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IPP Template
Administrative Information
School History
Wyatt has been diagnosed with Attention Deficit/Hyperactivity Disorder - Combined Type, Moderate Range, as well
as Oppositional Defiant Disorder, Moderate Range. He takes 40 mg of Biphentin prior to attending school, which has
proven to help him stay on-task, as well as be less fidgety and disruptive.
Wyatt is prone to breaking bones due to his recklessness on playgrounds. He also suffered an early childhood head
trauma which resulted in a concussion.
September, Occupational Therapy Report identifies mild delays in overall fine motor skills.
2009 Assessment
September, Speech-Language Report indicates mild expressive language delay and significant
2009 Pathology Assessment pragmatic language difficulties.
Report states articulation and receptive language skills are age-
appropriate.
May, 2015 Psychoeducational Report affirms High Average FSIQ; Average verbal comprehension;
Assessment (BASC-2 Very High perceptual reasoning; Average working memory; Average
Structured Development processing speed.
History, WISC-IV, Report affirms High Average to Very High oral language skills;
WIAT-III, TEA-Ch, Average reading skills; Average writing skills; High Average to Very
NEPSY-II, CEFI, K- High math skills.
SADS-PL); conducted by Report provides a diagnosis of Oppositional Defiant Disorder
Dr. Steven Jones, (Moderate Range) and reaffirms prior diagnosis of Attention
Registered Psychologist Deficit/Hyperactivity Disorder – Combined Type (though clarifies
Moderate Range).
Report Cards
Most recent report cards indicate Good (3) to Excellent (4) achievement of grade level expectations across all areas.
Teacher comments indicate strengths in math and anything related to technology, but notes that Wyatt would benefit
from additional attention spent on organizing his personal belongings, interacting with peers and adults, maintaining
his personal space during peer interactions, understanding the feelings of his peers, expressing empathy for his actions,
and complying with adults’ requests.
IPP Assignment Template 3
Wyatt briefly attended preschool, and it was here that he was first diagnosed with ADHD. Wyatt began receiving
ongoing IPP support shortly after beginning Kindergarten at C. P. Blakely.
Curriculum-Based Measurement
Wyatt has never received curriculum-based measurement related to academic skills. However, Mrs. Mertens and his
Grade 3 teacher began regular progress monitoring of his behaviour late last year through a positive behaviour support
plan and the use of the AIMSweb Behavior program to systematically collect data and monitor his progress.
Student Strengths
Relaxation and coping strategies for when things don’t go according to his expectations
Strategies to remain focused on tasks that are less engaging, stimulating, and contextual
Replace behaviours as an alternative to his hyperactivity/impulsivity (e.g. remaining seated in the classroom,
waiting for his turn, squirming in his seat, blurting out answers, interrupting)
Further development of executive functioning skills, such as organization, planning, attention, self-monitoring,
inhibitory control, and emotional regulation
Strategies to improve editing and proofreading
Additional assistance with learning accepted social norms and applying these to everyday situations
Provide Wyatt with social scripts to help navigate scenarios, and allow time to read these/practice role-playing
them with another individual
Wyatt will be able to calmly navigate Acting similarly to a student February 15, 2016
a simulated, teacher-led classroom interview that Wyatt knows will be Achieved.
situation taken directly from his coming, the teacher will assess Wyatt
social scripts with 90% accuracy by on the following criteria: remaining
February 15, 2016. calm upon getting the bad news,
sticking to the script, and
independently making appropriate
use of the classroom “Cool-Down”
centre.
Wyatt will be able to appropriately The classroom teacher will watch for June 1, 2016
respond to unexpected events in daily Wyatt’s use of the “Cool-Down” Achieved.
classroom activities 90% of the time centre and briefly interview him and
by June 1, 2016. the peer(s) involved in the situation
each time; between these verbal
recollections and any personal
observations, the teacher will assess
how Wyatt handled the situation and
give him a token reward if his
reaction was appropriate, and then
document all occurrences in a chart
that is accessible to Wyatt.
Wyatt will remember to check his The classroom teacher will use an November 2, 2015
visual schedule before class and observation checklist to monitor Achieved.
during transitions with 90% accuracy Wyatt’s use of his visual schedule
by November 2, 2015. before class begins and for each
transition, which will be coupled with
Wyatt checking off each section of
his schedule as the day progresses;
Wyatt’s schedule will be randomly
compared to the checklist to ensure
that he isn’t simply checking off his
schedule arbitrarily.
Wyatt will be able to transition The classroom teacher will use a February 15, 2016
between tasks on his schedule, timer to see if Wyatt can complete his Achieved.
putting all previous materials away transitions within the expected time
neatly in their proper place and frame, and will also randomly check
retrieving all items needed for next to see if Wyatt’s desk materials are
task, within a 6-minute time period organized; these will both be
60% of the time by February 15, recorded in an observation checklist.
2016. Wyatt will also keep a reflective
journal regarding how he felt his
daily transitions went, what he felt he
did well, and what he felt he could
improve on.
Wyatt will be able to transition The classroom teacher will use a June 1, 2016
between tasks on his schedule, timer to see if Wyatt can complete his Achieved.
putting all previous materials away transitions within the expected time
neatly in their proper place and frame, and will also randomly check
retrieving all items needed for next to see if Wyatt’s desk materials are
task, within a 4-minute time period organized; these will both be
90% of the time by June 1, 2016. recorded in an observation checklist.
Wyatt will also keep a reflective
journal regarding how he felt his
daily transitions went, what he felt he
did well, and what he felt he could
improve on.
Wyatt will likely be remaining at C. P. Blakely School for the next few years. During this time, development of social
interaction skills and replacing hyperactive, impulsive behaviours with alternative, positive behaviours will be part of
his regular classroom instruction in order to prepare him for middle school.
Due to Wyatt’s ADHD, he struggles with executive functioning skills that affect him both socially and academically.
Mr. Hodge will work with Wyatt to develop new behavioural expectations, such as organizing materials independently
and taking deep breaths to control his emotions, as these will help him with classroom transitions throughout the day.
In addition, a visual schedule will be provided to Wyatt in order to increase compliance when transitioning between
tasks. Mr. Hodge will make a conscious effort to keep consistency between this visual schedule and daily class
routines so that Wyatt always knows what to expect. Along with this, Mr. Hodge will give advanced notice of an
absence whenever possible and work with Wyatt to create a coping plan. Mr. Hodge will also ensure that the substitute
teacher is briefed on Wyatt’s needs and accommodations.
Year-End Summary
*IPP template modified from Alberta Education (2006). Alberta Education (2006).
Individualized program planning (IPP) ECS to grade 12: Working through the IPP
process.