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Iep
Iep
Case Study
Elementary. He is a very kind and compassionate boy who loves to help Mrs. Darling whenever
the opportunity arises. Peter forms meaningful relationships with his classmates, peers, as well
as authority figures. He is a cooperative member in group settings and always shares his
materials. He waits to take turns sharing ideas, although he is often shy about sharing his own
thoughts. Peter loves Physical Education and excels in physical activities, where he also shows
When it comes to carpet learning, Peter prefers to sit towards the back; usually, by
himself. At the carpet, he struggles to remained focussed. While his fidgeting does not usually
disturb those around him, he often pulls his arms into his shirt, plays with his sleeves, his hair,
and occasionally spins in his spot at the carpet. As soon as it is time to begin seat work, Peter
usually sits at his desk and fiddles with school supplies, rarely beginning the assigned task.
Generally, Peter is completely detached from discussions at the carpet, seems lost, and not
aware of what he was asked to do. He requires many prompts to stay on task and to focus on
Academically, Peter has great difficulty with all aspects of literacy and mathematics. He
struggles deeply with breaking down simple words by letter sounds (decoding), as well as
reading with fluency and comprehension. During guided reading, Peter is unable to read even
very simple sentences in low level material, and almost always exercises his right to pass.
Peter’s PM Benchmark Reading and Comprehension Assessment score is also consistent with
that of a late grade one level. His writing skills are comparably weak, as he is unable to express
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his thoughts and ideas in written form. He lacks the ability to utilize words on the word wall to
assist in his written work since he is unable to identify the words he needs. He also struggles
deeply with, and is also often unable to, sounding out words; this is due to his inability to
recognize many letter-sounds while also struggling with phonological awareness. Peter has
scored at a level consistent with grade one expectations on both the Letter Sound Frequency
Test and the Word Identification Fluency Test. Peter’s numeracy skills are also very weak;
where he can often complete single-digit addition problems, he struggles with two-digit
addition. Peter is able to conceptualize two-dimensional shapes but struggles with visualizing
results in grade one level computational and problem-solving skills. In most other areas of
study, Peter is not quite ready to work successfully at grade level; however, he does achieve
success working at a grade 4 level. Peter is a sweet and empathetic boy who is a pleasure to
Students not formally identified but requires special education program/services, including
modified/alternative learning expectations and/or accommodations
STUDENT PROFILE
Name: Peter Pan Gender: Male Date of Birth: 01/10/2007
Most Recent IPRC Date: 16/11/2017 Date Annual Review Waived by Parent/Guardian: N/A
Regular Class with indirect support Special Education class with partial integration
ASSESSMENT DATA
List relevant education, medical/health (hearing, vision, physical, neurological), psychological,
speech/language, occupational, physiotherapy, and behavioural assessments.
Learning Support Service 18/10/2017 Peter has met the Grade 1 target for Letter
Teacher’s Comments Sound Frequency. His next step is to learn
and master the sounds of vowel and
consonant digraph/diphthongs
(letters/sounds).
“Page 1”
2. Social Studies x 7.
4. Language- Writing x 9.
Page 7
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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 Environmental Assessment
Accommodations Accommodations Accommodations
-Allow extra time to compete -Close monitoring by teacher -Accommodated assignments
assignments as needed -Highly structured -Demonstration of skill
-Check comprehension by environment -Oral tests as needed
questioning -Selective seating to minimize -Read questions to students
-Chunk written tasks distractions -Scribe responses as needed
-Give individual help -Chair adaptations to -Simplify
-Hands-on, concrete learning minimize fidgeting instructions/wording of
methods -Use assistive technology to questions
-Have student repeat support learning -Use assistive technology
instructions when completing tests and
-Scribing of responses as other assignments
needed
-Use assistive technology to
support concept
development
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
“Page 2”
______________________________________________________________________________
Annual Program Goal(s): By the end of June, Peter will develop his skills in in listening,
speaking, reading, and writing in the French language. He will complete the Grade 5 French
curriculum at a modified level. These expectations have been modified by number and
complexity.
Annual Program Goal(s): By the end of June, Peter will complete the Grade 5 Social Studies
curriculum at a modified level. He will demonstrate improvement in his ability to recall and
communicate basic concepts, his research skills, skills using maps and globes, and his ability to
make connections between Social Studies and the world outside the classroom. These
expectations have been modified by number and complexity.
Annual Program Goal(s): By the end of June, Peter will complete the Grade 5 Science
curriculum at a modified level. He will demonstrate improvement in his ability to recall and
communicate basic concepts, his inquiry skills, and his ability to make relate Science to the
world outside the classroom. These expectations have been modified by number and
complexity.
2.UNDERSTANDING LIFE
SYSTEMS – HUMAN ORGAN - Apply principals of
-Daily classroom assignments
SYSTEMS differentiated instruction
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123-456-789 Language-Writing
Annual Program Goal(s): By the end of June, Peter will be able to independently express
himself in written format following the steps of the writing process to the Grade 1 level. He will
use paper and pencil to complete shorter writing tasks and use assistive technology to aid in
the completion of longer writing assignments.
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123-456-789 Language-Reading
Annual Program Goal(s): By the end of June, Peter will develop skills to improve reading
fluency and comprehension of written materials to the late Grade 1 level.
-Recognise and read all of the Flashcards, sound games through small group
Grade 1 sight words correctly etc.) instruction
and fluently
-Provide Club Sight Words for
-Sound out one syllable drill and practice
words with long and short
-Provide levelled books
vowel spellings
-Use of graphic organizers to
-Begin to use a variety of
support reading
decoding strategies (ex.
comprehension (ex. Story
Phonics, word patterns,
maps, Venn diagrams)
picture clues etc.) words
-Use Question and Answer
-Read for purpose and
Technique to explicitly teach
understanding a variety of
how to find the answers to
emergent texts at his reading
“right there” questions
level and be able to answer
simple comprehension -Provide access to computer
questions about key details in software and listening
the text centres that reinforces basic
skills
-Retell in sequence up to
three important ideas and/or - Involve student more
details of familiar simple oral frequently in small group
and written texts instruction (ex. Guided
reading)
-Extend his understanding of
text by connecting the ideas
in them to his own
knowledge and experience
(text-to-self)
123-456-789 Mathematics
Annual Program Goal(s): By the end of June, Peter will complete the Grade 2 curriculum in
each of the five strands.
EVALUATION
Reporting Dates:
Reporting Format
Alternative Report
TRANSITION PLAN
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If the student is 14 years of age or older and is not identified solely as gifted, a transition plan is
required
2) First day of the new school year or semester in which the student is continuing in a
placement
3) First day of the student’s enrolment in a special education program that he/she
begins in mid-year or mid-semester as the result of a change of placement
______05/09/2017_________ _______9/10/2017____________
“Page 4”
09/10/2017
- IEP Input Form sent -Parents in agreement with IEP, signed and returned
home for parents to
review
The principle 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.
_________________________________ _09/10/2017____
Principal’s Signature Date
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___________________________________ _09/10/2017_____
Parent/Guardian Signature Date
___________________________________ _____________________
Student Signature (if 16 or older) Date
“Page 5”
TRANSITION PLAN
Student’s name: _____________________________________ OEN/MIN________________
“Page 6”
a) Why did you select this placement for the student (see page 1)?
We selected this placement for Peter because our Catholic School Board believes that inclusion
in the regular classroom is very important for Peter’s social development, as well as his emotional well-
being. This ensures that he does not feel segregated from his friends or that he is “different” from his
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peers. We agree that through curricular modifications and assistive technology, Peter can achieve his
own academic goals while still feeling included in his classroom while continuing to socially develop
b) What evidence from the case study is there that these strengths and needs exist (see page
2)?
Some evidence from the case study that prove that Peter’s strengths exist include his enjoyment
of physical education activities, as well as the demonstration of his gross motor skills. This portion of the
case study also touches on Peter’s sportsmanship; this ties in with mentioning other social strengths
Peter possesses, comparable to his ability to form relationships with his peers and authority figures, his
ability to share and take turns, in addition to his co-operation in team-group settings.
Evidence from the case study that depicts Peter’s areas of need are where Peter’s struggles in
language are addressed. When mentioning his struggles in guided reading and his inability to decipher
simple sentences, as well as his inability to recognize relevant and commonly used and referenced Word
Wall Words demonstrate his lack of ability. This was also shown to be applicable in Peter’s struggles in
written work, where he is unable to sound out most words or combine letter sounds to form words.
Peter’s needs in the areas of numeracy skills, computation, and problem-solving in mathematics are
addressed by his inability to demonstrate basic problem-solving skills or perform addition problems
c) Why did you choose the accommodations and/or modifications you did for this student in
your class (see each page 3)?
We chose the modifications of applying Grade 1 learning expectations for Peter in math and
language. The learning expectations we chose for Peter in the subject areas of language and math follow
the Grade 1 Ontario curriculum expectations. Since testing scores (LSF, WIF, & PM Benchmark, etc.)
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indicate that Peter is working at a Grade 1 level, we chose this level as a goal for Peter in belief that he
can be within his Zone of Proximal Development most often, and therefore at the optimal level for him
As for Social Studies, French, and Science and Technology, previous report card grades indicate
that Peter is working below grade level; therefore, we applied the modification of using the Grade 4
learning expectations from the grade 4 curriculum since Peter would achieve more success working at a
Grade 4 level in these subject areas, again consistent with his personal ZPD.
e) Why did you choose these learning expectations, teaching strategies, and assessment
methods (see each page 3)?
As stated above, we chose the learning expectations from the Ontario Curriculum from the
Grade level that best fit Peter’s academic needs (Grade 1 for math and language, and Grade 4 for most
other subjects), based on previous report card scores as well as scoring on various literacy tests (i.e. LSF,
WIF, PM Benchmarks etc.). We selected these learning expectations with regards to Peter’s Zone of
Proximal Development in mind, so that he may work in a difficulty level that is appropriate for him to
succeed. We want something that is challenging enough for him to learn, yet not so challenging that he
becomes discouraged.
As for teaching strategies, we chose to apply teaching strategies that are more tactile and visual,
which are beneficial not only to Peter, but to all students. This is to help aid Peter in his learning and
assist in holding his attention. Visual teaching strategies implemented include visual displays, visual
demonstrations and modeling, Word Walls, anchor charts, etc. Tactile teaching strategies implemented
include hands-on activities, use of concrete materials, and manipulatives. The use of visual aids and
tactile materials aid Peter in visualizing processes, understanding concepts, and making connections. In
addition, Peter may have the opportunity to learn through discovery and exploration with manipulatives
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and hands on activities. Teacher prompting, providing examples, and problem-solving techniques are
additional teaching strategies that we feel may be useful to aid Peter on staying on task, as well as
providing additional support for tackling problems. Another important teaching strategy we included
was making sure assistive technology, such as calculators and Chromebook with assistive software, are
readily available for Peter to use. This will assist with math and reading/ writing assignments. With
assistive technology on his very own Chromebook, Peter can click on words or phases to have them read
back to him through his headphones. He will also be able to speak into his headset to have his thoughts
and ideas scribed. This will help Peter tremendously with his reading and writing.
oral tests, demonstration of understanding through hands-on activities/ group tasks, class participation,
and journal entries with the use of assistive technology. In addition to Reading Fluency Tests (LSF, WIF)
and PM Benchmarks, we found these methods to be the most useful and applicable to accommodate
Peter’s needs. As mentioned earlier, the use of assistive technology is a great tool to help Peter both in
his written assignments, and in his assessments. Allowing Peter the opportunity to express his
understanding of content orally or through hands-on activities eliminates the stress associated with
written tests (an area that Peter struggles in) and allows him to demonstrate his knowledge and