INDIVIDUAL EDUCATION PLAN

Reason for Development of IEP X Student identified as exceptional by IPRC

NAME: Roberta Gladson

Student not formally identified but requires special education program/services including modified/alternative learning expectations and/or accommodations

Name Roberta Gladson Sc$ool Student I",

Gender ! Panacea +lementary Sc$ool --./0&( Principal

"ate of #irt$ %uly &&' ())* 1rs2 3illems

Current Grade/Special Class ( 1ost Recent IPRC "ate %anuary / +xceptionality 4earning "isability IPRC Placement "ecision 5c$ec6 one7
Regular Class 3it$ Indirect Support Regular Class 3it$ Resource 8ssistance X Regular Class 3it$ 3it$dra:al 8ssistance Special +ducation Class 3it$ Partial Integration Special +ducation Class !ull 9ime

Assessment Data: 4ist relevant educational' detailed medical/$ealt$ 5$earing' vision' p$ysical' neurological7 psyc$ological' speec$/language' occupational' p$ysiot$erapy' and be$avioural assessments2 Information Sour e Date Summar! of Results ;ineland 9est September (< = Roberta $as an adaptive age of <2* :$ic$ is normal 3ISC=I; September (< = Roberta $as a full I> score of &)& :$ic$ is average 3R89=September (< - .0 Reading - /- Spelling - ?- 8rit$metic - $er p$onic s6ills and letter=sound associations are not developed 5non=reader7 #ender Gestalt September (< - /2)=/2. age level in visual motor integration - s$e too6 longer to finis$ t$e test t$en most students :ould - fine motor s6ills are belo: average - (.t$ percentile in s$ort=term auditory and visual memory processing s6ills :$ic$ is a bit be$ind t$e average but not significantly Areas of Stren"t# Areas of Nee$ - .)t$ percentile in intra=individual memory in ;isual=@ral and 8ural=3ritten 5normal level7 - reading s6ills - average social and emotional s6ills - :ays to stay on tas6 and focused - capable of adapting to ne: situations - spelling s6ills - art s6ills - printing/:riting - good :it$ detail - motivation to complete :or6 - at or above grade level mat$ematics s6ills - p$onic s6ills/letter=sound associations - friendly' cooperative - good at learning t$roug$ visual/auditory means - fine motor s6ills - s$ort term auditory and visual memory - average oral communication and vocabulary processing s6ills s6ills - visual=oral and aural=:ritten memory - $ig$ self esteem SpecialiAed Bealt$ Support Services/Personal Support Required Ces 54ist #elo:7 X No

Stu$ent%s Stren"t#s an$ Nee$s:SubDects' courses' or alternative programs to :$ic$ t$e I+P applies Identify eac$ as 1odified 51@"7' 8ccommodated only 58C7' or 8lternative 58497
&2 (2 -2 *2 .2 Reading S6ills 3riting S6ills 1@ X " 1@ X " 1@ " 1@ " 1@ " 8 C 8 C 8 C 8 C 8 C 849 849 849 849 849 /2 02 <2 ? &)2 1@ " 1@ " 1@ " 1@ " 1@ " 8 C 8 C 8 C 8 C 8 C 849 849 849 849 849

Elementar! Pro"ram E&emptions or Se on$ar! S #ool Compulsor! Course Su'stitutions Ces 5+ducation rationale No required7 X

Student is currently :or6ing to:ard t$e attainment of a

@ntario Secondary Sc$ool "iploma @ntario Secondary Sc$ool Certificate Certificate of 8ccomplis$ment

N/8

8ccommodations 58ssume common to all subDects unless indicated7

Instructional 8ccommodations - 8ssistive tec$nology 5EurA:eil7 - Reinforcement incentives for completing :or6 - 9actile tracing strategies to $elp :it$ :riting - Note ta6ing assistance - Repeat directions = Give immediate feedbac6 on assignments +nvironmental 8ccommodations - Space to use EurA:eil on computer - 8lternative :or6 space :$en :it$ +8/Resource 9eac$er = Preferential Seating 8ssessment 8ccommodations - Computer :it$ EurA:eil program - Re:ards for completing :or6 5& stic6er eac$ day for a :ee6 F &. minutes free time on !riday7 - ;erbatim scribing - Prompts to return studentGs attention to tas6 = +xtend time to complete assignments

IndividualiAed +quipment

X Ces 54ist #elo:7

No

- Computer :it$ EurA:eil program

8ccommodation and +xemptions for Provincial 8ssessments

8ccommodations

Ces 54ist #elo:7

X No

Student I", --./0&( X No

+xemptions

Ces 5State educational rationale7

Roberta $as difficulty reading at $er grade level2 9o be completed for eac$ subDect/course :it$ modified expectations and/or alternative expectations2 SH#%+C9/C@HRS+/849+RN89I;+ PR@GR81 Reading S6ills
Current 4evel of 8c$ievement Grade & Curriculum Grade 4evel Grade ( Current 4evel of 8c$ievement for 8lternative Program N/8

Spe ial E$u ation Pro"ram

8nnual Program Goal5s7 8 goal statement describes :$at a student can reasonably be expected to accomplis$ by t$e end of t$e sc$ool year in a particular subDect' course or alternative program2
&7 #y t$e end of t$e year' Roberta :ill be able to read and compre$end at a grade ( level :it$ minimal assistance2

Learnin" E&pe tations 5Eno:ledge and/or s6ills to be assessed by reporting period' including Grade level7

Tea #in" Strate"ies 54ist only t$ose t$at are different for t$is student and specific to t$e learning expectations for t$e subDect/course/alternative program7

Assessment Met#o$s 5!or expectations for eac$ reporting period7

9erm ( Roberta :ill &7 #egin :it$ recalling Grade & reading material t$at $as been read to $er2 3or6 up to:ards a Grade ( level2 &7 Roberta :ill use t$e EurA:eil program for reading passages' as :ell as vocabulary and compre$ension questions2 Roberta :ill listen to t$e passage :it$ $eadp$ones2 Roberta :ill follo: along :it$ t$e assistance of 1r2 !is$er2 Roberta :ill verbally ans:er t$e questions and 1r2 !is$er :ill scribe t$em for $er2 (7 Roberta :ill :or6 :it$ 1r2 !is$er for one=on=one assistance eac$ day as a part of t$e Iat ris6J program2 S$e :ill use materials at $er functional level to improve $er reading level2 -7 Roberta :ill use EurA:eil to $ave t$e story read to $er2 S$e :ill $ave 1r2 !is$er scribe $er ideas about t$e setting' plot' c$aracters etc2 9$is :ill allo: bot$ 1s2 1etK and 1r2 !is$er to monitor $er compre$ension2 @nce s$e is successful in $er Grade & level stories compre$ension using EurA:eil' s$e :ill attempt to read t$em and :rite $er ans:ers on $er o:n2 @nce s$e can successfully do t$is s$e :ill move bac6 to EurA:eil :$ere s$e :ill $ave Grade ( level stories read to $er2 @nce s$e is successful in $er compre$ension of t$ese stories s$e :ill :or6 to:ards reading and :riting $er ans:ers :it$ little support2 &7 C$ec6list/"ata Collection

(7 3or6 for () minutes eac$ day using materials at $er level to improve $er reading s6ills2

(7 8necdotal Records

-7 Complete a grap$ic organiAer describing a story at a Grade & level and :or6 to:ards a Grade ( level story2

-7 Rubric

Spe ial E$u ation Pro"ram Student I", --./0&( 9o be completed for eac$ subDect/course :it$ modified expectations and/or alternative expectations2
SH#%+C9/C@HRS+/849+RN89I;+ PR@GR81 3riting S6ills
Current 4evel of 8c$ievement Grade & Curriculum Grade 4evel Grade ( Current 4evel of 8c$ievement for 8lternative Program N/8

Roberta $as difficulty :riting at $er grade level2 8nnual Program Goal5s7 8 goal statement describes :$at a student can reasonably be expected to accomplis$ by t$e end of t$e sc$ool year in a particular subDect' course or alternative program2
= #y t$e end of t$e year Roberta :ill be able to :rite at a grade ( level2
Learnin" E&pe tations 5Eno:ledge and/or s6ills to be assessed by reporting period' including Grade level7 9erm ( Roberta :ill &7 #egin spelling at a Grade & level' moving to:ards a Grade ( level2 &7 Roberta :ill :or6 :it$ 1r2 !is$er for () minutes eac$ day on $er :riting of simple sig$t :ords and $er name2 S$e :ill eventually move to:ards spelling Grade t:o level :ords2 S$e :ill be tested eac$ !riday on t$e :ords s$e $as learned for t$e :ee6 to see :$et$er or not s$e can :rite t$em correctly2 (7 @nce Roberta recogniAes and can use sig$t :ords appropriately' s$e :ill :or6 to:ards :riting sentences based on t$e :ords s$e $as learnt2 S$e :ill start by doing t$is :it$ Grade & level :ords' and :or6 to:ards incorporating Grade ( level :ords as :ell2 -7 Roberta :ill brainstorm $er ideas' using a mind map to sort t$em out2 S$e :ill t$en :or6 t$roug$ t$e :riting process :it$ t$e assistance of 1r2 !is$er :$en needed2 S$e :ill first :rite a roug$ copy and loo6 over it for mista6es2 S$e :ill t$en complete a good copy of t$e letter2 9$is :ill $opefully be assessed at a Grade ( level by t$e end of t$e year2 &7 C$ec6list/"ata Collection Tea #in" Strate"ies 54ist only t$ose t$at are different for t$is student and specific to t$e learning expectations for t$e subDect/course/alternative program7 Assessment Met#o$s 5!or expectations for eac$ reporting period7

(7 3rite sentences based on 6no:n sig$t :ords2

(7 C$ec6list/ "ata Collection

-7 3rite a simple letter2

-7 Rubric

IEP Develope$ '!:

Staff 1ember Position

Sour es Consulte$ in t#e Development of t#e IEP: ( #e )*

IPRC Statement of "ecision 5if applicable7 X Provincial Report Card Previous I+P Parents/Guardian X Student @t$er 54ist #elo:7 @t$er Sources

1rs2 1atK = Grade ( 9eac$er 1rs2 3illems = Sc$ool Principal 1r2 !ritA = Special +ducation 9eac$er 1r2 !is$er = Classroom +8

Date of Pla ement in Spe ial E$u ation Pro"ram: (sele t an$ appropriate option an$ provi$e $ate*
X &7 !irst day of attendance in ne: special education program (7 !irst day of t$e ne: sc$ool year or semester in :$ic$ t$e student is continuing in a placement -7 !irst day of studentGs enrollment in a special program t$at $e/s$e begins mid=year or mid=semester as a result of a c$ange in placement "ate of Placement %anuary Completion "ate of I+P "evelopment P$ase
53it$in -) sc$ool days follo:ing t$e "ate of Placement7

!ebruary *

Transition Plan: !or Student :$o are &* years of age or older' unless solely identified as gifted2 9ransition Goal Specific Goal5s7 for 9ransition to Postsecondary 8ctivities N/8 8ctions Required Name of Person5s7 Responsible for 8ctions Implementation an$ Monitorin": +uman Resour es: (Tea #in",non-tea #in"* Include service' initiation date' frequency or intensity' and location2

9imelines

- 1r2 !ritA :ill continue to see Roberta for () minutes a day' four times a :ee6 in t$e Resource Room for t$e Iat ris6 programJ2 9$is :ill be implemented on %anuary ()2 - 1r2 !is$er :ill :or6 :it$ Roberta eac$ day during t$e language bloc6 on t$e EurA:eil program in t$e resource room2 Progress on t$e program :ill be reported every ot$er !riday2 9$is :ill be implemented on %anuary ()2 = 1rs2 1atK and 1r2 !ritA :ill refer Roberta for furt$er assessment to see if s$e does also $ave 8"B"2 9$is :ill be completed by !ebruary &*2 Results :ill be s$ared :it$ everyone involved in t$e I+P process and t$e I+P :ill be altered if necessary2 - 1rs2 1atK and 1r2 !ritA :ill refer Roberta for furt$er assessment by t$e Reading and 3riting Clinician by !ebruary &*2 Results :ill be s$ared :it$ everyone involved in t$e I+P process and t$e I+P :ill be modified if necessary

Evaluation Reporting "ates

N/8

%anuary Provin ial Report X Car$ 5Required if student $as modified expectations and/or accommodations only7

%une Alternative Report

Reporting !ormat 5please c$ec67

Lo" of Parent,Stu$ent Consultation an$ Staff Revie.,Up$atin" Date A tivit! 5Indicate Parent/Student Consultation or Staff Revie:7

Out ome

&7 %anuary /

&7 IRPC 1eeting

&7 It is decided t$at Roberta $as a learning disability and needs an I+P formed2 (7 Roberta receiving assistance and modified program2 -7 I+P modified to RobertaGs needs

(7 %anuary () -7 !ebruary &* *7 1arc$ ()

(7 I+P implemented -7 Staff Revie: *7 Parent/Student Consultation

*7 1erry Gladson is pleased :it$ RobertaGs progress and is assisting as muc$ as s$e can at $ome2 .7 Roberta $as progressed extremely :ell2 S$e is almost up to t$e Grade ( level2 I+P s$ould be continued next year to ma6e sure s$e continually $as success2

.7 %une & .7 I+P final revie: and consultation :it$ parent

T#e Prin ipal #as t#e le"al re/uirement to implement an$ monitor t#e IEP0 9$e plan $as been developed according to t$e 1inistryGs standards' addresses t$e studentGs strengt$s and needs' and t$e learning expectations :ill be revie:ed and student progress monitored at least once every reporting period2 PrincipalGs Signature 1rs2 3illems "ate %anuary ()

Parent/Guardian/Student Involvement X I :as consulted in t$e development of t$is I+P I declined t$e opportunity to be consulted in t$e development of t$is I+P I $ave received a copy of t$is I+P

Parent/Guardian/Student Comments I am pleased :it$ t$e communication bet:een t$e sc$ool and myself2 I $ope t$at Roberta :ill progress to t$e appropriate Grade ( level by t$e end of t$e year2

Parent/Guardian Signature

1s2 1erry Gladson

"ate

%anuary (&

Student Signature
5If &/ or older7

"ate