Sources/Strengths/Accommodations/Assessments

The Sources/Strengths/Accommodations/Assessments document helps ensure that the educational needs of students with disabilities are met effectively, promoting their academic and social success.

This document is crucial for understanding a student's unique needs and designing an effective educational plan.

Typically, this document contains:

• Sources: These are the sources of information used to understand the student's needs, strengths, and areas requiring support. This includes the various sources of information used to develop the IEP, such as educational records, teacher observations, parent input, medical reports, and standardized test results. This section provides a comprehensive background and context for understanding the student's current level of performance and needs.

• Strengths: This section highlights the student's abilities, talents, and areas where they perform well. Strengths focuses on leveraging the student's strengths to support learning and development, ensuring a positive and strengths-based approach to their education.

• Accommodations: Lists specific changes and supports provided to students to help them access the curriculum and demonstrate their knowledge. These can include extended time on tests, preferential seating, modified assignments, or the use of assistive technology. Ensures the student has the necessary tools and support to succeed in the educational environment and that their learning needs are met.The adjustments and supports that are provided to the student to help them access the curriculum and demonstrate their knowledge.

• Assessments: Details the various assessments used to evaluate the student's progress, including standardized tests, formative assessments, diagnostic tests, and progress monitoring tools. The various assessments evaluate the student's progress, determine eligibility for services, and guide instructional planning. Provides data to inform instructional decisions, measure the effectiveness of interventions, and ensure the student is making adequate progress toward their goals.

Create

1. Within the IEP document, navigate to Sources/Strengths/Accommodations/Assessments using the flyout menu.

2. The system auto-populates the following in the Student Information section:

   • From the Student Info profile

     • Student Name

     • Current School Year

     • Grade School

     • Date of Birth

3. In the Sources Consulted in the Development of the IEP section, select:

   • IPRC Statement of Decision (if applicable)

   • Provincial Report Card

   • Previous IEP

   • Parents/Guardians

   • Student

   • Other sources

4. In the Assessment Summary, choose Source. This is a required section.

5. Select the Date Administered.

6. Provide Description.

7. For additional Assessment Summary, click the plus icon and repeat steps 4 to 6.

8. In the Prevalent Medical Conditions section, select Yes or No. If Yes, then enter medical conditions in the text field.

9. In the Health Support Services/Personal Support Required, select Yes, or No. If Yes:

   • Enter details in the text field.

   • Select Emergency Health Care Services Plan, if applicable.

   • Select Routine Healthcare Services Plan, if applicable.

10. In the Student's Strengths and Needs section, enter the student’s Strengths and Needs.

11. In the Accommodations for Learning, Including Required Equipment section, enter:

    • Instructional Accommodations

    • Environmental Accommodations

    • Assessment Accommodations

12. Select Individualized Equipment if the student requires one. Enter the type of equipment in the text field.

13. In the Provincial Assessments section, select Yes or No. If Yes:

    1. Enter Name of Assessment.

    2. Select Permitted Accommodations. If Yes, enter details of accommodations.

    3. Select Exemption with Rationale.

14. Click Save, Done Editing.

Note:

• The Sources Consulted in the Development of the IEP are de-selected for each new IEP. Assessment Summary information is updated as needed and will be copied over from a previous IEP.

• Prevalent Medical Conditions refer to emergency plans for students receiving special education supports and services who have an IEP and require support on an intermittent basis for health-related crises, for example, medically fragile students using ventilators, students with epilepsy, or anaphylaxis.

• Health Support Services/Personal Support Required refers to support plans for students receiving special education supports and services daily, for example, g-tube feeding, catheterization and so on.

• The Student's Strengths and Needs section is linked to reports and recommendations from documents listed in the Assessment Summary.

• The Accommodations for Learning, Including Required Equipment section is linked to reports and recommendations from documents listed in the Assessment Summary.