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:
Matthew Conner
Birth: 2007
School:

Gender:

Date of

Nipissing Elementary

Current Grade/Special Class: 5

2010 -2011

School Year:

Most Recent IPRC Date: 2008

Exceptionality: Mild Intellectual Disability
IPRC Placement Decision (check one)
___ Regular Class with infarct support
partial integration

___ Special Education class with

_
__ Regular Class with resource assistance
full-time

___ Special Education class

___ Regular class with withdrawal assistance

ASSESSMENT DATA
Information
Source

Date

Summary of Results

Medical
Assessment

2008

Diagnosed with AD/HD, prescribed

Concerta

Psychological
Assessment

2008 - present

Mild Intellectual Disability.

School Level
Formal
Resource Teacher

April 2011

Executive functioning

STUDENTS STRENGTHS AND NEEDS

Areas of Strength

Areas of Need

Speaking
Kinaesthetic/tactile learning
Oral language
Good comprehension when text is read to him
Creative ideas
Understands money concepts
Sense of humour.
Personal interest in:
Nature,
Cars
Domino math
Able to recall verbal information
Positive attitude towards school
Enjoyment of reading

Fine motor
Reading
Writing
Self-regulation
Attention/ Concentration
Personal safety
Peer social skills
Executive Functioning
Mathematics
Perceptual reasoning
Processing speed
Phonological awareness
Grapho-motor/handwriting speed
Recall of Visual Information

SUBJECTS, COURSEES, OR ALTERNATIVE PROGRAMS TO

WATCH THE IEP APPLIES
Identify each as Modified (MOD), Accommodated only (AC), or Alternative
(ALT)
MO
D

AC

AL
T

MO
D

AC

1
.

Reading

6.

Social Studies

2
.

Writing

7.

Science

3
.

French

8.

AL
T

4
.

Math

5
.

Self-Regulation

9.
X

1
0.

Elementary Program Exemptions or Secondary School Compulsory

Course Substitutions
___ Yes (provide educational rationale)

_X__ No

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ACCOMMODATIONS
(Accommodations are assumed to be the same for all subjects, unless
otherwise indicated)
Instructional
Environmental
Assessment
Accommodations
Accommodations
Accommodations
Incentive program
Supervised washroom
Assistive Technology
More frequent breaks
visits
Extra time for
Concrete/hands on
Alternative workspace
processing
material
Strategic classroom
Frequent breaks
Extra time for
seating
Prompts to return
processing
students attention to
Visual cueing
tasks.
Digital recorder
Extended time limits.
Alternative settings
(different classrooms)
Speech-to-text
softwares
Individualized Equipment ___ Yes (list below) _x_ No
______________________________________________________________________________
______________________________________________________________________________

PROVINCIAL ASSESSMENTS (accommodations and

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

Accommodations: ___ Yes (List below)

_x__No

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

Special Education Program

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

Student OEN/MIN:

Subject/Course/Alternative
Program:
Writing

Current Level of Achievement:

Prerequisite course (if applicable)

Current Level of
Achievement for Alternative
Program:

Letter grade/Mark
Curriculum grade level: 1

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.
Matthew will be able to spell familiar words at a mid-grade 2 level.
Learning
Expectations
(List modified/alternative

Teaching Strategies

Assessment Methods

(list only those that are

particular to the student and

(Identify the assessment

method to be used for each

expectations outlining
knowledge and/or skills to be
assessed, by reporting period.
Identify grade level, where
appropriate)

3.1 Spelling Familiar

Words

specific to the learning

expectations)

learning exceptionality)

Peer helper

Scribe

Organizers/Charts for
words

Alternative work surface

Additional time

Reduce quantity of
words
Assistive technologies
(spell check, etc..)

Special Education Program

Student OEN/MIN:

Subject/Course/Alternative
Program:
Reading

Current Level of Achievement:

Prerequisite course (if applicable)

Current Level of
Achievement for Alternative
Program:

Letter grade/Mark
Curriculum grade level: 1
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.
Matthew will read and decode information at a mid-grade 2 level.
Learning
Expectations
(List modified/alternative
expectations outlining
knowledge and/or skills to be
assessed, by reporting period.

Teaching Strategies

Assessment Methods

(list only those that are

particular to the student and
specific to the learning
expectations)

(Identify the assessment

method to be used for each
learning exceptionality)

Identify grade level, where

appropriate)

1.2 Analysing texts

Connect to writing

Observations

Reading Tutor Program

Oral reading

Individual Support

Reports

Encourage him to make

connections as he reads

Special Education Program

Student OEN/MIN:

Subject/Course/Alternative
Program:
Self-Regulatory

Current Level of Achievement:

Prerequisite course (if applicable)

Current Level of
Achievement for Alternative
Program:

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.
Matthew will work independently at his desk for a 20 minute block before
getting up.
Learning
Expectations
(List modified/alternative

Teaching Strategies

Assessment Methods

(list only those that are

particular to the student and
specific to the learning

(Identify the assessment

method to be used for each
learning exceptionality)

expectations outlining
knowledge and/or skills to be
assessed, by reporting period.
Identify grade level, where
appropriate)

expectations)

Self-Regulatory skills-

Remove sensory stimuli

Observations

Moving around in his

seat.

Implement behaviour
management system

Behaviour Logs

Role-play appropriate
behaviours and
reactions in a variety of
situations.
Reduce distractions and
sensory overloads.

Special Education Program

Student OEN/MIN:

Subject/Course/Alternative
Program:
Math

Current Level of Achievement:

Prerequisite course (if applicable)
Letter grade/Mark
Curriculum grade level: 3

Current Level of
Achievement for Alternative
Program:
Currently receiving modifications
in math

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.
By the end of the year we want him to be within the grade 4 math
expectations.

Learning
Expectations
(List modified/alternative
expectations outlining
knowledge and/or skills to be
assessed, by reporting period.
Identify grade level, where
appropriate)

Regrouping in
subtraction.
Select and use a variety
of concrete, visual, and
electronic learning tools
and appropriate
computational
strategies to investigate
mathematical ideas and
to solve problems.
Communicate
mathematical thinking
orally, visually, and in
writing, using everyday
language, a basic
mathematical
vocabulary, and a
variety of
representations, and
observing basic
mathematical
conventions.

Teaching Strategies

Assessment Methods

(list only those that are

particular to the student and
specific to the learning
expectations)

(Identify the assessment

method to be used for each
learning exceptionality)

Provide manipulatives
for him to work with and
understand math
problems.
Use concrete hands on
materials to teach the
concept of regrouping
and subtraction.

Observation.
Checklists.
Will give him
independent math
activities to help with
subtraction and
regrouping.

Have assistive tools that

would help with math
skills, computer math
programs.

Special Education Program

Student OEN/MIN:

Subject/Course/Alternative
Program:
French

Current Level of Achievement:

Prerequisite course (if applicable)
Grade 3
French as a Second Language (Core)
Letter grade/Mark: N/A

Current Level of
Achievement for Alternative
Program:
Grade 4
French as a Second Language
(Core)

Curriculum grade level:

Grade 4
French as a Second Language (Core)

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.
Matthew will minimize frustration by independently asking for scribing
support during French class. He will have the option of having the teacher
scribe or assistive software like Dragon Naturally Speaking, Premier AT, and
Word Q to assist in reading and writing assignments.
Learning
Expectations

Teaching Strategies

Assessment Methods

(list only those that are

particular to the student and
specific to the learning
expectations)

(Identify the assessment

method to be used for each
learning exceptionality)

Matthew will set up scribing

software/ supports during French
class when needed and be given
1 reminder prompt to use if
frustrated with reading/writing.

Ensure equipment is accessible/

Able to switch to French
Discuss when is the appropriate
time to use equipment
Teacher or TA provide verbal or
gesture prompt to remind about
supports if getting frustrated

Anecdotal Observation
Checklist/Record
(Number of times prompts used).

Matthew will write a paragraph

(5 lines) in French on a subject of
his choice. Scribing support will
be provided if requested.

Ensure word prediction is

activated
Make English to French
Dictionary available
Prompt to use supports
Provide weekly vocabulary
sheets with French to English
meaning

Completion of paragraph

(List modified/alternative
expectations outlining
knowledge and/or skills to be
assessed, by reporting period.
Identify grade level, where
appropriate)

IEP
Lindsay Wilson, Shantel Gudu & Maya Mistry
April 02, 2013
EDUC 4103