The principal

(the responsibilities that are mandated by Regulation 181/98 are marked with an asterisk)

  • assigns to one teacher the responsibility for coordinating the collaborative development of (not developing) the student's IEP, with input from educators involved in the student's programming;
  • facilitates collaborative planning for, and evaluation and updating of, the IEP;
  • ensures that an IEP is completed within 30 school days of a student's placement in a special education program;*
  • signs the IEP within 30 school days of a student's placement in the program;
  • ensures that the IEP includes a transition plan to postsecondary activities for students who are 14 years of age or older and who are not identified solely on the basis of giftedness,* and that the IEP of all students with special education needs, including students with autism spectrum disorders (ASD), includes a transition plan regardless of the student's age or other exceptionality (PPM No. 156; PPM No. 140);
  • ensures that a student's IEP is implemented and that, as part of implementation, the student's achievement of the learning expectations is evaluated at least once every reporting period in which a Provincial Report Card is issued, and that the expectations are reviewed and updated at the beginning of every reporting period;
  • ensures that the recommendations of the IPRC with respect to special education programs and services, such as support personnel, resources, and equipment, are taken into account in the development of the IEP;*
  • ensures that relevant applied behaviour analysis (ABA) methods are incorporated, as appropriate, in the IEP of students with an ASD (as required by PPM No. 140);
  • ensures that parents, and the student if 16 years of age or older, are consulted in the development of the IEP;*
  • ensures that consultation with community agencies and postsecondary institutions that the principal considers appropriate is conducted as part of the preparation of a transition plan to postsecondary activities for students who are 14 years of age or older and who are not identified solely as “gifted”;*
  • ensures that relevant school board and community personnel who have previously worked and/or are currently working with a student with an ASD are invited to provide input and participate in the IEP process (PPM No. 140);
  • ensures that a copy of the IEP is provided to the parents, and to the student if the student is 16 years of age or older;*
  • ensures that the current IEP is stored in the Ontario Student Record, unless a parent of the student objects in writing.*

The classroom teacher

  • contributes first-hand knowledge of the student's strengths, needs, and interests;
  • fulfils the role of the key curriculum expert on how the IEP can be developed to help the student progress through the Ontario curriculum;
  • in consultation with a special education teacher, develops any modified or alternative learning expectations required to meet the student's needs, plans instruction to address those expectations, and assesses the student's learning in relation to the expectations;
  • develops and implements individualized instructional and assessment strategies that will help the student achieve his or her learning expectations;
  • reviews and updates learning expectations at the beginning of each reporting period;
  • maintains ongoing communication with the student's parents, other teachers, and other professionals and support staff involved with the student.

The special education teacher

  • provides diagnostic assessments, as appropriate and if required, to determine the student's learning strengths and needs;
  • provides support to the student's classroom teacher(s) by generating ideas and suggestions for developing modified expectations, alternative programs, or accommodations (e.g., individualized teaching or assessment strategies, human support, individualized equipment);
  • takes direct responsibility for certain aspects of the student's special education program;
  • develops any modified or alternative learning expectations that fall within areas for which the special education teacher has direct responsibility;
  • plans instruction to address those expectations and assesses the student's achievement of the expectations;
  • provides advice about materials and resources;
  • works with the classroom teacher(s) to maintain ongoing communication with the student's parents and other teachers.

The educational assistant

  • helps the student with learning activities, under the direction and supervision of the teacher;
  • assists with providing appropriate accommodations as described in the IEP;
  • monitors and records the student's achievements and progress relative to the expectations described in the IEP, under the direction and supervision of the teacher;
  • maintains ongoing communication with the student's teacher(s).

Other professionals

  • participate in the IEP process and serve on the in-school team, if requested;
  • help to determine the student's learning strengths and needs;
  • develop strategies for use in the school environment to assist the student in acquiring the knowledge and skills described in the learning expectations, and to demonstrate that learning;
  • train staff to implement the strategies;
  • provide advice about materials and resources;
  • provide technical assistance;
  • act as a resource and support for the student's family;
  • maintain ongoing communication with the student's teacher(s) and the in-school team;
  • conduct assessments, as necessary, with informed parental consent.