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IEP/IPP
STUDENT PROFILE
D.O.B.: May 23rd, 2008

Name: Daisy Flower

Gender: Female

Age: 5 years, 10 months

Date of IEP/IPP: April 8th, 2014

Grade (if applicable): Senior Kindergarten

ASSESSMENT DATA
Information Source

Date

Summary of Results

Brigance Binder 2 - Early

Childhood Developmental
Inventory. Section:
Mathematics and Science

March 13th, 2014

Daisy partook in a total of thirteen

tasks (refer to the Assessment
Report for a list of these tasks).
Daisy scored at age level for four
tasks, above age level for five and
below age level for four. Thus,
Daisy is predominantly progressing
in the range of age level to above
age level in the area of Mathematics
and Science. However, areas of
weaknesses are seen to be within
the scientific knowledge area, and
concepts requiring quantitative
language (refer to Assessment
Report).

How many? Worksheet

created by the assessor

March 20th, 2014

Daisy provided the correct answer

for the number of objects, in all six
boxes. When asked to draw her own
on the reverse side to correspond
with the number provided, Daisy
demonstrated her understanding, by
drawing stars, flowers, circles, and
stick people, with the correct
amount.

March 20th, 2014

Daisy correctly answered one

(boxes) out of the four questions
(mouth, frame, boxes, room). When
asked to draw a narrower tree and
wider house, she did so incorrectly,
drawing bigger objects that were

Narrow vs. Wide

Worksheet (Comparing:
Narrow vs. Wide, 2010)

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not in relation to the present
drawing.
Running Record
Observation of Daisy
cleaning her playroom,
placing each object in its
correct location according
to its bin and drawer

March 20th, 2014

In order to clean and organize her

playroom, Daisy was required to
place each object in its correct
location. While doing so, Daisy
recited each item and said its
location aloud. By doing so
successfully, Daisy demonstrated
her classification skills. She
understood which objects are
grouped together and how to
properly classify these objects.
Daisy was provided with
encouragement, but with no
assistance.

Other external factors affecting results:

All three forms of assessment (Brigance, worksheets and the running record
observation), were conducted in Daisys home environment. Due to this, on occasion,
Daisy became distracted by her surroundings (e.g. furniture, materials/items, and others
nearby). Daisy geared off task when noticing items of interest to her such as the
assessors highlighters, pencils, and paper on a nearby surface. She requested to use the
materials to draw pictures. During the Brigance assessment, Daisy became distracted by
sticky notes the assessor placed in the binder. Daisy removed them and began
analyzing and folding them. As well, the results may have been affected due to the
established personal relationship between the assessor and Daisy. Due to this relation,
Daisy wished to discuss personal activities and interests with the assessor during tasks,
and asked to participate in play activities with the assessor. For this reason, Daisy
required frequent re-direction and praise and encouragement to complete some tasks.
STUDENT/CHILDS STRENGTHS AND NEEDS
Strengths

Demonstrates above average

abilities regarding number sense
(i.e. counting, reading numerals)
in her age group
Demonstrates great ability in
geometry and spatial sense (shape
concepts/ordinal positions)
Shows interest in sorting and
classifying play materials in her

Needs

Shows difficulty in recognizing

and/or differentiating between
quantitative concepts
(narrow/wide and shallow/deep)
Child is below age level in
recognizing and identifying body
parts, using expressive language
Demonstrates more difficulty with
expressive skills rather than

playroom
Shows interest in carrying out
magic tricks, using numbers and
objects

receptive skills
Child can differentiate between
small and big hand on clock but
demonstrates difficulty with
concepts of time and reading a
clock

RECORD OF PARENTAL COMMENTS

According to comments made by Daisys mother regarding her daughters
development within the math and science area, she has noted that Daisys strengths
include number sense (e.g. counting, and using numbers in her everyday tasks/activities),
as well as classifying and problem-solving. She noted that Daisy enjoys taking part in any
science-related activities that are presented to her in school and/or during tutoring
sessions. In regards to her weaknesses, Daisys mother also expressed that Daisy is
having difficulties telling time (as present in the Brigance results). Daisy and her mother
have both recognized this as an area needing growth. Thus, Daisys mother is working
towards changing this weakness into a strength for Daisy by the summer. She utilizes
blank clock worksheets with Daisy to practice time questions, and also provided Daisy
with a hand watch. Her mother noted that Daisy is motivated to learn how to tell time.
Therefore, Daisys mother expressed that a goal for this IEP is to benefit Daisys growth
and development within the mathematics and science areas. As well, she expressed that
the IEP will provide her with opportunities and activity recommendations to flourish and
expand her skills in areas needing support and assistance.
DEVELOPMENTAL DOMAIN/S TO WHICH IEP/IPP APPLIES
Cognitive ____
Fine Motor ____

Language ____

Social/Emotional ____

Gross Motor ____ Behavioural ____ Adaptive Domain ____

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EDUCATIONAL PLAN
Domain/Area to be addressed: Cognitive (Mathematics/Science)
Learning Expectations/Objectives

Activities to Support Enrichment

Mathematics

Cognition 4.14 Comparing Quantities

(ELECT, 2006, p. 46)
Objective = By May 2014, when
presented with five sets of two
comparable tangible items or picture
illustrations per set, Daisy will be able to
independently, verbally identify which
one is narrow and which one is wide, as
well as, with deep and shallow, without
difficulty and without assistance for three
out of five sets.

Science

Cognition 4.3 Representation

(ELECT, 2006, p. 43)
Objective = Within three to six months,
when requested to point to body parts on
a human life-size print out, Daisy will
verbally identify the following body parts,
two out of three trials, independently and
without difficulty:

Narrow/wide = Provide the child

with 1-inch linking cubes, and ask her
to build various forms and figures
(approximately 10-15 different
figures) (1" Linking Cubes, n.d.).
While doing so, discuss quantitative
concepts with the child and ask
questions such as: Which figure is
narrow? Which figure is wide? Then
have the child identify which forms
are narrow and wide, without any
assistance. This will also allow her to
use her expressive language skills.
Deep/shallow = Provide the child
with six buckets/containers of water,
some with less water and others with
more. Discuss the concepts of deep
and shallow with her and then ask her
to identify which buckets/containers
contain deep water and which contain
a shallow amount of water. This can
also be done in the sand, whereby she
can be encouraged to build various
holes. A discussion can be facilitated
about which holes are shallow and
which are deep.
Provide a human life-size print out of
an adult or child (cartoon or real).
Each body part on the print out
should have Velcro attachments, for
purposes of attaching labels.
Encourage the child to use the labels
with body parts written on them, to
place them on the corresponding body
part. For example, if the label says
Arm, the child should be
encouraged to attach the label onto

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1. Hips
2. Wrists
3. Waist

the arm of the human life-sized print

out. As she places each label on the
body part, encourage her to verbally
say the body part, as this will provide
her with practice and an
understanding of each body part. This
print out should remain in the childs
everyday environment, in which she
can view and be encouraged to play
interactive games with (e.g. songs).
This will help with body recognition.

Objective = By June 2014, when

requested to draw a person with as many
body parts as she can, Daisy will draw a
person with all of the following body
parts for one out of two trials, without
difficulty and will independently, verbally
identify these body parts after she has
drawn the person:
1. Heads
2. Legs
3. Ears
4. Arms
5. Trunk
6. Eyes
7. Nose
8. Neck
9. Hands
10. Mouth
11. Shoulders
12. Feet
13. Hair

Have the child stand in front of a

body length mirror. Provide her with
washable white-board markers, and
have her trace herself as she sees
herself in the mirror (M. Binder,
personal communication, 2013).
Remind her to stay in one place, in
order to achieve the intended outcome
of tracing herself, in order to create a
realistic self-portrait. As she traces
each part of her body, encourage her
to state the body part that she is
drawing. Overall, this activity will
provide the child with hands-on
practice and/or experience regarding
the illustration of all body parts that
most humans possess. This can later
translate into her drawings of
humans.

Cognition 4.19 Measuring Time

(ELECT, 2006, p. 46)

Transform a working clock into a

flower in which every petal of the
flower shadows a number on the
clock. For example, on top of the 4
on the clock, write :20 in the petal.
Assuming the time is 12:20, the child
will look for the small hand on the 12,
and the big hand on the 4. When she
attempts to read the time, she will
know to say 12:20 (For Teaching
Time, n.d.). Have the child create
this on her own, on any clocks she

Objective = By May 2014, when

presented with a clock with moveable
hands, Daisy will show which direction
the clock rotates to tell time using her
hands, independently and without
difficulty, after 1 trial.
Objective = Within six months to a year,
when presented with a clock with

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moveable hands, Daisy will correctly
show the time for three out of five trials,
when asked to show the times for the
following daily activities/tasks in which
she partakes in:
1. Waking up
2. Going to school
3. Eating lunch
4. Eating dinner
5. Going to bed

wishes to, in her everyday learning

environment. An additional feature
would be to create a stem below the
clock with two leaves, one longer
with the word minute written on it,
and a shorter leaf with the word
hour written on it, to remind the
child of the difference between what
the short and long hand signify on the
clock (For Teaching Time, n.d.).
Overall, this will potentially assist
and encourage the child to use the
clock to tell time.

SOURCES USED:
1. Best Start Expert Panel on Early Learning. (2006). Early learning for every child
today (ELECT): A framework for Ontario early childhood settings. Toronto, ON:
Ministry of Children and Youth Services.
2. Brigance, A. H. (2010). Brigance early childhood developmental inventory. North
Billerica, MA: Curriculum Associates.
3. Comparing: Narrow vs. Wide. (2010, May 17). Education. Retrieved from
http://www.education.com/worksheet/article/comparing-narrow-wide/
4. For Teaching Time. (n.d.). Pinterest. Retrieved from
http://www.pinterest.com/pin/212443307392130122/
5. Quantitative Concepts Lesson Ideas. (n.d.). A4 - Assessing achievement in alternate
areas. Retrieved from http://www.thea4ideaplace.com/data-management/
quantitative-concepts/quantitative-concepts-lesson-ideas
6. 1" Linking Cubes - 100 pieces. Use to teach patterns, counting, adding, multiplication,
geometry concepts and more.. (n.d.). Pinterest. Retrieved from
http://www.pinterest.com/pin/68820700526538535/