Running Head: IEP ASSIGNMENT: CASE STUDY OF PETER PAN Page 1

IEP Assignment: Case Study of Peter Pan

Emily Buschman, Sara Tremblay, Peter Cunha, Nadia Qais
05-80-204: Differentiated Instruction for Students with Special Needs
University of Windsor
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Case Study

Peter Pan is an eleven-year-old boy in Mrs. Darling’s Grade 5 class at Neverland

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

gross-motor coordination and great sportsmanship.

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

what is being asked of him.

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

and analyzing three-dimensional figures. Peter’s work and understanding in mathematics

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

have in any classroom.

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Individual Education Plan

REASON FOR DEVELOPING THE IEP
Student Identified as exceptional by IPRC

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

School: St. Tinkerbelle of Neverland Elementary

Student OEN/MIN: 123-456-789 Principal: Mr. James Hook

Current Grade/Special Class: 05 School Year: 2017-2018

Most Recent IPRC Date: 16/11/2017 Date Annual Review Waived by Parent/Guardian: N/A

Exceptionality: ADHD & Mild Developmental 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

Regular class with withdrawal assistance

ASSESSMENT DATA
List relevant education, medical/health (hearing, vision, physical, neurological), psychological,
speech/language, occupational, physiotherapy, and behavioural assessments.

Information Source Date Summary of Results

Psychological Assessment 02/12/2015 Report indicates a diagnosis of ADHD as well

as a Mild Developmental Disability.
Recommendations were made to help
address weaknesses in phonological
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awareness and a list of suggested books on

ADHD. In addition, Technological Support was
recommended.

PM Benchmarks Assessment tool 04/09/2017 Peter achieved a level 12 on the PM

Benchmark Reading and Comprehension
Assessment. He shows weakness in decoding,
fluency and reading comprehension. His
reading skills are consistent of a mid-Grade 1
level.

Curriculum Based Measurement 07/11/2017 Letter Sound Frequency Score = 78 sounds

per minute (meets Grade 1 spring target)

Word Identification Fluency Score=48 Words

per minute (meets Grade 1 Winter target)

Classroom Teacher’s Comments 29/09/2017 Peter receives accommodations and

modifications in all academic areas of the
curriculum in order for him to achieve
success. He is encouraged to review key
concepts learned in the classroom on a
regular basis, as well as practice his basic
math facts.

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).

Physician 04/06/2016 Diagnosis of Attention Deficit Hyperactivity

Disorder
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STUDENT’S STRENGTHS AND NEEDS

Areas of Strength Areas of Need

Social Skills (Sharing/Taking turns, Literacy Skills (Decoding & Fluency)

Empathy/Compassion)

Behaviour (Co-operation) Literacy Skills (Reading Comprehension)

Behaviour (Relationship with peers/authority Literacy Skills (Written Expression)

figures)

Physical Skills (Enjoys participating in physical Numeracy Skills (Mathematical Computation

activities) & Problem-Solving)

Motor Skills (Gross Motor)

Health Support Services/Personal Support Required Yes (list below) No

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SUBJECTS, COURSEES, OR ALTERNATIVE PROGRAMS TO WATCH THE IEP APPLIES

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

MOD AC ALT MOD AC ALT

1. French- All Strands x 6. Mathematics –All Strands X

2. Social Studies x 7.

3. Science and Technology x 8.

4. Language- Writing x 9.

5. Language- Reading x 10.

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Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (provide educational rationale) No

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Complete for secondary students only:

Student is currently working towards attainment of the:

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 minimize -Simplify instructions/wording
-Hands-on, concrete learning fidgeting of questions
methods -Use assistive technology to -Use assistive technology
-Have student repeat support learning when completing tests and
instructions other assignments
-Scribing of responses as
needed
-Use assistive technology to
support concept development

Individualized Equipment Yes (list below) No

SEA Equipment – Chromebook, headset, specialized software __________________________

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PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to the student in the current school year:

Accommodations: Yes (List below) No

______________________________________________________________________________
______________________________________________________________________________

Exemptions: Yes (provide explanatory statement from relevant EQAO document) No

______________________________________________________________________________

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______________________________________________________________________________

Special Education Program

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

Student OEN/MIN: Subject/Course/Alternative Program:

123-456-789 French -All Strands

Current Level of Achievement: Current Level of Achievement for

Alternative Program:
Prerequisite course (if applicable)___N/A____
N/A
Letter grade/Mark __C+_________

Curriculum grade level _04_______

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.
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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)
LISTENING
(List only those that are particular to the (Identify the assessment method to be
student and specific to the learning used for each learning exceptionality)
expectations)
-Develop listening skills -Listening exercises

– Follow basic instructions in -Small group instruction -Class participation

French to perform simple
-Use of gestures, drawings -Demonstration of skill
tasks (ex. assieds-toi, arrete)
-Provide access to computer
-Demonstrate an
software and listening centers
understanding of the
that reinforce basic skills
vocabulary presented from
monthly units of study (ex.
Point to or draw 5 pictures
about Halloween/Christmas)

-Create Bingo cards using

monthly vocabulary

-Locate information about

Terry Fox using a mind map

-Use gestures and body

language to show
considerable understanding
by responding appropriately
using “oui/non”
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Student OEN/MIN: Subject/Course/Alternative Program:

123-456-789 Social Studies

Current Level of Achievement: Current Level of Achievement for

Alternative Program:
Prerequisite course (if applicable)___N/A____
N/A
Letter grade/Mark __C+_________

Curriculum grade level _04_______

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.

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)
PEOPLE & ENVIRONMENTS:
THE ROLE OF GOVERNMENT
& RESPONSIBLE CITIZENSHIP
-Describe some of the major
rights and responsibilities
associated with citizenship in
Canada (ex. Freedom of
speech/religion, right to vote
etc)
-List the 3 levels of
government (Federal,
Provincial, Municipal) and
describe some of the services
(List only those that are particular to the (Identify the assessment method to be
student and specific to the learning used for each learning exceptionality)
expectations)
-Apply principals of -Daily classroom assignments
differentiated instruction
-Direct observation
- Identify key vocabulary
-Oral test and quizzes as
-Provide visual aids needed
-Provide an anchor chart on
the different levels of
government
-Integrate reading and writing
with Social Studies
-Involve student in small
group discussions

-Assist student in learning

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provided by each how to critically think about

some of the problems facing
-Choose a social and/or
Canadians and the Canadian
environmental issue of local,
Government and the steps
provincial, or national
that can be taken to address
significance (ex. Pollution,
these problems
homelessness, bullying etc.)
and create a simple plan of -use of videos about Canada
action specifying the actions and the Canadian
taken by the appropriate Government to reinforce
level(s) of government as well basic skills
as what he would do as a
Canadian citizen to address
the problem

Student OEN/MIN: Subject/Course/Alternative Program:

123-456-789 Science and Technology

Current Level of Achievement: Current Level of Achievement for

Alternative Program:
Prerequisite course (if applicable)___N/A
N/A
Letter grade/Mark __B+_________

Curriculum grade level _04_______

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.

Learning Expectations
(List modified/alternative expectations
outlining knowledge and/or skills to be
assessed, by reporting period. Identify
grade level, where appropriate)
1.UNDERSTANDING EARTH &
SPACE SYSTEMS-
CONSERVATION OF ENERGY &
RESOURCES
-Identify a variety of forms of
energy (ex. Electrical,
chemical, mechanical, etc.)
and give some simple
examples from everyday life
of how that energy is used
(ex. Electrical energy for
cooking etc)
-Identify renewable and non-
renewable sources of energy
and provide and example of
each
-List ways in which people can
improve energy conservation
(ex. Turn off the lights when
not in the room, recycle etc.)
2.UNDERSTANDING LIFE
SYSTEMS – HUMAN ORGAN
SYSTEMS
-Label the major organs in the
respiratory, circulatory, and
digestive systems and orally
describe some of their basic
functions
-Orally explain some healthy
eating practices and the
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Teaching Strategies Assessment Methods
(List only those that are particular to the (Identify the assessment method to be
student and specific to the learning used for each learning exceptionality)
expectations)
-Apply principals of -Daily classroom assignments
differentiated instruction
-Matching type tests
-Identify key vocabulary
-Oral test and quizzes as
through the use of text
needed
features (ex. Bold print, italics
etc.)
-Provide worksheets that
involve matching and fill-in-
the-blanks
-Relate activities to practical
situations
- Apply principals of
-Daily classroom assignments
differentiated instruction
-Group activities
-Identify key vocabulary
-Project
-Small group activities
-Oral tests and quizzes
-Cross-curricular teaching
(integrating Science and
Phys.Ed.)
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importance of daily physical -Oral/written guided

activity questioning

-In small groups design and

build a model to demonstrate
how organs or components of
body systems in the human
body work and interact with
other components

Student OEN/MIN: Subject/Course/Alternative Program:

123-456-789 Language-Writing

Current Level of Achievement: Current Level of Achievement for

Alternative Program:
Prerequisite course (if applicable)___N/A
N/A
Letter grade/Mark __B-_________

Curriculum grade level _01_______

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.

Learning Expectations Teaching Strategies Assessment Methods

(List modified/alternative expectations (List only those that are particular to the (Identify the assessment method to be
outlining knowledge and/or skills to be student and specific to the learning used for each learning exceptionality)
assessed, by reporting period. Identify expectations)
grade level, where appropriate)
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-Use pre-writing activities
appropriate to the task (ex.
Identify the topic, purpose,
audience, and form of
writing), initially with support
and direction
-Generate ideas about a
potential topic using a graphic
organizer
-With limited support and
direction, use the graphic
organizer to identify and
order the main ideas and
supporting details
-Independently write 2-3
simple but complete
sentences that make sense
-Teacher prompts (ex. How -Daily classroom work
will you identify your topic?
-Demonstration of skill
What s the purpose of your
writing? Etc.) -Student Portfolio-journals,
writing samples
-Generate brainstorming
techniques -Provide ready access to
Chromebook for longer
-Model the writing process
writing tasks
-Use of graphic organizers (ex.
Story ladder, sequence chart)
-Chunk information for
written tasks
-Use shared writing, guided
writing in small group
instruction
-Provide work samples

-Spell some high-frequency -Use of Chromebooks

words correctly using
classroom resources (ex.
Word wall)

-Proof-read and revise written

work focusing on capital
letters, proper spelling and
final punctuation to the Grade
1 level

-Use Chromebook to access

Google Docs and/or other
specialized software Apps
such as Read & Write to
complete longer writing
pieces

Student OEN/MIN:
123-456-789
Current Level of Achievement:
Prerequisite course (if applicable)___N/A
Letter grade/Mark __B_________
Curriculum grade level _01_______
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.
Learning Expectations
(List modified/alternative expectations
outlining knowledge and/or skills to be
assessed, by reporting period. Identify
grade level, where appropriate)
- Increase reading fluency and
PM Benchmark from Level 12
to Level 14 by the end of
Term 1
-Recognise and read all of the
Grade 1 sight words correctly
and fluently
-Sound out one syllable words
with long and short vowel
spellings
-Begin to use a variety of
decoding strategies (ex.
Phonics, word patterns,
picture clues etc.) words
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Subject/Course/Alternative Program:
Language-Reading
Current Level of Achievement for
Alternative Program:
N/A
Teaching Strategies Assessment Methods
(List only those that are particular to the (Identify the assessment method to be
student and specific to the learning used for each learning exceptionality)
expectations)
-Teach phonics, word families, -Reading Fluency Test (LSF,
and a variety of decoding WIF)
strategies
-PM Benchmarks
-Provide hands-on concrete
-Direct observation and
learning activities (ex.
demonstration of skill through
Flashcards, sound games etc.)
small group instruction
-Provide Club Sight Words for
drill and practice
-Provide levelled books
-Use of graphic organizers to
support reading
comprehension (ex. Story
maps, Venn diagrams)
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-Read for purpose and -Use Question and Answer

understanding a variety of Technique to explicitly teach
emergent texts at his reading how to find the answers to
level and be able to answer “right there” questions
simple comprehension
-Provide access to computer
questions about key details in
software and listening centres
the text
that reinforces basic skills
-Retell in sequence up to
- Involve student more
three important ideas and/or
frequently in small group
details of familiar simple oral
instruction (ex. Guided
and written texts
reading)
-Extend his understanding of
text by connecting the ideas
in them to his own knowledge
and experience (text-to-self)

-Use appropriate text-to-

speech software such as Read
& Write to access the
curriculum when needed or
aid in reading comprehension

Student OEN/MIN: Subject/Course/Alternative Program:

123-456-789 Mathematics

Current Level of Achievement: Current Level of Achievement for

Alternative Program:
Prerequisite course (if applicable):___N/A
N/A
Letter grade/Mark: __B+_________

Curriculum grade level: _01_______

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Annual Program Goal(s): By the end of June, Peter will complete the Grade 2 curriculum in
each of the five strands.

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)
-NUMERATION & NUMBER
SENSE
-Represent, compare, and
order whole numbers to 100,
including money amounts to
100 cents, using a variety of
tools (ex. Ten frames, base
ten blocks, coin manipulatives
etc.)
-Compose and decompose
two-digit numbers in a variety
of ways, using concrete
materials (ex. Place 42
counters on ten frames to
show 4 tens and 2 ones)
(List only those that are particular to the (Identify the assessment method to be
student and specific to the learning used for each learning exceptionality)
expectations)
-Provide concrete materials, - Daily Classroom assignments
manipulatives, and hands-on
-Direct observation
activities
-Demonstrate understanding
-Provide visual aids
of mathematical concepts
-Model procedures through hands-on activities
-Teach problem solving -Tests and quizzes
strategies
-Provide access to computer
software that reinforces basic
skills

-Solve problems involving the

addition and subtraction of
two-digit numbers, with and
without regrouping, using
concrete materials (ex. Base
ten blocks, counters)

-MEASURMENT
-Understand the concept of
centimeter and meter and
apply these benchmark
referents when performing
measurement tasks
-Estimate and measure
- Provide concrete materials,
and hands-on activities
-Model procedures
-Relate activities to practical
situations
- Daily Classroom assignments
-Direct observation
-Demonstrate understanding
of mathematical concepts
through hands-on activities
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length, height, and distance, -Provide practice -Tests and quizzes

using standard units (cm, m)
and non-standard units

-Estimate, measure and

record the distance around
objects, using non-standard
units

-Read digital and analogue

clocks, and tell and write time
to the quarter hour

-GEOMETRY & SPATIAL SENSE

-Identify and describe various

polygons (ex. Triangles,
quadrilaterals, pentagons,
hexagons) and sort and
classify them by their
geometric properties (ex.
Number of sides/vertices),
using concrete materials and
pictorial representations.
-Display charts, examples
-Provide concrete materials,
manipulatives, and hands-on
activities
- Daily Classroom assignments
-Direct observation
-Demonstrate understanding
of mathematical concepts
through hands-on activities
-Tests and quizzes

-Compose and describe

pictures, designs, and
patterns by combining 2-D
shapes.

-PATTERNING & ALGEBRA

-Identify and describe, -Teach patterns in numbers - Daily Classroom assignments

through investigation,
growing patterns and
shrinking patterns generated
by the repeated addition or
subtraction of 1’s,2’s, 5’s 10’s
and 25’s on a number line and
hundreds chart.
-Provide concrete materials
and manipulatives
-Allow use of a calculator
-Model procedures
-Teach problem solving
-Direct observation
-Demonstrate understanding
of mathematical concepts
through hands-on activities
-Tests and quizzes
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-Identify, describe, and strategies

create, through investigation,
growing patterns and
shrinking patterns involving
addition and subtraction, with
and without the use of
calculators

-DATA MANAGEMENT &

PROBABILITY
-Sort and classify objects using
two attributes simultaneously -Provide concrete materials
(ex. Sort attribute blocks by
colour and shape at the same
time)
-Collect data by conducting a
simple survey involving a
familiar theme/subject
-Model procedures
-Display charts and examples
-Identify key vocabulary (ex.
Legend, title, axis)
-Relate activities to practical
situations
- Daily Classroom assignments
-Direct observation
-Demonstrate understanding
of mathematical concepts
through hands-on activities
-Tests and quizzes

-Provide access to computer

software that reinforces basic
skills

“Page 3” (note: there may be multiple page 3s)

HUMAN RESOURCES (teaching/non-teaching)

Include type of service, initiation date, frequency or intensity, and location

Human Resources Date of Duration & Frequency of Location of Service

Support Service Service

Classroom Teacher 05/09/2017 Implementing IEP-Daily Classroom

LSST 05/09/2017 Assisting with IEP Classroom

Implementation- Daily
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EVALUATION
Reporting Dates:

_ _14/11/2017____ ____15/02/2018______ ____15/06/2018_____

Reporting Format

Provincial Report Card (required unless student’s program comprises alternative

expectations only)

Alternative Report

TRANSITION PLAN
If the student is 14 years of age or older and is not identified solely as gifted, a transition plan is
required

IEP Developed by:

Staff Member Position Staff Member Position

Mr. J. Hook Principal Miss Tinker Bell LSST

Mr. S. Smee Vice Principal Mr. Michael Darling Board Psychologist

Miss Wendy Darling Classroom Teacher

Sources Consulted in the Development of the IEP

IPRC Statement of Decision (if applicable) Provincial Report Card

Previous IEP Parents/Guardians Students

Other sources (list below)

____Board Psychologist & Physician___________________________________

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Date of Placement in Special Education Program (select the appropriate option)

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 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

Date of Placement: Completion Date of IEP Development Phase

(within 30 school days following the Date of
Placement)
______05/09/2017_________ _______9/10/2017____________
“Page 4”

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Date Activity Outcome

(Indicate parent/student
consultation or staff review)
02/05/2017 -IPRC meeting, parents
in attendance
-Identification and placement agreed upon. IEP
reviewed- parents would like a similar level of support
to continue next year

- IEP Input form sent

12/09/2017
home for parents input -Form returned. No new information.

09/10/2017
- IEP Input Form sent -Parents in agreement with IEP, signed and returned
home for parents to
review

-IEP was reviewed. All in agreement. No changes

-Parent-teacher
16/11/2017 interview, SERT present required. Plans wee made to meet again in February
after Provincial Report Cards.
 Page 22

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

Involvement of Parent/Guardian and Student (if student is 16 or older)

I was consulted in the development of this IEP
Parent/Guardian Student

I declined the opportunity to be consulted in the development of this IEP

Parent/Guardian Student

I have received a copy of this IEP

Parent/Guardian Student

Parent/Guardian and Student Comments:

__We are in agreeance with this IEP._____________________________

___________________________________ _09/10/2017_____
Parent/Guardian Signature Date
___________________________________ _____________________
Student Signature (if 16 or older) Date

“Page 5”
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TRANSITION PLAN
Student’s name: _____________________________________ OEN/MIN________________

Specific Goal(s) for Transition to Postsecondary Activities

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Actions Required Person(s) Responsible for Timelines

Actions

“Page 6”
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IEP Assignment Instructions

1. Create a detailed case study.

2. Complete template with as much detail as possible

3. Answer the following questions here:

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

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

alongside his peers in his grade 5 classroom.

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
 Page 25

addressed by his inability to demonstrate basic problem-solving skills or perform addition problems

involving the addition of two-digit numbers.

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.)

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

to learn and reach success in these areas of study.

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
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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

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.

We chose the assessment methods of direct observation, daily classroom work/assignments,

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
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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

understand of concepts while explaining why.