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STUDENT PROFILE
ASSESSMENT DATA
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 student’s exceptionality
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 Accommodations Environmental Accommodations Assessment Accommodations
Assistive software (word Strategic seating (near teacher, Assistive software (word
prediction, dictionary tool, minimize distractions by avoiding prediction, dictionary tool,
vocabulary builder, concept doors and windows near desk). vocabulary builder, concept
mapping, speech-to-text, text-to- mapping, speech-to-text, text-to-
speech, calculator). Provide a quiet space to work or speech, calculator).
go to when feeling overwhelmed
Provide organizational supports or frustrated. Provide choice in how student
(e.g. graphic organizers or will demonstrate learning (e.g.
checklists). Provide frequent and timed oral presentation, written, role
breaks for self-regulation play, dramatization, etc.).
Maximize group work purposes and movement.
opportunities. Provide additional time for
Access to resource room for processing.
Provide additional time for support and/or as an alternate
processing. workspace. Verbatim scribing of responses.
Dramatize information when Provide supportive and Allow oral responses in the place
possible, using movement. encouraging learning of written responses when
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environment. necessary.
Nonverbal cueing and gesturing to
redirect student’s focus. Provide self-regulation tools such Provide option of alternative
as stress balls, fidget spinners, work space (i.e. resource room).
Organization coaching. and noise cancelling headphones.
Reduction in number of tasks
Proximity control. used to assess a concept or skill.
Individualized Equipment Yes (list below) No
Computer assistive software (word prediction,
dictionary tool, vocabulary builder, concept
mapping, speech-to-text, text-to-speech)
PROVINCIAL ASSESSMENTS (accommodations and exemptions)
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Demonstrating Understanding:
Retell 3 stories in proper Provide a wide selection of fiction Rubric or checklist criteria for
sequence with the inclusion of 2 and non-fiction reading materials accuracy and components of a
interesting details (early grade (e.g. stories that are about animals, story.
2). or drama skits).
Oral presentation.
Provide explicit instruction on the
components of a story and proper While retelling, allow student to
sequence. draw out the sequence of
events.
Provide a choice between 1-4
mnemonic strategies, in order to
remember character names,
settings, etc.:
1. Sing a tune or song;
2. Create an acrostic;
3. Use humour, exaggeration,
or dramatization;
4. Repetition/rephrasing.
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Organizing Ideas:
With minimal support, Identify Provide concept mapping tool (graphic Teacher observation
and order main ideas in a story organizer) through assistive software monitoring level of support
using graphic organizers (early for sequencing of the story. Provide needed and accuracy of task
grade 2). direct instruction on the use of it. completion.
Model examples of how to pinpoint
main ideas and place them accordingly
on the concept map.
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her desk for each new verbally state what is required during Student self-assessment using
transition during the day that a subject to ensure that Bailey is on the visual checklist on her
lists what materials and books track. desk.
she should have on her desk
for each subject and what she Provide reminders.
needs to take with her to
another class or to
recess/lunch.
Social Skills:
Work toward achieving pro- Model conversational skills or have a Observation of student’s social
social behaviours. For carefully selected peer model the interactions.
instance, when wanting to skills.
enter a conversation or want
the attention of another Implement a variety of drama and
individual, she will wait the dance activities that model these
appropriate time to speak. skills.
While engaged in a shared Provide positive reinforcement and Daily charting - frequency of
activity or regular encouragement. use, outcomes and
conversations, she will silently level/frequency of
count to 3 once her peer is Provide non-verbal gestures and visual intervention by teacher.
finished talking before she will cues to redirect.
begin talking.
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Evaluation
Reporting Dates:
12/08/17 02/09/18 06/29/18
______________________________ ______________________________ ______________________________
Provincial Report Card (required unless student’s program comprises alternative expectations only)
Alternative Report
__________________________________________________________________
IEP Developed by:
Staff Member Position Staff Member Position
Ms. Avgousti Classroom Teacher
Ms. Maple Special Education
Resource Teacher
Sources Consulted in the Development of the IEP
IPRC Statement Provincial Previous IEP Parents/Guardians Student
of Decision (if applicable) Report Card
Other sources (list below)
____________________________________________________________________________________________
Psychological Assessment, Family Physician Assessment, Ontario Ministry of Education Exemplars for
____________________________________________________________________________________________
Literacy and Numeracy
____________________________________________________________________________________________
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 continues 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 in placement
Date of Placement: Completion Date of IEP Development Phase
(with in 30 school days following the Date of Placement)
09/05/17 09/26/17
__________________________________ ___________________________________
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LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING
Activity
(Indicate parent/student
Date consultation or staff review) Outcome
09/14/2017 Parent consultation form was sent Parents provided information regarding Bailey’s
home to the parents. strengths, needs and strategies that have
worked in the past. They indicated that Bailey is
motivated to read when books are about
animals. Also requested to meet with the
teachers to discuss the IEP.
09/25/2017 Met with parents to discuss the Decided that Bailey requires continued
IEP. modifications for reading, writing and
mathematics.
The principal 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.
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Transition Plan
Student’s Name Bailey Smith OEN/MIN 123456789
Specific Goal(s) for Transition to alternate locations in the school, such as the lunch room, resource room,
and rotary classes.
Bailey will continue to work on the strategies for executive functions outlined in her IEP in every class that
she attends and during recess or lunch breaks.
Person (x)
Actions Required Responsible for Actions Timelines
1. Educational personnel will check in Student, special education Ongoing, once throughout the
with Bailey once throughout the teacher, regular classroom period, until 02/09/2018.
period through an informal teacher, lunchroom supervisors,
conversation to see whether the rotary teachers.
strategies are working for her and to
take her personal preferences and
interests into account.
2. Bailey will continue to focus on self- Student, special education Ongoing, until 02/09/2018.
regulation. A bin with self-regulation teacher, regular classroom
tools should be in each classroom that teacher, lunchroom supervisors,
Bailey attends or she should be rotary teachers.
responsible for holding onto one of
the items herself.
3. Educational personnel will discuss Student, special education Ongoing, once a month for the
Bailey’s progress once a month to see teacher, regular classroom school year, until 06/29/2018.
where further accommodations or teacher, rotary teachers.
modifications are required and where
they are no longer needed.
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