Individual Education Plans are a critical component in delivering high quality public education for all. Writing them takes a great deal of time, thought, care, and collaboration with colleagues as well as parents/guardians. The time allocated to create an IEP ought to reflect it's importance. Unfortunately this is not the case as little if any release time is provided to write the IEPs. The inconsistency in the approach to allow time to write the IEPs is staggering. It varies school by school within the board. For a top priority duty one would think there would be the due amount of time scheduled and this would be consistent across panels and schools. In order that teachers may continue to deliver high quality educational services that reflect the diversity and address the needs of our students, time allocated to write IEPs must be scheduled in an appropriate and consistent manner across the board. Teachers should not have to be "bargaining" on their own for the sake of their students school by school. We need clear and consistent support and time to give what is required to write a meaningful IEP that will make the positive difference for a student as that is the purpose of the IEP.