Name: Danielle Liedtke

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: eremy ones !ender: "ale #ate of $irt%: Nov& '() '**+ Sc%ool: ,ittle -nes Presc%ool Student I#.: */(+012 Principal: "s& Small Current !rade/Special Class: Presc%ool Sc%ool 3ear: '*4'546 "ost Recent IPRC #ate: N/7 #ate 7nnual Revie8 9aived by Parent: N/7 :xceptionality: 7utism IPRC Placement #ecision: ;c%ec< one=
Regular Class 9it% Indirect Support X Regular Class 9it% Resource 7ssistance Regular Class 9it% 9it%dra8al 7ssistance Special :ducation Class 9it% Partial Integration Special :ducation Class >ull ?ime

Assessment Data: ,ist relevant educational) detailed medical/%ealt% ;%earing) vision) p%ysical) neurological= psyc%ological) speec%/language) occupational) p%ysiot%erapy) and be%avioural assessments& Information Source #evelopmental #isabilities Clinic @ C%ild%ood 7utism Rating Scale Speec% ?%erapist A -ccupational ?%erapist Bineland ?est by psyc%ologist) #r& udit% Care Date Sept& '*4* Summar of Results Score of 1( ;severely autistic=

Sept& '*4*

Nov& '+) '*4'

C%ild%ood 7utism Rating Scale by psyc%ologist) #r& udit% Care

Nov& '+) '*4'

,anguage) fine motor) self5care A social s<ills @ 4'54( mont%s !ross "otor S<ills @ 7ge appropriate ,anguage S<ills @ 66 mont%s Social S<ills @ 2* mont%s >ine "otor S<ills @ 20 mont%s Cognition @ 1( mont%s !ross "otor @ 1' mont%s Self5Care @ 1' mont%s Score of 61 ;mildly/moderately autistic=

Stu!ent"s Stren#t$s an! Nee!s: Areas of Stren#t$ >ollo8s simple directions Pictorial sequencing of events 9illingness to explore materials CategoriDation and comparison s<ills Eses manipulatives Supportive Parents Areas of Nee! ,anguage s<ills ;e&g& using longer) more complex p%rases= Improved social s<ills ;e&g& eye contact) independence= ?ransitioning bet8een activities P%ysical :ducation ;e&g& %and5eye coordination) muscle tone' sequential movements= ,ife s<ills ;e&g& toiletry=

SpecialiDed Fealt% Support Services/Personal Support Required :ducational 7ssistant ;>ull5?ime=

X 3es ;,ist $elo8=

No

SubCects) courses) or alternative programs to 8%ic% t%e I:P applies: Identify eac% as "odified ;"-#=) 7ccommodated only ;7C=) or 7lternative ;7,?=
4& '& 6& 2& 1& Social S<ills 7daptive S<ills Speec% A ,anguage P%ysical :ducation "-# "-# X "-# X "-# "-# 7C 7C 7C 7C 7C X 7,? X 7,? 7,? 7,? 7,? 0& +& (& / 4*& "-# "-# "-# "-# "-# 7C 7C 7C 7C 7C 7,? 7,? 7,? 7,? 7,?

Elementar Pro#ram E%emptions or Secon!ar Sc$ool Compulsor Course Su&stitutions 3es ;:ducation rationale required= X No

Student is currently 8or<ing to8ard t%e attainment of a: N/7

-ntario Secondary Sc%ool #iploma -ntario Secondary Sc%ool Certificate Certificate of 7ccomplis%ment

7ccommodations: ;7ssume common to all subCects unless indicated=

Instructional 7ccommodations Picture :xc%ange Communication System ;P:CS= 9ord5retrieval prompts "ore %ands5on lessons "ore frequent brea<s Provide eremy 8it% numerous social opportunities in order to increase confidence level :nvironmental 7ccommodations 7lternative 8or<space for use of P:CS Guiet setting 7ssessment 7ccommodations Prompts to return studentHs attention to tas< Reduction in t%e number of tas<s used to assess a concept or s<ill Re8ards for class participation and involvement

IndividualiDed :quipment

3es ;,ist $elo8=

X No

7ccommodation and :xemptions for Provincial 7ssessments: 7ccommodations: 3es ;,ist $elo8= X No

:xemptions:

3es ;State educational rationale=

X No

Special E!ucation Pro#ram

?o be completed for eac% subCect/course 8it% modified expectations and/or alternative expectations& SE$ :C?/C-ERS:/7,?:RN7?IB: PR-!R7": Social S<ills
Current ,evel of 7c%ievement:
;#escribes starting point for plan development=

Student I#. */(+012

Current ,evel of 7c%ievement for 7lternative Program:

,etter !rade/"ar< Curriculum !rade ,evel: Iindergarten

eremy %as difficulties interacting 8it% peers& Fe needs constant prompting from adults&

7nnual Program !oal;s=: 7 goal statement describes 8%at a student can reasonably be expected to accomplis% by t%e end of t%e sc%ool year in a particular subCect) course or alternative program&
4& eremy 8ill ta<e part in peer5group play activities& Fe 8ill independently approac% ot%ers to play&

Learnin# E%pectations

Teac$in# Strate#ies

Assessment (et$o!s

;Ino8ledge and/or s<ills to be assessed by reporting period) including !rade level= ?erm ' eremy 8ill: Social S<ills 4& #emonstrate an a8areness of 8ays of ma<ing and <eeping friends ;e&g&) s%aring) listening) tal<ing) %elpingJ entering into play or Coining a group 8it% guidance from t%e :,5I team=

;,ist only t%ose t%at are different for t%is student and specific to t%e learning expectations for t%e subCect/course/alternative program=

;>or expectations for eac% reporting period=

4&

:ncourage positive social be%aviours) suc% as eye contact and independent approac%ing of peers& Incorporate more group centre activities&

4&

7necdotal Records& No formal assessment) Cust visual recognition of social interaction&

Special E!ucation Pro#ram

?o be completed for eac% subCect/course 8it% modified expectations and/or alternative expectations& SE$ :C?/C-ERS:/7,?:RN7?IB: PR-!R7": 7daptive S<ills
Current ,evel of 7c%ievement:
;#escribes starting point for plan development=

Student I#. */(+012

Current ,evel of 7c%ievement for 7lternative Program:

,etter !rade/"ar< Curriculum !rade ,evel: Iindergarten

eremy needs constant adult attention and praise 8%en using t%e bat%room&

7nnual Program !oal;s=: 7 goal statement describes 8%at a student can reasonably be expected to accomplis% by t%e end of t%e sc%ool year in a particular subCect) course or alternative program&
4& eremy 8ill use t%e toilet independently&

Learnin# E%pectations ;Ino8ledge and/or s<ills to be assessed by reporting period) including !rade level= ?erm ' eremy 8ill: 7daptive S<ills 4& Practise and discuss appropriate personal %ygiene t%at promotes personal) family) and community %ealt%

Teac$in# Strate#ies ;,ist only t%ose t%at are different for t%is student and specific to t%e learning expectations for t%e subCect/course/alternative program=

Assessment (et$o!s ;>or expectations for eac% reporting period=

4&

Ese of positive reinforcement t%roug% stic<er c%art& eremy 8ill be re8arded for successful bat%room trips&

4&

7necdotal Record& No formal assessment) Cust visual recognition of personal %ygiene&

Special E!ucation Pro#ram

?o be completed for eac% subCect/course 8it% modified expectations and/or alternative expectations& SE$ :C?/C-ERS:/7,?:RN7?IB: PR-!R7": Speec% A ,anguage
Current ,evel of 7c%ievement:
;#escribes starting point for plan development=

Student I#. */(+012

Current ,evel of 7c%ievement for 7lternative Program:

,etter !rade/"ar< Curriculum !rade ,evel: Iindergarten

eremy uses single 8ords and clic%K p%rases& Fe inconsistently ans8ers simple questions&

7nnual Program !oal;s=: 7 goal statement describes 8%at a student can reasonably be expected to accomplis% by t%e end of t%e sc%ool year in a particular subCect) course or alternative program&
4& eremy 8ill use t8o5 to t%ree58ord p%rases 8it%out prompting&

Learnin# E%pectations ;Ino8ledge and/or s<ills to be assessed by reporting period) including !rade level= ?erm ' eremy 8ill: 4& ,isten and respond to ot%ers for a variety of purposes ;e&g& to exc%ange ideas) express feelings) offer opinions= and in a variety of contexts '& Increase vocabulary to include at least '1 #olc% Sig%t 9ords during conversation&

Teac$in# Strate#ies ;,ist only t%ose t%at are different for t%is student and specific to t%e learning expectations for t%e subCect/course/alternative program=

Assessment (et$o!s ;>or expectations for eac% reporting period=

4&

Increased prompting t%roug% inquiry and questioning&

4&

-bservational notes&

'&

eremy 8ill be given a list of #olc% Sig%t 9ords) accompanied by P:CS images 8%ere possible& "s& Petite 8ill come to assist eremy 8it% vocabulary '56 times per 8ee< for 4*541 minutes eac% time&

'&

C%ec<lists/#ata Collection

Special E!ucation Pro#ram

?o be completed for eac% subCect/course 8it% modified expectations and/or alternative expectations& SE$ :C?/C-ERS:/7,?:RN7?IB: PR-!R7": P%ysical :ducation
Current ,evel of 7c%ievement:
;#escribes starting point for plan development=

Student I#. */(+012

Current ,evel of 7c%ievement for 7lternative Program: eremy %as lo8 muscle tone& Fe %as difficulty crossing midline and follo8ing a sequence of movements&

,etter !rade/"ar< Curriculum !rade ,evel: Iindergarten

7nnual Program !oal;s=: 7 goal statement describes 8%at a student can reasonably be expected to accomplis% by t%e end of t%e sc%ool year in a particular subCect) course or alternative program&
4& eremy 8ill demonstrate initiative in p%ysical tas<s t%at require bot% fine and gross motor s<ills) follo8ing a sequence of '56 movements ;e&g& s8inging) riding a tricycle) s<ipping rope=&

Learnin# E%pectations ;Ino8ledge and/or s<ills to be assessed by reporting period) including !rade level= ?erm ' eremy 8ill: 4& #evelop control of small muscles ;fine5motor control= in a variety of contexts&

Teac$in# Strate#ies ;,ist only t%ose t%at are different for t%is student and specific to t%e learning expectations for t%e subCect/course/alternative program=

Assessment (et$o!s ;>or expectations for eac% reporting period=

4&

eremy 8ill be given multiple opportunities to be involved in fine5motor tas<s) suc% as clay modeling) lacing) finger5painting& Fe 8ill be encouraged to use bot% %ands& eremy 8ill participate in group 8arm5ups in close proximity to an :7 8%o 8ill provide prompts and encouragement& 7 p%ysical t%erapist 8ill be consulted by t%e :7&

4&

-bservation/7necdotal Record

'&

#evelop control of large muscles ;gross5motor control= in a variety of contexts&

'&

'&

-bservation/7necdotal Record

IEP Develope! & :

Staff "ember "s& Sally S%ort "s& Small "s& :mily Petite Position Classroom ?eac%er Principal Resource ?eac%er

Sources Consulte! in t$e Development of t$e IEP: )c$ec*+

IPRC Statement of #ecision ;if applicable= Provincial Report Card Previous I:P X Parents/!uardian Student -t%er ;,ist $elo8= -t%er -SR Sources:

Date of Placement in Special E!ucation Pro#ram: )select an! appropriate option an! provi!e !ate+
X 4= >irst day of attendance in ne8 special education program '= >irst day of t%e ne8 sc%ool year or semester in 8%ic% t%e student is continuing in a placement 6= >irst day of studentHs enrollment in a special program t%at %e/s%e begins mid5year or mid5semester as a result of a c%ange in placement >ebruary 4/) '*46

#ate of Placement: anuary 42) '*46 Completion #ate of I:P #evelopment P%ase:
;9it%in 6* sc%ool days follo8ing t%e #ate of Placement=

Transition Plan: >or Student 8%o are 42 years of age or older) unless solely identified as gifted& ?ransition !oal Specific !oal;s= for ?ransition to Postsecondary 7ctivities Not 7vailable 7ctions Required Name of Person;s= Responsible for 7ctions ?imelines

Implementation an! (onitorin#: ,uman Resources: )Teac$in#-non.teac$in#+ Include service) initiation date) frequency or intensity) and location& "s& Petite 8ill 8or< 8it% eremy t8o to t%ree times a 8ee< ;4*541mins&= in t%e regular classroom to 8or< on vocabulary s<ills& "s& Petite 8ill begin 8or<ing 8it% eremy on >ebruary 4/) '*46& 7n :7 8ill monitor eremyHs use of t%e Picture :xc%ange Communication System ;P:CS=) as 8ell as social interactions) adaptive s<ills) and muscle development& ?%is 8ill begin on >ebruary 4/) '*46& "s& S%ort and "s& Petite 8ill recommend t%at eremyHs parents refer %im for t%e Intensive $e%aviour Intervention program) 8%ic% is based on 7pplied $e%aviour 7nalysis ;7$7= principles by t%e end of >ebruary '*46&

Evaluation Reporting #ates: N/7 X N/7 Provincial Report Car! ;Required if student %as modified expectations and/or accommodations only= une '*46 Alternative Report

Reporting >ormat: ;please c%ec<=

Lo# of Parent-Stu!ent Consultation an! Staff Revie/-Up!atin# Date Activit Outcome ;Indicate Parent/Student Consultation or Staff Revie8= 4& >ebruary 4/) '*46 4& I:P implemented 4& eremy receiving assistance '& "arc% 4) '*46 6& "arc% 42) '*46 2& "ay '() '*46 '& Staff Revie8 6& Parent Consultation 2& >inal Consultation 8it% Parents '& I:P modified 6& Parents 8ere please 8it% eremyHs progress& 2& eremy %as progressed& !etting closer to age appropriate be%aviour and social interaction& Continue I:P&

T$e Principal $as t$e le#al re0uirement to implement an! monitor t$e IEP1 ?%e plan %as been developed according to t%e "inistryHs standards) addresses t%e studentHs strengt%s and needs) and t%e learning expectations 8ill be revie8ed and student progress monitored at least once every reporting period& PrincipalHs Signature: "s& Small #ate: >ebruary 4/) '*46

Parent/!uardian/Student Involvement: X I 8as consulted in t%e development of t%is I:P I declined t%e opportunity to be consulted in t%e development of t%is I:P I %ave received a copy of t%is I:P Parent/!uardian/Student Comments: 9e 8ere very pleased 8it% t%e recognition of eremyHs cognitive s<ills in t%e development of t%is plan& ?%e teac%ers 8or<ed 8it% us) recogniDing all of our concerns& 9e %ope t%at eremy 8ill continue to ma<e progress in areas of social interaction) speec% development) gross and fine motor s<ills&

Parent/!uardian Signature: Student Signature:

"rs& ones

#ate: #ate:

>ebruary '*) '*46

;If 40 or older=