Individual Education Plan

What is an Individual Education Plan?

An IEP is a working document and written plan that: 

  • describes the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs
  • includes a transition plan
  • records accommodations needed to help the student achieve the learning expectations
  • identifies learning expectations that are modified from the expectations for the regular grade level, if required 
  • identifies alternative expectations, if required, in areas not represented in the Ontario curriculum 
  • lists teaching and assessment strategies specific to modified and alternative expectations
  • is developed at the beginning of a school year/semester/start of a placement and is reviewed and adjusted throughout the reporting period

An IEP is not: 

  • a description of everything that will be taught to the student; 
  • a list of all the teaching strategies used in regular classroom instruction; or
  • a daily lesson plan.

What is the process for developing the IEP?

The IEP is developed through a collaborative process and can be broken down into five phases: 

  1. gathering information
  2. setting the direction
  3. developing the IEP
  4. implementing the IEP
  5. reviewing and updating the IEP

How will the IEP be shared?

When an Identification, Placement, and Review Committee (IPRC) identifies a student as an exceptional pupil, the principal must ensure that an Individual Education Plan (IEP) for that student is developed and maintained. An IEP must be developed with input from the parent(s)/guardian(s) and from the student if he or she is sixteen years of age or older. An IEP must be developed within thirty days of the placement of an exceptional pupil in a particular program. The parents/guardian(s) must be provided with a copy.

For more information on the identification process, please visit: