Individual

Education Plan

IEP

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

Name:

Lina Jaber

School:

Maple Grove Elementary School

Student OEN/MIN:

Gender: F

012346812

Current Grade/Special Class:

Most Recent IPRC Date:
Exceptionality:

Principal:

Grade 3

15/09/2015

Date of Birth: 24/09/2007

Ashley Dickson
School Year:

2016-2017

Date Annual Review Waived by Parent/Guardian:

30/09/2015

Behaviour

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
Functional Behavioural Assessment

Date
01/10/2015

Multiple Intelligences Survey

16/09/2015

Psychoeducational Assessment

14/05/2015

Audiological Assessment
Physician

22/11/2014
06/02/2014

Summary of Results
Report provides a confirmed diagnosis of
Oppositional Defiant Disorder.
Information indicates strong tactile and visual
learner.
Information indicates possible Oppositional Defiant
Disorder (ODD); average cognitive ability; reading,
writing and math skills are age-appropriate.
Auditory processing within average range.
Diagnosis of Attention Deficit Hyperactivity Disorder

STUDENTS STRENGTH AND NEEDS

Areas of Strength
Visual learning skills
Tactile learning skills
Fine motor skills
Expressive language - oral

Health Support Service/Personal Support Required

Areas of Need
Attention skills
Self-regulatory skills
Organizational skills
Emotional regulation skills
Literacy skills (reading and writing)
Mathematics skills

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.
2.
3.
4.
5.

Social Skills
Literacy
Math
Social Studies
Science

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

6.
7.
8.
9.
10.

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

MOD

AC

ALT

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 students exceptionality
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

Agreed upon nonverbal

cues to redirect focus
Positive reinforcement
chart
Provide choice (including
kinesthetic options where
possible) for assessment
and learning tasks
Provide clear expectations
Communication book
between parents and
teachers

Individualized Equipment

Environmental Accommodations

Assessment Accommodations

Quiet spot provided when

needed to self-regulate
Sensory bottles and fidget
toys located in labelled bin
Break out location (Library)
available when student
indicates she is frustrated
Frequent breaks
Strategic seating on carpet
and at desk

Yes (list below)

Alternative setting available

Verbatim scribing
Computer options available
for choice in assessment
Oral answers accepted

No

Balance therapy cushion

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessment applicable to the student in the current school year:

Accommodations:
Yes (list below)
No
Alternative setting for EQAO

Exemptions:

Yes

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:

012346812

Alternative Program: Self-Regulation Skills

Current Level of Achievement:

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

NA
Grade 3

Current Level of Achievement for Alternative Program:

NA

Student requires support to set individual goals and

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

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 Grade 3, will set individual goals and monitor her progress in achieving them with
minimal assistance from the teacher. Lina will be able to identify learning opportunities, choices and
strategies to meet her needs and achieve her goals for the year. She will be able to consistently use
self-regulation techniques during times of distress and refer to specific strategies and techniques
acquired throughout the year.
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)

Lina will set her own individual

goals and monitors progress
towards achieving them.

Goal setting meetings will occur

in September, December,
March, and June, with Lina and
Resource Teacher.

Goal Setting page

Anecdotal records

Lina will seek clarification or

assistance when needed.

Agreed upon non-verbal cues

will be observed and followed
through during classroom
instruction.

Checklists for frequency

Anecdotal records
Oral conversations

Clear expectations and

directions will be given for
tasks.

Checklists

Teacher will monitor Linas

initiative and attention to task
through proximity.

Anecdotal records

Explicit teaching of coping

techniques and breathing
strategies.

Sandford Self
Regulation
Questionnaire
(beginning, middle, and
end of year)
Anecdotal records
Multiple Intelligences
Survey
Interest Inventory for all
subjects
Checklists

Lina will assess and reflect

critically on her own strengths,
needs, and interests.

Lina will identify learning

opportunities, choices, and
strategies to meet personal
needs and achieve goals.

Explicit instruction and roleplay

on techniques involved in selfregulation and when they are to
be used.
Goals are referred to frequently
through ongoing tasks.

Lina will persevere and make an

effort to use previously learned
techniques when responding to
challenges.

Visible anchor charts with Lazy 8

breathing, Kelsos Choices, and
Zones of Regulation posted
within her eyeline.
Use of the language and
vocabulary involved in selfregulation will happen
consistently.

Anecdotal records
Frequency checklists
Daily Log

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:

012346812

English Language: Reading and Writing

Current Level of Achievement:

Prerequisite course (if

applicable)
Letter
grade/Mark
Curriculum grade level

Current Level of Achievement for Alternative Program:

NA

PM Benchmark Level 3
Dolch Sight Words Grade 2 (55%)

Level 2
Grade 3 (Modified)

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.

Lina will show improved decoding and comprehensions skills to be successful in 80% of the Grade 3
curriculum expectations in Reading; and show improvement in her ability to generate, organize, and
write her ideas to a late Grade 2 exemplar in Writing.
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)

Reading
Comprehension Strategies (1.3)
Lina will identify a variety of
reading comprehension
strategies and use them
appropriately
before, during, and after reading
to understand texts.
Using context clues
Reading for meaning

Provide a reading
comprehension visual aid for
Lina during guided reading
times.

Oral
assessment/interview/questions

Structure guided reading to

focus on one key skill for longer
periods of time.

Demonstrating Understanding
(1.4)
Lina will demonstrate
understanding of fiction and nonfiction books by identifying
important ideas and some
supporting details.

Providing Lina with a graphic

organizer and scribing her
responses.

Anecdotal/observations
Checklists

Extending Understanding
(1.6)
Lina will extend her
understanding of texts by
connecting the ideas in them to
her own knowledge and
experience, to other familiar
texts, and to the world around
her.

Provide Lina opportunities to

make connections during
guided reading time.

Recordings
Checklists
Rubrics

Teacher modelling of the

strategy.

Responding to and Evaluating

Texts (1.8)
Lina will express personal
opinions about ideas
presented in texts.

Ensure Lina is asked to reflect

often during guided reading
time or shared reading.

Checklists
Modified rubric

Sight Words
Lina will identify at least 75% of
the Dolch High Frequency words
for the Grade 2 level.

Provide a take-home list of the

sight words (paper or on a ring)
for her to practice at home.

Checklist

Resource teacher will practice

with Lina frequently.

Writing
Developing Ideas (1.2)
Lina will independently generate
ideas about a potential topic,
using a variety of strategies and
resources.

Provide time for generation.

Modified rubric

Provide Lina with a variety of

simple graphic organizers.
Explicit modelling of a simple 3
point story.

Classifying Ideas (1.4)

Lina will sort ideas and
information for her writing using
graphic organizers.

Provide graphic organizers.

Checklist
Anecdotal records

Form (2.1)
Lina will write short texts using a
variety of forms.

Provide opportunities for Lina

to use technology to write these
texts.
Allow modified expectations in
terms of length.
Provide Lina with Grade 2
writing exemplars and analyze
together.
Provide Lina with a 5 Star
Writing visual aid to help form
and presentation.

Modified rubric

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:

012346812

Math

Current Level of Achievement:

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

Level 2+
Grade 3 (Modified)

Current Level of Achievement for Alternative Program:

NA

Grade 2 June Report Card listed Level 1 for all

strands of Mathematics, except Space and Shape
with Level 2.

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.

Lina will achieve 75% of the expected Grade 3 curriculum expectations in all Math stands by the end of
Grade 3.
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)

Number Sense and Numeration

Lina will be able to:
read, represent,
compare, and order
whole numbers to 1000
solve problems involving
the addition and
subtraction of single digit
and simple two-digit
numbers

Checklists
Performance assessment
Oral assessment
Modified Rubric
Anecdotal observations
Use of online task to
demonstrate ability in a one on
one setting.

Measurement
Lina will be able to:
estimate, measure, and
record length, perimeter,
area, mass, capacity,
time, and temperature,
using standard units.

Checklists
Performance assessment
Oral assessment
Anecdotal observations
Modified Rubric

Measurement
Lina will be able to:
compare twodimensional shapes and
three-dimensional figures
and sort them by their
geometric properties;
describe relationships
between twodimensional shapes, and

Checklists
Performance assessment
Oral assessment
Anecdotal observations
Modified Rubric

between twodimensional shapes and

three-dimensional
figures.
Patterning and Algebra
Lina will be able to:
describe, extend, and
create a variety of
numeric patterns and
geometric patterns.

Checklists
Anecdotal observations
Performance assessment
Oral assessment
Modified Rubric

Patterning and Algebra

Lina will be able to:
collect and organize
categorical or discrete
primary data and display
the data using charts and
graphs, including vertical
and horizontal bar
graphs, with labels
ordered appropriately
along horizontal axes, as
needed;
read, describe, and
interpret primary data
presented in charts and
graphs, including vertical
and horizontal bar
graphs.

Checklists
Anecdotal observations
Performance assessment
Oral assessment
Modified Rubric

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Activity
(Indicate parent/student
consultation or staff review)

Date
October 15,
2015

Outcome

Meet the Teacher Night

Parents expressed satisfaction with the

implementation of Linas IEP and are
happy with her transition to Grade 3.

September 30, Revision and Review of the IEP

2015

Parents are happy with the revisions to

Linas IEP in regards to her additional
alternative program plan.

September 15, Annual IPRC Review Meeting

2015

Parents concerned with Linas social skills

and requested meeting with the Resource
teacher re. alternative programming in
social skills.

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

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
Students Name

Lina Jaber

OEN/MIN

012346812

Specific Goal(s) for Transition to Grade 4

Transition to Grade 4 without any agitation or distress.

Encourage continued review over the summer months
Facilitate familiarity with the Grade 4 environment to prevent anxiety.

Actions Required

Person (x)
Responsible for Actions

Timelines

Share visual aids used in Grade 3 with

Grade 4 teacher to ensure consistency
with Linas modifications.

Classroom Teacher

June 2016

Meeting with Grade 4 teacher to share

resources, techniques and strategies.

Classroom Teacher
Resource Teacher

June 2016

Visiting the Grade 4 classrooms, possibly

sitting in for the day to ease transition.

Classroom Teacher
Resource Teacher

Create Summer Bridge plan to prevent

loss of stamina and momentum.

Classroom Teacher
Resource Teacher

Beginning April 2016

By May 2016