IE

Individual
Education Plan
REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC

Student not formally identified but requires special education

program/services, including modified/alternative learning
expectations and/or
accommodations

STUDENT PROFILE

Name:

Gende
M
r:

Blake Cedar

Date of
Birth:

School
St. Patricks High School
:
Student
Principal
958874231
Mr. King
OEN/MIN:
:
Current Grade/Special
School
Grade 11- First Semester
Class:
Year:
Most Recent IPRC
30/04/201 Date Annual Review Waived by
Date:
4
Parent/Guardian:
Exceptionality:

19/04/199
8

2014-2015

Communication- Language Impairment

IPRC Placement Decision (check one)

Regular class with indirect support
Regular class with resource
assistance
Regular class with withdrawal
assistance

Special education class with partial

integration
Special education class full-time

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
Wechsler Individual
11/05/2014 -Word Reading S.S. 95, Average
Achievement Test (WIAT III)
-Reading Comprehension S.S. 94, Average
-Pseudoword Decoding S.S. 97, Average
-Numerical Operations S.S. 93, Average
-Math Problem Solving S.S. 105, Average
-Spelling S.S. 88, Average
-Listening Comprehension S.S. 76, Below
Average
-Sentence Composition S.S 106, Average
-Oral Expression S.S. 79, Below Average
S.S.- Standard Score

Psychological Assessment

03/02/2005

Blake displays specific learning disabilities

in the areas of general language

development and auditory memory

STUDENTS STRENGTH AND NEEDS

Areas of Strength

General intellectual ability

Visual analysis skills
Cooperative
Social Skills
Initiative

Areas of Need

Auditory memory
Receptive language skills
Expressive language skills

Health Support Service/Personal Support Required

No

Yes (list below)

Instructional Support by Special Education TeacherAs required by the studentResource Room (Location)
Consultation by Special Education TeacherAs required by the student-Resource
Room (Location)
*Beginning the first day of school- 02/09/2014

SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)

1
.
2
.
3
.
4
.

Mathematics
(MBF3C)
Science (SBI3C)
Technological
Education
(TMJ3C)
Music- Guitar
(AMG3O)

ALT
MOD

AC

MOD

AC

MOD

AC

MOD

AC

ALT
ALT

ALT

6.

ALT
MOD

AC

MOD

AC

MOD

AC

MOD

AC

7.

ALT

8.

ALT

9.

ALT

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 students
exceptionality
Complete for secondary students only:
Student is currently working towards attainment of the:
Ontario Secondary School
Diploma
ACCOMMODATIONS

Ontario Secondary School

Certificate

Certificate of Accomplishment

(Accommodations are assumed to be the same for all subjects, unless otherwise
indicated)
Instructional
Accommodations
-

Computer technology
(Pages, WordQ, etc.)
Duplicated notes
Additional time for
processing

Environmental
Accommodations
-

Assessment
Accommodations

Quiet or calm setting

Strategic seating

Individualized Equipment

Yes (list below)

Additional time
Computer technology
Individual or quiet
setting
Oral responses
Reduction in the
number of tasks used
to assess a concept or
skill
Verbatim reading of
instructions/questions
Verbatim scribing of
responses

No

Computer (Ministry Funded)

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to the student in the

current school year:
Accommodations:
Yes (list below)
Additional time

No

EQAO- Gr. 10 Ontario

Secondary School
Literacy Test

Computer technology
Individual or quiet setting
Verbatim reading of
instructions/questions
Verbatim scribing of responses

Exemptions:

Yes (provide explanatory statement from relevant EQAO document)

No

*Blake only requires accommodations to successfully conquer the expectations

listed in the Grade 11 Ontario Curriculum Documents

Special Education Program

To be completed for each subject/course with modified expectations and/or each alternative program with alternative
expectations
Student OEN/MIN:

Current Level of Achievement:

Subject/Course/Alternative Program:

Current Level of Achievement for Alternative Program:

Prerequisite course (if

applicable)
Letter
grade/Mark
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.

Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations

outlining knowledge and/or skills to be
assessed, by reporting period. Identify grade
level, where appropriate.)

(List only those that are particular to the

student and specific to the learning
expectations)

(Identify the assessment method to be used

for each learning expectation)

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Date
Activity
Outcome
(Indicate parent/student
consultation or staff review)

10/09/2014

Meeting with student to discuss

strengths, needs, and potential
accommodations.

Blake attended the meeting and

began engaging in the discussion
when accommodations were
mentioned to help his learning.

23/09/2014

Meeting with both parents and

student to discuss the
development phase of IEP and
seek input

IEP was discussed and

accommodations for each class
were finalized for first semester
courses.

IEP first semester sent home for

update and review. Consultation
record is to be signed and
returned.

Parent signed the form and Blake

returned it on 20/10/2014.

16/10/2014

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

Principals 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

I declined the opportunity to be consulted in the

development of this IEP

Parent/Guardian

I have received a copy of this IEP

Parent/Guardian

Parent/Guardian and Student Comments:

Parent/Guardian Signature

Date

Student Signature (if 16 or older)

Date

Student
Student
Student

Transition Plan
Students Name

OEN/MI
N

Blake Cedar

958874231

Specific Goal(s) for Transition to Postsecondary Activities

-

Blake will earn an Ontario Secondary School Diploma (OSSD)

Blake will choose a career path
Blake will make application to college or university of his choice prior to
graduation

Actions Required
Blake will earn an Ontario
Secondary Diploma (OSSD):
Facilitate individualized
program to enable Blake to
achieve an OSSD.
Complete Annual
Education Plan (AEP) for
present school year. Share
completed AEP with
Special Education and
Guidance
Provide individualized
assistance with courses.
Blake will choose a career path:
Provide personal and
career development
information.
Assist with interpretation
of career assessment
activities.
Blake will make application to
college or university of his choice
prior to graduation:
Complete appropriate
application to College or
University.
Contact Learning Centre at
Post Secondary Institution
for purpose of selfidentification.
Compile a transition
portfolio of critical records
(or copies) that the
student can supply to the
organization(s) that will be
providing support after the

Person (x)
Responsible for
Actions

Timelines

-Guidance Counsellor,
Special Education Teacher,
Parent

-September of each school

year; As required by
student

-Teacher, Blake, Guidance

-As directed by Guidance

-Guidance Counsellor,
Special Education Teacher,
Parent

-September of each school

year; As required by
student

-Guidance Counsellor

-As required by student

-Guidance Counsellor

-As required by student

-Blake

-Grade 12

-Blake, Parent

-Grade 12

-Special Education Teacher

-Grade 12

student leaves the school