Annual goals meeting these requirements must be recorded in the IEP for each subject, course, or skill area to which the IEP applies. Writing Learning Expectations Learning expectations are statements that describe the specific knowledge and skills that the student should be able to demonstrate within a specified time period during the school year. Based on the student's achievement of the learning expectations, parents and teachers will be able to gauge, at particular times during the year, how well the student is progressing towards achieving his or her annual goals. The learning expectations must be reviewed at least once every reporting period and updated as necessary, in view of the student's progress. A variety of appropriate methods for assessing and evaluating student achievement is identified.
Student achievement is evaluated and reported to parents at least once per term.
These accommodations must be appropriate to the student's particular needs, as identified in the IEP and included among the strategies, accommodations, and resources identified in the IEP as necessary for facilitating the student's learning and demonstration of achievement in regular classroom assessments. An explanatory statement meeting the requirement described above has been included if the student has been exempted from a provincial assessment. A transition plan must be included in the student's IEP who is 14 years of age or older for the student's transition to appropriate postsecondary activities, such as work, further education, and community living. All team members involved in the development of the plan must be identified and that they collectively meet the requirements for staff involvement. The IEP will also be reviewed to ensure that the principal has indicated his or her approval by signing the plan.