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Individual Education Plan for Bobby Student

Student ID
Date of Birth
Initial IPRC
Latest IPRC
Exceptionality
Placement

750233456-2
March 18, 1997
xxxxxxx
xxxxxxx
Exceptional Communication
Learning Disability
Regular Class / Indirect Support

School
Principal
School Year
Grade
Developed by
IEP completed
IEP revised

Special Delivery P.S.

Mr. D. Parsons
2008-2009
Grade 6 Term 1
Brenna McConnell
September 30/08

Reason for IEP

Bobby has been identified as being exceptional by the IPRC.
Strengths
No more than 4

Needs
No more than 4

Assessments (see
OSR for details)

Accommodations
for Instruction
No more than 4
Accommodations
for Assessments
No more than 4
Accommodations
for Environment
No more than 4

Expressive language skills -- speaking

Receptive language skills -- listening
Auditory learner
Auditory memory skills
Expressive language skills -- writing
Phonological processing skills
Receptive language skills reading
Processing speed
Psycho-educational Assessment: Dr. Black (2003/05/03) Bobby is a student
with above average intelligence. He has specific learning disabilities that impact on
his ability to decode and to read and write fluently. These are barriers to access to
curriculum and to demonstration of his above average intellect.
Educational Assessment: Mrs. Smith (SERT)
Reading (decoding) scores are significantly below grade level as measured
by the WIAT-11.
Spelling scores are phonetically understandable but standard spelling is
beyond his grasp.
Listening Comprehension skills are above grade level.
Cursive writing/printing skills: labour intensive, quickly becomes illegible
Mathematics: computation and applications of concepts at grade level.
Assistive technology
Audio version of text
Extra time for processing
Pencil grips
Audio taping of responses
Speech-to-Text Software
Text-to-Speech Software
Verbatim scribing of responses
Use of visual/graphic depictions of routines, procedures, steps
Strategic seating

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Special Education
Services

Direct Instruction
Intensity: ( leave blank)

Provided by: Classroom teacher

Location: Regular class

Instructional support

Provided by: Classroom teacher

Intensity: (leave blank)

Location: Regular Class

Program, Support and Services Summary

Program Description
Ontario Curriculum expectations modified 50% or less

Program areas:
Language: Reading and Writing
Content Areas: Science
Program Description
Annual program goals and expectations below are drawn from the regular curriculum where grades are noted, or
are alternative definitions. Assessment levels are based on the defined program.

Language

Teacher: Brenna McConnell

Term: 1

Annual Program Goal(s)

Reading
Bobby will be able to read and understand a variety of Grade 5 level reading material with fluency and
an accuracy of 80%.
Writing
Bobby will successfully obtain a Level 3 based on the Grade 5 curriculum expectations in writing 70%
of the time.
Reading
Learning Expectations
Indicate grade level from which L.E.s are
derived.

1. Bobby will identify and

record the strategies he
found useful before,
during and after reading
once a week to work
towards becoming a
better reader (Grade 5)
2. Bobby will use
comprehension strategies
before, during and after
reading to understand
texts 80% of the time.
(Grade 5)
3. By November 1st, Bobby
will be able to correctly
read a variety of
vocabulary words (to a

Teaching Strategies and

Accommodations

Assessment Methods

1. Speech-to-text software

1. Individual conversation

2. Mind maps

2. Oral quiz

3. Guided reading/Shared
reading

3. Running Reading Record

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teacher) at a Grade 5
level 75% of the time.
(Grade 5)

Writing
Learning Expectations
Indicate grade level from which L.E.s are
derived.

1. Bobby will sort and

classify ideas and
information for his writing
70% of the time. (Grade
5)
2. Bobby will independently
write a biographical
sketch about himself and
his interests in 2
paragraphs by October
1st. (Grade 5)
3. Bobby will proofread his
work using a checklist
85% of the time. (Grade
5)

Teaching Strategies and

Accommodations

Assessment Methods

1. Graphic organizer

1. Oral sharing of the

graphic organizer

2. CoWriter

2. --

3. Buddy/Peer Tutoring

3. Assess the completion of

the checklist when work is
submitted

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Content Area: Science

Teacher: Brenna McConnell

Term: 1

Annual Program Goal

Bobby will complete all science experiments and written work with 75% accuracy using assistive
technology.

Learning Expectations
Content Area:
Learning Expectations
Indicate grade level from which L.E.s are
derived.

1. By November 1st,
Bobby will investigate
and record results on
a chart to show how
characteristics and
adaptations of 3
different living things
enable it to fly. (Grade
6)
2. Bobby will use the
appropriate science
and technology
vocabulary 70% of the
time on written
assignments.
3. By December 1st,
Bobby will create and
present a poster to
raise awareness
about the problems
that occur when
biodiversity is
diminished that
includes 4-5 written
sentences. (Grade 6)

Teaching Strategies and

Accommodations

Assessment Methods

1. Speech-to-text software

1. --

2. Drawings, diagrams and

pictures to support the
spoken word

2. --

3. Microsoft Publisher w/
Word Prediction software

3. --

Approved: ________________________ ____________________

Principals signature
Date