Module 6: Processes and Programs

Who and what are involved in an IEP?

An IEP (Individualized Education Plan) is a document which is created when a student receives a designation. The IEP process involves a lot of people working together to help create a document which is intended to provide supports and lay out a plan to help the individual student be successful in their education.

Teachers:

When working with a child with special needs, the teacher is responsible for "designing, supervising and assessing the educational program for that student." (BC Ministry of Education, 2016). Sometimes, students will require specialized instruction and the teacher should work with the the parent, support teacher, and the child to ensure that the instruction given is appropriate for the situation (BC Ministry of Education, 2016). Developing and maintaining open lines of communication with the family of the child with special needs is beneficial in creating a collaborative environment.

Parents:

Should have the opportunity for meaningful consultation on the IEP. This means there is ongoing dialogue with the parents, collaborative decision making, and equal partnership to develop the IEP as families are the experts on their children and are the ones who will be on the entire educational journey with them (BC CASE, 2008). "Parents have a responsibility to support the education of their children...[and] parents are entitled under the School Act (section 7 (1) and (2)) to be informed of a student's attendance, behaviour and progress in school, and to receive, on request, annual reports respecting general effectiveness of educational programs in the school district." (BC Ministry of Education, 2016)

Playing an active role in their child's education means that parents should have a full understanding of the IEP process and work with the adults within the school to best support their child.

Educational Assistants:

Educational assistants (EAs) work collaboratively with the teacher to help implement the instructional program and assist in data collection for students with special needs (Ministry of Education, 2016). They can provide general support for the classroom, but are also often working closely with individual student's, including performing functions which help them with personal care and health-related tasks (Ministry of Education, 2016). As EAs work so closely with the students, they often know certain individuals very well and can help facilitate their learning or manage challenging situations by helping the student re-regulate.

Students:

"Students with special needs should have their needs identified in a timely way, have these needs assessed in a comprehensive manner, and receive an appropriate response to those strengths and needs in the delivery of educational programs for them." (BC Ministry of Educatio, 2016). While they are not always included, students can play a major role in the IEP process if given the opportunity. Regardless of their age, they can identify what they like/dislike, what their strengths/stretches are, which supports are helping them/not helping them, and have input in goals they feel will be beneficial for their learning (Nieves, 2021).

Foundations of an IEP

Who needs an IEP?

A student with special needs requires an IEP if one or more of the following conditions are met:

• "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

• a list of support services required for the student to achieve the learning outcomes established for the student;

• 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" (BC Ministry of Education, 2021)

IEP purpose and process

As soon as a student is identified as needing an IEP, the school board must ensure the IEP is developed as soon as possible and ensure that the document is reviewed at least once per school year while offering the parent a chance to be a meaningful contributor to the process (BC Ministry of Education, 2016). When possible, students with special needs are expected to complete some, most, or all of the learning outcomes for the grade; when it is not possible, it is expected that an IEP is developed which addresses the specific goals and outcomes for these students (Ministry of Education, 2016).

Planning an IEP

"Early identification is an essential element of successful program planning for students with special needs" (Ministry of Education, 2016). Some students will enter school already identified as having special needs, while others will get identified while in school.

When a teacher notices that a student is having difficulties, they should consult with their support teacher along with the family of the child regarding any concerns. If these methods don't hep, then the teacher will refer the student to school-based team to have further discussion and collaborate to determine the next steps for support. Here, it will be determined if there is a need for further testing or extended assessment.

Elements of an IEP

SMART goal IEPs:

A SMART goal IEP is one which is based off setting goals and objectives which are specific, measurable, achievable, realistic, and timely.An IEP should include a manageable number of goals, measurable objectives, relevant strategies, and a way of assessing growth and progress (BC Ministry of Education, 2009). These IEPs are currently used in the majority of districts across B.C.

Competency based IEPs:

According to Shelly Moore,  Competency Based (CB) IEPs are based on qualitative data rather than quantitative data which takes a broader look at how a student is learning. They use triangulation in assessment to help capture the learning in a variety of settings and during a variety of times to look at the strengths and possibilities of what kids are actually doing. These IEPs operate on the understanding that kids are learning even if the learning can't be captured in one specific ubit of measure like on a SMART goal IEP (Moore, 2019).

These IEPs are tied into B.C.'s new curriculum and can include either core competency goals, curricular competency goals, or both.

Triangulation in assessment

Triangulated assessment means to combine assessments from several areas to create a robust assessment of learning. To create a balanced approach to assessment, teachers should include observational, conversational, and written data (FreshGrade, n.d.).