Individual Education Plan (IEP)
THIS IEP CONTAINS
AC
MOD
ALT
REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC
Student not formally identified but requires special education
program/services, including modified/alternative learning expectations and/or
accommodations
IPRC Date: 27/05/2013
Placement: Regular class with resource assistance
Exceptionality (identified): Behaviour: Behaviour
STUDENT PROFILE
Student OEN: 012345678
Last Name: CC
First Name: Student C
Gender: M
Date of Birth: 30/09/2001
School: XYZ Public School Placement Date: 03/09/13
School Type: Elementary
Current Grade/Special Class: Grade 7
Reporting Period
Elementary
Term 2
Principal: Ms. Principal
School Year: 2013-14
Student C CC
RELEVANT ASSESSMENT DATA
Information Source
Date
Summary of Results
Functional Behavioural
Assessment
01/10/2013
Problems identified in the areas of
aggression, attention, and self-regulation
Multiple Intelligences and
Interest Inventory
23/09/2013
Strength as kinesthetic/tactile learner; strong
interest in athletics
Board Diagnostic Assessment
17/04/2013
Reading and math composites are both in the
average range
Psychoeducational Assessment
16/10/2012
Diagnosis of Oppositional Defiant Disorder
(ODD); average cognitive ability; reading,
writing and math skills are age-appropriate
Physician
08/02/2010
Diagnosis of Attention Deficient
Hyperactivity Disorder
STUDENT'S AREAS OF STRENGTH AND AREAS OF NEED
Areas of Strength
Areas of Need
Kinesthetic/tactile learner
Anger management skills
Oral language skills
Self-regulatory skills
General knowledge
Attention skills
Fine motor skills
Gross motor skills
Leadership skills
Student C CC
SUBJECTS, COURSES/CODES OR ALTERNATIVE SKILL AREAS TO WHICH THE IEP APPLIES
Accommodated only(AC), Modified(MOD), Alternative(ALT)
1.Self Regulation
AC
MOD
ALT
REPORTING FORMAT
Alternative Report
Provincial Report Card
ACCOMMODATIONS FOR LEARNING, INCLUDING REQUIRED EQUIPMENT
Accommodations are assumed to be the same for all program areas unless otherwise indicated
Instructional Accommodations
Environmental Accommodations
Assessment Accommodations
Nonverbal cueing to redirect
student's focus
Provide a quiet spot to go to when
overwhelmed or frustrated
Accept oral responses
Problem solve a positive solution
with student
Frequent breaks for movement
Permit time to get up and move
during a long test
Partner with a positive peer role
model
Provide tools such as stress balls
Complete verbal instructions before
handing out materials
Provide clear expectations in
advance and model often
Prompts to return student to task
Be aware of specific triggers to
avoid
Provide option of alternative
work/test location
Differentiate instruction with
kinesthetic options to learn
Kinesthetic options to demonstrate
knowledge and skills
PROVINCIAL ASSESSMENTS
This is a provincial assessment year
Permitted Accommodations
Exemption with Rationale
No
No
No
Yes
Yes (list below)
Yes (list below)
Deferral of Ontario Secondary School Literacy Test (OSSLT) with Rationale
Ontario Secondary School Literacy Course (OSSLC)
Yes
No
Yes (list below)
Student C CC
Special Education Program
Subject or Course/Code or Alternative Skill Area
Self Regulation
Baseline Level of Achievement (usually from previous
June report card):
Prerequisite secondary course (if applicable):
Letter grade/Mark:
Curriculum grade level:
Baseline Level of Achievement for Alternative Skill
Areas:
Student requires support to set individual goals and
monitor his progress in achieving them including
identifying learning opportunities, choices and strategies to
meet personal needs and achieve goals.
Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by
the end of the school year (or semester) in a particular subject, course, or alternative skill area.
With minimal support, student will set individual goals and monitor his progress in achieving them. With minimal
support, he will identify learning opportunities, choices and strategies to meet his needs and achieve his goals for this
year.
Learning Expectations
Teaching Strategies
Assessment Methods
Progress Report
Identify physiological and emotional
traits he displays when he is calm,
frustrated and angry.
Conference with student re: his
feelings and physical changes.
Develop self-charting methods with
student. Fade support re:charting as
student masters concept.
Rubric for Emotional Traits Poster.
Student self-charting twice a week.
Identify personal goal for listening
during instructional period and using
appropriate language during
instructional periods.
Based on students goal, provide
direct instruction and practice
opportunities for selected strategies.
Daily charting of strategies frequency of use, outcome, emotions
related to situation, level of support
required to use strategy.
Identify 3 strategies that have been
successful during Progress Report to
maintain or achieve a calm
demeanour during instructional
periods.
Review charting data from Progress
Report with student. Develop selfcharting method to use in Term 1
with student. Fade support re:charting
as student masters concept.
Poster Rubric for Successful
Strategies Poster. Student selfcharting twice a week.
Update personal goal for listening
during instructional period and using
appropriate language during
instructional periods.
Based on students goal, provide
direct instruction and practice
opportunities for selected strategies.
Daily charting of strategies-frequency
of use, outcome, emotions related to
situation, level of support required to
use strategy.
Review charting data from Progress
Report and Term 1 with student.
Develop self-charting method to use
in Term 2 with student. Provide
access to video equipment to
complete task.
Poster Rubric for Successful
Strategies video. Student selfcharting twice a week.
Term 1
Term 2
Identify most successful strategy
from Progress Report and Term 1.
Maintain or achieve calm demeanour
during instructional periods.
Update personal goal for listening
during instructional period and using
appropriate language during
instructional periods.
Conference with student to help
student make connections between
his goal setting, choices, use of
strategies and success during this
school year. Review charting with
student toward the end of the term to
determine goals for next school year.
Daily charting of strategies frequency of use, outcome, emotions
related to situation, level of support
required to use strategy.
Student C CC
HUMAN RESOURCES (teaching/non-teaching)
Type of Service
Frequency or Intensity for board
staff
Location
Special Education Resource Teacher
(SERT)
3 x 20 mins per week (starting
September)
Regular class
Teacher assistant
30 mins daily (shared in classroom
starting September)
Regular class
Teacher mentor for coaching
As required in term 2 and 3 (Starting
January)
Gym/Soccer Field
Applied Behaviour Analysis (ABA)
Expertise Professional
Annual consultation with IEP team
(starting September)
Special Education Office
Child and Youth Counsellor (CYC)
Weekly-group session (starting
September)
Resource Room
Health Support Services in the School Setting:
No
Yes
IEP DEVELOPMENT TEAM
Staff Member
Position
Mr. Teacher
Classroom teacher
Ms. Sert
Special Education Resource Teacher
Ms. ABA Expertise Professional
ABA Expertise Professional
Ms. Vice Principal
Vice Principal
Student C CC
TRANSITION PLAN
No
Yes
Long-term Goal(s):
By Grade 8 graduation, the student will work on personal growth skills to increase potential of success in secondary
school. Student will begin secondary school by selecting the Academic stream for English and Mathematics in order
to pursue post-secondary studies in Kinesiology.
Actions
Person(s) Responsible for
Actions
Timelines
Focus on Self-Regulation
Student, CYC, SERT, teacher
Grade 7
Focus on Responsibility and Independent Work in the
IEP for next year.
Student, CYC, SERT, teacher
Grade 8
Complete Multiple Intelligence Inventory and
Vocational Skills and Interest inventory. Include results
in the Individual Pathway Plan (IPP).
Student, classroom teacher
Grade 7
Meet with secondary school staff and secondary mentor
student. Include reflections as part of IPP development.
Student, SERT (elementary and
secondary)
Grade 8
Attend Transition Meeting to plan Secondary Program discuss strengths, needs and required accommodations.
Include reflections and plan in IPP.
SERTS, student, guardian
Grade 8
Attend annual IPRC/IEP planning meetings and
contribute to discussions of strengths and needs,
transition planning and accommodations.
SERTS, student, guardian
Grade 7/8
Attend Summer Transition Institute held by local
Secondary School. Include reflections of the
opportunity in IPP.
SERTS, student, guardian
August after Grade
8
Start Community Service Hours (secondary school
graduation requirement). Add experience to IPP.
Student, Community Services
representative, guardian
Summer after Grade
8
Student C CC
LOG OF PARENT/STUDENT CONSULTATION
Date
Description of Consultation
Parent/Student Feedback/Outcome of Consultation
22/09/2013
Meeting with student to discuss
strengths, needs, and alternative
program.
Student attended the meeting but chose not to contribute
to the discussion and remained silent.
24/09/2013
Meeting with foster parent and
guardian to discuss development
phase of IEP and seek input.
Student chose not to attend. IEP discussed. Functional
behaviour assessment scheduled for October. Results to
inform program approach.
03/10/2013
Functional Behaviour
Assessment results presented
Guardian and staff will consider results. Staff will
incorporate Learning Skills and Work Habit Areas to
IEP.
15/10/2013
IEP sent home to foster parent
and legal guardian for
signatures.
Legal guardian returned signed copy.
08/11/2013
Updated IEP discuss with
Guardian (phone) and with
student in person.
Guardian and student contributed to the goals for Self
Regulation (Learning Skills). IEP returned with
signatures Nov. 11, 2013.
01/12/2013
Parent-Teacher-Student
interview with classroom
teacher and SERT
Legal guardian and foster parent attended interview.
Expectations from Progress Report were discussed and
Term 1 expectations were outlined. A copy of Term 1
plan was given to both foster parent & guardian.
03/02/2014
IEP update meeting with student
and guardian.
Guardian and student gave input to goals. Student is
taking more ownership of goals and will self- monitor
his progress more fully this term. IEP returned with
signatures Feb 5, 2014.
11/03/2014
Parent-Teacher interview with
classroom teacher and SERT.
Legal guardian attended the interview. Expectations
from Term 1 were discussed in relation to the report
card and Term 2 expectations were outlined; A copy of
Term 2 expectations, teaching strategies and assessment
methods was given to the legal guardian & a 2nd copy
sent home to the foster parent.
PRINCIPAL'S RESPONSIBILITY
The principal is legally required to certify that the IEP is developed within 30 school days after placement in the
program, and that the parent has been consulted in its development. The principal is further required to ensure that a
copy of the IEP is sent to the parent (or the student if 16 years of age or older), that the IEP will be implemented and
reviewed in relation to the student's report card each reporting period, and that it will be placed in the OSR.
_________________________________________________
______________________
Principal Signature
Date
_________________________________________________
______________________
Parent/Guardian Signature
Date
(Please sign and return this page to the school for the OSR)
_________________________________________________
______________________
Student Signature (if 16 years of age or older)
Date
IEP completion date:14/10/2013
