Individual Education
Plan
Individual Education Plan (IEP) 
(information derived from the BC Ministry of Education website
http://www.bced.gov.bc.ca/specialed/iep/)
This information is from the "The purpose of the British
Columbia school system is to enable learners to develop their
individual potential and to acquire the knowledge, skills, and
attitudes needed to contribute to a healthy, democratic and pluralistic
society and a prosperous and sustainable economy."
Mission Statement: Ministry of Education and
Minister Responsible for Multiculturalism and Human Rights 1993
- 6 - 1 (B.C. Reg. 190/93)An IEP is a written document for a student
that describes program modifications and/or adaptations and services
to be provided. It is a concise, usable, summary plan.
Authority: School Act, section 182 (2) (a)
Ministerial Order 638/95 (M638/95)
Effective December 19, 1995
Order of the Minister of Education
Interpretation
1. In this order,
"educational program guide" means a document specified
as an educational program guide in Ministerial Order 165/93, the
Educational Program Guide Order;
"ESL student" means a student who is receiving English
as a second language services;
"IEP" means an individual education plan designed for
a student and includes one or more of the following:
a. learning outcomes for a course, subject and grade that are
different from or in addition to the expected learning outcomes
for a course, or subject and grade set out in the applicable educational
program guide for that course, subject and grade, as the case
may be;
b. a list of support services required for the student to achieve
the learning outcomes established for the student;
c. a list of the adapted materials, or instructional or assessment
methods required by the student to meet the learning outcomes
established for the student in the IEP, pursuant to a ministerial
order or in a local program, "student with special needs"
means a student with special needs, as defined in Ministerial
Order 150/89, the Special Needs Students Order.
IEP for students with special needs
2. (1) A board must ensure that an IEP is designed for a student
with special needs, as soon as practical after the student is
so identified by the board.
(2) Subsection (1) does not apply where
a. the student with special needs requires no adaptation or only
minor adaptations to educational materials, or instructional or
assessment methods,
b. the expected learning outcomes established by the applicable
educational program guide have not been modified for the student
with special needs, and
c. the student with special needs requires in a school year, 15
hours or less remedial instruction, by a person other than the
classroom teacher, in order for the student to meet the expected
learning outcomes referred to in paragraph (b).
Should we include this portion??
IEP for ESL Students
3. A board must ensure that an IEP is designed for an ESL student
who is unable to demonstrate his or her learning, in relation
to the expected learning outcomes in a course, or subject and
grade for which an educational program guide has been specified
by the Minister.
Review and consultation
4. Where a board is required to provide an IEP for a student under
section 2 or 3, the board
a. must ensure that the IEP is reviewed at least once each school
year following the year the IEP is developed and, where necessary,
it is revised, or cancelled, and
b. must offer a parent of the student, and where appropriate,
the student the opportunity to be consulted about the preparation
of an IEP.
Implementation of an IEP
5. Where a board is required to provide an IEP for a student under
section 2 or 3, the board must offer each student with special
needs and each ESL student learning activities in accordance with
the IEP designed for that student.
Individual Education Plan (IEP)
The Individual Education Plan Order, a Ministerial Order, requires
school boards to design, review and implement individual education
plans for students with special needs.
Order of the Minister of Education, Ministry of Education, Province
of British Columbia. Individual Education Plan Order, M638/95.
Victoria, BC.
Individual Education Plans are specifically designed for students
as soon as practical after they are identified by the school board
as students with special needs.
An IEP describes program adaptations and/or modifications and
the special services that are to be provided for the student.
It is reviewed regularly and updated at least annually.
IEP includes one or more of the following:
• Learning outcomes that are different from, or are additions
to, the expected learning outcomes set out in the provincial curriculum
guide for a course, or subject and grade;
• A list of support services required for the student to
achieve the learning outcomes established for the student, either
the outcomes set out in the prescribed curriculum or individualized
outcomes set for the student; and/or
• A list of the adapted materials, or instructional or assessment
methods required by the student to meet the learning outcomes
established for the student.
An IEP will vary in length and complexity according to the severity
of each student's special needs. A short IEP might be adequate
for students who only require a change in the procedures for examinations
and tests or for those who need support for note-taking. The IEP
will be more complex and extensive for a student with multiple
disabilities, and more people will be involved in planning it.
For more information go to http://www.bced.gov.bc.ca/specialed/iep/
Individual Education Planning for Students with Special Needs
WHAT IS AN IEP?
An IEP is a written plan, developed for a student, which describes
the program modifications and/or adaptations for the student and
the services that are to be provided. It serves as a tool for
collaborative planning among the school, the parents, the student
(where appropriate) and, as necessary, school district personnel,
other ministries and/or community agencies.
The IEP is: • a concise and usable document which summarizes
the plan for the student's education program
• a tool to assist teachers in monitoring and communicating
student growth
• a plan developed, implemented, and monitored by school
staff in consultation with others involved with the student
• a flexible, working document with meaning for all contributors
• an ongoing record to ensure continuity in programming.
The IEP is not: • "written in stone"
• a daily plan, or a description of everything that will
be taught to one student
• a means to monitor the effectiveness of teachers
• a report card (however, the report card should comment
on progress towards IEP goals).
The IEP: Step By Step, Who is Involved?
Talking with the Teacher
Ideally, you and the school work together in creating an educational
program to meet your child's needs. Don't be afraid to approach
the school from the start so that you can establish a collaborative
relationship with the educators who work with your child. Parents,
the school, and most importantly, your child benefit from good
communication. Often, when issues arise at the classroom or school
level, they are the result of miscommunication. It makes sense
to address issues immediately, so they do not escalate into problems.
Try to solve issues at the school level first.
• If you have concerns, but are uncertain about how to direct
them, your first meeting to discuss your child should be with
the teacher.
• Bring notes you've made about schoolwork, significant
events, even hunches about your child's educational program to
refer to at the meeting.
• Explain to the teacher what you hope to get out of the
meeting. Ask yourself these questions:
o Do I need to be heard and have my views recognized and validated?
Or...
o Am I dissatisfied and want to see changes for my child?
o What action do I want taken?
o Am I wanting more information about my child's program or progress?
• Keep an open mind about the reasons for the actions and
responses of others involved with the child at school.
• At the parent-teacher meeting, listen carefully and take
notes.
Involving others
The teacher may need to enlist help to plan an appropriate program
for your child. There are others in the school or school district
who may be available to assist in this planning: learning assistance
and/or resource teacher, principal or vice principal, school counsellor,
or district-based resource personnel. Involving the school principal
is particularly important.
The school-based team
Most schools in British Columbia have a structure in place for
the purpose of solving problems and finding solutions related
to the special needs of students. The school-based team is usually
responsible for the following:
• planning and coordinating services in the school for students
with special needs,
• providing opportunities for consultation on possible classroom
strategies,
• supporting teachers in providing appropriate support for
students,
• providing access to additional school, district, community
or regional services, and
• assisting with problem-solving, referral and liaison with
other agencies.
If your child needs assistance beyond that which the classroom
teacher can provide, a referral will probably be made to the school-based
team. Parents should be involved in this consultation and planning
process.
The school-based team usually includes the following:
• a school administrator,
• the classroom teacher,
• a learning assistance teacher or resource teacher,
• other specialists, such as a counselor,
• district resource staff, and representatives from community
services or other ministries as needed, and
• other individuals who have experience with the student.
Parents may want to ask
• Who are the members of the school-based team?
• What are their individual roles on the team?
• What kinds of assistance does each of them provide?
• Who is responsible for coordinating my child's program?
• When and how often will we meet?
• What is my role at the team meeting?
• How will I be notified of planning meetings?
The IEP team
In many schools, a group of people is appointed by the school-based
team to actually plan the IEP for an individual student. In some
schools this is carried out by the school-based team itself. The
membership of the group who develop the IEP will vary depending
on the needs of the student. A person may be appointed the case
manager of the IEP and that person will coordinate and record
the IEP planning and monitor its progress. This is often the classroom
teacher but may be anyone appropriate for a particular student,
such as a resource teacher or learning assistance teacher.
The school-based/IEP teams: roles and responsibilities
Principal
Under the School Act , the principal is responsible for administering
and supervising the school, overseeing the educational program
for the students in the school, placing students, assigning the
staff, and making sure that parents are regularly provided with
reports of the students' progress. The principal is responsible
for ensuring that the IEP is developed, implemented, and reviewed
with appropriate revisions.
Teacher
Teachers are responsible for the educational programs for all
students assigned to them.
• For most students, questions about achievement or behaviour
arise from teachers' observations.
• Teachers communicate about the student's progress and
behaviour with the parent/guardian and, as appropriate, the student.
• Teachers will first address differences in student learning
and behaviour by trying a variety of strategies and materials.
If necessary, they will then consult and collaborate with school-based
resource personnel such as a learning assistance or a resource
teacher.
• If students' needs are still not met, the teachers will
approach the school-based team or in-school special education
personnel for consultation and possibly further assessment.
• Teachers may have the support of the school-based team
to develop strategies or provide services to enable them to meet
the special needs of students.
Learning assistance and resource teachers
Learning assistance teachers and resource teachers are members
of the teaching staff who are specialists with the training or
experience to provide student and teacher support for students
with special needs. These supporting teachers, located in most
schools, work cooperatively with all school personnel and assist
in some of the following ways:
• suggesting strategies to the school and family for working
with the child who requires assistance,
• consulting with the school-based team to review student
needs and assisting in problem-solving, and
• providing school-based resource services to support classroom
teachers and their students, including student instruction and
assessment, if required,
• helping organize, maintain and integrate services in the
school and providing access to support services available at the
district level.
Teacher assistant
Teacher assistants may be assigned by the school district to help
the teacher in carrying out her responsibilities. Under the general
supervision of a teacher, principal or vice-principal, they may
be assigned to the following duties:
• providing direct service to students ranging from personal
care to assisting with instructional programs,
• assisting in implementing the educational program, and/or
• performing health-related procedures for which they must
be given child-specific training by a qualified health professional.
4
________________________________________
4 Inter-Ministerial Protocols for the Provision of Support Services
to Schools. Victoria: Province of British Columbia. October 1989.
________________________________________
Other special education personnel
Other personnel accessed through the school, district or community
by the school-based team may include personnel in these areas:
• counselling in schools,
• school psychology services,
• speech-language pathology services,
• physiotherapy/occupational therapy services,
• hospital education services, and
• homebound education services.
Their involvement will vary in type and intensity according to
the needs identified in the individual student's IEP.
PLANNING TIPS FOR IEP MEETING
1. Provide Introduction:
• introduce people in attendance
• state purpose and time frame for the meeting, indicate
that minutes will be taken and present options for post-meeting
follow-up
• encourage openness in information sharing, comments and
questions
2. Review:
• student's medical, social and school history as appropriate
• previous goals and services provided
• involvement from other agencies
3. Discuss:
• the student's present level of performance
• any new assessment data, reports and observations
• the student's strengths, interests, talents
• the student's areas of need
• the parents' goals for their child
• the student's goals for self
• educators' goals for student
• any concerns
4. Establish:
• prime areas for focus
• goals objectives and strategies
• any special services required
• areas of responsibility
• review date
5. Plan meeting follow-up:
• keep a record of planning meetings held and follow-up
activities
• review key decisions of planning meetings
• formalize the IEP plans and share the information with
team members
6. Summarize the meeting and end on a positive note
How Learning is Assessed, Evaluated, and Reported
What kind of reports can parents expect from the school?
Students with special needs are provided with progress reports
on the same schedule as their classmates.
When a student with special needs is expected to achieve or surpass
the learning outcomes set out in the provincial curriculum, regular
grading practices and reporting procedures are followed.
If your child is not capable of achieving the learning outcomes
set out in the provincial curriculum, substantial modifications
may be necessary. In these instances, individual goals and objectives
will be set for him as part of IEP planning. Structured written
comments will be used instead of letter grades to report on his
success in achieving these goals and objectives. The Student Progress
Report Order 7 requires that student progress reports in these
circumstances must contain written comments describing
a. what the student is able to do,
b. the areas in which the student requires further attention or
development, and
c. ways of supporting the student in her learning, in relation
to the expected learning outcomes set out in her IEP.
Individualized goals may be set beyond the prescribed outcomes
for a student's grade level for students who are gifted. Reporting
should include structured written comments on the student's progress
on these additional goals, in addition to the regular reporting
procedures.
When a professional support person other than the classroom teacher
is responsible for providing some portion of your child's educational
program (e.g. speech/language pathologists, orientation and mobility
instructors), this person usually provides a written report to
parents on the student's progress, for inclusion with the report
of the classroom teacher.
Students with special needs and Reporting
Adaptations
For students whose learning outcomes are the same as the provincial
curriculum:
• teaching methods, materials and/or evaluation methods
are adapted and identified in the IEP
• standard reports: structured comments for the primary
years and letter grades or percentages after grade 3 Modifications
For students whose learning outcomes are different from or in
addition to the provincial curriculum:
• individualized, personalized goals are developed and stated
in the IEP
• reports include structured written comments on individualized
without letter grades or percentages
What about credentials in the Graduation Years?
The Dogwood Diploma is awarded to all students upon the successful
completion of prescribed provincial graduation requirements. Students
with special needs whose programs include adaptations to allow
them to achieve the prescribed learning outcomes of the established
curriculum are eligible to receive the Dogwood Diploma.
The British Columbia School Completion Certificate is issued to
all students who have met the goals and objectives stated in their
Student Learning Plans, as agreed upon by the student, parent
and school representative. Most graduating students will be awarded
a School Completion Certificate, but students do not need to graduate
in order to qualify. If your child has been working on modified
curriculum goals, her efforts will be recognized with a British
Columbia School Completion Certificate.
At the end of a student's final school year, students receive
a Transcript of Grades, including all Grade 11 and Grade 12 courses
successfully completed, achievement levels, and whether or not
graduation requirements have been met. The Ministry issues transcripts
to all Grade 12 students following completion of their school
year, regardless of graduation status. The student's school is
the official holder of student records, and may subsequently issue
Transcripts upon request.
Are adaptations extended to provincial exams?
All students, including those with special needs, who are following
the provincial curriculum are required to write provincial examinations
in certain subjects offered in Grades 11 and 12. Some students
are unable to demonstrate their learning unless examination procedures
are adjusted to accommodate their special needs. The adjudication
process enables those students to write Provincial Exams by adapting
the exam conditions. The content of exams is not altered in this
process. Eligible students may be allowed extra time, may receive
an adapted exam format and/or may use alternate means of recording
their responses to exam questions. Adjudication requests are reviewed
and considered individually. Appropriate documentation must be
provided by the school to the Ministry's Evaluations and Accountability
Branch. The school principal is responsible for submitting an
application for permission to allow adjudicated examinations.
Students with special needs and School Completion
Adaptations
For students whose learning outcomes are the same as the provincial
curriculum:
• teaching methods, materials and/or evaluation methods
are adapted and identified in the IEP
• standard reports: structured comments for the primary
years and letter grades or percentages after grade 3
• may be awarded a Dogwood Graduation Diploma as well as
a School Completion Certificate Modifications
For students whose learning outcomes are different from or in
addition to the provincial curriculum:
• individualized, personalized goals are developed and stated
in the IEP
• reports include structured written comments on individualized
goals without letter grades or percentages
• may receive a School Completion Certificate after meeting
the goals of their Student Learning Plans
For more information go to http://www.bced.gov.bc.ca/specialed/iep/
