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:

Cindy Rella

Gender:

Female

School:
Disney Elementary
Student ID#:
67345
Principal:
Current Grade/Special Class:
Grade 4
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Most Recent IPRC Date:
November 18 2014

Date of Birth:

November
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28 2005

Mr. P. Pan
School Year: 2014 - 2015
Date Annual Review Waived by
Parent:

Exceptionality: Learning Disability

IPRC Placement Decision: (check one)
Regular Class With Indirect Support
Regular Class With Resource Assistance
X Regular Class With Withdrawal Assistance

Special Education Class With Partial Integration

Special Education Class Full Time

Assessment Data:
List relevant educational, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Wechsler Intelligence
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Scale for Children 4
Edition
Wechsler Individual
Achievement Test
nd
2 Edition (WIAT-II)
Ability-Achievement
Discrepancy Analysis
Achenbach
Behavioural Checklist Teacher

Date
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November 16
2014

Achenbach
Behavioural Checklist Parent

November 16
2014

Kaufman Test of
Educational
Achievement

September 26
2013

Clinical Evaluation of
Language
Fundamentals

May 21 2012

November 16
2014

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November 16
2014
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November 16
2014

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Summary of Results
Overall assessed ability (Full-Scale IQ) within the
average range, not an accurate measure of Cindys
overall intellectual functioning.
Reading and writing were extremely low
Math fell in the low average range
Significant indication that the student has a learning
problem.
Some social-emotional problems are observed in the
classroom setting.
Internalizing behaviours were reported in the clinically
significant range.
No significant social-emotional problems observed in
the home environment.
School clinically significant
Social borderline clinically significant
Reading composite standard score fell well below
average.
Math and written language standard scores were in
the average range.
Results fell within the average range.

Students Strengths and Needs:

Areas of Strength
Hard Worker
Oral Language Skills
Kinesthetic Learner
Collaboration Skills

Areas of Need
Receptive language skills
Language processing skills
Expressive language skills
Mathematics numeration

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.
2.
3.
4.
5.

Language
Mathematics
Social Studies
Science
French

X MOD
X MOD
MOD
MOD
X MOD

AC
AC
X AC
X AC
AC

ALT
ALT
ALT
ALT
ALT

6.
7.
8.
9
10.

MOD
MOD
MOD
MOD
MOD

AC
AC
AC
AC
AC

ALT
ALT
ALT
ALT
ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (Education rationale required)
X 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
Reduced/simplified language
Partnering
Taped Texts
Ability Grouping
Visual Cueing
Manipulatives
Coloured Print and Backgrounds

Environmental Accommodations
Assistive Devices or adaptive
equipment

Assessment Accommodations
Assistive Devices or adaptive
equipment
Assistive Technology Software
Extended Time Limit
Oral Responses
Manipulatives
Coloured Print and
Backgrounds

Accommodation and Exemptions for Provincial Assessments:

Accommodations:

Exemptions:

Yes (List Below)

No

Yes (State educational rationale)

No

Special Education Program

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

Student ID# 67345

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

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.
Cindy will read grade four site words with 75% fluency. Cindy will understand a grade four level text with
75% accuracy. Cindy will write grade four site words 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
1.1 read a variety of texts, including
literary texts (Grade 4 MOD not from
diverse cultures)

Select text at Cindys level.

Running record.
Read Aloud.

1.2 identify a variety of purposes for

reading and choose reading materials
appropriate for those purposes (Grade
4 MOD does not have to choose
materials)

Select reading materials for Cindy.

Student-Teacher Conference

1.4 demonstrate understanding of a

variety of texts by identifying important
ideas and some supporting detail
(Grade 3)

Provide opportunity for Cindy to

verbally identify the important ideas
and supporting details.

Student-Teacher Conference

3.1 automatically read and understand

high-frequency words, most regularly
used words in a variety of reading
contexts (Grade 4 MOD does not
need to identify words of personal
significance or interest)

Use flashcards to improve

understanding.
Work on identifying phonemes.

Read Aloud.
Checklist

Term 1: Writing
2.1 write short texts using a variety of
forms (Grade 3)

Running Record

3.1 spell familiar words correctly

(Grade 4)

Spelling Test

3.3 confirm spellings and word

meanings or word choice using
different types of resources (Grade 4
MOD will be given resources)

Use a personal dictionary created for

Cindy.
Provide Cindy with resources to check
word choices.

Student/Teacher Conference

Term 1: Media Literacy

1.1 identify the purpose and intended
audience of some media texts (Grade
3)

Provide Cindy with options for

purposes of media literature.

Student-Teacher Conference

1.3 express opinions about ideas,

issues, and/or experiences presented
in the media texts (Grade 4 MOD
does not have to give evidence from
the texts to support their opinions)

Checklist

3.1 identify the topic, purpose and

audience for media texts they plan to
create (Grade 3)

Student-teacher conference

Special Education Program

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

Student ID# 67345

SUBJECT/COURSE/ALTERNATIVE PROGRAM: Mathematics

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

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.
Cindy will be able to add and subtract 3-digit numbers with 80% accuracy. Cindy will complete problems
where she is required to select the appropriate operation with 70% accuracy. Cindy will use appropriate
math vocabulary to communicate her ideas with 75% 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
Number Sense and Numeration
Identify and represent the value of a
digit in a number according to a
position in the number (Grade 3)

Use flashcards.

Portfolio Assessment
Student-Teacher Conference

Compose and decompose three-digit

numbers into hundreds, tens, and
ones in a variety of ways, using
concrete materials (Grade 3)
Add and subtract three-digit numbers,
using concrete materials, student
generated algorithms, and standard
algorithms (Grade 3)

Anecdotal Notes

Use flashcards.

Portfolio Assessment
Anecdotal Notes

Student-Teacher Conference
Checklist

Patterning and Algebra

Identify and describe, through
investigation, number patterns
involving addition, subtraction, and
multiplication (Grade 3)
Extend repeating, growing and
shrinking number patterns (Grade 3)
Determine, the missing number in
equations involving addition and
subtraction of one- and two-digit
numbers, using a variety of tools and
strategies (Grade 3)
Determine the missing number in
equations involving multiplication of
one digit numbers, using a variety of

Portfolio Assessment
Use flashcards.

Portfolio Assessment

Portfolio Assessment

tools and strategies (Grade 4- MOD

one digit numbers instead of two)
Data Management and Probability
Read, interpret and draw conclusions
from primary data and secondary data
(Grade 4)

Provide Cindy with a math

dictionary/word wall.

Student Teacher Conference

Anecdotal Notes

Read primary data presented in

charts, tables and graphs, then
describe the data using comparative
language, and describe the shape of
the data (Grade 3)

Provide Cindy with a math

dictionary/word wall.
Provide Cindy with a template to
record information

Student-Teacher Conference

Special Education Program

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

Student ID# 67345

SUBJECT/COURSE/ALTERNATIVE PROGRAM: French

Current Level of Achievement: N/A

Current Level of Achievement for Alternative Program:

(Describes starting point for plan development)

Letter Grade/Mark
Curriculum Grade Level

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.
To be filled out by Ms. A. Mermaid (french teacher).

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)

IEP Developed by:

Staff Member
Mr. Charming
Ms. S. Whyte
Ms. A. Mermaid

Sources Consulted in the Development of

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

X
X

IPRC Statement of Decision (if applicable)

Provincial Report Card
Previous IEP
X Parents/Guardian
Student
Other (List Below)
Other
Sources:

Date of Placement in Special Education Program: (select and appropriate option and
provide date)
X

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 students enrollment in a special program that he/she begins mid-year or mid-semester as
a result of a change in placement

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Date of Placement:
November 18 2014
Completion Date of IEP Development Phase:

(Within 30 school days following the Date of Placement)

Transition Plan:
For Student who are 14 years of age or older, unless solely identified as gifted.
Transition Goal
Specific Goal(s) for Transition to Postsecondary Activities

Actions Required

Name of Person(s) Responsible

for Actions
Teachers, student

Timelines

Provide student with

opportunities to be
introduced to the new
grades rules/requirements

Teacher

May June

Offer student the chance to

meet staff she will be
working with in the next year

Teacher

End of June

Work together to transition

between classes.

September April

Human Resources: (Teaching/non-teaching)

Include service, initiation date, frequency or intensity, and location.
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SERT Withdrawl, November 19 2014, daily for 25 minutes, in Special Education Classroom

Evaluation
Reporting Dates:

November, 14
2014

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Reporting Format: (please check)

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March, 13 2015

June, 25 2015

Provincial Report Card

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

Alternative Report

Log of Parent/Student Consultation and Staff Review/Updating

Date
Activity
Outcome
(Indicate Parent/Student Consultation or Staff Review)
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November 18 2014
Parental Consent to Write IEP Parent Consented
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November 28 2014

Sent IEP home to be signed

Parent was in agreement with

the IEP developed

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:

Date:

Parent/Guardian/Student Involvement:
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:

Date:

Student Signature:

Date:

(If 16 or older)