EDTL 500 2016 summer

Eva Yu-Ti Huang 260574607

INDIVIDUAL EDUCATION PLAN

- SECONDARY CONFIDENTIAL
Student Name:
Lyam Fortin

Grade Level:
Grade 7

Modified Program:
In class modification
Beginning Date:
03/10/2016

Gender:
Male

Total hour of regular education:

25
Ending Date:
28/04/2016

Parent/Guardian:
Mrs. Fortin
Home Phone:
XXX-XXX-XXXX

Date of birth:
11/06/2002

Business Phone:
XXX-XXX-XXXX

Total hour of special education:

0

IEP team/Participants:
Lyam Fortin (student), Mr. Fortin & Mrs. Fortin
(students parents), Mr. Faulds (social sciences
teacher), Mrs. Huang (English teacher), Mrs.
Jordan (school psychologist), Ms. Bouliane
(French teacher), Mr. Bush (Reading recovery
teacher)

Present skill level:

As to the reading accuracy, when Lyam is given 20 unfamiliar words of 3 or more syllables, he
can only read 14 out of 20 words on the first attempt in a calm and quiet environment. He has trouble
with words containing diphthongs (oi, au, oo) or long vowel sounds with an e in the end (Vowel
+Consonant + e (VC-E)) because of the influence of French. As regarding reading speed, Lyam can read
60 words per minute with 85% accuracy, while given 5th grade texts. He can read up to 80 words per
minute for grade 5 reading material but with only 60% accuracy.
While dealing with content area reading, for example, Heritage and Identity in social sciences,
Lyam constantly feels lost, which makes it difficult for him to follow written instruction in class or
during exams.
Background information:
Because he was held back for one year in grade four due to his specific learning difficulty,
dyslexia, he is now14 years old, older than most of his peers in the same grade. He gets along with his
peers. His home language is French and he had a difficult time dealing with English when he started
attending our English school at grade three. He cannot focus for too long on any subjects that involve
too much reading and writing, such as English, French and social studies. He currently has a specialized
reading recovery teacher for his English and French class 50% of the time.
Student strengths
His math has been his strong point. It is not the best in class, but his own best.
He likes to watch and learn about any scientific news and issues.
He has good relation with peers.

EDTL 500 2016 summer

Eva Yu-Ti Huang 260574607

Student needs
Reading Fluency
Inference making/inferential reading comprehension
Motivation and engagement
Annual Goals
Goal 1:
Lyam will be able to read 110 words per minute given grade 6 reading material, and accurately
decode multisyllabic words that contain diphthongs (oi, au, oo) and vowel-consonant-e (attitude,
congratulate) syllable types with 90% accuracy as measured by teacher records.
Goal 2:
While reading grade 7 content related texts, Lyam will take notes using titles and subtitles to
outline the main ideas and details relating to the text, with 80% accuracy 5 of 5 trials. When
presented with inferential questions related to the text, Lyam will be able to answer the questions
based on the notes he has taken with 80% accuracy 5 of 5 trials.
Objectives for goal 1:
1. By the end of November, Lyam will be able to read 80 words per minute with 90 % accuracy
for grade 5 reading material with at least 8 multisyllabic words with diphthongs or VC-Es.
2. By the end of February, Lyam will be able to read 90 words per minute with 90% accuracy
for grade 6 reading material with at least 12 multisyllabic words with diphthongs or VC-Es.
3. By the end of April, Lyam will be able to read 110 words per minute with 90% accuracy for
grade 6 reading material with at least 16 words with diphthongs word VC-Es.
Objectives for goal2:
1. By the end of November, Lyam will be able to take notes with the main ideas and details of
the given grade 7 content related texts with 70% accuracy 3 of 5 trials, and answer the
inferential questions with 70% accuracy 3 of 5 trials.
2. By the end of February, Lyam will be able to take notes with the main ideas and details of
the given grade 7 content related texts with 75% accuracy 4 of 5 trials, and answer the
inferential questions with 75% accuracy 4 of 5 trials.
3. By the end of April, Lyam will be able to take notes with the main ideas and details of the
given grade 7 content related texts with 80% accuracy 5 of 5 trials, and answer the inferential
questions with 80% accuracy 5 of 5 trials.
Strategies/Support
For goal 1:
Fluency development practice; speed
training with graded reading material:
In both Mrs. Huang and Ms. Boulianes
classes, there should be sufficient reading
time for students general reading training.
Lyam should be offered with grade 5 and 6
reading material while the others offered
grade 7 reading material. Students work in

Responsible
Mrs. Huang (English teacher)
Ms. Bouliane (French teacher)
Mr. Bush (Reading recovery teacher)

EDTL 500 2016 summer

pairs and take turn to time each other. Lyam

can read one article per day with Mr. Bush
timing him. Lyam will try to read as fast as
possible to get the prosodic rhyme for one
minute and see how much he can read. In
the next minute, he will start from the
beginning and read for one minute. He
should be able to read more words second
time. He will do the same six times, six
minutes in total. He should have the same
practice once a day in English class, French
class or the reading club. When he has
trouble reading a specific word, Mr. Bush
can decode the words for him in a fast
rhyme. (Mr. Bush will be in his English,
French or the reading club helping him once
a day.)
Encouraging student to join in peer-tutoring
program:
Mr. Bush is currently running a school
reading club with many students. Students
tutor each other with the help of Mr. Bush.
Lyam should be encouraged to attend this
club and practice various reading material
with his peers.
For Goal 2:
Ensuring that in-class activities and material
is meaningful with extra audio and video
support:
In order to make Lyam concentrate and
participate in class, the teacher should make
sure the in-class activities and material is
interesting and authentic with extra audio
and video support to compensated Lyams
poor reading ability. After Lyam grasps the
concept of the content to learn, Lyam can
work on his reading and writing based on
what he has learnt.
Strategy teaching, including drawing
outlines from the text and answering
inferential questions:
Lyam can make outlines according to the
text, answer questions according to the
outlines and then use the answers to validate
the meaning of the reading material.

Eva Yu-Ti Huang 260574607

Mr. Bush (Reading recovery teacher)

Mr. Faulds (social science teacher)

Mrs. Huang (English teacher)
Ms. Bouliane (French teacher)

Mr. Faulds (social science teacher)

Mrs. Huang (English teacher)
Ms. Bouliane (French teacher)

EDTL 500 2016 summer

Overall:
Fostering intrinsic motivation by
targeting students interest in math and
science:
In both Mrs. Huang and Ms. Boulianes
classes, topics or material related to math
or science can be offered from time to
time to trigger Lyams interest in
learning.
Helping students be more engaged by
pairing student with stronger classmates:
In social science, English and French
classes, teachers should try to pair Lyam
with some stronger students to help
Lyams learning. Since Lyam gets along
with his peers, it should not be a problem
for him to find a partner. Lyam should
also consult Mrs. Jordan once a week
regarding school subjects and personal
learning. Mrs. Jordan will meet up with
Mrs. Fortin once a month for exchanging
Lyams learning situation at home and at
school.

Eva Yu-Ti Huang 260574607

Mrs. Huang (English teacher)

Ms. Bouliane (French teacher)

Mr. Faulds (social science teacher)

Mrs. Huang (English teacher)
Ms. Bouliane (French teacher)
Mrs. Jordan (school psychologist)
Mrs. Fortin (students mother)

PROGRESS/ASSESSMENT
For Goal 1:
During the first two months, students will be assessed every day by Mr. Bush (Reading
recovery teacher) in English class, French class or the reading club. Afterwards, assessment
will be done once a week on a random basis. Students reading fluency should be able to
achieve the three objectives, in the end of November, February and April, on a steady pace. If
not, the teachers need to revise the strategy.
For Goal 2 and the overall situation:
During the first two months, Lyam will be assessed once a week during the consultation with
Mrs. Jordan (school psychologist). Mrs. Jordan will evaluate Lyams progress by collecting the
information from Mr. Faulds (social sciences teacher), Mrs. Huang (English teacher) and Ms.
Bouliane (French teacher) regarding Lyams participation, motivation, and understanding in
class. Afterwards, assessment will be done once a month. Lyams inference making ability
should achieve the three objectives on a steady pace. Otherwise, the teachers need to revise the
strategy.
Lyams self-evaluation and self-reflection will be taken into account regarding his own
learning progress and interest in learning. Mrs. Fortins (Lyams mother) input regarding his
general situation at home and Lyams personal preference will also be considered.