INDIVIDUAL EDUCATION PLAN

Steve Ghikadis & Jennifer Andrusyszyn

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:

James Arsenault

Gender:

Date of Birth:

March 8th,
2005

School:
Spork Elementary
Student ID#:
204536
Principal: Mr. Wagner
Current Grade/Special Class:
Grade 4
School Year: 2014-2015
Most Recent IPRC Date:
Nov. 1st, 2014
Date Annual Review Waived by Parent:
Exceptionality: Learning Disability
IPRC Placement Decision: (check one)
x

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, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source
Psycho-Educational
Evaluation Report

Date
Oct 15, 2014

Summary of Results
Report indicates a learning disorder in reading.

Students Strengths and Needs:

Areas of Strength
Using contextual cues during reading
Recognize words with pictures
Short-term memory
Drawing and visual motor integration
Social skills
Kinesthetic learning style

Areas of Need
Reading comprehension
Decoding words
Attention skills
Long-term memory
Phonological processing

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
Social Studies
Science
Math
French

X MOD
MOD
MOD
MOD
X MOD

AC
X 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

Visual cueing

Non-verbal signals

Extra time for processing

Read instructions

Speech-to-text

Environmental Accommodations

Alternative workspace

Proximity to instructor

Minimizing of background
noise

Assistive devices or
adaptive equipment

Assessment Accommodations

Oral responses

Alternative settings

Assistive technology,
such as speech-to-text
software

Accommodation and Exemptions for Provincial Assessments:

Accommodations:

Exemptions:

Yes (List Below)

Yes (State educational rationale)

No

No

Special Education Program

Student ID# 204536

To be completed for each subject/course with modified expectations

and/or alternative expectations.
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: D
Curriculum Grade Level: 3 (mod)

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.
Reading
James will read words with two or more syllables at 70% accuracy. He will understand and comprehend
grade 3 texts with 80% accuracy.
Writing
James will demonstrate writing two or more syllable words at a grade 3 level with 70% accuracy. He will
write structured sentences with 75% accuracy.
Learning Expectations
(Knowledge and/or skills to be
assessed by reporting period,
including Grade level)
Term 1:

Teaching Strategies
(List only those that are different for
this student and specific to the
learning expectations for the
subject/course/alternative program)
Term 1:

Assessment Methods
(For expectations for each reporting
period)
Term 1:

Grade 3 Reading
- Predict the meaning of and solve
unfamiliar words using graphophonic
(phonological and graphic) cues.
(Modified through only including
graphophonic cues and not including
semantic and syntactic cues).

Grade 3 Reading
- Breaking down the word to read and
recognize familiar combinations of
letters or words to understand the
meaning.

Grade 3 Reading
- Read aloud
- Checklist

- Read a variety of literary texts.

- Use different texts with different

syllable words to be able to sound out
unfamiliar words as student reads.

- Guided reading

- Read many high-frequency words

and many regularly used words in a
variety of reading contexts. (Reading
many high-frequency/regular words
rather than most).

- Have the student become familiar

with the word and provide prompts to
recognize the high-frequency/regularly
used word to remember for the future.

- Checklist

- Express personal opinions about

ideas presented in texts.

- Discuss opinions after reading the

text that could be relatable to the
material in the text and why they are
relevant.

- Discuss with teacher

- Read appropriate texts with

expression to convey the sense of the
text readily to the reader and an
audience.

- Talk about the how the author is

feeling writing the text and use voices
to convey this feeling.

- Describe feelings

- Demonstrate an understanding of a
variety of texts by identifying important
ideas and some supporting details.

- Have the students read an easier

text to assist with prompts for the main
idea and supporting details.

- Verbal reading

Grade 3 Writing
- Vary sentence structures and

- Learn and become familiar with

- Write a short paragraph

maintain continuity by using joining

words to combine simple sentences
and using simple words that indicate
time and sequence to link sentences.
(Modified -Words can be simple).

simple words (with two or more

syllables) to help join ideas when
writing multiple sentences. Practice
writing some sentences that flow
together.

- Use simplistic words and phrases

that will help convey their meaning.
(Modified-Does not have to be very
specific, but simplistic words).

- Learn words and phrases that will

help convey a certain idea. The
student will practice and become
familiar with these words.

- Write sentences

- Write short texts using a single form.

(Modified-not a variety of forms).

- Introduce type of text to student

learning about the structure. Practice
writing this short story.

- Short story

- Establish a personal voice in their

writing, with a focus on words to
convey their attitude towards the
subject. (Modified through not using
concrete words but just personal
voice).

- Discuss the voice of a text and how it

relates to the writing/words that were
used to convey the voice.

- Write a short text

- Spell familiar words correctly.

- Practice spelling familiar words.

Create a word wall.

- Spelling tests

- Spell most unfamiliar words using a

simple strategy. (Modified-not a
variety of strategies).

- Use phonics to sound out words.

Also use recognition of sounds/
symbols within words to sound out the
full word if unfamiliar. Recognize
patterns within sounds.

- Spelling within paragraphs and

written work

IEP Developed by:

Staff Member
Mr. Sarasa
Madame Frenchy
Mr. Fritz
Mrs. Whyte

Sources Consulted in the Development of

the IEP: (check)
Position
Classroom Teacher
French Teacher
Educational Assistant
Special Education
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

Date of Placement:
November 1, 2014
Completion Date of IEP Development Phase:

November 25, 2014

(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
Gain confidence in his ability to read and write in Language.
Actions Required
Join an extra curricular team
or club outside of school time
to gain confidence and social
skills.

Name of Person(s) Responsible

for Actions
Coach or teacher would approach
him. Grandparents would
encourage him to participate/join.

Timelines
September and January for
teams, any month for clubs
or activities.

Human Resources: (Teaching/non-teaching)

Include service, initiation date, frequency or intensity, and location.

Direct Support/withdrawal, Educational Assistant, Nov. 25, 2014, 60 minutes/day, special
education room.

Evaluation
Reporting Dates:
Reporting Format: (please check)

Feburary 14, 2015

June 15, 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)
February 20, 2015
Parent Teacher Interview.
Grandparents will review and
sign IEP.
June 20, 2015

Parent Teacher Interview.

Grandparents will review and

sign IEP.

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)