IEP

Individual
Education Plan
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

STUDENT PROFILE

Name:

Stan Jablonsky

Gender: M

School:

Main Street Public School

Student OEN/MIN: A 123456789

Current Grade/Special Class:
Most Recent IPRC Date:
Exceptionality:

Principal:

Grade 6
th

January 15 ,
2015

Date of Birth: 30-06-2004

L. Smith
School Year:

2015-2016

Date Annual Review Waived by Parent/Guardian:

Multiple Exceptionalities: Learning Disability, Behaviour

IPRC Placement Decision (check one)

Regular class with indirect support
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, medical/health (hearing, vision, physical, neurological), psychological,

speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Psycho-Educational Assessment,
Dr. John Smith
Educational Academic Assessment,
SERT

Date
2015
2015

Benchmark Assessment System (LLI), 2015

Teacher

Ontario Writing Assessment,

Teacher

2015

Summary of Results
Student meets the diagnostic criteria for Attention
Deficit Hyperactivity Disorder
High Average Oral Communication skills
Below Average reading skills - Mid Primary
instructional level
Below Average Written expression- Mid Primary
instructional level
Math Calculation and fluency Below Average - Mid
primary instructional level
Level J (Independent)
Stan demonstrates difficulty with decoding new or
difficult words and with remembering new words. He
has a developing sense of comprehension at this
level; fluency requires additional practice; work is
required to increase sight word knowledge
Grade 3, Level 1
Stan demonstrates limited ability to:
-develop plot and characters;
-generate and support ideas;
-express and organize ideas in a narrative format;
-communicate effectively by using conventions and
vocabulary.


STUDENTS STRENGTH AND NEEDS

Areas of Strength
Oral Communication
High interest activities
Visual Learning
Problem Solving
Collaborating with others
Verbal and visual memory
Positive attitude toward school
Hands-on, concrete concept development
Works well with teacher

Health Support Service/Personal Support Required

Areas of Need
Reading, Writing Skills comprehension, decoding, fluency
Math Fluency
Organization
Emotional Regulation anger management
Attention easily distracted
Executive functioning skills initiating a task, task completion
Impulsivity
Self Advocacy asking for help
Remaining at desk during instructional periods
Listening during instruction

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.
2.
3.
4.
5.

Learning Skills
Language
Mathematics
Science
Social Studies

MOD

AC

MOD

AC

MOD
MOD
MOD

AC
AC
AC

ALT

ALT
ALT
ALT
ALT

6.
7.
8.
9.
10.

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

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 students 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

Note-taking assistance
Reinforcement Incentives
Ability grouping
Repetition of information
Reduced/uncluttered format
Word-retrieval prompts
Tracking sheets
Graphic organizers
Time management aids
Computer options
Assistive Technology text-to-speech

Proximity to instructor
Quiet setting

Verbatim scribing
Prompts to return students attention to task
Assistive technology (Kurzweil text-to-speech)
Oral responses
Uncluttered format

Individualized Equipment

Yes (list below)

No

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to the student in the current school

EQAO Junior Assessment
year:
Accommodations:
Yes (list below)
No
Individual/Quiet setting
Assistive technology format
Prompts for students with attention problems
Verbatim scribing of responses

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:

A123456789

Language Reading (Term 1)

Current Level of Achievement:

Prerequisite course (if applicable)
Letter grade/Mark
Reading : R


Curriculum grade level
Grade 5

Current Level of Achievement for Alternative Program:

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.

By the end of Grade 6, Stan will use knowledge of words and cueing systems to read fluently, and to
demonstrate an understanding of texts at the Grade 3 level.

Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations outlining

knowledge and/or skills to be assessed, by reporting
period. Identify grade level, where appropriate.)

(List only those that are particular to the student and

specific to the learning expectations)

(Identify the assessment method to be used for each

learning expectation)

Stan will demonstrate a satisfactory
understanding of a level L (BAS) text by
retelling the story and by including
important information and ideas.


Stan will read a level K (BAS) text with
satisfactory (Score: 2) fluency using
appropriate pausing (paying attention
to punctuation, expressive
interpretation, phrasing and adjusting
rate of reading).


Stan will solve unfamiliar words by using
the word attack strategies: chunking,
sounding the word out, thinking about
context.

Model using a graphic organizer to
record important information from
the text
Small group reading intervention (LLI)


Model and use the Readers Toolbox
bookmark manipulative to identify
and utilize a variety of strategies
Small group reading intervention (LLI)




Model the strategies and use the
Readers Toolbox bookmark
manipulative during reading.

Teacher observations
Benchmark Assessment System
Reading response



Teacher observations
Benchmark Assessment System






Teacher observations
Checklists
Benchmark Assessment System

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:

A123456789

Language Writing (Term 1)

Current Level of Achievement:

Prerequisite course (if applicable)
Letter grade/Mark
Reading : R


Curriculum grade level
Grade 5

Current Level of Achievement for Alternative Program:

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.

By the end of Grade 6, Stan will generate and organize ideas to write for a specific purpose, developing
knowledge of writing conventions and produce effective written work at the Grade 3 level.

Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations outlining

knowledge and/or skills to be assessed, by reporting
period. Identify grade level, where appropriate.)

(List only those that are particular to the student and

specific to the learning expectations)

(Identify the assessment method to be used for each

learning expectation)

Stan will generate ideas about a
potential topic, formulate and ask
questions such as the five Ws [who,
what, when, where, why] to identify
personal experiences, prior knowledge,
and information needs for 2 different
writing tasks. (3)


Stan will use punctuation to help
communicate his intended meaning,
with a focus on the use of: question
marks, periods, or exclamation marks at
the end of a sentence; commas to mark
pauses for 2 different writing tasks. (3)



Stan will produce revised, draft 2 pieces
of writing to meet criteria identified by
the teacher, based on the assignment
expectations (3)

Direct Instruction; Anchor charts;
Modeled use of graphic organizers;
Modeled/Shared writing instruction;
Guided practice and review;





Direct Instruction; Anchor charts;
Modeled/Shared writing instruction;
Guided practice and review






Direct Instruction; Anchor charts;
Modeled use of graphic organizers;
Modeled/Shared writing instruction;
Guided practice and review; Success
criteria and exemplars - using the
Bump-It-Up wall; use of predictive
writing software; verbatim scribing

Performance Tasks/Rubrics
Teacher Observations
Conferences






Performance Tasks/Rubrics
Teacher Observations
Conferences






Performance Tasks/Rubrics
Teacher Observations
Conferences

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:

A123456789

Learning Skills Independent Work (Term 1)

Current Level of Achievement:

Prerequisite course (if applicable)
Letter grade/Mark
N


n/a
Curriculum grade level

Current Level of Achievement for Alternative Program:

n/a

Stan received a mark of Needs Improvement in

this area of Learning Skills, and requires an
Alternative Program.

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.

By the end of Grade 6, Stan will use class time appropriately in order to complete assigned tasks.

Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations outlining

knowledge and/or skills to be assessed, by reporting
period. Identify grade level, where appropriate.)

(List only those that are particular to the student and

specific to the learning expectations)

(Identify the assessment method to be used for each

learning expectation)

Stan will use a task checklist to monitor,
assess and correct his use of time in
class with teacher support at least 5
times per week.


Stan will check in with the teacher at
the beginning of a task to ensure that he
understands the instructions at least
once per day.


Stan will complete similar chunks of
independent work and debrief with the
teacher upon completion for immediate
feedback at least once per week.

Task checklist
Verbal prompts
Modeling use of the checklist



Verbal prompts, proximity and
reminders
Visual schedules



Teacher will use reward systems: Class
Dojo points for work completion

Checklists
Observations




Checklists
Observations




Observations
Checklists

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Date
2016-02-15




2016-05-09



2016-06-28

Activity
(Indicate parent/student
consultation or staff review)
IEP Sent home




IPRC Meeting with VP, SERT, Parent and
Teacher


IEP Sent home with Final Report Card

Outcome
Consultation form returned, indicating that
parents were consulted in the
development of the IEP and have received
a copy.

Strengths and needs discussed and copy of
the review of placement form sent home
with Mrs. Jablonsky

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

Principals 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 of this IEP

Parent/Guardian

Student

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

Transition Plan
Students Name

Stan Jablonsky

OEN/MIN

A123456789

Specific Goal(s) for Transition to Grade 7

Stan will make a successful transition from Grade 6 to Grade 7




Person (x)
Actions Required
Responsible for Actions


Share essential accomodations via the student
profile and the IEP with the teachers


Identify essential accommodations that help
across grade level curriculum


Annual Review of placement and identification


Record a list of essential accommodations on
the Student Profile form to share with the new
teacher in the fall and to foster self-advocacy.

SERT



SERT, Classroom Teacher, Parent and
Student


SERT


SERT, Classroom Teacher, Student

Timelines


January 2016



Ongoing 2015-2016



May 2016


June 2016