INDIVIDUAL EDUCATION PLAN

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:

Bambam

School:

Bedrock Elementary School

Student ID#:

Gender:

98767

Principal:

Current Grade/Special Class:

Most Recent IPRC Date:
Exceptionalit
y:

Oct. 25, 2014

Date of Birth: Feb. 5, 2005

Mr. Dino
School Year:

2014-2015

Date Annual Review Waived by Parent:

Learning Disability

IPRC Placement Decision: (check one)

Regular Class With Indirect Support

Special Education Class With Partial Integration

Regular Class With Resource Assistance

Special Education Class Full Time

X Regular Class With Withdrawal Assistance

Assessment Data:
List relevant educational, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Evaluation Report

Date
Oct. 25, 2014

Summary of Results
Report provides an identification of a Learning Disability

Students Strengths and Needs:

Areas of Strength

Areas of Need

Social skills
Visual Memory
Physical Education
Kinesthetic Learner
Printing Skills
Art

Reading Comprehension
Verbal Comprehension
Task Completion
Phonemic Awareness
Word Recognition
Long Term Memory Retrieval

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.

Language

X MOD

AC

ALT

6.

MOD

AC

ALT

2.

French

X MOD

AC

ALT

7.

MOD

AC

ALT

3.

Social Studies

MOD

X AC

ALT

8.

MOD

AC

ALT

4.

Science and
Technology

MOD

X AC

ALT

MOD

AC

ALT

5.

Mathematics

MOD

X AC

ALT

10.

MOD

AC

ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (Education rationale required)

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

Assessment Accommodations

Reduced/simplified language
Verbal cues
Time-management aids
Prompting/modeling/redirection
Reinforcement incentives
Repetition of information
Extra time for processing
Visual supports
Assistive technology

Quiet setting
Strategic seating
Consistent classroom rules and
routines

Prompts to return student

attention to task
Extra time for processing
Extended time limits
Assistive technology software
Alternative settings

Accommodation and Exemptions for Provincial Assessments:

Accommodations:
Exemptions:

Yes (List Below)

Yes (State educational rationale)

No
No

Special Education Program

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

Student ID# 98767

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.
Bambam will read grade three level text with 75% accuracy. Bambam will understand a grade three level text
with 80% 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:
Bambam will automatically read and
understand many high-frequency
words, some words with common
spelling patterns, and words of
personal interest or significance, in a
variety of reading contexts (Grade 2)

Focus on phonetics. Work with threephoneme words like sat, mat and
hat. Read Dr. Seuss books. Use
letter cards so that Bambam can
move the letters around to see the
relationship between sound-chunks

Bambam will identify two reading

comprehension strategies and use
them appropriately before, during, and
after reading to understand texts
(Grade 3 MOD - not required to know
more than two reading
comprehension strategies)

Read Aloud
Student/teacher conference

Student/teacher conference
Checklist

Read a variety of literary texts (Grade

3)

Writing:
Spell unfamiliar words using a variety
of strategies that involve phonics
(Grade 3 MOD - focus on phonics)

Select text at Bambams reading

level. Select text that align with his
strengths and interests (Art books).

Make games to play on the smart

board using a fly-swatter to swat
correct spelling of three and four letter
words using phonics skills.

Running Record
Read Aloud

Running record
Spelling test

Special Education Program

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

Student ID# 98767

SUBJECT/COURSE/ALTERNATIVE PROGRAM: French

Current Level of Achievement: N/A
(Describes starting point for plan development)

Letter Grade/Mark
Curriculum Grade Level

Current Level of Achievement for Alternative Program:

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.
Bambam will read a simple French text with 70% accuracy. Bambam will understand a simple French text
with 70% 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:
Bambam will demonstrate
achievement of all the expectations
for Grade 4 Core French as given in
the curriculum document, except for
the following, which have been
modified.
Student/teacher conference
Checklist

Bambam will identify one listening

comprehension strategy and use it
before, during and after listening to
understand oral French texts. (MOD not required to use a range of
strategies)
Bambam will use one reading
comprehension strategy before,
during, and after reading to
understand texts (MOD - not required
to use a few reading comprehension
strategies)

Student/teacher conference
Checklist

Use flashcards with pictures. Read

stories that use repetition.

Bambam will read simple texts

containing familiar words and
expressions (MOD - not required to
use a sufficient rate or ease)

Read Aloud
Student/teacher conference

Student/teacher conference
Checklist

Bambam will use two vocabulary

acquisition strategies before, during,
and after reading to determine or
confirm the meaning of a new and
unfamiliar words (MOD - not age-and
grade-appropriate texts)

IEP Developed by:

Staff Member
Ms. Pebbles
Mr. Slaghoople
Ms. Flinstone

Sources Consulted in the Development of

the IEP: (check)
Position
Classroom teacher
SERT
French teacher

IPRC Statement of Decision (if applicable)

Provincial Report Card

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
X 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:

October 26, 2014

Completion Date of IEP Development Phase:

November 11, 2014

(Within 30 school days following the Date of Placement)

Transition Plan:
Transition Goal
Specific Goal(s) for Transition to Postsecondary Activities
No supports required
Actions Required

Name of Person(s) Responsible

for Actions

Timelines

This students transition

needs are adequately
accommodated at present
through this IEP. No
additional actions are
needed at this time. The
need for a distinct transition
plan will be examined
annually in September, when
the students IEP is
developed.

- special education resource

annually, in September

teacher

Human Resources: (Teaching/non-teaching)

Include service, initiation date, frequency or intensity, and location.
Direct support, Special Education Teacher, Oct. 26, 2014, 45 min/day, resource room.

Evaluation
Reporting Dates:

Nov. 18, 2014

Reporting Format: (please check)

Feb. 18, 2015

X Provincial Report Card

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

June 23, 2015

Alternative Report

Log of Parent/Student Consultation and Staff Review/Updating

Date

Activity

Outcome

(Indicate Parent/Student Consultation or Staff Review)

Oct. 29, 2014

Emailed parent draft copy of

IEP

Parent phoned Oct. 31, 2014.

No Changes required

Nov. 11, 2014

IEP sent home for signature

School copy returned

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. Dino

Date:

Nov. 12, 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:

Mrs. B. Rubble

Date:

Date:

Nov. 13, 2014

(If 16 or older)