IPP 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 Instructor Name

and Section Number
Urdal, Nicholl Chris, B10

IPP Template

Individualized Program Plan

Student Information

Student Name: Alex Wonder

Date of Birth: March 1, 2000
Current School: Dormouse High School
Current Grade: 12
Name of Guardian 1: Ms. Cate Ripplar
Name of Guardian 2: Mr. Tom Ripplar

Administrative Information

Alberta Special Education Code: 59 (Multiple Disability)

School Year Current IPP is Active For: September 2017 to June 2018
Primary/Homeroom Classroom Teacher for Current IPP: Ms. Mutton
Special Education Coordinator: Mr. Gardiner
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School History
Unknown – Kindergarten to grade 5
W. R. Middle School – Grade 6 to grade 9
Dormouse High School – Grade 10 to present

Medical Conditions that Impact Schooling

 2012: Diagnosed with Attention-Deficit/Hyperactivity Disorder, predominantly

inattentive subtype, by Dr. Hatter.
 Alex currently wears glasses for farsightedness and his last eye exam was June of 2016
 No medications used
 No other medical conditions
Assessment Data (Specialized Assessment Results)

Date Tests/Assessment Results

June 27, - Demonstrated Low Range verbal reasoning, Extremely Low
Psychoeducational
2017 Range Perceptual Reasoning, Very Low Range of Working
Assessment
Memory, Extremely Low ability to process simple information
(WAIS-IV, WIAT-
III, KTEA-3, - Report information confirms low academic functioning. Alex
TOMAL-2, BASC- demonstrated Extremely Low-Very Low competency in all areas
of Math. Alex scored Low Average for spelling and reading
3, ABAS-III) comprehension. Alex scored Average for sentence writing and
word reading. Alex scored Average-Low Average for oral
language skills.
- Self rating, Alex has negative perceptions of teachers, peers
- Clinical Diagnosis: Mild Intellectual Disability (formerly known
as Borderline Intellectual Functioning)
- Overall cognitive ability is within the Extremely Low Range,
however the significant variability in his profile suggests that the
individual score was not a meaningful summary of his ability.
March Psychoeducational - Demonstrated a strength in auditory working memory
2013 assessment from
Knave of Hearts - Challenges in verbal reasoning.
Educational - Demonstrated weaknesses in solving mental puzzles, forming
Services. relationships, and reasoning conceptually.
- Oral language, specifically expressive vocabulary, lower than his
peers.
- Reading and writing skills slightly lower than peers.
- Difficulty with spelling, proper use of grammar, and organizing
ideas.
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- Struggles with math in all areas.

- Difficulties with sustaining attention and avoiding distractions.
- Traumatic events in his past could impact mental health and
behavior.
- Clinical Diagnoses: Borderline Intellectual Functioning
Current Level of Performance and Achievement

Report Cards
Kindergarten to Grade 5: Specific information unavailable.
Grades 6-9: Specific information unavailable.
Alex’s teachers noted that Alex had some difficulty with all areas of academics. Alex was
provided with intensive support in these areas and was determined to be achieving at grade level
by the end of Grade 9.
Grades 10-11: Specific information unavailable.
His attendance has impacted his Grade 10 gym credit and has had to repeat the course twice. He
has also been suspended for not going to class, but this behavior and his attendance is
improving.
Alex is taking regular programming at school but is allowed to go to a teaching aide’s room for
help, which he rarely uses. Alex uses a tablet throughout the day and performs best when
provided with small group instruction.
Alex has difficulty with organization.

Curriculum-Based Measurement
Specific information unavailable.

Student Strengths

 Alex is polite, kind, determined, and follows through on commitments

 Alex enjoys reading
 Alex has relative strength with expressive vocabulary skills and oral expression (verbal
reasoning)
 Alex performs better than expected despite his difficulties with cognitive functioning
 Alex enjoys attending a Metis group once a week where he takes part in cultural
activities
 Alex is strongly connected to his foster family
Student Areas of Need

 Time management and organizational strategies to support Alex in relation to

remembering to complete assignments and tasks within a specific time frame and to
meet his deadlines
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 Reduce anxiety and emotional dysregulation

 Alex needs regular encouragement to complete assignments
 Alex learns best in small group settings
 Alex will need help managing distractions and focusing on one thing at a time
 Alex will need support in improving his executive functioning skills
 Increased social support in regards to peers and adults
Required Classroom Accommodations

 Provide Alex with the opportunity to use various types of learning tools to assist him (ie.
computer-based programs, voice-to-text, fidget toys, timers, tablet, etc.)
 Giving structure in the classroom to keep him on task and managing distractions (i.e.
using checklists or tablet apps to manage assignments and to aid in organization and
memory)
 Increased repetition to create a strong foundation and relation of new concepts and
information to previously learned material
 Give Alex positive reinforcement to ensure that he feels like a valued member of the
school
 Foster Alex’s relationship with teachers and caring adults at his school. Building and
maintaining a strong relationship with teachers and caring adults is critical for teaching
Borderline/MID learners.
 Teacher to reduce pace of instruction and teach some lessons in small group settings
 Modify tasks to be direct and simplified
 Alex will require more time to complete assignments
Long-Term Goal #1:
Alex will incorporate his favorite anxiety-reducing/ emotional regulation tools and strategies in
two of his classrooms by June 1, 2019.

Short-Term Objectives Assessment Procedures Progress Review

Alex will research to 4
preferred anxiety-reducing
techniques and 2 to 4
emotional regulation
techniques to use in all of his
classes by October 1, 2017.
Alex, with the guidance of his Achieved by October 1, 2017.
teacher, will research and log,
using a journal, different
anxiety-reducing and
emotional regulation
techniques. He will try out the
different techniques he has
researched. His teacher will
check his journal weekly and
together they will determine
2-4 techniques that he
determines to be most useful
during his day.

Alex will implement at least 1 Using his journal, Alex will Achieved by February 1, 2018.
anxiety-reducing and 1 use one of the techniques he
IPP Template 5

emotional regulation has determined to be most

techniques that he finds most
useful to use in at least one
class by February1, 2018.
useful and implement a
different one in one of his
classrooms once a day. In his
journal he will keep track of
which techniques he
preferred.
His teacher will review his
journal once a week.

Alex will consistently use his
favorite anxiety-reducing and
emotional regulation
techniques in two of his
classrooms by June 1, 2018.
Alex will have determined his Achieved by June 1, 2018.
favorite techniques and will
implement them in two of his
classes daily. In his journal he
will keep track of when and
where he used the techniques.
His teacher will review the
notebook once a month.

Strategies to Support Objectives:

Alex will begin to recognize when he needs to use his anxiety reducing and emotional
regulation strategies by logging in his journal when and where he uses them. He will log and
track his preferred techniques and will be guided by his teacher and eventually able to self-
monitor the use of his anxiety reducing and emotional regulation strategies.

Long-Term Goal #2:

Alex will increase his time management skills by using a timer to record how long he takes
complete assignments at least twice a day by June 1, 2019.

Short-Term Objective Assessment Procedure Progress Review

His teacher, once daily during
Alex’s individual work
period, will keep time to
remind him of how long he
has left to complete his in
class assignments within the
allotted time with 75%
accuracy by December 1,
2018.
Alex will be told what his Achieved by December 1,
time limit is to complete an 2017.
assignment and his teacher
will set the timer and display
it on his desk. His teacher will
also give him periodical
reminders of how much time
he has left to complete his
assignment.

Alex will time and monitor Once daily Alex will set his Achieved by March 1, 2018.
himself at least once a day and timer for the allotted time to
his teacher will monitor him complete his assignments.
once a day, during individual Once daily his teacher will set
IPP Template
work periods to ensure he has
completed his assignments in
the allotted time with 70%
accuracy by March 1, 2019.
Alex will time and monitor
himself twice a day during his
individual work period to
ensure that he is aware of how
he is using his time and is able
to complete his assignments in
the allotted time by June 1,
2019.
Strategies to Support Objectives:
Alex will be reminded of his time limit to complete assignments by having a visual timer placed
on his desk. He will have periodical reminders from his teacher, until he is able to self regulate
his time management.
Long-Term Goal #3:
Alex will bring all appropriate materials (textbooks, pencil/pen, notebook) to class, daily with
90% accuracy by June 1, 2018.
Short-Term Objectives
Alex will and his teacher use a
checklist five times a day of
all materials he needs to bring
to class and be prepared for
class with 70% accuracy by
November 1, 2017.
Alex and his teacher will use a
checklist three times a day of
all the materials he needs to
bring to class with 70%
accuracy by April 1, 2018.
Alex will use a checklist once
daily and have brought all
appropriate materials to all his
classes with 80% accuracy by
6
his timer and remind him
periodically of how much
longer he has left to complete
his assignment.
Alex will set his timer twice Achieved by June 1, 2018.
daily and monitor himself and
be able to appropriately
mange the time he has to
complete his assignments.
His teacher will monitor his
use of the timer once daily.
Assessment Procedures Progress Review
Along with his teacher Alex Achieved by November 1,
will create a checklist for each 2017.
of his classes and everyday in
each class his teachers will
check that he has brought the
appropriate materials to class.
Alex will now construct the Achieved by April 1, 2018.
checklist by himself for three
of his classes that his teachers
feel he is most unprepared for.
His teachers will monitor his
checklists once a day for the
first month and then once a
week after that.
Alex will construct one Achieved by June 1, 2018.
checklist on his own for the
class he feels he is most
unprepared for.
IPP Template 7

June 1, 2018. His teacher will monitor his

checklist once a week.

Strategies to Support Objectives:

Alex will move from co-constructing a checklist to creating his own. Eventually he will learn
what is level of preparedness is expected of him and how to improve his organizational skills on
his own.

Planning for Transition

Alex will be transitioning into Grade 12 in September of 2017. It is important that Alex is given
positive reinforcement upon his introduction to the classroom. Alex should feel welcome and
wanted. Alex’s homeroom teacher should ensure that he feels welcome and comfortable in the
classroom and an immediate introduction would be appropriate. Alex needs help transitioning to
adulthood and fulltime employment. He will therefore need to learn and maintain strategies for
attendance and focus.
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.

Parent Summary
During the parent meeting, I would walk Alex’s parents through the IPP, making
sure they have a copy available, should they want to reference it later. I would explain
that I read through the psychoeducational report, which has revealed some areas where
Alex will require some extra support, but also offered some insights into his personal
strengths which will be very helpful in helping us bridge the gaps. I would highlight his
personal strengths first.
Alex requires help with emotional regulation and anxiety reduction. He will need
help to employ strategies to clam him down when he begins to get overwhelmed. Alex
also requires help with time management. He displays difficulty in keeping on task and
completing assignments on time. As well, Alex will need assistance with his
organizational skills. He is often unprepared for class because he has lost track of his
essential materials.
I would then highlight the ways in which we would use Alex’s strengths to
overcome his challenges. I would describe how his strengths have been incorporated into
his goals to help him more easily achieve them. Because Alex follows through on his
commitments I have incorporated into his three goals commitment based objectives. I
would then break down each goal and its corresponding objectives.
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Goal 1 is to get Alex to be able to regulate his emotions and reduce his anxiety on
his own. The objectives are to ensure that he is aware of techniques he can use in his
daily life and ensure that he finds techniques that are effective and useful for him.
Goal 2 is to get Alex to improve his time management skills. The objectives will
help to ensure that he is aware of how much time a task is supposed to take and how
much time he has left to complete it. Eventually he will be ale to self-monitor his time
management and complete tasks on time.
Goal 3 is to increase Alex’s organizational skills and ensure that he comes to class
prepared to learn. The objectives will help to ensure that he has remembered to bring the
appropriate materials to class and his learning will not be disrupted or delayed by located
essential items.
I would finish by reiterating Alex’s strengths and reminding his parents how this
IPP will only increase his academic performance and help him have a smoother transition
into adulthood.