The Halton Catholic District School Board’s Individual Education Plans (IEPs) comply with the Ministry of Education’s standards for the development, implementation, monitoring, and review of IEPs. All members of the Halton Catholic District School Board continue to commit to on-going professional development and acquisition of new information and best practices regarding the development of plans.
HCDSB has a preventative and collaborative model which encourages extensive parent, school and central office staff involvement. Parent involvement is critical to the development of the IEP and input from community personnel, where appropriate, is sought.
Consultation with the student’s parents and the student, school staff, support personnel and representatives of outside agencies or services is a valuable source of information and should be a continuous process throughout the development and implementation of a student’s IEP.
Consultation with Parents
Parents provide a tremendously valuable perspective regarding their child’s personality, development and learning. Open communication and cooperation between home and school ensures that all stakeholders involved have similar expectations with respect to the student’s special education program and services. Principals are legally required to ensure that parents are consulted in the development of the IEP.
Parents/guardians receive communication from their school team in September inviting them to identify their preferred method of consultation regarding the development of their child’s IEP. Options that are offered to allow for parent consultation in the development of the IEP include: a meeting; a phone call; written correspondence or sending home a draft version of the IEP for review and input. Parents are invited to indicate their preference and return the letter to their child’s teacher or the SERT at the secondary level. The school team will then determine a plan of action to address the parent’s selection.
The Halton Catholic District School Board continues to utilize an electronic IEP which allows editing capabilities to consistently edit, revise, and develop the IEP to meet Ministry expectations. On-going professional development for all technical aspects of the IEP is provided annually, with lead consultants attending in-services each year.
IEPs for non-identified students may be developed in the intervening period of time between informal assessment and psychological educational assessment. IEPs may also be developed for students who do not meet Ministry criteria for identification as exceptional, but whose profile and learning needs would benefit from the shared development of an IEP including various types of equipment to support student learning.