Understanding the Individual Education Plan in Newfoundland
An Individual Education Plan (IEP) is a vital document designed to record and track the educational supports and services provided to students with identified exceptionalities in Newfoundland. This essential tool is required for students who are receiving modified prescribed courses and/or alternate programs, courses, and curriculum. Notably, an IEP is strictly an “education only” document, focusing on the academic needs of the student.
Components of the IEP
The Newfoundland and Labrador Service Delivery Model outlines several documents that comprise an IEP, including:
- IEP Summary
- Record of Accommodations
- Record of Modified Prescribed Course
- Record of Alternate Program
- Record of Alternate Course
- Record of Alternate Curriculum
These documents serve as the foundation for educators in delivering tailored educational programming and are integral parts of the student’s IEP.
Accommodations and IEP Requirements
It is important to note that for students who require accommodations only, an IEP is not necessary. In such cases, accommodations are documented on the Record of Accommodations. This approach ensures that every student receives the support they need without unnecessary documentation.
The Role of the Program Planning Team
A program planning team plays a crucial role in developing and implementing an IEP. This team may be initiated for students with one or more exceptionalities and includes a diverse group of stakeholders:
- Parents/guardians, whose involvement is critical
- Classroom/subject teachers
- Administrator
- Guidance counsellor
- Educational psychologist/itinerant assessor/educational assessment specialist
- Speech-language pathologist
- Instructional resource teacher
- Other education professionals as required (e.g., itinerants for vision or hearing loss)
If the student is developmentally and emotionally ready, they should also be included as a team member.
Responsibilities of the Program Planning Team
The program planning team is tasked with several key responsibilities, including:
- Identifying the student’s strengths and needs
- Making decisions regarding programming, such as accommodations, modifications, alternate programs/courses/curriculum, and instructional strategies
- Assigning roles and responsibilities for program development and/or referrals to other professionals
- Discussing program delivery settings and personnel involved
- Planning for periods of transition
- Designating a contact teacher to coordinate meetings and manage documentation
The team is required to meet at least annually, with additional meetings as needed. Preparation for these meetings involves reviewing student files, ensuring parents have access to the Department of Education’s Parent Handbook, and gathering relevant information.
Finalizing the IEP
Once the IEP is developed, the contact teacher reviews it and its attachments with the parent/guardian, ensuring that the document is signed and properly filed. This process ensures that all stakeholders are aligned and that the student receives the support they need to succeed academically.
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