SCHOOL YEAR

OVERVIEW
A RESOURCE FOR PARENTS

TERM 1
Your child will be placed into their division/class
for the year at the beginning of September.
You will meet your child's classroom teacher
during parent-teacher interviews.
Interim report cards will be sent home in October.
An IEP meeting will take place for your child.
Term 1 report cards will be sent home in
December.

TERM 2
Term 2 report cards will be sent home in March.
TERM 3
You will be invited to student-led conferences in
May
An IEP review meeting will take place in June.
Year-end report cards will be be sent home at the
end of June.

WHAT IS AN IEP?

An Independent Education Plan (IEP) is a working document

developed for all students with special needs designations.
It describes personalized goals for your child, ways to
achieve these goals, adaptations, modifications, services to
be provided, and ways to assess their progress and
achievement.

WHAT TO EXPECT FROM IEP MEETINGS:

During the school year, meetings will take place to review

your child's IEP. Your child's interests, strengths, and
stretches will be identified, support plans and programs will
be shared and discussed, and the document will be updated
to reflect any relevant changes.

WHO IS INVOVLED IN IEP MEETINGS?

Parents/guardians.
When possible, the student.
The school based team (SBT): your child's classroom
teacher, integration support teacher, learning support
teacher(s), school principal, and can include other in-
school professionals (i.e. Speech-Language Pathologist,
school counsellor, etc.).
Sometimes, community professionals supporting your
child such as their occupational therapist,
physiotheraptist, health physician, psychiatrist, ect. may
be present
 YOUR CHILD'S
SUPPORT TEAM:

ROLE OF THE PARENT

Be present during IEP meetings, share valuable insights,
concerns, strategies, and other input relating to home
experiences.
Keep open communication with your child's classroom
teacher, integration support teacher, and any other school
professionals communicating to you.
Understand the IEP in place for your child, voice any
questions you have regarding your child's IEP to their
school suppor team.
Support your child's social and academic goals at home to
the best of your abilities.

ROLE OF THE CLASSROOM TEACHER

Foster a learning environment that supports progress toward
IEP goals.
Establish support strategies with the EA.
Assess student progress, gather evidence, and report to
parents.
Be present during IEP meetings, share valuable insights,
concerns, stratgies, and other input relating to classroom
experiences.
Collaborate with school professionals.

ROLE OF THE EA
Support student using strategies collaborated upon with
the classroom teacher and integration support teacher.
Provide one-to-one support and accommodate student's
needs.
Work as a team with the classroom teacher to help
student's progress toward IEP goals.
Observe and record data relating to IEP goals.
Communicate any observed behaviours, needs,
achievements, or concerns to the classroom teacher.
Be present in IEP meetings and provide input.

FIND MORE INFORMATION ONLINE:

A Parent’s Handbook on Inclusive Education

https://inclusionbc.org/wp-
content/uploads/2018/11/WEBEducation_parent_manual_2014_0-1.pdf

BC Ministry of Education's Special Education Services:

A Manual of Policies, Procedures and Guidelines
https://www2.gov.bc.ca/assets/gov/education/administration/kindergart en-to-grade-
12/inclusive/special_ed_policy_manual.pdf