INDIVIDUAL EDUCATION PLAN

Olivia Yardy
Reason for Development of IEP
X Student identified as exceptional by IPRC
Student not formally identified but requires special education program/services including
modified/alternative learning expectations and/or accommodations
Name:
Cindy Rella Gender: F
School: Disney Elementary
Student ID#:
67345
Principal:
Current Grade/Special Class:
Grade 4
Most Recent IPRC
Nov. 18, 2014
Date:
Exceptionality: Learning Disability
IPRC Placement Decision: (check one)

Date of Birth:

Nov. 28, 2005

Regular Class With Indirect Support

Regular Class With Resource Assistance
X Regular Class With Withdrawal Assistance

Special Education Class With Partial Integration

Special Education Class Full Time

Mr. O. Shrek
School Year: 2014-2015
Date Annual Review Waived by
Parent:

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
November 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

Math Problem-Solving
Oral Language Skills
Kinesthetic Learner
Physical Education
Hardworker

Receptive Language Skills

Language Processing Skills
Expressive Language Skills
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.
2.
3.
4.
5.

French
Math
Language
Social Studies
Science

X MOD
X MOD
X MOD
MOD
MOD

AC
AC
AC
X AC
X AC

ALT
ALT
ALT
ALT
ALT

6.
7.
8.
9
10.

MOD
MOD
MOD
MOD
MOD

AC
AC
AC
AC
AC

ALT
ALT
ALT
ALT
ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (Education rationale required)
X 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

supplement written
materials with pictures
break reading and writing
into small sections
direct instruction
small group instruction
use of graphic organizers
note-taking assistance,
with main points
highlighted
use of concrete/hands-on
materials
assistive technology (e.g.
Kurzweil, WordQ,
Inspiration)

Assessment Accommodations

strategic seating
alternative work
environment (e.g. Learning
Centre)
proximity to instructor
assistive devices or
adaptive equipment

Accommodation and Exemptions for Provincial Assessments:

Accommodations:

Exemptions:

Yes (List Below)

Yes (State educational rationale)

No

No

extended time limits

verbatim scribing
alternative testing
environment (e.g.
Learning Centre)
reduction in the
number of tasks used
to assess a concept or
skill
assistive devices or
adaptive equipment
assistive technology
(e.g. speech-to-text
software)
large-size font
extra time for
processing

Special Education Program

To be completed for each subject/course with modified expectations
and/or alternative expectations.

Student ID#67345

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 (MOD)

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 read and understand a grade two level text with 95% accuracy. Cindy will read grade
two level high frequency words with 90% accuracy. Cindy will spell grade three level words 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
Cindy will develop greater
phonological decoding skills (Grade 2)

Cindy can participate in a number of

activities targeting kinesthetic and
visual leaners (e.g. Alphabetic
Phonics). Flash cards. Reading books
with high rhyming and repetition (e.g.
Dr. Seuss)

Running record
Read aloud (in-person or on tape)
Student-teacher conferences

Cindy will identify several reading

comprehension strategies and use
them before, during, and after reading
to understand texts (Grade 2)

Cindy will have cue cards with before,

during, and after headings on them
so she can organize her thoughts as
she retells stories. Cindy can act out
the texts she reads.

Running record
Student-teacher conferences

Cindy will read appropriate texts at

sufficient rate (Grade 2)

Cindy will have a home book bag to

practice independent reading and
build up stamina. Cindy will select
books at her reading level and
interest. Cindy will use a stopwatch
and follow the timed repeated
reading approach to increase her
fluency. Read-along books and
partner reading will be encouraged.
Cindy can use class ipad for reading
activities (e.g. RAZ kids)

Running record
Read aloud (in-person or on tape)
Student-teacher conferences
Timed running records
RAZ kids assessments

Cindy will correctly use phonetic skills,

specifically in terms of syntax and
integrating phonetic units (Grade 2)

Cindy can make use of Jolly Phonics.

Cindy can have cue cards to practice
the different phonetic skills. Cindy can
play various phonetic skill-related
games to reinforce learning.

Running record
Read aloud (in-person or on tape)
Student-teacher conferences

Cindy will predict the meaning of and

quickly solve unfamiliar words using

Cindy will gradually create a Sight

Word Ring that has difficult words

Running record
Student-teacher conferences

different types of cues, with a focus on

phonics (Grade 2)

Cindy has read in the past.

Cindy will identify, initially with support

and direction, a few strategies that
she found helpful before, during, and
after reading (Grade 2)

Cindy will have a Wall of Reading

Strategies to choose from when she
needs help during reading.

Running record
Student-teacher conferences

Cindy will spell many high-frequency

words correctly (Grade 3)

Cindy will practice writing highfrequency words in the air, in sand, or

by using tactile letters. Cindy can use
the class ipad for spelling activities.

Spelling tests
Student-teacher conferences

Cindy will confirm spellings and word

meanings or word choice using
different types of resources (Grade 3)

Cindy will be able to reference the

Word Wall to confirm spelling. Cindy
will be introduced to a childrens
dictionary to confirm spelling.

Student-teacher conferences
Checklist

Cindy will identify what strategies she

found most helpful before, during, and
after writing (Grade 3)

Cindy will have a Wall of Writing

Strategies to refer to. She will be able
to choose a strategy she finds most
effective.

Running record
Student-teacher conferences

Writing

Special Education Program

To be completed for each subject/course with modified expectations
and/or alternative expectations.

Student ID#67345

SUBJECT/COURSE/ALTERNATIVE PROGRAM: Math

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 (MOD)

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 correctly solve addition and subtraction problems involving regrouping of three-digit
numbers 90% of the time. Cindy will multiply to 7x7 and divide to 497 95% of the time. Cindy will
use comparative language to describe data presented in charts, tables, and graphs 90% of the
time.

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:
Cindy will solve problems involving the
addition and subtraction of two-digit
numbers involving re-grouping (Grade
2)

Cindy will be provided with concrete

materials. When possible, Cindy can
work with peers or in a group. Think
alouds and think-pair-shares will be
encouraged. Activity centres will also
be implemented as appropriate.

Oral and written work

Running record
Student-teacher conferences

Cindy will multiply to 5x5 and divide to

205 using a variety of strategies
(Grade 3)

Cindy will be provided with concrete

materials. When possible, Cindy can
work with peers or in a group. Think
alouds and think-pair-shares will be
encouraged. Activity centres will also
be implemented as appropriate.

Oral and written work

Running record
Student-teacher conferences
Checklist

Cindy will compare whole numbers to

100 using a variety of tools (Grade 3)

Cindy will be provided with concrete

materials. When possible, Cindy can
work with peers or in a group. Think
alouds and think-pair-shares will be
encouraged. Activity centres will also
be implemented as appropriate.

Oral and written work

Running record
Student-teacher conferences

IEP Developed by:

Staff Member
Mr. P. Charming
Ms. S. Whyte
Ms. Devil

Sources Consulted in the Development of

the IEP: (check)
X
X
X
X

IPRC Statement of Decision (if applicable)

Provincial Report Card
Previous IEP
Parents/Guardian
Student
Other (List Below)
Other
Sources:

Position
Teacher
SERT
Parent

Date of Placement in Special Education Program: (select and appropriate option and
provide date)
X

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 18, 2014
Completion Date of IEP Development Phase:

December 1, 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
Cindy will complete applied/college level courses in high school.
Actions Required

Name of Person(s) Responsible

for Actions
Parent, Student

Timelines

Participate in high school

tour/visit.

Parent, Student

Term 2 of grade 8

Review course options.

SERT, Teacher, Parent, Student

Term 1 of grade 8

Apply learning styles to high

school courses.

SERT, Teacher, Student

Upon entrance to high school

Attend information session

for high school.

Term 2 of grade 8

Human Resources: (Teaching/non-teaching)

Include service, initiation date, frequency or intensity, and location.

SERT for language, 25 minutes, 5 days a week, Learning Centre. Will start November 19, 2014.

Evaluation
Reporting Dates:

November 18,
2014

Reporting Format: (please check)

February 18, 2015

June 18, 2015

Provincial Report Card

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

Alternative Report

Log of Parent/Student Consultation and Staff Review/Updating

Date
Activity
Outcome
(Indicate Parent/Student Consultation or Staff Review)
October 25, 2014
Parent/teacher conference
Guardian met with Mr. P.
Charming (classroom teacher)
to discuss Cindys progress.

November 16, 2014

Phone call to guardian

Informed guardian that IEP is

being developed and invited
their input into the process

November 17, 2014

Phone call to guardian

Guardian provided input into

the development of IEP

December 2, 2014

IEP sent home to guardian

IEP reviewed and signed by

guardian

December 8, 2014

Phone call from guardian

Guardian called Ms. S. Whyte

(SERT) to discuss Cindys own
laptop in class.

December 8, 2014

E-mail sent to guardian

Ms. S. Whyte (SERT) sent email to guardian updating her

on laptop availability for Cindy
to use in-class

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:

Mr. O. Shrek

Date:

December 2, 2014

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:
Student Signature:
(If 16 or older)

Ms. Devil

Date:
Date:

December 4, 2014