This information is available in multiple languages, annual learning plan ministry of education. Download a copy of the brochure: The Peel District School Board offers a wide range of special education programs, services and supports. We recognize that children are more confident and successful in school when we support their learning in a variety of ways. A student who requires special synthroid and eyesight programs or services to be successful in school, but who has not been identified as exceptional, may also have an IEP.
If your child has been identified as exceptional, it means that he or she has special learning needs and will benefit from special education programs or services. The principal is responsible for making sure that an IEP is developed for your child. The special education team within each school takes the lead role in writing the IEP. The team may also gather information from the following sources:.
As a parent, you are crucial to the IEP process. If your child is 16 years or older, he or she has the right to be consulted. In some cases, your child may participate in setting his or her educational goals. When students take an active role in the IEP process, they tend to assume greater responsibility for their own learning.
Students are encouraged to monitor their own progress during the year and help set learning priorities, based on their interests and concerns. The plan must be developed within 30 school days after your annual learning plan ministry of education starts in a special education program. There is a page 4 for every subject or program that is modified or alternative. The learning expectations break down the annual goal into more specific goals that can be measured and assessed.
The expectations listed reflect a sample of the full program the school will deliver. The plan lists some specific teaching strategies that teachers will use to support the learning expectations. If your child requires accommodations only to learn and demonstrate learning, those accommodations do not alter the provincial curriculum expectations for the grade.
Your child will be working towards regular grade expectations, and at the secondary level toward secondary school credits.
Annual learning plan ministry of education your child requires modificationsit means that changes are made in the grade level expectations to meet his or her learning needs. It may mean that your child is working on skills required for a different grade level or that the number or complexity of regular grade level expectations may be decreased.
At the secondary level, this may mean that some students are working towards a secondary school certificate rather than a diploma. Alternative expectations or programs involve knowledge and skills that are not part of the regular Ontario curriculum. Examples include conflict resolution and social skills development. At secondary school, these are non-credit courses. Some students work towards a certificate of accomplishment rather than a secondary school diploma or certificate. Once the IEP is developed, it will be shared with parents, teachers and support staff and your child if 16 years of age or older.
The school will give you a copy of the IEP and ask you to sign it, acknowledging that you were consulted in its development and have received a copy.
The teachers will use a variety of strategies to help your child learn, and they will make note of successful strategies in the IEP. Updating and changing strategies is part of the ongoing process. The IEP sets goals for one school year and is formally reviewed and updated annually. The IEP is revised on an ongoing basis, as needed. For most students, their progress will be reported on the report card. For elementary students, page 4 for either modified or alternative programs will be sent home with the progress report and first term report card, with first term including the learning expectations for the next term.
At secondary school, student achievement is reported on the alternative program pages in the IEP, annual learning plan ministry of education, which encompasses the report card. The Ministry of Education requires every school board to establish a Special Education Advisory Committee, with representatives from local parent associations and trustees, annual learning plan ministry of education. These representatives serve as advocates for children and parents, and the associations have useful parent resources.
To find meeting dates and the names and phone numbers of SEAC members, please phone or ext. Social media disclaimer Superintendents of Education. Parents Students New to Peel Trustees, annual learning plan ministry of education. Why does your child need an IEP? How is the IEP developed? The team may also gather information from the following sources: What will the IEP look like?
Each IEP has at least three pages: Page 1 is the information about your child. Page 3 indicates the accommodations your child needs to be successful in the program. Only accommodations that are different than those used by other students in the class are listed. Page 3 also lists the accommodations that are allowed for provincial assessments. What information is included in the IEP? The IEP includes the following information: How does the school use the IEP?
How is the IEP updated and evaluated? Where can I get more information? To find out more about the IEP: Special Education Advisory Committee. Association for Bright Children, Annual learning plan ministry of education Chapter www.