IEP Parent Guide

From the Ontario Ministry of Education information on IEPs:

Your child can have an IEP for one of two reasons:

• An IEP must be developed for every student who has been identified as an “exceptional pupil” by an Identification, Placement, and Review Committee (IPRC). Learn about Identification, Placement and Review Committees and how they identify a student as an exceptional pupil.

• An IEP may be developed for a student who has not been identified by an IPRC as exceptional, but the board deems to require a special education program or services to:

  • attend school

  • achieve curriculum expectations

  • demonstrate learning

Development of an IEP for a student not declared Exceptional through an IPRC often occurs after strategies and interventions have been tried and there is clear evidence that the student requires individualized support for learning.

If you have any questions or concerns about your child's learning support needs, please contact the LST for more information.

IEP Parent Guide

IEPs are reviewed every fall within the first 20 school days. Parent and student input is requested and highly valued. Families are sent the Parent Information Request Form through the IEP portal and can request copies of past IEPs if desired. IEP Review Meetings will also be scheduled upon request. IEPs are sent to families through the portal upon completion.

Please note that the IEP is a living document and a review can occur at any time. Any updated assessments should be shared with the school in a timely manner to ensure an up-to-date IEP.

If an IEP is no longer required, it can be discontinued. Please contact your LST for more information.

IPRC Parent Guide

An IPRC Meeting occurs if there is a diagnosis that could result in a designation of Exceptional. This can be initiated by the school or parent. 

IPRC Parent Guide

An IPRC Review occurs once per year, usually in the spring (May-June). This is only required for students who have been designated as Exceptional in a preview IPRC Meeting. An IPRC can be requested by a parent at any time (see Parent Guide for more details).

The purpose of the IPRC Review is to ensure the Strengths and Needs are up to date. Parents are able to waive attendance at this meeting if no changes are required. IPRC results are sent to parents through the IEP portal upon completion.

An IPRC Meeting can also occur if there is a change in diagnosis that could result in a change in Exceptionality. There will also be an IPRC Meeting if there are any program placement changes.

The Transition Plans is a mandatory component of the IEP. Parents and students are involved in this planning through the IEP Review process. Updates to the Transition Plan can occur at any time.

Please note than a student may have a Transition Plan without the need for an IEP.

Resources:

• Integrated Transitions Checklist

• 10 Transition Tips for families with students with ASD

Students in grades 9-11 may be able to have a Psychoeducational Assessment done through the school with the school Psychologist. This is determined by the Multidisciplinary Committee.

Families may choose to have a Psychoeducational or other Assessment completed privately and can share the report with the school.

• partial integration program (50% integrated, 50% special education class)

• special education classes are in a 1:8 ratio, same curriculum as regular stream classes

• majority of special education classes are in grades 9 and 10, with key compulsory courses offered in grades 11 and 12

• most electives are not offered in the 1:8 ratio

• academic classes are fully integrated

• one class per semester in the ASD Resource classroom (Learning Strategies or similar course)

• EA support as needed