Individual

Education Plan IEP

REASON FOR DEVELOPING THE IEP
Student identified as Student not formally identified but requires special education
exceptional by IPRC program/services, including modified/alternative learning expectations and/or
accommodations

STUDENT PROFILE

Name: Student X Gender: F Date of Birth: 11/07/2002

School: Ontario School
Student OEN/MIN: 123456789 Principal: Ms. Principal
Current Grade/Special Class: Grade 11 School Year: 2018-19
Most Recent IPRC Date: 02/27/2019 Date Annual Review Waived by Parent/Guardian:
Exceptionality: Intellectual - Mild Intellectual Disability

IPRC Placement Decision (check one)

Regular class with indirect support Special education class with partial integration
Regular class with resource assistance Special education class full-time
Regular class with withdrawal assistance

ASSESSMENT DATA

List relevant educational, medical/health (hearing, vision, physical, neurological), psychological,

speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source Date Summary of Results
WJIII 06-Dec-2012 Academic knowledge, fluency with academic tasks within
average range
Academic skills and ability to apply skills - Low Range
Average written language, written expression
Low Average in broad reading, basic reading skills, reading
comprehension, math reasoning
Low math calculation skills
KTEA 01-Feb-2016 All sub-tests were below Average (Math Concepts and
Applications, Letter and Word Recognition, Math Computation,
Spelling)
Psychological Assessment / Consultation 04-May-2016 Exceptionality of Mild Intellectual Disability

STUDENT’S STRENGTH AND NEEDS

Areas of Strength Areas of Need

Memorization of basic information Vocabulary knowledge
Visual processing speed Verbal and Nonverbal reasoning
Cooperation skills Memory
Positive attitude Math skills
Enthusiastic Expressive language skills (writing)
Receptive language skills (reading)
Study skills

Health Support Service/Personal Support Required 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. MEL3E-Mathematics MOD AC ALT 6. MOD AC ALT
HPC3O-Parenting
for Everyday Life
2. ADA3O-Drama MOD AC ALT 7. HPC3O-Parenting MOD AC ALT

3. OLC4O-Ontario MOD AC ALT 8. MOD AC ALT

Secondary School ENG3E-English
Literacy
4. TCJ3C-Construction MOD AC ALT 9. Self-Regulation MOD AC ALT
Technology
5. HRF3O-World MOD AC ALT 10. MOD AC ALT
Religions

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 student’s 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

Present oral material in brief direct terms Quiet setting (Resource room) Calculator
Extra time for listening to, thinking about and Highly structured routines Highlight key words or operations on
forming thoughts on written and spoken Preferential seating test questions
materials
Reminders of what needs to be completed
Reduction in number of tasks used to
next when instructions are forgotten access a skill
Introduce new skills with basic examples, Diagrams/Visual illustrations to express
simple instructions ideas
additional repetition and guided practice of Verbatim scribing when needed
skills Prompts to return student's attention to
Highlight key words or operations in tasks
questions or instructions
Extra time for processing
strategies to enhance recall (i.e. mnemonics),
provide graph paper to line up equations
Preteach vocabulary and general framework
when introducing new concepts
Use visual cues i.e., pictures, videos to
understand concepts
Use of in class group projects, games, hands
on activities to help consolidate concepts
Chunk content and assignments
Graphic organizers/templates
Assistive technology (word processing
software, spell-check, screen reader)

Individualized Equipment Yes (list below) No

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable o the student in the current school year:

Accommodations: Yes (list below) No
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:

123456789 Self-Regulation
Current Level of Achievement: Current Level of Achievement for Alternative Program:

Prerequisite course (if applicable) Students consistently achieves level 1 and 2 on

Letter grade/Mark
course evaluations.
Curriculum grade level

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.
Student will set individual goals and monitor her progress in achieving them including
identifying learning opportunities, choices and strategies to meet personal needs and achieve
goals.
Learning Expectations Teaching Strategies Assessment Methods
(List modified/alternative expectations outlining (List only those that are particular to the student and (Identify the assessment method to be used for each
knowledge and/or skills to be assessed, by reporting specific to the learning expectations) learning expectation)
period. Identify grade level, where appropriate.)

Identifies one SMART goal Conference with student. SMART rubric to assess goal.
based on midterm report that Provide graphic organizer/
will be achieved by the end of template. Model goal setting
the semester 1. through Think-Alouds.

Prepares for exams by creating Model different types of Self-reflection sheet after
review (e.g. sheet, cue cards, study strategies. Provide exam (e.g. time spent
mind map) for at least two graphic organizers and preparing, study strategies
units. templates. used, estimation of
correct/wrong answers,
specific study goals for next
time).
LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING
Activity
(Indicate parent/student
Date consultation or staff review) Outcome
09/15/2017 Consultation form sent home to Parent returned consultation form Sep.
parent/guardian. 16/17

10/17/2017 IEP sent to parent/guardian Returned with signature Oct. 18/17

03/26/2018 IEP updated and sent to parent/guardian Returned with signature Mar. 27/18
for consultation

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

Principal’s 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:

Ms. Principal
Parent/Guardian Signature Date
Student Signature (if 16 or older) Date
Transition Plan
Student’s Name Student X OEN/MIN

Specific Goal(s) for Transition to Postsecondary Activities

Student X is planning to attend community college (i.e. Fanshawe College).

Person (x)
Actions Required Responsible for Actions Timelines
Ongoing communication with Student Student, Parents/Guardians, Ongoing
Services, Guidance and subject Guidance, SPST, Classroom
teachers Teachers

Enroll in courses and continue to Student, Parents/Guardians, Ongoing

investigate opportunities related to Guidance and SPST
future pathway

Enroll in courses and co-op Student, Parents/Guardians, Grades 11 and 12

experiences related to interests Guidance

Completion of prerequisite Secondary Student, Parents/Guardians, Before graduation (June 2020)

school credits for OSSD Guidance

Completion of 40 community service Student, Parents/Guardians, Before graduation (June 2020)

hours before graduation Guidance