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:

Cindy Rella

School:

Disney Elementary

Student ID#:

Gender:

674345

Principal:

Current Grade/Special Class:

Most Recent IPRC Date:
Exceptionality:

2014/10/31

Date of Birth: 2005/11/28

Mr. O. Shrek
School Year:

2014/2015

Date Annual Review Waived by Parent:

Learning 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

x

Assessment Data:
List relevant educational, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Psychoeducational
Assessment Report

Date
11/18/2014

Summary of Results
-Based on clinical criteria from the DSM-V
classification system, the information indicates that
Cindy has a learning disorder in Reading, Written
Language and Mathematics.

Students Strengths and Needs:

Areas of Strength

Areas of Need

-Motivation
-Oral language skills
-Kinaesthetic learner
-Positive Attitude
-Enjoys School
-Interpersonal skills

-Receptive language skills (reading)

-Language processing skills (thinking,
conceptualizing, integrating)
-Expressive language skills (spelling, writing)
-Numeration

Specialized Health Support Services/Personal Support Required

Yes (List Below) X No

Subjects, courses, or alternative programs to which the IEP applies: Identify each as Modified
(MOD), Accommodated only (AC), or Alternative (ALT)
1.

Language

MOD

AC

ALT

6.

MOD

AC

ALT

MOD

AC

ALT

7.

MOD

AC

ALT

AC

ALT

8.

MOD

AC

ALT

AC

ALT

MOD

AC

ALT

AC

ALT

10.

MOD

AC

ALT

X
2.

Mathematics
X

3.

Social Studies

MOD
X

4.

Science

MOD
X

5.

MOD

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (Education rationale required)

No

Student is currently working toward the attainment of a:

Ontario Secondary School Diploma

Ontario Secondary School Certificate
Certificate of Accomplishment

Accommodations:
(Assume common to all subjects unless indicated)
Instructional Accommodations

Environmental Accommodations

Assessment Accommodations

-Assistive technology, such as

text-to-speech software

-alternative workspace

- extended time limits

-manipulatives

-assistive devices or adaptive

equipment

- oral responses including

audiotapes

-repetition of information

-alternative settings

-extra time for processing

-assistive devices or adaptive

equipment

rewording/rephrasing of
information

-verbatim scribing

-concrete/hands on materials

Accommodation and Exemptions for Provincial Assessments:

Accommodations:
Exemptions:

Yes (List Below)

Yes (State educational rationale)

No
No

Special Education Program

Student ID# 674345

To be completed for each subject/course with modified expectations

and/or alternative expectations.
SUBJECT/COURSE/ALTERNATIVE PROGRAM: Language
Current Level of Achievement:

Current Level of Achievement for Alternative Program:

(Describes starting point for plan development)

Letter Grade/Mark: C
Curriculum Grade Level: 3 modified

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
-Cindy will read grade 2 high frequency words with 75% accuracy.
-Cindy will comprehend grade 2 level text with 80% accuracy.
Writing
-Cindy will spell grade 2 high frequency words correctly with 80% accuracy.
-Cindy will write simple sentences with proper punctuation with 75% accuracy.

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 1:

Reading
Goal 1:
Use flashcards to improve
Gr. 2: 3.1 automatically
read and understand many phonetic awareness of high
high frequency words, some frequency words.
words with common
spelling patters, and words
of personal interest or
significance, in a variety of
reading contexts.
Gr. 2: 3.2 predict the
meaning of and quickly
solve unfamiliar words
using different types of
cues, including; semantic
cues, syntactic cues,
graphophonic cues.

Oral activity (Go through

their words on cue cards
and mark down the ones the
get wrong with a sticker)

Written activity (word

comprehension questions
slightly above her level)

Gr. 2: 3.3 read appropriate Withdraw from classroom.

texts at a sufficient rate
Guided reading with EA.
(mod. expectation, does not
need to add voice.)

DRA

Goal 2:
Gr. 2: 1.4 demonstrate
understanding of a text by
retelling the story or restating information from the
text, with the inclusion of a
few interesting details.

Comprehension exercises
Artistic response (draw
(comprehension questions
pictures to summarize the
come throughout the text
story).
and can be scribed) & extra
time for processing.

Gr. 2: 1.5 use stated and

implied information and
ideas and text to make
simple inferences and
reasonable predictions
about them.

Think-alouds (teacher uses

think aloud to demonstrate
making predictions and
inferences)

Gr. 2: 1.6 extend

understanding of texts by
connecting the ideas in
them to their own
knowledge and experience,
to other familiar texts and
to the world around them.
Writing
Goal 1:
Gr. 2: 3.1 spell many high
frequency words correctly. Repetition of specific words
in different activities.
Gr. 2: 3.3 confirm
spellings and word meaning
(mod. expectation: not a
word choice yet) using a
few different types of
resources.
Gr. 2: 3.2 spell familiar
(mod. expectation: not
unfamiliar words) words
using a variety of strategies Provided level spelling
that involve understanding workbook.
sound-symbol relationships,

Oral Response (make

predictions and inferences
orally)

Oral Presentation (how did

this text relate to you?)

Written activity (spelling

test)

Test (find the definition in

the dictionary)

Do a running record of
difficulty and success rate.

word structures, word

meanings, and
generalizations about
spelling.
Goal 2
Gr. 2: 3.4 use punctuation
to help communicate their
intended meaning, with a
focus on the use of: periods
(mod. expectation no
exclamation marks of
questions marks) at the end
of a sentence; commas to
mark pauses; (mod
expectation: no quotation
marks).

Gr. 2: 2.4 use a few (mod

expectation: not a variety)
sentence types.

Written activity (insert

correct punctuation into the
paragraph OR write a
paragraph with correct
punctuation)

Graphic Organizers
Student teacher conference
(organize ideas logically for (explains her ideas using a
communication).
graphic organizer.
Written response
(answering simple
questions in sentence form)

Special Education Program

Student ID# 674345

Gr. 2: 2.3 use familiar

words and phrases to
communicate relevant
details.

Using Interactive
Whiteboard visually
representing where
punctuation goes in
different situations.

To be completed for each subject/course with modified expectations

and/or alternative expectations.
SUBJECT/COURSE/ALTERNATIVE PROGRAM: Mathematics
Current Level of Achievement:

Current Level of Achievement for Alternative Program:

(Describes starting point for plan development)

Letter Grade/Mark: C
Curriculum Grade Level: 3 modified

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.
-Cindy will multiply one digit numbers with 80% accuracy.
-Cindy will divide whole numbers with 60% accuracy
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 1:

Goal 1:
Gr. 3: multiply to 7x7 (mod.
expectation: took away
division) using a variety of
mental strategies.

Use manipulatives (hands

on materials like base ten
blocks and cube counters
and hundreds charts etc.)

Worksheet (questions using

mostly numbers, she
explains how she got the
answer using pictures)

Gr. 3: count forward by 1s, Interactive Whiteboard

2s, 5s, 10s and 100s to
(hundreds chart activities
1000 from various starting on the smartboard)
points, and by 25s , using a
variety of tools and
strategies.

Oral response (count by

numbers in front of teacher,
we record how many are
missed)

Gr. 3: relate multiplication

of one-digit numbers (mod.
expectation: took away
dividing) to real life
situations using a variety of
tools and situations.

Work samples (look at her

work and have her explain
how she got answers using
pictures or words)

Goal 2:
Gr. 3: count backwards by
2s, 5s, and 10s from 100
using multiples of 2, 5 and
10 as starting points and
count backwards by 100s
from 1000 and any number
less than 1000 using a

Number line worksheet.

variety of tools.
Gr. 3: (mod. expectation:
removed multiplication)
division by one digit
divisors to real life
situations, using a variety of
tools and strategies.

Use manipulatives and oral

instruction (orally give her
word problems and have
her use manipulatives to
solve them)

Gr. 3: (mod. expectation:

Use manipulatives &
removing multiplication)
withdraw from classroom
divide to 49/7 using a
variety of mental strategies.

IEP Developed by:

Staff Member

Mr. P. Charming
Mrs. S. Whyte
Dr. D. Little

Anecdotal record of how

well she solves various
questions.

Running record: is she

attempting the questions? Is
she understanding the
concept?

Sources Consulted in the Development of

the IEP: (check)
Position

Classroom Teacher
Special Education Teacher
Speech Pathologist

IPRC Statement of Decision (if applicable)

Provincial Report Card

Previous IEP

Parents/Guardian
Student
Other (List Below)

Other
Sources:

Dr. M Mouse Clinical Psychologist

Date of Placement in Special Education Program: (select and appropriate option and

provide date)
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:

November 18th 2014

Completion Date of IEP Development Phase:

December 15th 2014

(Within 30 school days following the Date of Placement)

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: must include, no guidelines for it
though so it will not be evaluated

Actions Required

Name of Person(s) Responsible

for Actions

Timelines

Human Resources: (Teaching/non-teaching)

Include service, initiation date, frequency or intensity, and location.
-Withdrawal assistance, Special Education Teacher (Mrs. S. Whyte) December 15 th 2014, 25
minutes per day, resource room.

Evaluation
Reporting Dates:

Reporting Format: (please check)

June 17th 2014

Feb 13th 2014

Provincial Report Card

Alternative Report

X
(Required if student has
modified expectations
and/or accommodations
only)

Log of Parent/Student Consultation and Staff Review/Updating

Date

Activity

Outcome

(Indicate Parent/Student Consultation or Staff Review)

Nov. 20th 2014

Emailed parent draft copy

of IEP

Dec 15th 2014

IEP sent home for signature School copy returned

Parent phoned November

25th, no changes required

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:

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:

Parent/Guardian Signature:

Date:

Student Signature:

Date:

(If 16 or older)