Overview of the IEP PRocess
For the purposes of discussion, the planning process is divided into five phases:
• identification/assessment;
• planning;
• program support/implementation;
• evaluation; and
• reporting.
Together, they constitute a process which is continuous and flexible, rather than a series of five separate and discontinuous phases.
Wherever possible, the process should be incorporated into the regular routines of planning, evaluation and reporting that occur for all students.
There should be a progressive flow from one phase to another, so that, according to need, supports can be obtained in a timely way from within the school, the district, the community and/or from regional or provincial services.
The process works best when:
• there is collaboration and ongoing consultation among teachers, administrative and support personnel, parents, students and representatives of district/community/regional agencies.
• parents/guardians and students have the opportunity to be active participants in the process, to initiate discussions regarding the learning needs or request school-based access to support. They should feel welcome and encouraged to contribute throughout the process, and are important partners in the development of the Individual Education Plan (IEP). As a rule, students should be included in all phases of the process unless they are unable or unwilling to participate.
• staff members have the support of inservice and other resources available to them. For example, a teacher should have access to specialist support, help with informal assessment procedures or suggestions for pre-referral intervention strategies.
• individual schools establish procedures to support collaborative consultation and planning. Staff should be identified within each school to be available for consultation and to be part of a school-based team. This team should be established with clear procedures to provide support, consultation, planning, case management, and, when appropriate, to facilitate inter-ministerial or community approaches.
Procedures should be in place to:
• ensure information is promptly shared
• plan for and facilitate transitions; ensure consistency in reporting and documenting plans;
• promote communication and collaborative decision-making between the school and home;
• communicate planning decisions to parents, students and appropriate staff; and
• resolve differences effectively.
School districts support the process. This support is reflected in:
• recognition of the time and space required for planning/consultation;
• procedures which ensure prompt transfer and sharing of information while protecting privacy;
• establishment of qualification standards for personnel; and
• continuing inservice opportunities to support staff development to promote effective consultative models, school-based teams and inter-ministerial collaboration.
(BC Ministry of Education, (2011). Special Education Services: A Manual of Policies, Procedures and Guidelines)
• identification/assessment;
• planning;
• program support/implementation;
• evaluation; and
• reporting.
Together, they constitute a process which is continuous and flexible, rather than a series of five separate and discontinuous phases.
Wherever possible, the process should be incorporated into the regular routines of planning, evaluation and reporting that occur for all students.
There should be a progressive flow from one phase to another, so that, according to need, supports can be obtained in a timely way from within the school, the district, the community and/or from regional or provincial services.
The process works best when:
• there is collaboration and ongoing consultation among teachers, administrative and support personnel, parents, students and representatives of district/community/regional agencies.
• parents/guardians and students have the opportunity to be active participants in the process, to initiate discussions regarding the learning needs or request school-based access to support. They should feel welcome and encouraged to contribute throughout the process, and are important partners in the development of the Individual Education Plan (IEP). As a rule, students should be included in all phases of the process unless they are unable or unwilling to participate.
• staff members have the support of inservice and other resources available to them. For example, a teacher should have access to specialist support, help with informal assessment procedures or suggestions for pre-referral intervention strategies.
• individual schools establish procedures to support collaborative consultation and planning. Staff should be identified within each school to be available for consultation and to be part of a school-based team. This team should be established with clear procedures to provide support, consultation, planning, case management, and, when appropriate, to facilitate inter-ministerial or community approaches.
Procedures should be in place to:
• ensure information is promptly shared
• plan for and facilitate transitions; ensure consistency in reporting and documenting plans;
• promote communication and collaborative decision-making between the school and home;
• communicate planning decisions to parents, students and appropriate staff; and
• resolve differences effectively.
School districts support the process. This support is reflected in:
• recognition of the time and space required for planning/consultation;
• procedures which ensure prompt transfer and sharing of information while protecting privacy;
• establishment of qualification standards for personnel; and
• continuing inservice opportunities to support staff development to promote effective consultative models, school-based teams and inter-ministerial collaboration.
(BC Ministry of Education, (2011). Special Education Services: A Manual of Policies, Procedures and Guidelines)