INDIVIDUAL EDUCATION PLAN

Reason for Development of IEP Student identified as exceptional by IPRC X Student not formally identified but requires special education program/services including modified/alternative learning expectations and/or accommodations Name: Jeremy Jones Gender: Male Date of Birth: Nov. 28, 2007 School: Little Ones Preschool Student ID#: 0987654 Principal: Ms. Small Current Grade/Special Class: Preschool School Year: 2012-13 Most Recent IPRC Date: N/A Date Annual Review Waived by Parent: N/A Exceptionality: Autism IPRC Placement Decision: (check one)
Regular Class With Indirect Support X Regular Class With Resource Assistance Regular Class With Withdrawal Assistance Special Education Class With Partial Integration Special Education Class Full Time

Assessment Data: List relevant educational, detailed medical/health (hearing, vision, physical, neurological) psychological, speech/language, occupational, physiotherapy, and behavioural assessments. Information Source Developmental Disabilities Clinic Childhood Autism Rating Scale Speech Therapist & Occupational Therapist Vineland Test by psychologist, Dr. Judith Care Date Sept. 2010 Summary of Results Score of 58 (severely autistic)

Sept. 2010

Nov. 27, 2012

Language, fine motor, self-care & social skills 12-18 months Gross Motor Skills Age appropriate Language and Social skills range between 33 and months Fine Motor skills, Gross Motor skills and SelfCare range between 46 months and 52 months Cognition is at about 58 months Score of 35 (mildly/moderately autistic)

Childhood Autism Rating Scale by psychologist, Dr. Judith Care

Nov. 27, 2012

Students Strengths and Needs: Areas of Strength Follows simple directions Pictorial sequencing of events Willingness to explore materials Categorization and comparison skills Uses manipulatives Supportive Parents Areas of Need Language skills (e.g. using longer, more complex phrases) Improved social skills (e.g. eye contact, independence) Transitioning between activities Physical Education (e.g. hand-eye coordination, muscle tone, sequential movements) Life skills (e.g. toiletry)

Specialized Health Support Services/Personal Support Required

X Yes (List Below)

No

Educational Assistant (Full-Time) will be assisting Jeremy with language and life skills. He/She will make transitions between activities easier and provide stimulation throughout the day.

Subjects, courses, or alternative programs to which the IEP applies: Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)
1. 2. 3. 4. 5. Social Skills Adaptive Skills Speech & Language Physical Education MOD MOD X MOD X MOD MOD AC AC AC AC AC X ALT X ALT ALT ALT ALT 6. 7. 8. 9 10. MOD MOD MOD MOD MOD AC AC AC AC AC ALT ALT ALT ALT ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions Yes (Education rationale required) X No

Student is currently working toward the attainment of a: N/A

Ontario Secondary School Diploma Ontario Secondary School Certificate Certificate of Accomplishment

Accommodations: (Assume common to all subjects unless indicated)

Instructional Accommodations Picture Exchange Communication System (PECS) Word-retrieval prompts More hands-on lessons More frequent breaks Provide Jeremy with numerous social opportunities in order to increase confidence level Environmental Accommodations Alternative workspace for use of PECS Quiet setting Assessment Accommodations Prompts to return students attention to task Reduction in the number of tasks used to assess a concept or skill Rewards for class participation and involvement

Individualized Equipment

Yes (List Below)

X No

Accommodation and Exemptions for Provincial Assessments: Accommodations: Yes (List Below) X No

Exemptions:

Yes (State educational rationale)

X No

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative expectations. SUBJECT/COURSE/ALTERNATIVE PROGRAM: Social Skills
Current Level of Achievement:
(Describes starting point for plan development)

Student ID# 0987654

Current Level of Achievement for Alternative Program:

Letter Grade/Mark Curriculum Grade Level: Kindergarten

Jeremy has difficulties interacting with peers. He needs constant prompting from adults.

Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program.
1. Jeremy will take part in peer-group activities. He will independently approach others to play.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level)

Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program)

Assessment Methods (For expectations for each reporting period)

Term 2 Jeremy will: Social Skills 1. Demonstrate an awareness of ways of making and keeping friends (e.g., sharing, listening, talking, helping; entering into play or joining a group with guidance from the EL-K team)

1.

Encourage positive social behaviours, such as eye contact and independent approaching of peers. Incorporate more group centre activities.

1.

Anecdotal records. No formal assessment, just visual recognition of social interaction.

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative expectations. SUBJECT/COURSE/ALTERNATIVE PROGRAM: Adaptive Skills
Current Level of Achievement:
(Describes starting point for plan development)

Student ID# 0987654

Current Level of Achievement for Alternative Program:

Letter Grade/Mark Curriculum Grade Level: Kindergarten

Jeremy needs constant adult attention and praise when using the bathroom.

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

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level)

Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program)

Assessment Methods (For expectations for each reporting period)

Term 2 Jeremy will: Adaptive Skills 1. Practise and discuss appropriate personal hygiene that promotes personal, family, and community health

1.

Use of positive reinforcement through sticker chart. Jeremy will be rewarded for successful bathroom trips.

1.

Anecdotal records. No formal assessment, just visual recognition of personal hygiene.

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative expectations. SUBJECT/COURSE/ALTERNATIVE PROGRAM: Speech & Language
Current Level of Achievement:
(Describes starting point for plan development)

Student ID# 0987654

Current Level of Achievement for Alternative Program:

Letter Grade/Mark Curriculum Grade Level: Kindergarten

Jeremy uses single words and clich phrases. He inconsistently answers simple questions.

Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program.
1. Jeremy will use two- to three-word phrases without prompting.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level)

Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program)

Assessment Methods (For expectations for each reporting period)

Term 2 Jeremy will: 1. Listen and respond to others for a variety of purposes (e.g. to exchange ideas, express feelings, offer opinions) and in a variety of contexts 2. Increase vocabulary to include at least 25 Dolch Sight Words during conversation.

1.

Increased prompting through inquiry and questioning.

1.

Observational notes.

2.

Jeremy will be given a list of Dolch Sight Words, accompanied by PECS images where possible. Ms. Petite will come to assist Jeremy with vocabulary 2-3 times per week for 10-15 minutes each time.

2.

Checklists/Data Collection

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative expectations. SUBJECT/COURSE/ALTERNATIVE PROGRAM: Physical Education
Current Level of Achievement:
(Describes starting point for plan development)

Student ID# 0987654

Current Level of Achievement for Alternative Program: Jeremy has low muscle tone. He has difficulty crossing midline and following a sequence of movements.

Letter Grade/Mark Curriculum Grade Level: Kindergarten

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

1.

Jeremy will demonstrate initiative in physical tasks that require both fine and gross motor skills, following a sequence of 2-3 movements (e.g. swinging, riding a tricycle, skipping rope).

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level)

Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program)

Assessment Methods (For expectations for each reporting period)

Term 2 Jeremy will: 1. Develop fine-motor control in a variety of contexts.

1.

Jeremy will be given multiple opportunities to be involved in fine-motor tasks, such as clay modeling, lacing, finger-painting. He will be encouraged to use both hands. Jeremy will participate in group warm-ups in close proximity to an EA who will provide prompts and encouragement. A physical therapist will be consulted by the EA.

1.

Observation/Anecdotal Record

2.

Develop gross-motor control in a variety of contexts.

2.

2.

Observation/Anecdotal Record

IEP Developed by:

Staff Member Ms. Sally Short Ms. Small Ms. Emily Petite Position Classroom Teacher Principal Resource Teacher

Sources Consulted in the Development of the IEP: (check)

IPRC Statement of Decision (if applicable) Provincial Report Card Previous IEP X Parents/Guardian Student Other (List Below) Other OSR Sources:

Date of Placement in Special Education Program: (select and appropriate option and provide date)
X 1) First day of attendance in new special education program 2) First day of the new school year or semester in which the student is continuing in a placement 3) First day of students enrollment in a special program that he/she begins mid -year or mid-semester as a result of a change in placement

Date of Placement: January 14, 2013 Completion Date of IEP Development Phase:
(Within 30 school days following the Date of Placement)

February 19, 2013

Transition Plan: For Students who are 14 years of age or older, unless solely identified as gifted. Transition Goal Specific Goal(s) for Transition to Postsecondary Activities N/A

Actions Required

Name of Person(s) Responsible for Actions

Timelines

Implementation and Monitoring: Human Resources: (Teaching/non-teaching) Include service, initiation date, frequency or intensity, and location. Ms. Petite will work with Jeremy two to three times a week (10-15mins.) in the regular classroom to work on vocabulary skills. Ms. Petite will begin working with Jeremy on February 19, 2013. An EA will monitor Jeremys use of the Picture Exchange Communication System (PECS), as well as social interactions, adaptive skills, and muscle development. This will begin on February 19, 2013. Ms. Short and Ms. Petite will recommend that Jeremys parents refer him for the Intensive Behaviour Intervention program, which is based on Applied Behaviour Analysis (ABA) principles by the end of February 2013.

Evaluation Reporting Dates: N/A X N/A Provincial Report Card (Required if student has modified expectations and/or accommodations only) June 2013 Alternative Report

Reporting Format: (please check)

Log of Parent/Student Consultation and Staff Review/Updating Date Activity Outcome (Indicate Parent/Student Consultation or Staff Review) 1. February 19, 2013 1. IEP implemented 1. Jeremy receiving assistance 2. March 1, 2013 3. March 14, 2013 2. Staff Review 3. Parent Consultation 2. IEP modified 3. Parents were please with Jeremys progress. 4. Jeremy has progressed. Getting closer to age appropriate behaviour and social interaction. Continue IEP.

4. May 28, 2013

4. Final Consultation with Parents

The Principal has the legal requirement to implement and monitor the IEP. The plan has been developed according to the Ministrys standards, addresses the students strengths and needs, and the learning expectations will be reviewed and student progress monitored at least once every reporting period. Principals Signature: Ms. Small Date: February 19, 2013

Parent/Guardian/Student Involvement: X I was consulted in the development of this IEP I declined the opportunity to be consulted in the development of this IEP I have received a copy of this IEP Parent/Guardian/Student Comments: We were very pleased with the recognition of Jeremys cognitive skills in the development of this plan. The teachers worked with us, recognizing all of our concerns. We hope that Jeremy will continue to make progress in areas of social interaction, speech development, gross and fine motor skills.

Parent/Guardian Signature: Student Signature:

(If 16 or older)

Mrs. Jones

Date: Date:

February 20, 2013