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Individual

Education Plan IEP


REASON FOR DEVELOPING THE IEP
Student identified as Student not formally identified but requires special education
exceptional by IPRC program/services, including modified/alternative learning expectations and/or
accommodations

STUDENT PROFILE

Name: Bailey Smith Gender: Female Date of Birth: 01/14/08


School: Highland Public School
Student OEN/MIN: 123456789 Principal: Mrs. Fleming

Current Grade/Special Class: 4 School Year: 2017-2018



Most Recent IPRC Date: 03/26/17 Date Annual Review Waived by Parent/Guardian: 01/22/18

Exceptionality: Communication: Learning Disability

IPRC Placement Decision (check one)


Regular class with indirect support Special education class with partial integration
Regular class with resource assistance Special education class full-time
Regular class with withdrawal assistance

ASSESSMENT DATA

List relevant educational, medical/health (hearing, vision, physical, neurological), psychological,


speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source Date Summary of Results
Psychological Assessment 01/18/2017 - Difficulty with receptive language, expressive
language, working memory, visual processing and
executive functions - all within low average range.
- Recommended use of computer with assistive
software to support written output by SEA claim.
- Non-verbal skills are noted as being in the high
average range.
Family Physician Assessment 01/29/2017 Attention Deficit Hyperactivity Disorder - Combined
Type (attention and focus, waiting turn, organization,
difficulty understanding social cues).
IPRC Statement of Decision 03/26/2017 Formally identified as exceptional (Communication -
Learning Disability).
Ontario Ministry of Education 09/26/2017 Working at a Grade 2 level in reading and writing and
Exemplars for Literacy and a Grade 3 level in mathematics for all strands.
Numeracy

STUDENT’S STRENGTH AND NEEDS

Areas of Strength Areas of Need


Demonstrates understanding of concepts orally Receptive language (reading - decoding and
comprehension)
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Oral language (articulation and speaking skills) Expressive language (writing - spelling, conventions)
Enjoys activities pertaining to drama and dance Organizational skills
Talented in visual arts and physical education Mathematics (computations and problem-solving)
Enjoys reading books about animals Visual processing
Non-verbal skills Executive functions (attention and focus, working
memory, organization, social skills and self-regulation)
Social (social cues, waiting turn, peer interactions)

Health Support Service/Personal Support Required Yes (list below) No

SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)


1. Language: Reading MOD AC ALT 6. Health and Phys. Ed MOD AC ALT

2. Language: Writing MOD AC ALT 7. Science & Technology MOD AC ALT

3. Mathematics: Number MOD AC ALT 8. Core French MOD AC ALT


Sense & Numeration
4. Executive Functions MOD AC ALT 9. Social Studies MOD AC ALT

5. The Arts MOD AC ALT 10. MOD AC ALT


Elementary Program Exemptions or Secondary School Compulsory Course Substitutions
Yes (provide educational rationale) No
GLE Course(s) will replace the French diploma requirement to support the student’s exceptionality
Complete for secondary students only:
Student is currently working towards attainment of the:
Ontario Secondary School Diploma Ontario Secondary School Certificate Certificate of Accomplishment

ACCOMMODATIONS
(Accommodations are assumed to be the same for all subjects, unless otherwise indicated)

Instructional Accommodations Environmental Accommodations Assessment Accommodations
Assistive software (word Strategic seating (near teacher, Assistive software (word
prediction, dictionary tool, minimize distractions by avoiding prediction, dictionary tool,
vocabulary builder, concept doors and windows near desk). vocabulary builder, concept
mapping, speech-to-text, text-to- mapping, speech-to-text, text-to-
speech, calculator). Provide a quiet space to work or speech, calculator).
go to when feeling overwhelmed
Provide organizational supports or frustrated. Provide choice in how student
(e.g. graphic organizers or will demonstrate learning (e.g.
checklists). Provide frequent and timed oral presentation, written, role
breaks for self-regulation play, dramatization, etc.).
Maximize group work purposes and movement.
opportunities. Provide additional time for
Access to resource room for processing.
Provide additional time for support and/or as an alternate
processing. workspace. Verbatim scribing of responses.

Dramatize information when Provide supportive and Allow oral responses in the place
possible, using movement. encouraging learning of written responses when
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environment. necessary.
Nonverbal cueing and gesturing to
redirect student’s focus. Provide self-regulation tools such Provide option of alternative
as stress balls, fidget spinners, work space (i.e. resource room).
Organization coaching. and noise cancelling headphones.
Reduction in number of tasks
Proximity control. used to assess a concept or skill.

Individualized Equipment Yes (list below) No
Computer assistive software (word prediction,
dictionary tool, vocabulary builder, concept
mapping, speech-to-text, text-to-speech)
PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable for student in the current school year: No


Accommodations: Yes (list below) No



Exemptions: Yes (provide explanatory statement from relevant EQAO document) No





Special Education Program


To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

Student OEN/MIN: Subject/Course/Alternative Program:
123456789 Language: Reading
Current Level of Achievement: Current Level of Achievement for Alternative
Program:
Prerequisite course (if applicable) N/A
Letter grade/Mark C

Curriculum grade level 2

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of
the school year in a particular subject, course, or alternative program.

With minimal support, Bailey will independently read using a variety of different strategies that will
improve her decoding and comprehension skills at the Grade 2 reading level. With minimal support, she
will read familiar, high-frequency words fluently and demonstrate her understanding of those words.

Learning Expectations Teaching Strategies Assessment Methods
(List modified/alternative expectations outlining (List only those that are particular to the student and (Identify the assessment method to be used for each
knowledge and/or skills to be assessed, by reporting specific to the learning expectations) learning expectation)
period. Identify grade level, where appropriate.)


Comprehension Strategies:
Identify and use 4 Provide graphic organizers to Observation of the student’s
comprehension strategies in organize the information from the demonstration and presence of
order to understand texts: text (sentence starters for before, each strategy during guided
1. Ask questions; during, and after reading). reading or one-on-one.
2. Make predictions prior
and during reading; Provide student with a checklist Student self-assessment against
3. Make connections to that breaks down the various the checklist criteria.
self, text, and world; comprehension strategies. Include
4. Use the visuals to help visuals. Model each one through
clarify words direct instruction.
(early grade 2).
Put up a visual anchor chart on the
wall that explains connections
between text-to-self, text-to-text,
and text-to-world.
Reading Familiar Words:
Automatically read and Provide student with a visual Running record.
understand 150 high-frequency dictionary of a variety of high-
words (i.e. sight words) with frequency words. Ask questions to check for
fluency (end of grade 2). Bailey’s comprehension.
Encourage student to use assistive
technology to utilize the text-to-
speech option.

Provide opportunities to practice
through gamification (e.g. word
twister) with peers in groups.

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Demonstrating Understanding:
Retell 3 stories in proper Provide a wide selection of fiction Rubric or checklist criteria for
sequence with the inclusion of 2 and non-fiction reading materials accuracy and components of a
interesting details (early grade (e.g. stories that are about animals, story.
2). or drama skits).
Oral presentation.
Provide explicit instruction on the
components of a story and proper While retelling, allow student to
sequence. draw out the sequence of
events.
Provide a choice between 1-4
mnemonic strategies, in order to
remember character names,
settings, etc.:
1. Sing a tune or song;
2. Create an acrostic;
3. Use humour, exaggeration,
or dramatization;
4. Repetition/rephrasing.

Special Education Program


To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

Student OEN/MIN: Subject/Course/Alternative Program:
123456789 Language: Writing
Current Level of Achievement: Current Level of Achievement for Alternative
Program:
Prerequisite course (if applicable) N/A
Letter grade/Mark C


Curriculum grade level 2

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of
the school year in a particular subject, course, or alternative program.

Bailey will spell high-frequency words with the ability to self-correct and confirm spelling, demonstrate
organizational skills with regards to concepts and ideas using self-selected strategies, and apply
conventions appropriately to her writing, at the grade 2 level.

Learning Expectations Teaching Strategies Assessment Methods
(List modified/alternative expectations outlining (List only those that are particular to the student and specific to (Identify the assessment method to be used for
knowledge and/or skills to be assessed, by reporting the learning expectations) each learning expectation)
period. Identify grade level, where appropriate.)


Spelling Familiar Words:
Spell 100 high-frequency words Encourage student to refer to Evaluation and teacher notes
correctly 85 out of 100 times classroom resources such as a monitoring student progress
(mid grade 2) and demonstrate dictionary, anchor chart, and word of spelling.
ability to self-correct spelling walls when confirming the spelling.
errors independently, using Observe and record student
classroom resources with no Provide assistive technology (e.g. accuracy and frequency
support 2 out of 3 times (early speech-to-text to confirm spelling or using resources around the
grade 2). online dictionary tools). classroom to self-correct
spelling.
Provide opportunities for practice
through gamification and
dramatization through group work.
Punctuation:
Appropriately use punctuation Use of assistive technology (e.g. word Student self-assessment of
(e.g. question marks, periods, processing software with auto writing checklist.
exclamation marks, commas) in correcting feature and word
order to effectively prediction).
communicate meaning and use
classroom resources to Provide anchor chart of writing
proofread their writing. conventions throughout the classroom
(e.g. when and how to use a comma,
period, exclamation mark, etc.).

Provide student with a writing
checklist for each type of punctuation.

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Organizing Ideas:
With minimal support, Identify Provide concept mapping tool (graphic Teacher observation
and order main ideas in a story organizer) through assistive software monitoring level of support
using graphic organizers (early for sequencing of the story. Provide needed and accuracy of task
grade 2). direct instruction on the use of it. completion.

Model examples of how to pinpoint
main ideas and place them accordingly
on the concept map.

Special Education Program


To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

Student OEN/MIN: Subject/Course/Alternative Program:
123456789 Mathematics: Number Sense and Numeration
Current Level of Achievement: Current Level of Achievement for Alternative
Program:
Prerequisite course (if applicable) N/A
Letter grade/Mark C

Curriculum grade level 3

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of
the school year in a particular subject, course, or alternative program.

With minimal support, Bailey will work towards improving her skills in computations and problem-solving
by using strategies that work for her.

Learning Expectations Teaching Strategies Assessment Methods
(List modified/alternative expectations outlining (List only those that are particular to the student and (Identify the assessment method to be used for each
knowledge and/or skills to be assessed, by reporting specific to the learning expectations) learning expectation)
period. Identify grade level, where appropriate.)


Operational Sense:
Add and subtract three-digit Provide a choice between a Allow use of a calculator to self-
numbers, using concrete variety of concrete materials confirm answers.
materials, student-generated (e.g. unifix cubes, base ten
algorithm and standard blocks, Cuisenaire rods, 10 One-on-one conferencing with
algorithms (end of grade 3). frames, beads, 100 chart). student.

Use real life examples involving
animals to enhance motivation.
Operational Sense:
Solve problems involving the Provide a resource sheet with Teacher evaluation of student
addition and subtraction of two- various mental strategies listed answers and accuracy of
digit numbers, using 2 different and described that will allow strategies being used.
mental strategies (early grade 3). Bailey to self-select, which ones
work best for her. For example:
1. Skip counting;
2. Adding tens and then
ones.

Explicitly model each mental
strategy.

Use movement and
dramatization when solving
problems. For instance, use the
student’s body to represent ten,
and another student crawled up
to represent a one.

Special Education Program


To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

Student OEN/MIN: Subject/Course/Alternative Program:
123456789 Executive Functions (Attention/Focus, Organization, Social Skills, &
Self-Regulation)
Current Level of Achievement: Current Level of Achievement for Alternative Program:
Bailey is able to sit during a lesson or activity for 5
Prerequisite course (if applicable) N/A minutes but then removes herself from her seat. She
struggles to wait her turn and has difficulty
Letter grade/Mark N/A understanding social cues and getting along with
others. She easily forgets what is required for each
Curriculum grade level N/A subject and what she needs when leaving the room.

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of
the school year in a particular subject, course, or alternative program.

With minimal support, Bailey will identify and use 3-4 self-regulation strategies that work for her and use
them independently when she feels she is in a situation where she is inclined to lose focus or attention,
become impatient or forgetful. During social interactions with educational personnel and her peers, she
will work towards not interrupting and waiting her turn. To improve her organization skills, she will use
visual checklists and peer modeling. She will set individual goals, and monitor her progress in achieving
them.

Learning Expectations Teaching Strategies Assessment Methods
(List modified/alternative expectations outlining (List only those that are particular to the student and specific to (Identify the assessment method to be used for
knowledge and/or skills to be assessed, by reporting the learning expectations) each learning expectation)
period. Identify grade level, where appropriate.)


Self-Regulation for Attention
& Focus:
Independently, identify and Provide a choice between 3-4 self- Observation of behaviour
select 1 out of 4 self- regulation activities: using the ABC (antecedent,
regulation strategies when 1. Take a walk; behaviour, consequence)
losing focus and carry it out 2. Noise cancelling headphones; checklist, followed by choice
for a duration of 5 minutes. 3. Hula hoop in the hallway; in self-regulation strategy.
She will independently use a 4. Fidget spinner.
self-timer to time her break. Monitor the student-teacher
Explicitly demonstrate how to use contract.
each one appropriately and
effectively. Student self-assessment
checklist following the tool
Develop a student-teacher visual she selected, considering if:
contract with the student to identify 1. If it worked to bring
goals and consequences. her focus back;
2. Whether she should
use the same one next
or choose a different
one for more effect.
Organization:
Independently use and refer Have a peer model organizational Observation of student’s
to a visual checklist placed on skills over the term. Have the peer progress using the checklist.

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her desk for each new verbally state what is required during Student self-assessment using
transition during the day that a subject to ensure that Bailey is on the visual checklist on her
lists what materials and books track. desk.
she should have on her desk
for each subject and what she Provide reminders.
needs to take with her to
another class or to
recess/lunch.
Social Skills:
Work toward achieving pro- Model conversational skills or have a Observation of student’s social
social behaviours. For carefully selected peer model the interactions.
instance, when wanting to skills.
enter a conversation or want
the attention of another Implement a variety of drama and
individual, she will wait the dance activities that model these
appropriate time to speak. skills.


While engaged in a shared Provide positive reinforcement and Daily charting - frequency of
activity or regular encouragement. use, outcomes and
conversations, she will silently level/frequency of
count to 3 once her peer is Provide non-verbal gestures and visual intervention by teacher.
finished talking before she will cues to redirect.
begin talking.

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Human Resources (teaching/non-teaching)


Include type of service, initiation date, frequency or intensity, and location.

Resource withdrawal support with Special Education Teacher for reading, writing, and mathematics as of March
26th, 2017, 6 periods a week in the resource room.




__________________________________________________________________

Evaluation
Reporting Dates:

12/08/17 02/09/18 06/29/18
______________________________ ______________________________ ______________________________

Provincial Report Card (required unless student’s program comprises alternative expectations only)

Alternative Report
__________________________________________________________________
IEP Developed by:

Staff Member Position Staff Member Position
Ms. Avgousti Classroom Teacher
Ms. Maple Special Education
Resource Teacher


Sources Consulted in the Development of the IEP
IPRC Statement Provincial Previous IEP Parents/Guardians Student
of Decision (if applicable) Report Card
Other sources (list below)
____________________________________________________________________________________________
Psychological Assessment, Family Physician Assessment, Ontario Ministry of Education Exemplars for
____________________________________________________________________________________________
Literacy and Numeracy
____________________________________________________________________________________________


Date of Placement in Special Education Program (select the appropriate option)

1) First day of attendance in new special education program

2) First day of the new school year or semester in which the student continues in a placement

3) First day of the student’s enrolment in a special education program that he/she begins in mid-year or mid-
semester as the result of a change in placement

Date of Placement: Completion Date of IEP Development Phase
(with in 30 school days following the Date of Placement)

09/05/17 09/26/17
__________________________________ ___________________________________

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LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING
Activity
(Indicate parent/student
Date consultation or staff review) Outcome

09/14/2017 Parent consultation form was sent Parents provided information regarding Bailey’s
home to the parents. strengths, needs and strategies that have
worked in the past. They indicated that Bailey is
motivated to read when books are about
animals. Also requested to meet with the
teachers to discuss the IEP.

09/25/2017 Met with parents to discuss the Decided that Bailey requires continued
IEP. modifications for reading, writing and
mathematics.





The principal is legally required to ensure that the IEP is properly implemented and monitored.
This IEP has been developed according to the ministry’s standards and appropriately addresses the student’s strengths and needs. The
learning expectations will be reviewed and the student’s achievement evaluated at least once every reporting period.

Mrs. Fleming 09/26/2017


Principal’s Signature Date

Involvement of Parent/Guardian and Student (if student is 16 or older)

I was consulted in the development of this IEP Parent/Guardian Student

I declined the opportunity to be consulted in the development


Parent/Guardian Student
of this IEP

I have received a copy of this IEP Parent/Guardian Student

Parent/Guardian and Student Comments:









Parent/Guardian Signature Date

Student Signature (if 16 or older) Date


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Transition Plan
Student’s Name Bailey Smith OEN/MIN 123456789

Specific Goal(s) for Transition to alternate locations in the school, such as the lunch room, resource room,
and rotary classes.
Bailey will continue to work on the strategies for executive functions outlined in her IEP in every class that
she attends and during recess or lunch breaks.



Person (x)
Actions Required Responsible for Actions Timelines

1. Educational personnel will check in Student, special education Ongoing, once throughout the
with Bailey once throughout the teacher, regular classroom period, until 02/09/2018.
period through an informal teacher, lunchroom supervisors,
conversation to see whether the rotary teachers.
strategies are working for her and to
take her personal preferences and
interests into account.

2. Bailey will continue to focus on self- Student, special education Ongoing, until 02/09/2018.
regulation. A bin with self-regulation teacher, regular classroom
tools should be in each classroom that teacher, lunchroom supervisors,
Bailey attends or she should be rotary teachers.
responsible for holding onto one of
the items herself.

3. Educational personnel will discuss Student, special education Ongoing, once a month for the
Bailey’s progress once a month to see teacher, regular classroom school year, until 06/29/2018.
where further accommodations or teacher, rotary teachers.
modifications are required and where
they are no longer needed.


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