The ABCs of IEPs

Individualized Education Plans (IEPs) are plans that are created for students who are having academic or behavioural difficulties and who need a concentrated effort from the school professionals, the student, and the student’s parents.  The IEPs are often written by resource or homeroom teachers, or other school professionals and then brought forward to the IEP team, including the parent and the student, for discussion. The whole process can be overwhelming for all involved and new to many parents and students. Here is a guide to help parents who are looking to get the most out of the IEP for their children.

1. Strengths-Based Approach

Although IEPs are put in place to address a challenge or offer remediation, most IEPs lack a strengths-based focus. However, acknowledging and addressing a student’s strengths can ease the tension in the implementation of this plan, reframe the purpose of the IEP as a tool instead of as a document, and allow for more creativity in the development of compensatory strategies to help the student succeed.

2. SMART Goals

Specific. Measureable. Attainable. Realistic. Time-bound.

If the IEP goals lack any of the above qualities, the goal needs to be revised.

Compare these two examples:

1. To improve Alex’s reading comprehension skills.

• Although the intent of this goal is clear, it does not specify how the reading comprehension skills have been or will be measured. It also does not specify a timeline or realistic and attainable goal.

2. To improve Alex’s reading comprehension scores from 50% accuracy on a grade 4 text to 80% accuracy on a grade 4 text by the end of the semester.

• This goal is an improvement over the previous one as it is specific, indicates current and expected performance, and outlines realistic objectives for a specific time-period after which the goal will be re-evaluated. In addition to the goal, the school should outline who is responsible for measuring Alex’s reading comprehension and which tool they will be using to do so.

3. Student Ownership 

A major and common mistake is not involving the student in the discussion of the IEP objectives or discussion of what resources will be made available to them. Without this awareness, students cannot own their progress or feel empowered by their progress. As such, students should be invited to participate in the IEP discussion at some point. As they get older, they may even play a part in setting the goals themselves. The more relevant the goals, the more students will engage.

4. Case Manager

As a parent, it is important to know who is responsible for overseeing the monitoring and evaluation of the IEP. Know who the contact person is. Don’t be afraid to ask questions. Having clarity on any terms, objectives, or availability and frequency of resources is important as you will be following your child’s progress longer than any school professional.

5. Collaborative Effort

An IEP meeting is an excellent opportunity for parents to learn about the services that will be offered to their child, as well as how they can best complement the efforts that are made at school. Most importantly, however, it is an opportunity for parents to bring their expertise to the table and help foster a collaborative approach to support the student. Parents know their child’s temperament, behaviours, and past experiences.

Remember the ABC’s:

• Access: The IEP is an important working document that outlines a plan to ensure a student’s progress. Parents, students, and school professionals should have appropriate access to the document.
• Break it down: Progress should be broken down into manageable chunks. IEPs are working documents and student learning is an ongoing process. Follow the steps above to make sure that the process is also moving in the right direction.
• Communication: Always maintain open communication between parent, school, and child.

Resources:

1. Understood.org: What is an IEP?
   https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs
2. Ministère de l’éducation: Guide to Using Framework for Developing Individualized Education Plans (IEPs) 
   http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/adaptation_serv_compl/GuideUtili_CanevasPlanInterv_a_1.pdf
3. What is an IEP: https://www.youtube.com/watch?v=tGYO9XWhI2Y