Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Name:
Cindy Rella
School:
Disney Elementary
Student ID#:
Gender:
674345
Principal:
2014/10/31
Mr. O. Shrek
School Year:
2014/2015
Learning Disability
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.
Areas of Need
-Motivation
-Oral language skills
-Kinaesthetic learner
-Positive Attitude
-Enjoys School
-Interpersonal skills
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
No
Accommodations:
(Assume common to all subjects unless indicated)
Instructional Accommodations
Environmental Accommodations
Assessment Accommodations
-alternative workspace
-manipulatives
-repetition of information
-alternative settings
rewording/rephrasing of
information
-verbatim scribing
-concrete/hands on materials
No
No
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.
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.
Do a running record of
difficulty and success rate.
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)
Using Interactive
Whiteboard visually
representing where
punctuation goes in
different situations.
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.
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
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.
Mr. P. Charming
Mrs. S. Whyte
Dr. D. Little
Classroom Teacher
Special Education Teacher
Speech Pathologist
Previous IEP
Parents/Guardian
Student
Other (List Below)
Other
Sources:
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:
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
Timelines
Evaluation
Reporting Dates:
Alternative Report
X
(Required if student has
modified expectations
and/or accommodations
only)
Activity
Outcome
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:
Parent/Guardian/Student Comments:
Parent/Guardian Signature:
Date:
Student Signature:
Date:
(If 16 or older)