IEP

Individual
Education Plan
REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC

Student not formally identified but requires special education program/services,

including modified/alternative learning expectations and/or accommodations

STUDENT PROFILE

Jon Jacob Jinglehimmer Schmidt

School: East High School
Name:

Student OEN / MIN:

12345678

Current Grade/Special Class:

Most Recent IPRC Date:
Exceptionality:

Gender:

Principal:

Date of Birth:

Ron Duvall

School Year:

n/a

11-06-01

2015/16

Date Annual Review Waived by Parent/Guardian:

n/a

Gifted Learner

IPRC Placement Decision (check one)

Regular class with indirect support
Regular class with resource assistance
Regular class with withdrawal assistance

Special education class with partial integration

Special education class full-time

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

Date

Teacher Assessment
Student Self Reflection

23/01/2015
10/06/2015

Classroom based Assessment

Standardized Large Scale
Student Self Reflection

15/10/2015
12/01/2016
16/03/2016

Summary of Results

Student disengaged with class and does not make significant efforts to complete given work/assignments. Is missing important information and is falling behind in class. Is also

Jon filled out the reflection form that all students were expected to fill out, which outlined their personal evaluation on themselves as learners. Jon didn't take this seriously and

It is clear that Jon is reacting well to the new approach to teaching this class. He is more engaged and is working independently well and beginning to go above and beyond ra

His marks have raised significantly and are much more consistent. Especially in history and English he is achieving Level 3+ to Level 4 marks.

Students were asked to complete another self reflection. Jon's engagement with his studies is much more obvious as shown through his answers. He mentions his enjoyment o

STUDENTS STRENGTHS AND NEEDS

Areas of Strength

Areas of Need

Debates / Discussion
Language skills

Group work
Staying on task

Meeting teacher's needs

Following direction

Focus
Independent thinking skills
Going above and beyond

Health Support Services/Personal Support Required

Yes (list below)

52

The Individual Education Plan (IEP): A Resource Guide

No

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

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)
1.

History

MOD

AC

ALT

6.

MOD

AC

ALT

2.
3.

English

MOD

AC

ALT

MOD

AC

ALT

French

MOD

AC

ALT

7.
8.

MOD

AC

ALT

4.

MOD

AC

ALT

9.

MOD

AC

ALT

5.

MOD

AC

ALT

10.

MOD

AC

ALT

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 Accommodations

-Encourage independent
approach to learning
-Opportunities for more
class discussion and
debate
-Encourage students to go
above and beyond by
allowing them to choose
topics of interest

Individualized Equipment

Environmental Accommodations

Assessment Accommodations

-Independent study space

where students can focus
(free of distractions)

-Conference with student

-Oral assessments

Yes (list below)

No

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

2015/2016
Provincial assessments applicable to the student in the current school year: ___________________________________________

Accommodations:

Exemptions:

Yes (list below)

No

Yes (provide explanatory statement from relevant EQAO document)

No

Appendix A: Template for a Suggested IEP Form

53

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:

12345678

HIST100

Current Level of Achievement:

Prerequisite course (if applicable)
Letter grade/Mark

N/A

Curriculum grade level

Current Level of Achievement for Alternative Program:

Jon is adapting well to alternative programming.

He is demonstrating an interest in the increased
Independence to pursue his own areas of interest.

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.

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.)

(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 expectation)

Students will learn how to develop

independent research skills over the
duration of the course through
stimulating their own interests and
learning how to pursue those interests
effectively.
Students will develop debating skills
through engaging in class debates.
Through these debates they will be
expected to participate and present
their own viewpoint while making
connections to curriculum and other
students' ideas.
Students will learn how engage
themselves through studying and
developing their knowledge in a
subject independently. They will learn
what their interests are and learn how
to effectively pursue those interests.
Jon will learn how to channel his
energy into his tasks and not disrupt
other students.

Teacher will take the

role of a coordinator
and allow students to
work independently and
at their own pace. The
teacher will guide the
students and advise
them on new directions
to continue their studies
and provide support
and reassurance when
students encounter
difficulty.
Teacher will facilitate
debates throughout the
term as well as taking
opportunities to have
impromptu debates
when a disputable topic
arises. The teacher will
act as moderator,
asking guiding
questions and
elaborating on points.
3

54

The Individual Education Plan (IEP): A Resource Guide

Independent Learning
Program (ILP) handout sheets
test student's knowledge of
unit and track their
independent work. This tracks
the knowledge gained from
the lesson, their independent
progress, and can be used to
track the growth of research
and learning skills.
Daily lesson log tracks
students work completed over
the course of a class. This
tracks their progress and
ensures they are completing
the work assigned and makes
sure they are engaged in the
lesson and are aware of
what's going on.
Debate performance tracks
understanding of material with
specific regard to depth of
knowledge. Performance in
debate also tracks
engagement with the work
and successive performances
can be evaluated to track
growth in presenting, arguing
and discussion skills.

HUMAN RESOURCES (teaching/non-teaching)

Include type of service, initiation date, frequency or intensity, and location
Gifted Education Coordinator. Met once per year for the last two years. Resource Room

Guidance Counselor. Met Once per term for the past 2 years. Student Services.
Parent teacher conference. Met twice a year for the past 2 years. Main office.

EVALUATION
Reporting Dates:
January 31 2015 June 28, 2015 February 2nd, 2016

Reporting Format
Provincial Report Card (required unless students 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 (see page 6 ).
Yes

IEP Developed by:

Staff Member

Position

Staff Member

Position

Mr. Delve

Gifted Education Coordinator

Ms. Bodach

Teacher

Ms. Dillon

Teacher

Ms. Rutherford

Teacher

Ms. Drinnan

Teacher

Ms. Belanger

Guidance Counsellor

Sources Consulted in the Development of the IEP

IPRC Statement
of Decision (if applicable)
Other sources (list below)

Provincial
Report Card

Previous IEP

Parents/Guardians

Student

Conference on the eduation of gifted learners, Sydney, Australia, November 25, 2015

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 students enrolment in a special education program that he/she begins in mid-year or mid-semester
as the result of a change of placement
Completion Date of IEP Development Phase
(within 30 school days following the Date of Placement):

Date of Placement:
January 12, 2016

February 8, 2016

Appendix A: Template for a Suggested IEP Form

55

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Activity
(Indicate parent/student
consultation or staff review)

Date

Outcome

Teacher has noticed Jon has become

less motivated in school work and
completes bare minimum in
assignments. Discusses ways to
motivate Jon inside and outside of the
classroom.

October 2015

Teacher, Parent phone call

November
2015

Discuss conference teacher went on

for teaching gifted learners and the
Teacher, Parent, Principal meeting methods the teacher believes will
really help Jon. Plan out where/how to
begin process.
Discussing progress of Jon and any
adjustments that need to be made to
this plan. Discuss end of year
meeting.

February 2016 Teacher, Parent phone call

The principal is legally required to ensure that the IEP is properly implemented and monitored.
This IEP has been developed according to the ministrys standards and appropriately addresses the students strengths and
needs. The learning expectations will be reviewed and the students achievement evaluated at least once every reporting
period.

Principals Signature

Date

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

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
Parent/Guardian
Parent/Guardian

Parent / Guardian and Student Comments:

It is amazing to see such dedicated teachers who are aware of what their students are
going through. Once Mr. Duvall noticed Jon was falling behind and had lost
motivation he immediately reached out and we came up with a plan to help Jon be
the best version of himself. I look forward to working with Jon's future teachers to
continue on with Jon's learning

Parent/Guardian Signature

Date

Student Signature (if 16 or older)

Date
5

56

The Individual Education Plan (IEP): A Resource Guide

Student
Student
Student

Transition Plan
Students name

Jon Jacob Jingleheimer Schmidt

OEN/MIN

12345678

Specific Goal(s) for Transition to Postsecondary Activities

Diploma, being engaged in classes, excel in all classes.

Person(s)
Responsible for Actions

Actions Required

Timelines

Meeting discussing interests,

Parents, Homeroom
where he can excel and where he Teacher (grade 9 and
sees himself going in the future
grade 10), Principal, Jon
(planning future courses).
Discussing goals specific for
grade 10.

End of Grade 9.
(June 2016)

Checkup on classes to see how

everything is going (engagement,
grades etc.). Looking for any
places that need further
accommodation.

Homeroom teacher (grade

10), Parents, Jon

October 2016
(Grade 10)

Parents, Homeroom
teacher (grade 10 and 11),
Principal, Jon

June 2017 (end of

grade 10)

*Potential meeting mid-second

semester
Preparing for transition between
Intermediate and Senior studies.
Discussing post secondary and
planning out courses.
*Meeting in Senior years
discussing retesting for giftedness
in regards to post secondary
education.

Appendix A: Template for a Suggested IEP Form

57