The IEP Implementation Framework (Figure 1) has been designed to illustrate each component of the yearly IEP process. This section describes each component of the IEP process and provides starting points for educators to reference as they navigate the process to take actionable steps to implement IEPs. A shared approach to writing and implementing the IEP between all educators and partners is important to ensure that all information contained in the IEP, including identified teaching strategies, assessment methods, and required supports and services, are understood and maintained in all subject areas for the benefit of the student.
Figure 1. IEP Implementation Framework
(Figure 1 Content is adapted from Special Education in Ontario (Draft Version, 2017), PART E: The Individual Education Plan (IEP). Retrieved from: http://www.edu.gov.on.ca/eng/document/policy/os/2017/spec_ed_6.html)
Gathering Information
The initial step in planning your program is to gather information about the student from a variety of sources to assist you in establishing the learning profile of your student. Use these starting points to help guide you in gathering all available information.
Starting Points
- Determine if the student has an existing IEP.
- If yes, continue with the process of gathering information.
- If no, the student must be identified by The Identification, Placement and Review Committee. Seek guidance from your administrator to access support if this step in the process is required.
- Identify the Instructional, Environmental, and/or Assessment accommodations in the IEP that can be implemented in Physical Education.
- Determine whether a Physical Education program page exists that might provide you with information specific to Physical Education.
- Talk to the other educators who teach and/or support the student to learn more about their strengths and needs.
- Find out more about student learning, interests, likes, and dislikes in Physical Education (e.g., speak with the homeroom teacher, previous teachers, educational assistant, parents and/or caregivers and the student themselves).
- Get to know your student and how they learn best. This will help you identify any barriers to learning in Physical Education and how to address these barriers (e.g., lighting in the physical space, opportunities for students to support each other, access to educational assistant).
Setting the Direction
Use the information gathered to set the direction for learning. This component focuses on identifying the student’s program needs and program expectations. Use these starting points to assist you in setting the direction for the student’s learning based on their IEP.
Starting Points
Refer to the student’s IEP to determine if they require Accommodations only, Modified Expectations, or Alternative Programming.
Starting Points for Students Requiring Accommodations
- Refer to the Accommodations page outlining the instructional, environmental and assessment accommodations of the IEP for existing supports for all subject areas. These strategies can be utilized across all subject areas, including Physical Education.
- Refer to the Where Do I Start? section of this resource for more information about specific accommodations within the disability groupings.
- Update or add any additional accommodations that may be beneficial to student learning in Physical Education in collaboration with the school and board staff members and others who are familiar with the student.
- Reference the Examples of Physical Education Program Expectations for the IEP section for some examples of accommodations.
Starting Points for Students Requiring Modified Expectations
- Refer to the existing Physical Education program page in the IEP for specific modified program expectations. The expectations should reflect the knowledge and skills that meet the student’s learning needs.
- If the student doesn’t have a Physical Education program page, create the Physical Education program page in collaboration with the school and board staff members and others who are familiar with the student. These individuals possess the knowledge and qualifications necessary to develop the most effective plan possible for the student.1 For more information on this collaborative process, reference Establishing a Collaborative Approach for Developing and Implementing the IEP.
- Update or add any additional program expectations to the Physical Education program page as needed and required for the current term/semester. Reference the Developing the IEP Physical Education Program Page component in this section to learn more about updating or creating a Physical Education Program Page in the IEP.
- Assess students based on the assessment methods listed both in the IEP and in the Physical Education program page.
- Reference the Examples of Physical Education Program Expectations for the IEP for some examples of modified curriculum expectations.
Starting Points for Students Requiring Alternative Programming
- Refer to the existing Physical Education program page in the IEP for specific alternative program expectations. The expectations should reflect the knowledge and skills that meet the student’s learning needs outside of the curriculum expectations and may include gross motor skills, perceptual motor skills, and life skills.
- If the student doesn’t have a Physical Education program page, create the Physical Education program page in collaboration with the school and board staff and others who are familiar with the student. Reference the Developing the IEP Physical Education Program Page component of this section to learn more about updating or creating a Physical Education Program Page in the IEP.
- Update or add any additional alternative program expectations as needed and required in Physical Education for the current term/semester, in collaboration with the In-School Team Process.
- Assess students based on the assessment methods listed both in the IEP and in the Physical Education program page.
- Reference the Examples of Physical Education Program Expectations for the IEP section for some for examples of alternative programming expectations.
Developing the IEP Physical Education Program Page
Once the direction for learning has been set, continue to use the information gathered about the student's required needs for a modified or alternative program to develop their Physical Education program page within the IEP. This includes developing their learning expectations (where appropriate) and identifying appropriate strategies that lead to effective instruction. Use these starting points to assist you in developing the students Physical Education program page within the IEP.
Starting Points
- Collaborate with school and board staff and those who are familiar with the student to develop Physical Education expectations that are appropriate for the student.
- Co-create the strategies and accommodations listed in the IEP that are available to the student in the classroom that are also appropriate to a Physical Education setting. Co-create additional strategies and accommodations that are specific to physical education.
- Connect with special education services needed to facilitate the student's learning (e.g., physiotherapy, occupational therapy services, speech and language services, autism services, vision services) to assist with programming and specialty equipment procurement if appropriate.
- Talk to the student and/or connect with family and/or caregivers (e.g., find out about any past physical activity environments).
- Connect with community partners who are experts in the field of physical activity for people with disabilities (e.g., organizations who may be able to provide expertise on adapted equipment).
Implementing the IEP
You are now ready to implement the IEP by sharing it with the student, parents/caregivers, school staff and other professionals that may be part of supporting the student and putting it into practice. An essential element of this component is on-going collaboration with other educators and educational assistants who work with the student about strategies, accommodations, and assessment methods to optimize student engagement and success. Use these starting points to assist you with the implementation of the IEP.
Starting Points
- Ensure that the student, parents, school staff and other professionals working with the student have access to the information in the IEP.2
- As the classroom teacher and with other educators who teach the student, continue to collaborate on the strategies and accommodations listed in the IEP available to the student in the classroom.3
- Identify any additional supports in Physical Education (e.g., adapted equipment, educational assistant).
- Determine any access to reinforcement that the student is currently using to achieve maximum success (e.g., preferred activities, token system, favourite objects).
- Provide the assessment methods listed in the Physical Education program page.
Reviewing and Updating the IEP
The IEP process is cyclical, so it is important to monitor student progress and regularly review and update the program plan to keep abreast of student needs. Use these starting points to assist you through the process of reviewing and updating the IEP.
Starting Points
- Establish a plan and timeline for monitoring student progress relating to program page expectations.
- Determine if the student requires additional support from the In-School Support Team.
- Further accommodations
- Additional interventions
- Further assessment
- Possible need for special education services (e.g., physiotherapy, occupational therapy services, speech and language services, autism services, vision services) to assist with programming
- Assess whether the student is successful in the Physical Education program (e.g., talk to the student and/or educational assistant to gauge whether or not the student is working towards meeting their expectations).
- Identify how the student could be supported by the In-School Support Team process to access further resources and to ensure all staff members are involved in programming.
- Determine what steps can be taken to enhance the student’s programming to allow for more opportunities for inclusion with similar-aged peers (e.g., if the student is showing increased independence in personal movement skills, future integration opportunities can be discussed).
1 Ontario Ministry of Education, Special Education in Ontario (Draft Version, 2017), PART E: The Individual Education Plan (IEP). Section 10. Staff Involvement in Developing the IEP. Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/2017/spec_ed_6.html
2 Extracted from Ontario Ministry of Education, Special Education in Ontario (Draft Version, 2017), PART E: The Individual Education Plan (IEP), Components of the IEP Standards and Effective Practices #12. Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/2017/spec_ed_6.html
3 Extracted from Ontario Ministry of Education, Special Education in Ontario (Draft Version, 2017), PART E: The Individual Education Plan (IEP), Components of the IEP Standards and Effective Practices #12: The Role of Classroom Teachers. Retrieved from http://www.edu.gov.on.ca/eng/document/policy/os/2017/spec_ed_6.html