IEP+and+504

An IEP is an Individualized Education Plan for children that have special needs in school. The IEP must be requested by the parents, and is not always approved by the school. If it is approved, the school assistance team (which consists of the teacher, parents, principal, school counselor, etc.) works together to help the child achieve social or academic goals. The IEP, when focused on social aspects, supersedes the child's report card.

A 504 is given to students who do not qualify for an IEP and is considered a "safety net" for parents who still feel that their child needs help.



STANDARDS FOR DEVELOPMENT AND PROGRAM PLANNING
To identify clearly for parents, school staff, and the Ministry of Education the reason for developing an IEP for the particular student An IEP will be developed for one of the following reasons: The applicable reason for developing the student's IEP must be indicated in the IEP. The standards in this document will apply to IEPs developed for any of the reasons given above. The IEP will be reviewed to ensure that the appropriate reason for developing the plan has been indicated. To provide essential information about the student that was used to support the decision to provide the special education program and services In preparation for developing a student's IEP, information must be gathered from a variety of sources to establish a basic profile of the student for whom a special education program and services are being put in place. (The kinds of sources to be used and requirements associated with the gathering of information are outlined in [|section 11], Information Sources.) The IEP must provide such essential information. The following information must be included in the IEP: > For a student identified as exceptional by an IPRC, the description of the student's exceptionality must be consistent with that provided in the IPRC's statement of decision, and must also accord with the categories of exceptionalities and the definitions provided in the Ministry of Education's memorandum to Directors of Education and School Board Authorities dated January 15, 1999. (For a student who has not been identified as exceptional by an IPRC, a brief statement describing the characteristics of the student that make a special education program and/or services necessary must be provided.) > The placement indicated must be consistent with the placement specified in the IPRC's statement of decision. (Options may include placement in a regular class with or without withdrawal support provided by a qualified special education teacher; placement in a special education class with partial integration in regular classes; and placement in a special education class for the entire school day.) > Any medical conditions affecting the student's ability to attend school or to learn must be listed, along with any related specialized health support services that the student requires on a constant or intermittent basis. To identify the student's strengths and needs clearly, as the basis on which an appropriate special education program and services are developed To inform the student, parents, and teachers of the goals towards which the student is progressing through the achievement of the learning expectations set out in the IEP Annual goals are statements describing what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course, or skill area. Annual goals must be developed under the following circumstances: In the first case, the annual goals may be modified from the overall expectations outlined for a subject at a particular grade level, or for a secondary school course, in a curriculum policy document. In the second case, they will not be derived from the overall expectations, but will be developed on the basis of the student's identified strengths and needs and will constitute a summary of the student's alternative learning expectations. Annual goals need not be developed for students who are working on unmodified curriculum expectations. All annual goals must: Annual goals meeting these requirements must be recorded in the IEP for each subject, course, or skill area to which the IEP applies. Examples of the individualized teaching strategies that may be identified in the IEP include the following: Examples of the individualized accommodations that may be identified in the IEP include the following: To ensure that the student is well prepared to meet postsecondary goals that are appropriate to his or her strengths, needs, and interests, and that he or she receives the assistance necessary for making a smooth transition Regulation 181/98 requires that the IEP of an exceptional student who is 14 years of age or older must include a plan for the student's transition to appropriate postsecondary activities, such as work, further education, and community living. The transition plan is optional for students who are identified as exceptional solely on the basis of giftedness. http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
 * 1. Reason for Developing an IEP**
 * //Purpose of the Standard//**
 * //Requirements of the Standard//**
 * An IEP //must// be developed for every student who has been identified as an "exceptional pupil" by an Identification, Placement, and Review Committee (IPRC), in accordance with Regulation 181/98.
 * An IEP //may// be developed for a student who has not been formally identified as exceptional, but who has been deemed by the board to require special education programs or services in order to attend school or to achieve curriculum expectations and/or whose learning expectations are modified from or alternative to the expectations set out for a particular grade level or course in a provincial curriculum policy document.
 * An IEP //must// be developed, as supporting documentation, if an Intensive Support Amount (ISA) funding claim is submitted by a school board on behalf of a student who has not been identified as exceptional by an IPRC, but who is receiving a special education program and services.
 * //Compliance With the Standard//**
 * 2. Student Profile**
 * //Purpose of the Standard//**
 * //Requirements of the Standard//**
 * //Student's full name//
 * //Gender//
 * //Date of birth//
 * //Student identification number (if applicable)//
 * //Current school year//
 * //Name of the school and principal//
 * //Date of the student's most recent IPRC (if applicable)//
 * //Student's exceptionality//
 * //IPRC placement decision (if applicable)//
 * //Student's current grade and/or special education class placement//
 * //Subjects or courses to which the IEP applies//
 * //Relevant medical conditions//
 * //Relevant assessment data//
 * 3. The Student's Strengths and Needs**
 * //Purpose of the Standard//**
 * 4.2 Annual Program Goals**
 * //Purpose of the Standard//**
 * //Requirements of the Standard//**
 * if the student's learning expectations are modified from the curriculum expectations for a particular subject or course
 * if the student's learning expectations are alternative expectations
 * take into account the student's strengths, needs, and current level of achievement in the program area;
 * describe realistic and observable achievements.
 * 5.1 Teaching Strategies and Accommodations**
 * using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * 8. The Transition Plan**
 * //Purpose of the Standard//**
 * //Requirements of the Standard//**

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This website contains the forms for IEP and helpful suggestions for parents of special education students: http://www.doe.mass.edu/sped/iep/

This website has sample forms for 504 as well. http://www.doe.in.gov/sservices/counseling/504_sample_forms.html

This is an interesting quote about IEPs and the No Child Left Behind Act: To meet the requirements of the federal No Child Left Behind Act (NCLB), all states must set rigorous standards for student achievement in reading, math, and science, and test students using assessments that are aligned with your state's academic content standards, which define what children must know and be able to do at each grade level. Since your child will be tested based on these standards, it would seem logical that formulation of his IEP goals would be based on them, particularly if your child has a deficit in reading or math. As a parent, you can play a role in making sure that your child's IEP goals are aligned with these academic content standards, even if your child may not reach the standards for his grade level in a single academic year. http://www.greatschools.org/LD/school-learning/individualized-education-program-iep-goals.gs?content=709 The website also has good tips on how to develop and achieve goals when creating IEPs for students.