IEP Page 2 - Subjects/Courses/Alternative Programsiepapps.peelschools.org/IEPWriter/iepdocuments... · Section 3 IEP Page 2 Page 1 of 21 Subjects/Courses/Alternative Programs

Section 3 IEP Page 2

Page 1 of 21

Subjects/Courses/Alternative Programs Course/Program Selection

Secondary In planning a student's special education program, the IEP development team must take into consideration everything they know about the student including:

•information gathered from all sources that were consulted •information gathered from current and relevant professional and educational assessment data •the student’s assessed strengths and needs •the student’s learning style and preferences and pace of learning •teacher observation

This information will guide the teachers to make informed decisions as to whether an individual course/program for a student will be Accommodated, Modified or Alternative:

Selecting Accommodated Courses - Secondary

For a student who requires accommodated courses:

Click “Clear All Courses” from the previous year/semester.

Click on "Copy Time Table"

Select all courses to which specific accommodations apply by checking into the adjacent checkbox.

*Accommodated (AC) refers to subjects/courses from the Ontario Curriculum in which the student requires specific instructional, environmental and assessment strategies to learn and to demonstrate learning. Accommodations do not alter the regular grade level Ontario Curriculum expectations for the subject/course.

It is important for each subject/course teacher who delivers the student’s program to be involved in determining accommodations for the student.

Each subject/course teacher for whom the accommodations apply, must implement the accommodations selected.

*Good teaching practice allows a teacher to provide accommodations to all students. The IEP is used to identify only those strategies and supports that differ from what is normally provided during classroom instruction. The accommodations listed should be those that are specific to the student and essential in order for the student to learn and demonstrate learning. Accommodations are selected on page 3 of the IEP


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Selecting Accommodated Courses - Secondary, continued

The courses selected will be automatically checked off as accommodated.

A prompt will appear to change this if needed.

If the course is not listed on the student’s timetable, check the ACC box and enter cursor into the white textbox to the left.

This will open up a course selection screen:

Select courses one at a time and copy to the IEP.


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Selecting Modified Courses - Secondary

Modifications are changes made to the Ontario Curriculum expectations for a subject/course in order to meet the student’s learning needs. The subject teacher(s) and the special education teacher should consult to consider the curriculum expectations that are appropriate for the student’s instructional level.

For a student who requires Modified courses/programs:

Check MOD to enter a course as Modified,.

Then, uncheck the ACC box.

*Modified (MOD) refers to subjects/courses from the Ontario Curriculum in which the student requires curriculum expectations that vary from the regular grade/course expectations in one or more of the following ways:

a decrease in the number of curriculum expectations

a change in the complexity of curriculum expectations E.g.: GLE is a ministry curriculum course but not all students will meet all the learning expectations in full. For those students, the course will be modified. For information about the granting of credit in connection with modified expectations, refer to Growing Success, pages 62-63.

A program page 4 will be created for each course selected as Modified.

The teacher who logs on and selects a Modified subject/course will become the “owner”* of the selected program page. The “owner” of that program page will have sole access* to writing the goals and expectations on the program page (page 4).

*The school’s “Super User” also has read/write access to all IEPs at the

school.

*To change ownership of modified program page 4s, refer to the section

in this manual titled “IEP Page 4 - Modified Subjects / Courses / Programs”. For specific instructions/information regarding developing Modified program page 4s, refer to the section in this manual titled “Developing Modified Program Page 4”.


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Selecting Alternative Courses/Programs - Secondary When there is a need for direct teaching, reinforcement and ongoing evaluation and assessment of specific knowledge or skills, an Alternative program page 4 should be developed. For a student who requires Alternative Skills/Programs:

Check the Alternative (ALT) box (this will create an Alternative Program page 4).

Click into the adjacent larger white box to open up the subject/course selection screen.

*Alternative (ALT) refers to expectations that are developed to help students acquire knowledge and skills that are not represented in the Ontario Curriculum. Examples of alternative skills/programs may include:

Social Skills

Communication

Life skills

Functional Mathematics

Personal Care

On the Course Selections screen, click "Alternative"

Note: The teacher who logs on and selects an Alternative program will become the “owner” of the selected program page and have sole access to writing the goals and expectations on the program page (page 4).*

*The school’s “Super User” also has read/write access to all IEPs at the

school.

*To change ownership of modified program page 4s, refer to the section in this manual titled “IEP Page 4 – Alternative Programs”.

The Alternative Program page 4s are intended for a small percentage of the student population who require specific knowledge/skills to be:

directly taught

reinforced through specific ongoing strategies

assessed and evaluated Alternative programs might be provided in addition to courses that are based on modified or regular course expectations from the Ontario Curriculum. For a small percentage of students, the entire program may be comprised of alternative learning expectations.


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Selecting Alternative Courses/Programs - Secondary, continued

Then select from:

Alternative Curriculum

Alternative Skill Areas

Learning and Life Skills

Some skills may be addressed in the IEP without developing an Alternative Program page 4. Instead, the needs may be addressed throughout the IEP by careful selection and implementation of instructional, environmental and/or assessment accommodations and specific teaching strategies that support the student’s needs. Example: Attention/Focus may be addressed throughout the IEP by accommodations such as breaking tasks down into small chunks, redirecting student to task, ensuring student is seated in close proximity to teacher during lessons, assessing one concept at a time, etc.) Alternative Program page 4s should only be developed when accommodations alone do not result in increased independence or skill acquisition by the student and when there is a need for direct teaching of the skills. Example: In order to develop social skills or skills for transitions in a student with ASD, direct teaching of specific skills is typically necessary. Therefore, developing an Alternative Program page 4(s) is appropriate and advisable. For support in developing an Alternative program page 4, refer to the section in this manual titled “Developing Alternative Program Page 4”.


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Selecting: Alternative Curriculum -will provide a limited drop down curriculum on the Alternative Program page 4

Examples of Alternative Curriculum program page 4s that have curriculum learning expectations :

Positive Pathways - a curriculum resource intended for students with developmental disabilities.

Personal Life Management - a curriculum resource guide for the school to work/community transition program

Special Programs – Vision – offers specific skill development expectations for blind/low vision students

Gifted Plan

For support in developing an Alternative program page 4, refer to the section in this manual titled “Developing Alternative Program Page 4”.


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Alternative Skill Areas

Selecting: Alternative Skill Areas -will provide an alternative program page 4 with a title only -no drop down curriculum is included on the program page 4

The page 4 titles selected under Alternative Skills areas are intended for the specific skill development for any student that requires those skills to be directly taught, reinforced and assessed. Examples of Alternative Skill Areas program page 4s:

Behaviour

Gross Motor

Skill Development for Transitions

Social Skills *For students with a PBIP (Positive Behaviour Intervention Plan):

Click “Alternative Skill Areas” and select “Behaviour" to create a program page 4.

Behaviour goals outlined in the PBIP do not need to be repeated in the IEP.

On the program page 4, in the Annual Program Goal text box, enter "See Positive Behaviour Intervention Plan" and attach the PBIP to the Alternative Program page

Achievement for PBIP is reported on alternative program page 4 “Behaviour”

*Please note: This process is under review. New procedures for entering a Behaviour Plan for students with a PBIP will be phased in. For students with ASD, social skills and transitions are frequently

areas of need. The teaching of specific transition skills and social skills must be addressed somewhere in the IEP and may be addressed through the Alternative Skills Area page 4s titled “Skill Development for Transitions” and “Social Skills”.

For support in developing an alternative program page 4, refer to section 9 in this document titled: “Developing Alternative Program Page 4”


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Selecting: Learning and Life Skills -will provide an alternative curriculum page 4 with a title only -no “drop down” curriculum expectations are included on the program page 4.

The page 4 titles selected under Learning and Life Skills are typically used for the development of knowledge and skills required by students with the following exceptionalities: ASD, MID, DD, and Physical but may be used for any student where appropriate. Examples of Learning and Life Skills program page 4s:

Life Skills / Self Help Skills

Personal and Social Development



Communication

Readiness Skills For support in developing an alternative program page 4, refer to section 9 in this document titled: “Developing Alternative Program Page 4”.


Page 9 of 21

Subjects/Courses/Alternative Programs Course/Program Selection-Elementary

The teacher who logs on and selects a subject will become the owner of the selected program page. The “owner” of that program page will have sole* access to writing the goals and expectations. *The school’s “Super User” has read/write access to all IEPs at the school.

At the start of each IEP year, clear the previous year's

subjects/courses/skills by checking the "Clear All Courses" box. Failing to clear the previous year's courses will result in errors when navigating from one student to another using the working list of students at the top of the screen ( the "wheat bar"), or when using the copy/paste clipboard. The previous year’s IEP is still available for viewing in archived form.

For each subject /program selected, check Accommodated (AC), Modified (MOD) or Alternative (ALT) to indicate the programming required.

Click into the adjacent larger white text box to open up the subject/program selection window

One at a time, select each subject and/or program to which the IEP applies

In planning a student's special education program, the IEP development team must take into consideration everything they know about the student including:

•information gathered from all sources that were consulted •information gathered from current and relevant professional and educational assessment data •the student’s assessed strengths and needs •the student’s learning style and preferences and pace of learning •teacher observation

This information will guide the teachers to make informed decisions as to whether an individual subject/program for a student will be Accommodated, Modified or Alternative:

Accommodated (AC)

refer to subjects from the Ontario Curriculum in which the student requires specific instructional, environmental and assessment strategies to learn and to demonstrate learning

Modified (MOD)

refers to subjects from the Ontario Curriculum in which the student requires curriculum expectations that vary from the regular grade expectations

or Alternative (ALT)

refers to expectations that are developed to help students acquire knowledge and skills that are not represented in the Ontario Curriculum

It is important for each subject /program teacher be involved in the development of the student’s IEP so that there is full understanding of the support the student requires to access and demonstrate learning. An individual student may have a combination of accommodated, modified and/or alternative subjects or programs.


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Selecting Accommodated Subjects - Elementary

For a student who requires only Accommodations for a subject:

Check the Accommodated (AC) box

Click into the adjacent larger white box to open up the subject/course selection screen

From the Subject Selection window:

Choose the Elementary button

Select the grade in which the student is placed

Select the subject to which accommodations apply

The subject selected will appear in the top section of page 2.

This step needs to be repeated for each subject in which the student requires specific accommodations

If a student does not require accommodations in a specific subject, do not select the subject.

Accommodated (AC) Subjects/Courses

Accommodated (AC) refers to subjects from the Ontario Curriculum in which the student requires specific instructional, environmental and assessment strategies to learn and to demonstrate learning.

Accommodations do not alter the regular grade level Ontario Curriculum expectations for the subject or course.

No separate program/curriculum page (Page 4) is developed when a subject is selected as Accommodated (AC).

It is important for each subject/course teacher who delivers the student’s program be involved in determining accommodations for the student.

Make sure to select all subjects in which the student receives specific accommodations.

If a student does not require accommodations in a specific subject, do not select the subject.

Each subject teacher for whom the accommodations apply must be implementing the accommodations selected.

Achievement for a subject with accommodations only, is based on regular grade level expectations and is reported directly on the Provincial Report Card.

Do not check the IEP checkbox on the Progress Report Card or Provincial Report Card for subjects that require only accommodations. Good teaching practice allows a teacher to provide accommodations to all students. The IEP is used to identify only those strategies and supports that differ from what is normally provided during classroom instruction. The accommodations listed should be those that are specific to the student and essential in order for the student to learn and demonstrate learning.


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Selecting Modified Subjects - Elementary For student requiring subjects to be modified:

Check the Modified (MOD) box

Click into the adjacent larger white box to open up the subject/course selection screen

From the subject selection window, click “Elementary"

Then select:

The grade level from which most of the expectations will be drawn

The subject requiring modifications This process will create a Modified Program page 4 for each subject selected.

Modifications are changes made to the Ontario Curriculum expectations for a subject, in order to meet the student’s learning needs. Modified (MOD) refer to subjects from the Ontario Curriculum in which the student requires curriculum expectations that vary from the regular grade expectations in one or more of the following ways:

different grade level curriculum (e.g., a grade 6 student is working at grade 3 curriculum expectations for reading)

a decrease in the number of curriculum expectations

a change in the complexity of curriculum expectations

For modifications in English Language or Mathematics:

Based on assessment for learning and teacher observation, select the grade level from which most of the expectations will be drawn.

Typically, expectations for English Language and Mathematics are modified by selecting a lower grade level.

If appropriate, English Language and/or Mathematics may be modified at the regular grade level by decreasing the number and/or complexity of expectations.

For modifications to the content-based subjects, such as History, Science and Technology etc.:

select the student's current age-appropriate grade level and modify by changing the number and/or complexity of grade level expectations

Check the IEP checkbox on the Progress Report Card/Provincial Report Card for each subject that has a Modified program


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Selecting Modified Subjects - Elementary, continued

To view the Ministry of Ontario Curriculum expectations on the modified program page 4, click on “more”

Change the selections by using the dropdown arrows

The grade level selected on this screen will be the default grade available for viewing Ministry of Ontario Curriculum expectations on the modified program page 4.

When working on the modified program page 4, if different grade level expectations are needed, do not go back to change the grade level on the course selection screen (page 2)*. Different grade level expectations may be viewed by changing the selections on the modified program page 4.

*Changing the grade level on the course selection screen will delete any entries made on the Modified Program page 4


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Selecting Alternative Programs - Elementary

For a student who requires Alternative Skills/Programs:

Check the Alternative (ALT) box (this will create an Alternative Program page 4).

Click into the adjacent larger white box to open up the subject/course selection screen.

On the Course Selections screen

click "Alternative"

Alternative Program (ALT) refers to expectations that are developed to help students acquire knowledge and skills that are not represented in the Ontario Curriculum. Examples of Alternative skills/programs may include:

Social Skills

Communication

Life skills


Personal Care Alternative programs might be provided in addition to subjects/courses that are based on modified or regular grade level expectations from the Ontario Curriculum. For a small percentage of students, the entire program may be comprised of alternative learning expectations. The Alternative Program page 4s are intended for a small percentage of the student population who require specific knowledge/skills to be:

directly taught

reinforced through specific ongoing strategies

assessed and evaluated on an ongoing basis


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Selecting Alternative Programs - Elementary, continued Then select from:


Alternative Skill Areas or


Some alternative skills may be addressed in the IEP without developing an Alternative Program page 4. Example: Attention/Focus: The needs may be addressed throughout the IEP by:

careful selection and implementation of instructional, environmental and/or assessment accommodations (break tasks down into small chunks, redirect student to task, ensure student is seated in close proximity to teacher during lessons, assess one concept at a time, etc.)

using specific teaching strategies/resources that support the need (use audio books, digital audio resources such as AERO, Raz Kids, Tumble Books, Smart Ideas, etc. to focus the student’s attention)

Alternative Program page 4s should only be developed when accommodations alone do not result in increased independence or skill acquisition by the student and when there is a need for direct teaching of the skills. Example: In order to develop social skills in a student with ASD, direct teaching of specific skills is typically necessary. Therefore, developing an Alternative Program page 4 for Social Skills is appropriate and advisable.


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Selecting Alternative Programs - Elementary, continued


Selecting: Alternative Curriculum -will provide titles of Alternative Program page 4s that have a “drop down” selection list of learning expectations

When there is a need for direct teaching, reinforcement and ongoing evaluation and assessment of specific knowledge or skills, an Alternative program page 4 should be developed. Examples of Alternative Curriculum program page 4s that have curriculum learning expectations :

Positive Pathways - a curriculum resource intended for students with developmental disabilities.

Personal Life Management - a curriculum resource guide for the school to work/community transition program

Special Programs – Vision – offers specific skill development expectations for blind/low vision students

Gifted Plan For support in developing an alternative Gifted Plan program page 4, refer to section 9 in this document titled: “Developing Gifted Plan”.

For support in developing an alternative program page 4, refer to section 9 in this document titled: “Developing Alternative Program Page 4”.


Page 16 of 21

Selecting Alternative Programs - Elementary, continued Alternative Skill Areas

Selecting: Alternative Skill Areas -will provide an alternative page 4 with a title only -no “drop down” curriculum is included on the program page 4

The page 4 titles selected under Alternative Skills areas are intended for the specific skill development for any student that requires those skills to be directly taught, reinforced and assessed.

Examples of Alternative Skill Areas program page 4s:

Behaviour

Gross Motor

Development for Transitions

Social Skills

*For students with a PBIP (Positive Behaviour Intervention Plan):

Click “Alternative Skill Areas” and select "Behaviour" to create a program page 4.

Behaviour goals outlined in the PBIP do not need to be repeated in the IEP.

On the program page 4, in the Annual Program Goal text box, enter "See Positive Behaviour Intervention Plan" and attach the PBIP to the Alternative Program page

Achievement for PBIP is reported on alternative program page 4 “Behaviour”

*Please note: This process is under review. New procedures for entering a Behaviour Plan for students with a PBIP will be phased in.

For students with ASD, social skills and transitions are frequently areas of need. The teaching of specific transition skills and social skills must be addressed somewhere in the IEP and may be addressed through the Alternative Skills Area page 4s titled “Skill Development for Transitions” and “Social Skills”.

For support in developing an alternative program page 4, refer to section 9 in this document titled: “Developing Alternative Program Page 4”.


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Selecting Alternative Programs - Elementary, continued


Selecting: Learning and Life Skills -will provide an alternative curriculum page 4 with a title only -no “drop down” curriculum expectations are included on the program page 4.

The page 4 titles selected under Learning and Life Skills are typically used for the development of knowledge and skills required by students with the following exceptionalities: ASD, MID, DD, and Physical but may be used for any student where appropriate. Examples of Learning and Life Skills program page 4s:

Life Skills / Self Help Skills




Communication

Readiness Skills For support in developing an alternative program page 4, refer to section 9 in this document titled: “Developing Alternative Program Page 4”.


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Human Resources

Clear any selections from the previous year that are no longer relevant.

Clicking into each row will open up the Human Resources selection screen..

List teaching and non-teaching staff that will be supporting the student.

Use the provided drop down to enter Human Resources being provided to the student

If a service is a continuation of the previous year, be sure to edit the information to reflect the current year.

For intensity, frequency and duration, select terms, such as ongoing, as required or as needed. If actual times are used, enter the minimum amount.

Human Resources is a record of direct instruction, consultation and/or support services to be provided for the student. These supports must be directly related to the student's exceptionality and programming. It informs parents of teaching and non-teaching personnel beyond the classroom teacher, involved in the development and/or implementation of the student's individual program. Human Resources is a record of direct instruction, consultation and/or support services to be provided by:

special education teachers

itinerant teachers

teaching assistants It can also be a record of the following services:

speech pathology

audiology

physical and/or occupational therapy

counselling

social work

medical support

etc. Note: Do not include the classroom teacher in this section as it refers to personnel beyond the classroom.


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Elementary Program Exemptions / Secondary Compulsory Course Substitutions Clicking into a line will open up the text screen.

Elementary School Program Exemptions / Secondary School Compulsory Course Substitutions

are recorded in the IEP

documentation must be placed in the student's OSR

must be an ISRC decision

must be approved by the principal, student's parents and the Superintendent of Education.

Enter name of subject or course being exempted

A course substitution must be identified. Ensure the substitution is a course or program (i.e., additional resource time is not a substitution)

The educational rationale for the exemption must be supplied.


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Provincial Assessments Selecting Permitted Accommodations

Select Elementary or Secondary

Click into white text box to open selection screen

Select from permitted accommodations for Elementary:

Select from permitted accommodations for Secondary: 0

Permitted Accommodations for Provincial Assessments

This section is to be completed at the beginning of any Provincial Assessment year. It does not need to be completed in non-assessment years.

Accommodations for Provincial Assessments that are selected:

Will transfer automatically to Page 3 under Assessment Accommodations

Must be accessible to the student during the regular instructional day (For example, under Instructional Accommodations, the student must have been using Premier Assistive Technology or have been scribed for throughout the school year, in order to be used as a Permitted Accommodation on the Provincial Assessments.)

Note:

The accommodations selected for Provincial Assessments should be based on assessment accommodations the student receives on a regular basis.

An IEP should not be developed only to access accommodations for Provincial Assessments.

For a student with a SEA claim, the specific equipment and/or software must be documented in the Accommodations section on page 3 of the IEP in order for the student to receive the accommodations during Provincial Assessment.


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Provincial Assessments Exemptions

Select:

the provincial assessment from which the student will be exempted

the reason for the exemption

The decision for exemption from Provincial Assessments needs approval from the student's parents and the principal of the school.

The decision for exemption can be made any time prior to the assessment date.

The process for exemption is outlined in the EQAO Guide which is issued annually and is available on the EQAO website.

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