WHAT IS AN IEP?

PARENT/GUARDIAN
An IEP is a documented plan developed for a student IEP BOOKLET
with special needs that summarizes and records
individualization of a student’s education program.
(Province of BC, 2009)

WHAT WILL AN IEP INCLUDE?

 The present levels of educational performance of the
student
 The setting where the educational program is to be
provided
 The names of all personnel who will be providing the
educational program and the support services for the
student during the school year
 The period of time and process for review of the IEP
 Evidence of evaluation or review, which could include
revisions made to the plan and the tracking of achievement
in relation to goals
 Plans for the next transition point in the student's education
(including transitions beyond school completion).

(British Columbia Ministry of Education, 2016)

HOW CAN I PARTICIPATE IN THE IEP MEETING?
 Provide information about your child’s past experiences and his
or her goals, interests and areas of need.
 Have regular contact with your child’s teacher.
 Take an active role in the decisions made for your child.
 Learn about the services and resources available.
 Work with your child at home to support the goals set through
the IEP process.
 Actively participate in IEP planning meetings.
(Province of BC, 2009)
HOW CAN I PREPARE FOR THE IEP MEETING?
 Ask if there are any new assessments, reports, or observations.
 Ask about your child’s strengths, interests, areas of growth, areas
of need and friendships.
 Ask any other questions you have about your child’s progress or
programming.
 Share your present and future goals for your child.
 Share any home conditions that may impact your child’s
performance or behaviour at school and any recent documents or
medical updates.
 Discuss any specific concerns you have about your child.
AFTER THE MEETING
 Give your child feedback from the meeting.
 Discuss what your child’s role is and how the school staff and your
family will support his/her progress.
(Province of BC, 2009)
ROLES AND RESPONSIBILITIES
Role of the Teacher
Teachers are responsible for designing, supervising and
assessing the educational program for the
student. Consultation with the resource personnel, parents,
and with the student to provide the required specialized
instruction. (British Columbia Ministry of Education, 2016)
Role of the Educational Assistant
Educational assistants play a key role in many programs for
students with special needs. They assist the teacher in
implementing instructional programs, personal care of
students, and data collection for the purpose of evaluating
student progress. (British Columbia Ministry of Education,
2016)
Role of the Parents & Students
Parents know their child the best and can be very helpful in
providing information for the Individual Educational Program
and should be involved in the planning, development and
implementation of educational programs. Parents also have a
responsibility to support their children’s education.
All students should be given the opportunity to learn in
environments that are safe, and welcoming. Students should
have their needs identified, assessed, and receive an
appropriate educational program. Students need to comply
with the school rules and the code of conduct.
(British Columbia Ministry of Education, 2016)
THE IEP TEAM OVERVIEW OF SCHOOL YEAR
The principal of the school ensures that each student is assigned a case
manager to coordinate the development, documentation, and Beginning of the year
implementation of the student’s IEP. Other school district personnel
In September, your child’s case manager will contact you to set up an IEP meeting
and regional staff or community agencies may be involved in the
to be held at the school. There, you will meet with your child’s teacher, case
development in its implementation. Parents are given an opportunity
manager, and any other staff who are involved in your child’s learning goals.
to be consulted in the planning process and receive a copy of the IEP. If
After the meeting, the case manager will create goals and objectives for the IEP
appropriate the student should also participate in the process.
which will be sent home for you to read. If you have any concerns or questions
THE IEP TEAM MAY INCLUDE; you may contact the case manager.

 Teacher Reporting
 Case manager Progress reports will be on the same schedule as the rest of the school. Students
 Specialist staff K-3 who are working toward individualized goals or objectives will receive
 School counsellor structured written comments. Students in grades 4-12, may receive either
 Community specialists structured written comments or letter grades.
The specific IEP goals and objectives in each course should be included in the
 Parents/guardians home
body of the student report card. (Province of BC, 2009)
 Student, if appropriate
(British Columbia Ministry of Education, 2016)
Year End
At the end of the year the case manager will contact you for any concerns or
questions you may have regarding your child’s progress over the year. If your
child is changing schools the following year, transition plans may be discussed at
this time to ensure your child receives the required support in his/her new
location.
REFERECES:
For more information, see the following websites;
British Columbia Ministry of Education. (2016). Special Education Services: A
.
Manual of Policies, Procedures and Guidelines. [PDF]. Retrieved from  BC Confederation of Parent Advisory Councils - Individual Education Plans:
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten- A Guide for Parents at their website
to-grade-12/inclusive/special_ed_policy_manual.pdf https://bccpac.bc.ca/index.php/resources/39-inclusive-education/45-
individual-education-plans-a-guide-for-parents
Province of British Columbia. (2009). A Resource Guide for Teachers. [PDF].
Retrieved from
https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-
 Inclusion BC - A Parent’s Handbook on Inclusive Education at their website
https://inclusionbc.org/our-resources/parent-handbook/
12/teach/teaching-tools/inclusive/iepssn.pdf