Professional Documents
Culture Documents
James Arsenault
Gender:
Date of Birth:
March 8th,
2005
School:
Spork Elementary
Student ID#:
204536
Principal: Mr. Wagner
Current Grade/Special Class:
Grade 4
School Year: 2014-2015
Most Recent IPRC Date:
Nov. 1st, 2014
Date Annual Review Waived by Parent:
Exceptionality: Learning Disability
IPRC Placement Decision: (check one)
x
Assessment Data:
List relevant educational, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Psycho-Educational
Evaluation Report
Date
Oct 15, 2014
Summary of Results
Report indicates a learning disorder in reading.
Areas of Strength
Using contextual cues during reading
Recognize words with pictures
Short-term memory
Drawing and visual motor integration
Social skills
Kinesthetic learning style
Areas of Need
Reading comprehension
Decoding words
Attention skills
Long-term memory
Phonological processing
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.
Language
Social Studies
Science
Math
French
X MOD
MOD
MOD
MOD
X MOD
AC
X AC
X AC
X AC
AC
ALT
ALT
ALT
ALT
ALT
6.
7.
8.
9
10.
MOD
MOD
MOD
MOD
MOD
AC
AC
AC
AC
AC
ALT
ALT
ALT
ALT
ALT
Accommodations:
(Assume common to all subjects unless indicated)
Instructional Accommodations
Visual cueing
Non-verbal signals
Read instructions
Speech-to-text
Environmental Accommodations
Alternative workspace
Proximity to instructor
Minimizing of background
noise
Assistive devices or
adaptive equipment
Assessment Accommodations
Oral responses
Alternative settings
Assistive technology,
such as speech-to-text
software
Exemptions:
No
No
Letter Grade/Mark: D
Curriculum Grade Level: 3 (mod)
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.
Reading
James will read words with two or more syllables at 70% accuracy. He will understand and comprehend
grade 3 texts with 80% accuracy.
Writing
James will demonstrate writing two or more syllable words at a grade 3 level with 70% accuracy. He will
write structured sentences with 75% accuracy.
Learning Expectations
(Knowledge and/or skills to be
assessed by reporting period,
including Grade level)
Term 1:
Teaching Strategies
(List only those that are different for
this student and specific to the
learning expectations for the
subject/course/alternative program)
Term 1:
Assessment Methods
(For expectations for each reporting
period)
Term 1:
Grade 3 Reading
- Predict the meaning of and solve
unfamiliar words using graphophonic
(phonological and graphic) cues.
(Modified through only including
graphophonic cues and not including
semantic and syntactic cues).
Grade 3 Reading
- Breaking down the word to read and
recognize familiar combinations of
letters or words to understand the
meaning.
Grade 3 Reading
- Read aloud
- Checklist
- Guided reading
- Checklist
- Describe feelings
- Demonstrate an understanding of a
variety of texts by identifying important
ideas and some supporting details.
- Verbal reading
Grade 3 Writing
- Vary sentence structures and
- Write sentences
- Short story
- Spelling tests
X
X
Date of Placement in Special Education Program: (select and appropriate option and
provide date)
X
Date of Placement:
November 1, 2014
Completion Date of IEP Development Phase:
Transition Plan:
For Student who are 14 years of age or older, unless solely identified as gifted.
Transition Goal
Specific Goal(s) for Transition to Postsecondary Activities
Gain confidence in his ability to read and write in Language.
Actions Required
Join an extra curricular team
or club outside of school time
to gain confidence and social
skills.
Timelines
September and January for
teams, any month for clubs
or activities.
Evaluation
Reporting Dates:
Reporting Format: (please check)
Alternative Report
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:
Date:
Parent/Guardian/Student Involvement:
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:
Parent/Guardian Signature:
Date:
Student Signature:
Date:
(If 16 or older)