Appropriate Educational Programming - Page 4

4.4.3 The need for an IEP shall be determined through a process of observation and informal or specialized assessment in consultation with the parents / guardians and the school and division team.

4.4.4 Behaviour Intervention Plans (BIP) shall be developed where behaviour is identified as a learning need.

4.4.5 IEPs shall be developed, revised, implemented, monitored and evaluated at least twice a year and at least once each semester in Grade 9 – Grade 12, by the team including parents / guardians, students (where appropriate), teachers, principal, and other professionals. Parents / guardians may bring an advocate to any of the meetings if they so wish.

4.4.6 Parents shall be informed of the student’s progress at the regularly scheduled reporting periods throughout the year or more frequently if programming changes are deemed appropriate.

4.4.7 The school division shall obtain parent / guardian signature on IEPs to indicate involvement in the IEP process. In cases where the school division is unable to obtain parent / guardian signatures, reasons for refusal and actions undertaken by the school to resolve concerns will be documented.

4.4.8 Students with IEPs who have a reduction or alteration in the school day must have it documented in the IEP.

4.4.9 The IEP document shall:

a) be signed by the classroom teacher, principal, parent / guardian and student (where appropriate)

b) be reviewed, updated and written by the first reporting period of the school year and once each semester in Grade 9 – Grade 12

c) document the formal review of the students’ progress, at the schools’ regular reporting periods.

4.4.10 In the development and implementation of IEPs, schools will use the divisional IEP templates, which comply with the ME document ‘Student-Specific Planning: A handbook for developing and implementing individual education plans’ and are found in the GVSD Resource Handbook.

4.5 Dispute Resolution at the School Level

4.5.1 If a parent or guardian has a disagreement over a decision that significantly affects a student’s education, such as a dispute about the educational programming and / or placement of a student with an Individual Education Plan (IEP), he or she is required to participate in an informal resolution process at the school level in an attempt to resolve the dispute before appealing to the Superintendent.

4.5.2 The principal shall inform the parent / guardian of this requirement.

4.5.3 The parent shall inform the principal in person, by telephone, or in writing that he or she has a dispute regarding the educational programming or student placement and is prepared to participate in an informal dispute resolution at the school level.

4.5.4 The principal shall set up a meeting as soon as reasonably possible with appropriate school personnel to meet with parents or guardians and student (where applicable) in an attempt to resolve the dispute.

4.5.5 The school and parents may find the following documents useful in their efforts to resolve the dispute:

a) Appropriate Educational Programming in Manitoba: A Formal Dispute Resolution Process 2006

b) Working Together: A Guide to Positive Problem Solving for Schools, Families and Communities

4.5.6 The principal and / or parent / guardian may request the Student Services Administrator / Assistant Superintendent to assist in mediating the dispute.

4.5.7 The informal dispute resolution must be concluded in a timely fashion.

4.5.8 The principal shall inform the parent / guardian that if he or she is not satisfied with the school level resolution, he or she has a right to make a formal appeal to the Superintendent within fourteen (14) days of the conclusion of the informal dispute resolution process.

4.5.9 The principal shall provide the parent / guardian a copy of the Procedures for Appealing a Decision Regarding a Student’s IEP or Placement to the Superintendent.

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