinator for the development and implementation of the individualized education plan. The individual educational planning team has the responsibility to identify and prioritize goals and objectives based on the student s assessed strengths, needs, and interests. Individual education plan goals and objectives developed during the individualized educational planning process must be clearly stated, studentspecific, observable and measurable. The individual education plan must include a clear statement on how a wide variety of methods will be used to assess and evaluate the student s progress on the goals and objectives. The individual education planning process must allow for updating as required to meet the student s changing needs and must include, as a minimum, an annual formal review date. The individualized education plan needs to reflect decisions regarding transition planning across all grades and levels of schooling. 3

9 Standards and Guidelines The individualized education plan, for students who are in their grade nine year, must include long term goals and objectives, based on current assessments, that reflect knowledge and skills that students will need at the end of their three years of senior high school, to transition from school to the community. 4

10 The following illustration represents students following the regular provincial curriculum and those who require an Individualized Education Plan.

11 Individualized Educational Planning (IEP) Individualized Educational Planning Individualized educational planning is a process by which educators, support personnel and parents collaborate to ensure that students needs are addressed in a systematic manner. The individualized educational planning process provides a mechanism to ensure that an IEP is developed and implemented through a structured format that clearly outlines the steps to be followed. The individualized educational planning process provides a framework for decision-making that is informed by a clear understanding of the student s present level of performance. Individualized educational planning is initiated for students whose programs vary significantly from the prescribed curriculum and/or who have special educational, medical, behavioural, and/or physical needs. (M.D. b. (i) (ii) (iii)) The individualized educational planning process relies on information collected from a range of informal and formal assessments. The individualized educational planning process is strengthened by the authentic and continued involvement of parents at all stages of planning, development and implementation. What is an IEP? The Minister s Directive on Special Education, No. MD (Appendix 1) is a framework document that outlines the roles and responsibilities of Department of Education, School Boards and schools in respect to programs and services for students with special educational needs in the province of Prince Edward Island. This Directive defines an Individualized Education Plan (IEP) as: 5

12 Standards and Guidelines a written record that documents the collaborative process for the development of an individualized plan for a student with special educational needs. This planning is a continuous and integrated process of instruction, assessment, evaluation, decision-making and reporting. The IEP outlines support services and educational program adaptations and/or modifications. What is the purpose of an IEP? The overall purpose of the individualized plan is to help students progress in their skill development and attainment of knowledge beyond their present level of performance in the academic, life skills, and/or behavioural domains. Individualized educational planning provides a formalized process for educators, parents, and other service related professionals to collaboratively plan and make decisions regarding the development of student specific programs. It also supplies a mechanism for identifying, monitoring, and reviewing the special educational needs of the student. The overall purpose of the individualized plan is to help students progress in their skill development and attainment of knowledge beyond their present level of performance in the cognitive, life skills, and/or behavioural domains. The content of the individual education plan will address domains most relevant to the needs of the student. For some students, it will focus primarily on academic goals and objectives. For others, the individual plan may concentrate on life skills, such as personal care training and/or social skills. A number of students will require an individual plan which emphasizes goals and objectives addressing challenging behaviours. In order for the IEP to achieve its purpose of helping students progress, a number of decisions have to be made regarding the adaptation or modification of materials, augmenting or substituting of regular curriculum, behavioural interventions, and the instructional strategies and assessment procedures to be used. Having a clear picture of the student s strengths, interests and needs is essential to the planning process. 6

13 Individualized Educational Planning Decisions must be based upon a clear understanding of the student s present level of performance so that strengths can be encouraged, interests developed, and the needs prioritized and addressed in the IEP. Integral to this formalized planning process is the requirement of documenting any decisions regarding additional and/or alternate resources, curriculum, strategies and/or technology which may be necessary to help the student meet the goals and objectives of the individualized education plan. Documentation is an ongoing written record of the programs and services put in place for the student with special educational needs. It is essential in fostering continuity in programming for students and providing accountability for parents and professionals involved in the individualized planning process. It is also important to keep a written record of the student s assessed present level of performance as it provides a baseline for the future determination of the appropriateness of the IEP goals and objectives. When is it appropriate to consider individualized educational planning for a student? There are a number of circumstances under which students may be considered for individualized educational planning. Teachers and parents will generally follow a number of steps before initiating a formal referral for in-depth individualized planning. The exception to this are the students who arrive in school with previously identified conditions and/or syndromes (MD No (b)(i)) and who will already have an individualized educational plan or immediately require one. 7

14 Individualized Educational Planning Process Student with learning and/or behavioural challenges Initiate pre-referral strategies and interventions Interventions successful No Refer to school-based Student Services Team Monitor Gather information to determine action plan based on severity of need Adaptations and/or Modifications and/or Individualized Education Plan Satisfactory progress Satisfactory progress See following page Review and monitor Review and monitor Documentation ongoing (see sample forms) Documentation ongoing (see sample forms)

15 Individualized Education Plan Establish an IEP Team (collaborative student, parent(s) and professionals) Gather in-depth information. onduct further assessment, if necessary. Determine student s strengths, needs and interests. Develop the IEP Identify goals and objectives Determine plan to monitor Implement the IEP Formal Annual Review ongoing monitoring and review as required for student success adjust goals and objectives Share IEP with all people involved Engage in on-going assessment/evaluation of student s progress

16 Individualized Educational Planning Adaptation retains the outcomes of the regular curriculum. Adaptation Some students may have underlying factors that affect learning and behaviour that have not been apparent until they enter school and begin to experience difficulty. For these students, the identification/assessment or pre-referral phase (refer to Department of Education publication Student Assessment Process Standards and Guidelines) begins in the classroom, as the teacher observes signs of learning and/or behaviour that are considered atypical. In this first phase, the teacher and the parent explore a range of the least intrusive classroom and home interventions which, if successful, will eliminate the need for further individualized planning. This type of intervention is referred to as adaptation. Adaptation is defined as a documented process that allows a student with special educational needs to participate in a prescribed curriculum(course) with changes in format, instruction strategies and/or assessment procedures that retain the learning outcomes of the curriculum. These accommodations, which allow most students to participate in regular curriculum, are considered good teaching practices by teachers who recognize and address the diversity of students in their classrooms. Full credit is granted for such programs (courses) but adaptations used are documented and kept on file. Some sample forms which can be used to record adaptations are found in Appendix 5. The recording of adaptations used for a particular student is important in that it provides useful transition information when students move to the next grade or school level. It is also a helpful document for teachers to remind them of special considerations when planning lessons. At some point, the students should be a part of the adaptation process as well. Knowledge of their own strengths and 9

17 Standards and Guidelines needs is essential if students are to be successful in schooling and in their life s work. Being able to explain their own adaptation strategies to a new teacher or prospective employer is a big step towards independence. Self advocacy is an important skill for people of all ages but especially for young people who are at the self-conscious stage and who do not want to appear different. When students are confident that the adaptations provided by teachers have not devalued their school program, but instead have made it more meaningful, their self-esteem is enhanced. Teachers must model the acceptance of different ways to achieve and demonstrate learning. Adaptations can be woven into the natural ebb and flow of the classroom. The least intrusive adaptations are usually the most effective. There are many examples of best practices which illustrate adaptation strategies available to teachers. (See Appendix 3, page 65.) The PEI curriculum is universal, in that it is designed to help all learners reach their potential through a wide variety of learning experiences. (English Language Arts urriculum Guide). Teachers who move students into the crucial adaptation stage in the planning process are able to retain students in the regular curriculum, with the support of the helpful suggestions found in curriculum guides. These teachers create inclusive classrooms which provide an opportunity for most students to be able to participate either partially or fully in all activities. Modification changes the outcomes of the regular curriculum. Modification If a student continues to experience difficulties after adaptations have been thoroughly and carefully implemented and evaluated, teachers and parents may wish to consult with the resource/special education teacher and/or the school counsellor and move to the next step in the individualized planning process. Modification is the appropriate response if the student is able to take part in some of the regular program but needs substantial changes to one or more academic areas. 10

18 Individualized Educational Planning Modification changes the outcomes of the prescribed curriculum to meet a student s special educational needs. A modified program (course) focuses on different learning outcomes than those specified in the prescribed learning outcomes for the student s grade or course. Modified courses do not provide the same credit as a prescribed course. For this reason, teachers and parents carry a great responsibility in making the decision to modify a student s program. The collaborative-consultation* process through which the change to modify programs is made, must carefully consider the implications, the main one being the likelihood of a General or Practical designation for that subject area in Senior High School. are must be taken to base the decision to modify the curriculum on the specific needs of the student. In particular, academic modifications should not come about as a result of any social or behavioural challenges that the student may have, but rather should be based on assessments in the area to be modified. To modify, goals and objectives will usually be written by the classroom/subject teacher after appropriate assessment and consultation with the student, parent and school-based team. The level of complexity of subject concepts may be substantially different from the prescribed curriculum for the course or grade. Methods of instruction and assessment may also differ from those used for most other students. The sections on Assessment and Evaluation in the provincial curriculum documents provide a wide variety of methods that teachers can use to assess students progress. Teachers are urged to consult these documents and seek appropriate and diverse ways in which students can demonstrate what they have learned. When making modifications, every effort should be made to change only that which is necessary to enable the student to be successful in an inclusive setting. Individual goals and objectives are specifically selected to meet the student s needs and are outlined in a curriculum modification form. 11

19 Standards and Guidelines See Appendix 6 for a blank copy and Appendix 7 for a completed sample. The modification form is also available on the D which accompanies this handbook.) The PEI curriculum is of a universal design and its richness lends itself to meeting the needs of a broad range of students. As noted in the section on adaptation, the PEI curriculum is of universal design and its richness lends itself to meeting the needs of a broad range of students. Students who require modification to a part of their program will benefit greatly from the stimulation, variety, and group access that an inclusive setting provides. hanges made should reflect the belief that all students in the class or course can participate at some level in the activities and any time that is designated for one on one support must have a documented purpose. Some modifications to consider are: Give more concrete assignments on a related topic. hange learning tasks with similar topic by simplifying, condensing, combining or grouping. Give less complex questions on the same concept. (Many teacher and commercially prepared materials are available.) Use the grade level materials and resources in creative ways to achieve individualized goals. Use high interest/low vocabulary reading resources. Allow opportunities to apply and demonstrate functional skills in different settings. Arrange individual community tasks for particular students. The process of modification is not irreversible. The process of modification is not irreversible. It may be possible for students to re-enter the regular stream after having followed a modified course if the student shows evidence of having closed some of the gaps which precipitated the modification. This process will be more easily facilitated if great care has been taken to modify only those outcomes which need modification. A careful review 12

20 Individualized Educational Planning component should be built into the modification process so that the student is given every opportunity to advance according to his or her efforts and abilities. What does the planning process for developing IEPs involve? When a student s special educational needs extend beyond the academic domain and are spread across the student s whole school life, the classroom/subject teacher, resource teacher and/or school counsellor and parent may decide that the extent of the student s special educational needs indicates that a referral to the school-based student services team is appropriate. Prior to meeting with the school-based student services team, the classroom/subject teacher, resource teacher and/or school counsellor will continue to plan, informally assess and make adjustments so that the curriculum is responsive to the student s educational needs. A formal referral to the student services team may begin the process of determining whether the student will require an individual education plan. The initiation of a formal referral to the student services team may begin the process of determining whether the student will require an individual education plan. However, there are a number of steps that will need to be taken before a final decision is made. At this point the school-based student services team is consulted regarding the next steps in the planning process. When the student services team determines that this course of action adequately addresses the student s educational needs, further individualization will not be necessary. When the student services team determines that the course of action is not producing the desired outcomes, it may be necessary to develop an individualized education plan. The outcome of the assessments, in combination with the student s functioning level, will determine the degree of individualization that will be required to address the student s special educational needs. For some students the team may determine that further interventions such as formalized assessments, contacts with 13

21 Standards and Guidelines specialists from outside agencies, and/or involvement of board-based expertise are necessary in the individualized planning process. Based on the outcome of the consultation with the student services team, a course of action will be determined, implemented and evaluated. The unique educational needs of students place them on a particular point on the continuum of special education programs and services. The IEP may be brief or more detailed and complex. The unique educational needs of students place them on a particular point on the continuum of special education programs and services. Where students are on that continuum will dictate if the IEP is brief or more detailed and complex. The IEP is like a road map of a student s special education plan. It describes what a student can already do and what he or she needs to learn. It lists the special conditions that a student will need in order to progress. An Individualized Education Plan will be developed for students who require programs and services that are substantially different from most other students, and/or cannot meet the outcomes of regular curriculum, and/or require any educational assistant support. In schools where a significant number of IEPs need to be developed and/or reviewed, the following guidelines for prioritizing may be helpful: First... students with identified and diagnosed special needs whose programs have not been established Second... students whose IEPs require major change and continue to need an IEP (ie. goals and objectives have already been mastered or the student is not making the progress expected.) Third... students whose IEPs require review (ie. goals and objectives continue to be appropriate but require some minor adjustments.) 14

22 Individualized Educational Planning Fourth... students selected during the school year as new candidates for IEP planning It is important that all IEPs are developed and/or reviewed within the time lines for completion as specified by the guidelines in place at the Boards/District level. What is the classroom/subject teachers role in the individualized education planning process? It is the responsibility of the classroom/ subject teacher to seek out the required information to effectively address the learning needs of each student in the class. The classroom/subject teacher plays an all-important role in individualizing programs for students and, as the most influential individual in the educational life of a student, should not be left to plan in isolation when adapting, modifying or individualizing curriculum. It is important to understand that classroom/subject teachers should not be expected to have the repertoire of skills necessary to meet all the needs of all students all of the time. Planning and support must be provided from various sources, including the resource/special education teacher, school counsellor and school principal, as well as the school-based student services team. The following Preparation and Planning hecklist is intended to be a tool for teachers to use when planning for a student with special educational needs. The checklist identifies the sources of information that a teacher should access to gather information relevant to the student s educational needs. 15

23 Standards and Guidelines Preparation and Planning hecklist 9 I have requested information from principal. 9 I have met with parents to discuss student s needs. 9 I have requested written permission to access relevant records. 9 I have communicated directly with the student. 9 I have contacted previous teachers for insight and suggestions. 9 I have contacted specialists and support staff (if applicable). 9 I have read the student s cumulative record. 9 I have read any additional anecdotal information. 9 I have read current IEP (if applicable). 9 I have documented student s strengths, interests, needs and functioning level. 9 I have shared information with school personnel to determine next steps in preparing IEP. 9 I need to consult with school personnel to determine next steps in preparing IEP. 9 I need to pursue further information, consultation and/or assessment. 9 I am/ I am not referring to the school-based student services team at this time. When the teacher and other school personnel have been involved in transition meetings, many or all of the items on the Preparation and Planning hecklist will have been addressed. However, if the student has an IEP in place, it may still need to be reviewed and this may result in changes to the goals and objectives. 16

24 Individualized Educational Planning Ongoing communication and collaboration between teachers and parents is essential if the student is to be given every opportunity to meet with success in school.. Teacher Parent ollaboration Schools are expected to involve parents in the planning, development, and implementation of educational programs for their children. lassroom/subject teachers play an important role in involving parents in the individualized planning process for the student. Ongoing communication and collaboration between teachers and parents is essential if the student is to be given every opportunity to be successful in school. The importance of teachers taking the initiative in contacting the parents cannot be over-emphasized. Teachers may choose to communicate with parents in a number of ways, for example, through formal or informal interviews, phone calls, daily log/journal or in written notes/letters. Parents know a great deal about their child and their input is critical to school personnel in planning educational programs. Teachers develop a greater understanding of the student when they listen to the parents share information that is relevant to their child s history. A relationship between home and school based on support and trust begins when it is evident to parents that teachers consider them to be one of the best sources of information concerning the special educational needs of their child. There are a number of best practices that teachers and all school personnel can follow in order to ensure the optimum involvement of parents in the educational planning process for their children. Adhering to the following practices enhances the parents role and increases the likelihood of a successful outcome for the student. < Provide parents with information about the IEP process and the roles and responsibilities of IEP team members. < Provide parents with information about how they can contribute to the IEP meeting. < Ensure that parents know who will be attending the meeting and why. 17

25 Standards and Guidelines < Arrange a mutually acceptable time for the meeting. < Assure parents that their ideas are heard and valued. < Invite the parents to share what they can realistically do to support their child. Parents play a vital role in the education of their children as it is they who know their children best. How are parents involved in the IEP process? The importance of parental involvement cannot be overstated. Parents play a vital role in the education of their children as it is they who know their children best. School personnel must ensure that there are procedures in place that respect the privacy of the family and maintain confidentiality on a needto-know basis. When effective communication strategies are in place between the teacher and the parents, the stage is set for a useful, collaborative process. (See Individual Education Planning Information for Parents Appendix 9) 18

26 Individualized Educational Planning The Individualized Educational Planning Team (IEP) The individualized planning process mandates the formation of a collaborative individual education planning team when the result of the formal referral process indicates the need for individualized programming. The individual education planning team core members include a school administrator, resource/special education teacher, classroom/subject teacher(s), parent(s), and student as appropriate. Individual education planning team members should be chosen based on their ability to provide essential information and/or necessary support for the student s individualized program. The individual education planning team is responsible for formally designating an educator to serve as coordinator for the development and implementation of the individualized education plan. IEP Team An Individual Education Planning team is established when a formal referral process is undertaken and the results indicate that there needs to be an IEP developed for a student. At this point, the role of the school-based student services team in the individualized planning process will vary depending on the organization of the school and the specifics of individual student and teacher needs. In some schools the student services team may be the team responsible for developing, writing and implementing IEPs. In other schools the principal may establish a separate IEP team with the responsibility of carrying out the individualized planning process. 19

27 Standards and Guidelines Who will be attending the IEP meetings will depend on the nature of the special educational needs of the student. The IEP team may involve a number of professionals in addition to the classroom/subject teacher, resource teacher, parents, and, as appropriate, the student. Professionals with expertise in areas relevant to the student s special educational needs provide essential information for the development of the IEP. In addition to the core members referred to in detail later in this document, some students IEP meetings may involve professionals from outside the education system as well as department and board-based student services consultants. For example, Autism onsultants play a central role in the delivery of services to students who have been diagnosed with Autism Spectrum Disorder while Hearing Education Auditory Resources (HEAR) and Atlantic Provinces Special Education Authority (APSEA) personnel are involved for students who are deaf or hard of hearing (DHH) and students who are blind or visually impaired (BVI). When the student has multiple needs, the team may be extended to include educational and related services personnel required to assist the student in achieving educational goals. It is recognized that the membership of the IEP Team can and should vary depending on the educational needs of the individual student. However, the core participants include: < school administrator or designate; < classroom or subject teacher(s); < resource/special education teacher; < parent(s); < student (as appropriate); and < others (as dictated by special needs of the student). As well, parents may choose to invite additional support persons to the IEP meeting. In this case parents are to notify the school in advance. Similarly, schools are to give advance notice to parents as to who will be attending the IEP meeting. 20

28 Individualized Educational Planning While it is important to involve the individuals who play the most significant roles in the development of the IEP, it is also important to be aware of the challenges of bringing together large groups in a timely manner. Members of the IEP planning team should be chosen based on their ability to provide essential information or to support the student s individual program. In some cases, such as when the student has needs in a specific academic area, the team may be limited to the principal, the teachers, the parents and, as appropriate, the student. In all cases the student s needs will dictate who should be involved. ollaborative- onsultation Model onsultative, cooperative, collaborative and collaborative consultation models* are all ways people work together to support programming and services for students. The best possible outcomes for students and their families and the school community are achieved when the collaborative consultation model, which merges the positive aspects of each approach, is integrated into a decision-making framework. The collaborative consultation model emphasizes the value of recognizing that all members participating in the problem solving process are doing so to serve the best interests of students. This model provides students and their families with the opportunity to work collaboratively with school personnel and service related professionals in the development and support of effective programming and services. When the Individual Education Planning Team is established, the collaborative consultative effort of individualized education planning begins. Team members develop a common understanding concerning the student s strengths, interests, and needs. The collaboration is also an opportunity for sharing information and observations about the student s behaviour, learning challenges and preferences in a number of settings. 21

29 Standards and Guidelines All of us are smarter than one of us. This understanding allows the team to plan in an effective and efficient manner for programming priorities that can be reinforced across all areas of the curriculum. It is the responsibility of the team to ensure that all programs and support services put in place for the student, are realistic for the teacher to carry out and will enhance the interaction between a teacher and student in order to create a positive learning environment. The collaborative-consultation model is a valuable and effective way for IEP teams and other educational groups to problem-solve and improve the quality of decision making. The shared problem solving which occurs is enhanced by the interdependency resulting when each person s perspective and expertise are recognized and valued. The result is a mutual commitment to both the process and the outcomes. A useful resource for the establishment of collaborative, school-based teams is Teachers Helping Teachers: Problem Solving Teams that Work (Porter, 1994). * See Glossary for definitions of terms Appendix 4 General Responsibilities of IEP Team Members Responsibilities of IEP team members and the ways in which they collaborate in the development and implementation of successful individualized education plans for students are outlined below. IEP Team oordinator The IEP Team oordinator is an educator responsible for coordinating the development and implementation of the IEP. The IEP coordinator should have ongoing contact with the student, and, in most cases, is someone from the school, such as a resource/special education teacher, classroom teacher, or administrator. 22

30 Individualized Educational Planning As the person assigned the coordinating role, the IEP coordinator is responsible for ensuring that: IEP meetings are planned and chaired (see Planning Tips for IEP Meetings Appendix 10); parents, appropriate educators and other service related professionals are involved in the IEP process ie. Autism onsultants/oordinator, HEAR, APSEA, etc.; all pertinent information, including assessments, is assembled, summarized and shared at the IEP team meeting; written records of the meeting are kept and distributed; the individualized education plan is written within the agreed-upon time; the IEP form is completed; the IEP document is distributed for signatures; the completed IEP form is submitted and filed according to board/district guidelines; there is an agreed-upon process in place to monitor progress; the individuals involved in the direct implementation of the IEP have written copies of the plan to follow; and all services are coordinated, thus helping to promote consistency and avoid duplication. 23

31 Standards and Guidelines The Principal or Designate As school leader, (MD No , 3d.), the principal or designate is responsible for: ensuring that IEP s are prepared, implemented and reviewed according to the guidelines outlined in the IEP handbook; ensuring that the IEP team is formed and an IEP oordinator is selected; and allocating support personnel, assisting in acquiring appropriate materials and arranging for in-service training as required. The lassroom and/or Subject Teacher As a leading participant in the development of the individual education plan, the classroom and/or subject teacher is responsible for: sharing with the team information collected during the information gathering stage; ensuring that parents expectations for their child s program are known and considered; being aware that a student has special needs and seeking support and information on the nature of the difficulty in order to better address those needs; planning and carrying out instructional programs with support and help from the special education/resource teacher; adapting and/or modifying instructional methods and materials in consultation with other members of the IEP team; 24

32 Individualized Educational Planning developing strategies for the ongoing assessment and communication on student progress; and maintaining ongoing communication with parents, other teachers and the IEP oordinator. The Special Education/Resource Teacher As a source of expertise on special education issues in the school, the special education/ resource teacher is responsible for: carrying out informal, curriculum-based and certain standardized assessments (See pg. 9, Student Assessment Process Standards and Guidelines and, pg.20, Standards of ompetencies and Types of Assessments) providing diagnostic assessment information to determine student strengths, interests and areas of need; coordinating and facilitating special education programs and services; serving as the main contact for outside agencies; acting as the liaison between outside agencies and school staff; working with the teacher to generate ideas and suggestions for individualizing students programs; providing recommendations to teachers about materials and resources; collaborating with teachers to determine how and by whom instructional programs will be carried out; supporting teachers in developing strategies for assessing and communicating student progress; 25

33 Standards and Guidelines providing some direct instruction to students as outlined in the IEP; and maintaining ongoing communication with parents, teachers and the IEP oordinator. The School ounsellor As a source of expertise in counselling issues in the school, the school counsellor is responsible for: providing assessment information regarding behavioural, learning or other needs; providing expertise regarding behavioural and/or learning strategies or issues; working with the teacher to generate ideas and suggestions for supportive behavioural interventions; assisting the teacher to develop strategies for communicating and assessing student progress; maintaining ongoing communication with team members working with the student and the parents; and carrying out direct intervention with students as outlined in the IEP. The Parents As key members of the individual education planning team, parents are responsible for: sharing information about their child s learning preferences, interests, reactions to situations, and ways to avoid potential problems; working with school personnel to reinforce and extend the educational efforts of the teacher; 26

34 Individualized Educational Planning providing feedback on the transfer of skills to home and community environments; maintaining an open line of communication with the school; acting as advocates for their child s best interest. The Student Since individual education planning is all about the student, it follows that the student s presence and involvement is vital to the process. The nature and degree of a student s involvement in the IEP process will vary, but members of the IEP team have a responsibility to ensure that students understand the purpose of their IEP and how the goals and expectations in the plan are individually tailored, evaluated, reviewed, and updated. IEP team members must make every effort to encourage students to participate in the Individual Education Planning process. As the key participant in the IEP process, the student is responsible for: attending IEP meetings, as appropriate communicating learning priorities and preferences sharing expectations, dreams, goals and aspirations helping to set realistic goals and objectives assisting in monitoring progress. Board/District and Department-based onsultants As sources of expertise in their respective areas, board/district and department-based consultants are responsible for: 27

35 Standards and Guidelines helping school-based staff determine learning strengths and needs of student; working with school-based personnel to develop strategies for incorporating the student s needs into classroom instruction and routine providing recommendations about materials and resources; arranging for staff training to implement strategies; consulting on technology needs; acting as a resource and support to school-based personnel; maintaining ongoing communication with the teacher/ team; deciding upon and arranging for appropriate and ongoing assessment; providing expertise regarding behavioural and/or learning strategies or issues; and working with the teacher to generate ideas and suggestions for supportive behavioural interventions. Support Staff Support staff involved in the IEP process are responsible for: sharing relevant information with the teacher prior to the IEP team meeting assisting, under the direction of the teacher, in the implementation of the IEP providing ongoing feedback to the teacher. 28

36 Individualized Educational Planning [Refer to Teachers and Support Staff Working Together A Handbook for Teachers and Support Staff (Department of Education 2005) for further description of support staff roles.] Special or Related Services In addition to the aforementioned team members, it is common for other professionals and groups to be involved with an individual education planning team depending on the special educational needs of the student. In Prince Edward Island, students who meet criteria for specialized services have access to the following: Hearing Education Auditory Resources (HEAR) is a Department of Education implemented service which supports children who are deaf or hard of hearing (DHH) and enables them to be educated with their peers in an inclusive setting. Itinerant teachers work in collaboration with parents and classroom/subject teachers to assist children who are DHH in the development of auditory, speech, language, and cognitive skills. They also supply and maintain personal assistive listening devices [FM systems] so that children have access to auditory verbal information presented in regular classrooms. HEAR personnel provide in-services to teachers and support staff on strategies to improve inclusionary practices for students who are deaf or hard of hearing. In addition, HEAR personnel are key participants in the IEP process and assist in incorporating service plans into the student s IEP including transition planning services for students who are deaf or hard of hearing. (See HEAR Referral Form Appendix 22) Atlantic Provinces Special Education Authority (APSEA) provides services to students who are blind or visually impaired (BVI) and supports their inclusion in the public school system. This program is a cost-shared inter-provincial agreement among the four Atlantic provinces. Specialized staff, trained in teaching students who are BVI, provide a 29

37 Standards and Guidelines variety of services including: direct teaching and consultative support; materials in adapted format; technology such as access devices and low vision aids; short-term programs to support the expanded core curriculum for students who are BVI such as orientation and mobility and Braille literacy;and in-services to improve inclusionary practices. APSEA personnel are key participants in the IEP process and assist in incorporating service plans into the student s IEP including transition planning services for students who are blind or visually impaired. (See APSEA Service Plan, Form A, Appendix 23) In Prince Edward Island, the Student Services Division of the Department of Education provides individual consultation, assessment and behavioural support for students with autism spectrum disorders in Grades This service is provided by the Special Education Autism oordinator in collaboration with the Autism onsultants at the School Boards and is available to students who have a confirmed diagnosis of Autism, Pervasive Developmental Disorder- Not Otherwise Specified or Asperger Syndrome. Training and support for school staff serving these students is an integral component of the Autism oordinator/onsultant role. Support is offered to assist students and their families with school transitions. Autism oordinator and onsultants assist in the development of goals and objectives for the student s IEP. Other service professionals, who operate outside of the public education system, but who commonly collaborate with educators and parents regarding individualized educational planning include: Speech/Language Pathologists, Occupational Therapists, Physiotherapists, Paediatricians, Psychologists, Psychiatrists, 30