Understanding the IEP
Process
Diana Wilk
Langley School District
October 2013
What is an IEP?
 An Individual Education Plan:
 Describes program adaptations and modifications for
students in the school system identified with a special
need
 Is a living document – will evolve, grow and change as
the year progresses
 Is reviewed regularly (usually at reporting times)
 Is updated each year
Format of the IEP in Langley
 Profile Page
 Student information
 Strengths and needs
 Goal Pages
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Goal Area
General goal statement
Specific objectives
Responsibility
Evaluation
progress
 Adaptations checklist where
appropriate
The IEP Meeting
 Should happen sometime before the end of Oct.
 Start with sharing new home and school priorities
 Take time to review previous IEP – celebrate
successes
 Plan for the meeting to last about an hour
Preparing for the IEP meeting
 Ideas for goal areas and objectives – what are your
family priorities?
 What you know works best with your child/what are
his/her strengths?
 Ideas for motivation and reinforcement (preference
profile)
 Collaborative mindset – working together with the team
 Respect and dignity
Who is involved?
 Parents
 School team
 School team:
 Classroom teacher
 Resource teacher (case
 Student
 Advocate
 Outside agencies/supports
manager)
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SEA
Principal
SLP
OT
Other staff as required
Working Collaboratively
 Building trusting relationships
 Bringing support to your IEP meeting
 Could be professionals working with your child outside of
school (SLP, behaviour consultant, OT, mental health,
etc.)
 Could be support for you/advocate
 Let the school know ahead of time who will be there
and what their role is
 Guidelines for Effective Partnerships
What Does Achievement Look
Like?
 Students developing independence and
progressing in all goal/curriculum areas
 The IEP is never a “one-shot” – it continues to
grow and develop according to individual
progress
 Success is based on programming, not just
support
 Collaboration is key in reaching goals!
 Quote