Individual

Education Plan IEP

REASON FOR DEVELOPING THE IEP
Student identified as Student not formally identified but requires special education
exceptional by IPRC program/services, including modified/alternative learning expectations and/or
accommodations

STUDENT PROFILE

Name: Student X Gender: F Date of Birth: 11/07/2002

School: Ontario School
Student OEN/MIN: 123456789 Principal: Ms. Principal
Current Grade/Special Class: Grade 11 School Year: 2018-19
Most Recent IPRC Date: 02/27/2019 Date Annual Review Waived by Parent/Guardian:
Exceptionality: Intellectual - Mild Intellectual 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 educational, medical/health (hearing, vision, physical, neurological), psychological,

speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source Date Summary of Results
WJIII 06-Dec-2012 Academic knowledge, fluency with academic tasks within
average range
Academic skills and ability to apply skills - Low Range
Average written language, written expression
Low Average in broad reading, basic reading skills, reading
comprehension, math reasoning
Low math calculation skills
KTEA 01-Feb-2016 All sub-tests were below Average (Math Concepts and
Applications, Letter and Word Recognition, Math Computation,
Spelling)
Psychological Assessment / Consultation 04-May-2016 Exceptionality of Mild Intellectual Disability

STUDENT’S STRENGTH AND NEEDS

Areas of Strength Areas of Need

Memorization of basic information Vocabulary knowledge
Visual processing speed Verbal and nonverbal reasoning
Cooperation skills Memory
Positive attitude Math skills
Enthusiastic Expressive language skills (writing)
Receptive language skills (reading)
Study skills

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

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

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

1. MEL3E-Mathematics MOD AC ALT 6. MOD AC ALT
HPC3O-Parenting
for Everyday Life
2. ADA3O-Drama MOD AC ALT 7. HPC3O-Parenting MOD AC ALT
3. OLC4O-Ontario MOD AC ALT 8. MOD AC ALT
Secondary School ENG3E-English
Literacy
4. TCJ3C-Construction MOD AC ALT 9. Self-Regulation MOD AC ALT
Technology
5. HRF3O-World MOD AC ALT 10 MOD AC ALT
Religions
.

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 Ontario Secondary School Certificate of Accomplishment
Diploma Certificate
ACCOMMODATIONS
(Accommodations are assumed to be the same for all subjects, unless otherwise indicated)
Environmental
Instructional Accommodations Assessment Accommodations
Accommodations
Present oral material in brief direct terms Quiet setting (Resource room) Calculator
Extra time for listening to, thinking about and Highly structured routines Highlight key words or operations on
forming thoughts on written and spoken Preferential seating test questions
materials
Reminders of what needs to be completed
Reduction in number of tasks used to
next when instructions are forgotten access a skill
Introduce new skills with basic examples, Diagrams/Visual illustrations to express
simple instructions ideas
Additional repetition and guided practice of Verbatim scribing when needed
skills Verbatim reading of writing questions
Highlight key words or operations in and prompts
questions or instructions
Prompts to return student's attention to
Strategies to enhance recall (i.e. mnemonics)
Preteach vocabulary and general framework tasks
when introducing new concepts Extra time for processing
Use visual cues i.e., pictures, videos to
understand concepts
Use of in class group projects, games, hands
on activities to help consolidate concepts
Chunk content and assignments
Graphic organizers/templates
Assistive technology (word processing
software, spell-check, screen reader)
Individualized Equipment Yes (list below) No
Individual computer for assistive technology

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

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

Accommodations: Yes (list below) No

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

Special Education Program
To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

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

123456789 Self-Regulation
Current Level of Achievement: Current Level of Achievement for Alternative Program:

Prerequisite course (if applicable) Students consistently achieves level 1 and 2 on course
evaluations.
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.

Student X will set individual goals and monitor her progress in achieving them including identifying learning opportunities,
choices and strategies to meet personal needs and achieve goals.

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.)
Student X will identify one SMART goal
based on midterm report that will be
achieved by the end of the semester 1.
(List only those that are particular to the student and (Identify the assessment method to be used for each
specific to the learning expectations) learning expectation)
Conference with student. Provide SMART rubric to assess goal.
graphic organizer/ template. Model
goal setting through Think-Alouds.

Student X will prepare for exams by
creating review (e.g. sheet, cue cards,
mind map) for at least two units.
Model different types of study
strategies. Provide graphic organizers
and templates.
Self-reflection sheet after exam (e.g.
time spent preparing, study strategies
used, estimation of correct/wrong
answers, specific study goals for next
time).
LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING
Activity
Date (Indicate parent/student Outcome
consultation or staff review)
09/14/2018 Consultation form sent home to parent/guardian. Parent returned consultation form Sep. 17/18

10/17/2018 IEP sent to parent/guardian Returned with signature Oct. 18/18

03/26/2019 IEP updated and sent to parent/guardian for Returned with signature Mar. 27/19
consultation

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.

Ms. Principal Mar. 28, 2019

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:

Parent/Guardian Signature Date

Student Signature (if 16 or older) Date

Transition Plan
Student’s Name Student X OEN/MIN 123456789

Specific Goal(s) for Transition to Postsecondary Activities

Student X is planning to attend community college (i.e. Fanshawe College).

Person (x)
Actions Required Timelines
Responsible for Actions
Ongoing communication with Student Student, Parents/Guardians, Ongoing
Services, Guidance and subject teachers Guidance, SPST, Classroom
Teachers

Enroll in courses and continue to investigate Student, Parents/Guardians, Ongoing

opportunities related to future pathway Guidance and SPST

Enroll in courses and co-op experiences Student, Parents/Guardians, Grades 11 and 12

related to interests Guidance

Completion of prerequisite Secondary school Student, Parents/Guardians, Before graduation (June 2020)
credits for OSSD Guidance

Completion of 40 community service hours Student, Parents/Guardians, Before graduation (June 2020)
before graduation Guidance