Glossary of Terms – IEP


Adaptations are strategies that support students in achieving the learning outcomes of the provincial curriculum. Adaptations may include adjustments to assessment, instruction, environment or resources.

Adapted Program

Student follows regular curriculum and meets Performance Learning Outcomes, but teaching materials, methods of presentation and/or assessments are changed to suit student’s learning needs Regular reporting practices are used May include adaptations to exam conditions (adjudications) on High School provincial examsRefer to the Adaptation section on this website for more information.

Adaptive/Functional Performance

Describe demonstrated achievement in non-academic areas such as daily living skills, including ability to interact with fellow students and adults and function in a variety of environments.


Assessment is a systematic process for gathering information from many people in order to make appropriate educational decisions for a student. It is a progressive process identifying the student’s strengths and needs, and results in the design and implementation of selected educational strategies. Assessments are conducted on a continuum and include formal and informal assessments.


Collaboration is an interactive process where a number of people with particular expertise come together as equals to generate an appropriate program or process or find solutions to problems.


List those goals that are different from the outcomes in the prescribed curriculum. Describe what the student can reasonable be expected to do or achieve. Focus on what will be learned rather than what will be taught. Correspond to the student’s learning strengths and needs and be accompanied by measurable objectives for each goal.

Health Information

Identify existence of Health Care, Medical Alert, and/or Emergency Plans, including any medication administration information needed by school personnel Describe vision and/or hearing status, if of concern.

Individual Education Plans (IEPs)

Inclusive Education Plans (IEPs) are written records documenting the individualized planning process for students with special educational needs. Individualized planning is a continuous and integrated process of instruction, assessment, evaluation, decision-making and reporting.


Inclusion is the value system which holds that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of physical location and incorporates basic values that promote participation, friendship and interaction.


Integration is the practice of placing students with special needs in educational settings with fellow students who do not have special needs.


Interventions use plans, strategies and support, to facilitate the learning and address the special needs of students. They are those adaptations or modifications that enable a student to achieve a desired learning goal.

Level of Performance

Information about student performance which is measured by formal and informal tools, including comparison to curriculum/performance standards Information may include results from standardized tests.


Modifications are changes to a student’s program that result in their learning outcomes being substantially different from those of the provincial curriculum. Modifications are specifically selected to address a student’s special needs.

Modified Program

Some or all of the prescribed curriculum does not meet the student’s needs. Includes goals that are different from prescribed curriculum, selected to meet student’s special needs. Reporting includes written comments and identifies progress in meeting IEP goals.


Objectives are specific statements that describe observable, measurable behaviours and provide indicators of student progress. Represents the steps between the student’s current level of performance and the projected long-term goal.

Measurable Objective

A measurable objective includes a description of the expected behaviour, the conditions under which it occurs, and the criteria for success.


According to Section 1 of the B.C. School Act, parent means “in respect of a student or of a child registered under Section 13, a) the guardian of the student or child, b) the person legally entitled to custody of the student or child, or c) the person who usually has the care and control of the student or child.”


Placement means the level, grade, classroom or setting that is most suitable for the student. It may also describe the type of special program environment that is being provided.

Present Level of Educational Performance

The present level of educational performance describes the student’s current performance levels as determined from recent informal and formal assessments, including the assessment date and the name of the assessor.

Progress Review

The Progress Review section on the IEP includes information about the student’s success toward meeting the established goals, including how the student is performing and any relevant observations regarding student progress.


The Resources section on the IEP identifies the instructional materials, learning resources and/or other technologies to be used. It could also include services provided by the Resource Teacher, Support Worker etc.

School-Based Team

A school-based team is a team of school-based personnel who function as a problem-solving group to assist classroom teachers in developing and implementing instructional and management strategies. As well the team may coordinate support resources for students with special needs within the school.

Students with special needs

Students with special needs are those who have “disabilities of an intellectual, physical, sensory, emotional or behavioural nature, have a learning disability or have exceptional gifts or talents.”


Transition is the passage of students from one environment to another at key points in their development from childhood to adulthood, for example: into Kindergarten or from elementary school to secondary.