IPP Assignment Template 1

Individualized Program Plan Assignment

Template

Group Assignment Confirmation Form: I confirm that I am aware of the entire contents
of this group assignment and that I have reviewed all group members’ contributions to
the assignment. I also acknowledge that each group member will be awarded the same
mark for this group assignment.

Group Member Names Laboratory Section Number

Evan Avery 08
Corey Stroeder 08

IPP Template

Individualized Program Plan

Student Information

Student Name: Wyatt Pollock

Date of Birth: November 28, 2006
Current School: C. P. Blakely School
Current Grade: Grade 4
Name of Guardian 1: Ms. Nadia Pollock
Name of Guardian 2: Mr. Pollock (deceased)

Administrative Information

Alberta Special Education Code: 44 (Severe Physical or Medical Disability)

School Year Current IPP is Active For: September 2015 to June 2016
Primary/Homeroom Classroom Teacher for Current IPP: Mr. Hodge
Special Education Coordinator: Mrs. Mertens

School History

C. P. Blakely School (Kindergarten - Grade 3)

IPP Assignment Template 2

Medical Conditions that Impact Schooling

Wyatt has been diagnosed with Attention Deficit/Hyperactivity Disorder - Combined Type, Moderate Range, as well
as Oppositional Defiant Disorder, Moderate Range. He takes 40 mg of Biphentin prior to attending school, which has
proven to help him stay on-task, as well as be less fidgety and disruptive.
Wyatt is prone to breaking bones due to his recklessness on playgrounds. He also suffered an early childhood head
trauma which resulted in a concussion.

Assessment Data (Specialized Assessment Results)

Date Tests/Assessment Results

September, Occupational Therapy  Report identifies mild delays in overall fine motor skills.
2009 Assessment

September, Speech-Language  Report indicates mild expressive language delay and significant
2009 Pathology Assessment pragmatic language difficulties.
 Report states articulation and receptive language skills are age-
appropriate.

September, Psychological Assessment  Report rules out Autism Spectrum Disorder.

2009

May, 2011 Multidisciplinary  Report provides a diagnosis of Attention Deficit/Hyperactivity

Assessment Disorder - Combined Type.
(Psychological, Speech-  Began taking Biphentin to help with symptom management.
Language Pathology)

May, 2015 Psychoeducational  Report affirms High Average FSIQ; Average verbal comprehension;
Assessment (BASC-2 Very High perceptual reasoning; Average working memory; Average
Structured Development processing speed.
History, WISC-IV,  Report affirms High Average to Very High oral language skills;
WIAT-III, TEA-Ch, Average reading skills; Average writing skills; High Average to Very
NEPSY-II, CEFI, K- High math skills.
SADS-PL); conducted by  Report provides a diagnosis of Oppositional Defiant Disorder
Dr. Steven Jones, (Moderate Range) and reaffirms prior diagnosis of Attention
Registered Psychologist Deficit/Hyperactivity Disorder – Combined Type (though clarifies
Moderate Range).

Current Level of Performance and Achievement

Report Cards
Most recent report cards indicate Good (3) to Excellent (4) achievement of grade level expectations across all areas.
Teacher comments indicate strengths in math and anything related to technology, but notes that Wyatt would benefit
from additional attention spent on organizing his personal belongings, interacting with peers and adults, maintaining
his personal space during peer interactions, understanding the feelings of his peers, expressing empathy for his actions,
and complying with adults’ requests.
IPP Assignment Template 3

Wyatt briefly attended preschool, and it was here that he was first diagnosed with ADHD. Wyatt began receiving
ongoing IPP support shortly after beginning Kindergarten at C. P. Blakely.
Curriculum-Based Measurement
Wyatt has never received curriculum-based measurement related to academic skills. However, Mrs. Mertens and his
Grade 3 teacher began regular progress monitoring of his behaviour late last year through a positive behaviour support
plan and the use of the AIMSweb Behavior program to systematically collect data and monitor his progress.

Student Strengths

 Excels in math, science, and computer technology

 High average overall intelligence
 Very high perceptual (visual) reasoning skills
 Excellent at learning and retrieving general factual knowledge
 Large vocabulary
 Demonstrates confidence and independence
 Enjoys being a leader
 Shows keen interest in a wide variety of extra-curricular activities, including chess, swimming, basketball, and
building electrical circuits
 Cares deeply for his mother

Student Areas of Need

 Relaxation and coping strategies for when things don’t go according to his expectations
 Strategies to remain focused on tasks that are less engaging, stimulating, and contextual
 Replace behaviours as an alternative to his hyperactivity/impulsivity (e.g. remaining seated in the classroom,
waiting for his turn, squirming in his seat, blurting out answers, interrupting)
 Further development of executive functioning skills, such as organization, planning, attention, self-monitoring,
inhibitory control, and emotional regulation
 Strategies to improve editing and proofreading
 Additional assistance with learning accepted social norms and applying these to everyday situations

Required Classroom Accommodations

 In general, use a calm, controlled tone when talking with Wyatt

 Set up a “Cool-Down” centre in the classroom where Wyatt can take a break to control his temper
 Allow for less engaging tasks (e.g. writing tasks) to be completed in segments
 Provide Wyatt with creative outlets for his distractibility, such as drawing, clay, blocks, or access to the
circuit-designing computer program (when appropriate)
 Allow Wyatt to have preferential seating that is with focused students and/or that allows him to talk out
loud/sing to stay on-task
 Develop a reflective behavioural plan to provide Wyatt with strategies that replace inappropriate behaviours
with alternative, appropriate behaviours
 Implement a reward system to reinforce positive behaviours (token rewards)
 Provide pre-set visual schedules with information about transitions and breaks
 Give a pep talk before recess that suggests options and appropriate games
 Have full class discussions about upcoming situations/events that are likely to interrupt established routines
 Create checklists that include visual cues of things to remember
 Coach Wyatt on multiple editing and proofreading strategies, such as COPS and reading out loud.
IPP Assignment Template 4

 Provide Wyatt with social scripts to help navigate scenarios, and allow time to read these/practice role-playing
them with another individual

Long-Term Goal #1:

Wyatt will appropriately respond to unexpected events in daily classroom activities by June.

Short-Term Objectives Assessment Procedures Progress Review

Wyatt will be able to demonstrate Alternation between a student November 2, 2015

three activities he can do to calm
himself in the “Cool-Down” centre
with 90% accuracy by November 2,
2015.
interview conducted by the teacher Achieved.
and a student self-evaluation each
week that notes the activities used
and their perceived effectiveness at
calming Wyatt.

Wyatt will be able to calmly navigate
a simulated, teacher-led classroom
situation taken directly from his
social scripts with 90% accuracy by
February 15, 2016.
Acting similarly to a student February 15, 2016
interview that Wyatt knows will be Achieved.
coming, the teacher will assess Wyatt
on the following criteria: remaining
calm upon getting the bad news,
sticking to the script, and
independently making appropriate
use of the classroom “Cool-Down”
centre.

Wyatt will be able to appropriately
respond to unexpected events in daily
classroom activities 90% of the time
by June 1, 2016.
The classroom teacher will watch for June 1, 2016
Wyatt’s use of the “Cool-Down” Achieved.
centre and briefly interview him and
the peer(s) involved in the situation
each time; between these verbal
recollections and any personal
observations, the teacher will assess
how Wyatt handled the situation and
give him a token reward if his
reaction was appropriate, and then
document all occurrences in a chart
that is accessible to Wyatt.

Strategies to Support Objectives:

Setting up a comforting “Cool Down” centre in the classroom that has a number of activities available, such as a
Buddha Board, a stress ball, and calming music through headphones; providing Wyatt with social scripts to help
navigate difficult classroom scenarios, and ensuring he has regular chances to role-play these with another individual;
implementing a token reward system to help reinforce appropriate responses to unexpected situations.

Long-Term Goal #2:

Wyatt will effectively utilize his daily visual schedule in order to be efficient in classroom transitions by June.
IPP Assignment Template 5

Short-Term Objective Assessment Procedure Progress Review

Wyatt will remember to check his
visual schedule before class and
during transitions with 90% accuracy
by November 2, 2015.
The classroom teacher will use an November 2, 2015
observation checklist to monitor Achieved.
Wyatt’s use of his visual schedule
before class begins and for each
transition, which will be coupled with
Wyatt checking off each section of
his schedule as the day progresses;
Wyatt’s schedule will be randomly
compared to the checklist to ensure
that he isn’t simply checking off his
schedule arbitrarily.

Wyatt will be able to transition
between tasks on his schedule,
putting all previous materials away
neatly in their proper place and
retrieving all items needed for next
task, within a 6-minute time period
60% of the time by February 15,
2016.
The classroom teacher will use a February 15, 2016
timer to see if Wyatt can complete his Achieved.
transitions within the expected time
frame, and will also randomly check
to see if Wyatt’s desk materials are
organized; these will both be
recorded in an observation checklist.
Wyatt will also keep a reflective
journal regarding how he felt his
daily transitions went, what he felt he
did well, and what he felt he could
improve on.

Wyatt will be able to transition
between tasks on his schedule,
putting all previous materials away
neatly in their proper place and
retrieving all items needed for next
task, within a 4-minute time period
90% of the time by June 1, 2016.
The classroom teacher will use a June 1, 2016
timer to see if Wyatt can complete his Achieved.
transitions within the expected time
frame, and will also randomly check
to see if Wyatt’s desk materials are
organized; these will both be
recorded in an observation checklist.
Wyatt will also keep a reflective
journal regarding how he felt his
daily transitions went, what he felt he
did well, and what he felt he could
improve on.

Strategies to Support Objectives:

At the beginning of the school year, starting each day with Wyatt to show him his visual schedule and explain the tasks
and transitions throughout the day (e.g. what is needed for each task), and then assisting him through transitions as
they occur; once Wyatt has a good grasp of how to read his visual schedule, continuing with verbal reminders and
check-ins to ensure Wyatt looks at his schedule throughout the day; occasionally rewarding extra slots of free-time
where Wyatt is free to play with circuit boards or computer programs when he has consistently used his visual
schedule; situating Wyatt in groups of students who remain on-task and transition smoothly and effectively in class;
allowing for a fidget toy, as well as non-disruptive singing, to help Wyatt stay on task at his desk.
IPP Assignment Template 6

Planning for Transition

Wyatt will likely be remaining at C. P. Blakely School for the next few years. During this time, development of social
interaction skills and replacing hyperactive, impulsive behaviours with alternative, positive behaviours will be part of
his regular classroom instruction in order to prepare him for middle school.
Due to Wyatt’s ADHD, he struggles with executive functioning skills that affect him both socially and academically.
Mr. Hodge will work with Wyatt to develop new behavioural expectations, such as organizing materials independently
and taking deep breaths to control his emotions, as these will help him with classroom transitions throughout the day.
In addition, a visual schedule will be provided to Wyatt in order to increase compliance when transitioning between
tasks. Mr. Hodge will make a conscious effort to keep consistency between this visual schedule and daily class
routines so that Wyatt always knows what to expect. Along with this, Mr. Hodge will give advanced notice of an
absence whenever possible and work with Wyatt to create a coping plan. Mr. Hodge will also ensure that the substitute
teacher is briefed on Wyatt’s needs and accommodations.

Year-End Summary

*Not required for the assignment.

*IPP template modified from Alberta Education (2006). Alberta Education (2006).
Individualized program planning (IPP) ECS to grade 12: Working through the IPP
process.