IPP Template 1

Individualized Program Plan Assignment

Template

Group Assignment Confirmation Form: I confirm that I am aware of the entire contents
of this group assignment and that I have reviewed all group members’ contributions to
the assignment. I also acknowledge that each group member will be awarded the same
mark for this group assignment.

Group Member Names Laboratory Instructor Name

and Section Number

Natasha Gaspar

Brandon Ogle

IPP Template

Individualized Program Plan

Student Information

Student Name: Elsa Shiver

Date of Birth: August 6, 2003
Current School: Anna Frost Public School
Current Grade: 9
Name of Guardian 1: Jasmine Shiver
Name of Guardian 2: Oliver Shiver

Administrative Information
IPP Template 2

Alberta Special Education Code: 59

School Year Current IPP is Active For: September 2018 - June 2019
Primary/Homeroom Classroom Teacher for Current IPP: Mr. Garth
Special Education Coordinator: Mr. Walt

School History

Anna Frost Public School – Grade 7 to present

Sunnyville Elementary School – Grade 2 to grade 6
Pleasant Valley School – Kindergarten to grade 1

Medical Conditions that Impact Schooling*Entire section completed for Assignment Part A.

● Social Anxiety Disorder (with panic attacks)

● Asthma has resulted in coordination challenges, memory gaps, a continuous facial
twitch and reduced fine motor coordination in her hands due to lack of oxygen.
● Asthma has ongoing treatment with Qvar and Ventolin
● One eye is weaker; wears glasses as treatment. Will get headaches without.

Assessment Data (Specialized Assessment Results) *Entire section completed for Assignment
Part A.

Date Tests/Assessment Results

IPP Template 3

Feb Psychoeducational ● Demonstrated High-Average Verbal Reasoning,

2018 Assessment Visual Spatial Reasoning, Visual Fluid
(WISC-V, WIAT-III, VMI, Reasoning, Working Memory and Average
FAR, KTEA-3, CBRS, Processing Speed abilities.
MASC) ● Report information confirms average academic
functioning with some significant gaps in ability.
Elsa demonstrates average reading composite
skills. Low Average phonemic decoding
(19th%) and reading accuracy (21st %) but her
reading comprehension is in the Very High
Range (95th %) suggesting she uses inferential
abilities and background knowledge to make
educated guesses that fill in the gaps left at the
lower levels of processing
● She scored Low-Average to Average in written
expression, mathematics and math fluency
composites.
● Average skills in visual motor and visual
perception competencies but Low-Average
motor coordination.
● Self-reported anxiety score was in the Very-
Elevated range.
● Clinical diagnosis: Social Anxiety Disorder,
panic attacks, regular.
● Learning disability affecting reading, writing and
math.
● Performance fears and symptoms of
humiliation/rejection in the Very-Elevated range

Current Level of Performance and Achievement *Entire section completed for Assignment
Part A.
IPP Template 4

*List most recent report card information and informal assessments (e.g., reading inventories,
curriculum-based measurements). If no informal assessments available, indicate “none”.
Report Cards
Grade 9: Above 90% in Math, Social Studies, Science, Woodworking and in most areas of
Language Arts (77% in comprehending/responding critically to media). In comparison with
other areas, Physical Education is the area with the most room for improvement (Physical
Education – 63%).
Teacher comments describe Elsa as a diligent worker and skilled negotiator who is
compassionate, caring and forgiving. Elsa displays intense social anxiety (e.g., that inhibits her
from asking for support when she needs it and limits her participation for fear of rejection.
Elsa has cognitive abilities at or exceeding her age expectations. She struggles with the
foundational academic skills that allow her to learn and demonstrate her learning but with
support she is still able to get good grades. Physical Education can be challenging for Elsa at
times.
Curriculum-Based Measurement
No curriculum based measurements.

Student Strengths*Entire section completed for Assignment Part A.

*List student strengths here.

● High cognitive abilities
● Dedicated and hardworking
● Compassionate and forgiving
● Skilled negotiator
● High reading comprehension skills
● Above Average verbal reading skills and working memory

Student Areas of Need

IPP Template 5

*List student areas of need here.

● Planning and organizing her writing

● Support to identify academic and personal strengths to improve self concept.
● Strategies & techniques to brainstorm ideas and improve cognitive flexibility
● Strategies to recognize and reduce social anxiety and prevent panic attacks in typical
social interactions with groups of non-prefered people
● Additional time to process for reading, printing, mathematics, and fine/gross motor skills.
● Focus on process of work rather than product to help with perfectionism and fear of
failure (i.e., fixed mindset)

Required Classroom Accommodations

● Graphic organizer in order to aid in organizing writing and interpreting material

● Use and encourage positive self talk.
● Go to separate room to write tests
● Provision of specialized software apps surrounding anxiety management
● Additional time for tests and assignments
● Stress ball
● Alternative activities as needed-- regrouping into small supported groups for core
classes--Phys ed, Language Arts, Science, and Math
● Provide check-ins with assignments regularly and renegotiate time lines as needed
● Keep instructions short and simple and provide written reminders of tasks for processing
● Promote a growth mindset using Superflex training and mastery-oriented feedback

Long-Term Goal #1:

Elsa will independently and correctly use p/q and b/d in her writing four out of five times during
classroom work periods by June 29th, 2019.

Short-Term Objectives Assessment Procedures Progress Review

IPP Template
Elsa will correctly use p/q and
b/d in her written work 4/5
times with verbal and visual
prompting by March 15th,
2019
Elsa will correctly use p/q and
b/d in her written work with
verbal prompting 4/5 times by
May 15th, 2019.
6
Elsa will keep a collection of Achieved by March 15th,
written work samples in her 2019
portfolio available for her
teacher. Elsa’s homeroom
teacher will document the
frequency of correct use of p/q
in her writing and make note
of any patterns of
improvement.
Elsa will keep a collection of Achieved by by May 15th,
written work samples in her 2019
portfolio available for her
teacher. Elsa’s teacher will
document frequency of correct
use of p/q in her spelling and
make note of any patterns of
improvement or regression
IPP Template 7

Elsa will correctly use p/q and
b/d in her written work 4/5
times with no prompting by
June 1st, 2019.
Elsa will keep a collection of Achieved by by June 1st, 2019
written work samples in her
portfolio available for her
teacher. Elsa’s teacher will
document frequency of correct
use of p/q in her writing and
make note of any patterns of
improvement or regression

Strategies to Support Objectives:

As the visual prompt, use hand gesture reversal trick (put fists together with thumbs up. Turn
fists upside down with thumbs pointing down). As a verbal prompt say “b comes before d in the
alphabet” and “p comes before q in the alphabet." Moreover, it is important to note that between
all three short objectives, the scale of prompting gradually fades to which Elsa will be able to
independently and correctly print her p/q and b/d in her written work.

Long-Term Goal #2:

Elsa will incorporate preferred anxiety reducing strategies in the classroom at least once per
class period before, during or after group activities as needed by June 1st, 2019.

Short-Term Objective Assessment Procedure Progress Review

IPP Template
Elsa will select from 2 to 3
preferred anxiety reducing
strategies (introduced by the
teacher) that she can use when
in group activities by March
15th, 2019.
8
Teacher will introduce Elsa to Achieved by March 15th, 2019
two to three anxiety-reducing
strategies that Elsa can use
when working in groups. Elsa
will self-monitor by recording
on her laptop when heightened
anxiety or a panic attack
occurs, and which anxiety-
reducing strategy works best
for her in these moments.
During her event-recording,
Elsa will include a rating
which will describe how
helpful the strategy was for
her. On occasion, the teacher
will observe Elsa briefly when
she is practicing anxiety-
reducing strategies in group
activities. Moreover, the
teacher will follow-up with
Elsa bi-weekly in which Elsa
and the teacher will go over
her event-recording log
together. The teacher can offer
guidance as needed.
IPP Template
Elsa will implement her
preferred anxiety reducing
strategies during at least one
small group activity per week
by May 15th, 2019.
Elsa will use her most
effective anxiety reducing
relaxation strategies during 4
out of 5 small group activities
per week by June 1st, 2019.
9
Elsa will be encouraged to Achieved by May 15th, 2019
self-monitor and reflect by
journaling on her laptop. Elsa
will be encouraged to type out
and state which anxiety-
reducing strategy worked,
along with providing a
description of the context of
the group activity/dynamic as
well as any intrusive thoughts
she had prior to social
interactions.
Homeroom teacher will host a
student interview involving
Elsa and all of her teachers
every two weeks to track
progress on current goal. She
will be encouraged to review
her daily logging/journaling
with the team.
Homeroom teacher will Achieved by June 1st, 2019
continue to follow up with
Elsa by briefly checking in
with her every three weeks and
going over Elsa’s typed out
journal with her. Moreover,
homeroom teacher will
continue to connect with
Elsa’s other teachers when
additional follow-up is
required.
IPP Template 10

Strategies to Support Objectives:

Instruction on the importance of physical and mental health and self-care will be given to the
entire class. Homeroom teacher will allow Elsa to take tests in a separate room to reduce
distractions and anxiety.
Elsa’s workload and timelines will be negotiated to match her needs and resources. Teachers
should emphasize quality over quantity, mastery goals (taking risks, learning from mistakes and
mastering skills/content) over performance goals (e.g., getting the right answer, grades)
Utilize growth mindset language in the classroom (e.g., specific praise of student effort/work
strategy/learning process instead of general praise of the final product). Encourage challenge
seeking by create a learning environment that values failure and error-making. Encourage Elsa to
identify perfectionist tendencies and to engage in tasks in which perfection isn’t possible, like
drawing and art or free writing on her laptop. Teacher is to introduce and model a number of
anxiety reducing strategies for Elsa.
Encourage Elsa to journal a little everyday about her anxiety and typical anxiety-inducing social
situations, but also about her successes and improvements, even if minor. She may create a
separate success journal that showcases all of her accomplishments and progress. Encourage her
to articulate her intentions to implement a preferred strategy when confronted with anticipated
situations (e.g., by writing/typing: “If I’m feeling self-conscious, I will journal about the three
C’s” ) Below is a descriptor of the three C’s:
i) Catch your thoughts: Identify an anxious or catastrophic thought (e.g., I am stupid).
ii) Collect evidence: Think of evidence that supports or negates the thought. Remember: feelings
are not facts. Focus on the facts (Supporting evidence: I struggled with that last assignment;
Negating evidence: I’ve done well at everything else.)
iii) Challenge your thoughts: Have a debate with yourself. Did the evidence support that
thought?
Elsa should be encouraged to reflect on her competency by comparing her current level of
performance with her past performance (e.g., in her journal), rather than the performance of
others or their evaluations. Moreover, Elsa would benefit from using the Superflex curriculum--
using this social thinking program, Elsa will build awareness of her own thinking patterns and
social behaviors and learn strategies to improve self-regulation across a range of behaviors.
Give Elsa alternatives to public speaking in order to demonstrate her knowledge, such as online
discussion (e.g., google docs)
IPP Template 11

Long-Term Goal #3:

Without support, Elsa will utilize graphic organizers to guide her understanding and plan her
writing process in 4 out of 5 assignments by June 29th, 2019.

Short-Term Objectives Assessment Procedures Progress Review

With full support, Elsa will
select preferred graphic
organizers (introduced by her
homeroom teacher) and begin
utilizing them to guide her
understanding and plan her
writing on 3 out of 5 written
assignments by March 15th,
2019.
Elsa will select her favourite Achieved by March 15th, 2019
graphic organizer with the
guidance of her homeroom
teacher. Teacher will explain
the organizer’s rationale (e.g.,
that it can deepen her
understanding of learning
material and help the
organization of her ideas while
making critical/personal
connections). Elsa will get full
support from her teacher
during daily check-ins and
weekly conferencing.
IPP Template
With verbal prompting and
fading support, Elsa will
utilize her graphic organizer to
guide her understanding and
plan her writing process for 3
out of 5 written assignments
by May 15th, 2019
12
Her teacher’s will assess Achieved by May 15th, 2019
Elsa’s self efficacy based on
previous experience with full
support. Elsa will be
encouraged to use her graphic
organizer to plan her writing
with greater independence,
using her concept maps and
classroom notes as a model.
Elsa’s increased daily
independence will be assessed
during weekly conferencing.
Any improvements in Elsa’s
writing process, in terms of
time or support needed and
quality of demonstrated
understanding (according to
assignment rubric), will be
documented.
IPP Template
With minimal support, Elsa
will utilize graphic organizers
to guide her understanding and
plan her writing process for 4
out of 5 written assignments
by June 1st, 2019.
13
Her teacher’s will assess based Achieved by June 1st, 2019
on previous experience with
fading support. Elsa’s
increased independence and
competence will be assessed
during weekly conferencing.
Any improvements or
regressions in Elsa’s writing
process, in terms of time and
support needed and quality of
demonstrated understanding
(according to assignment
rubric), will be documented.
IPP Template 14

Strategies to Support Objectives:

Teachers will model use of graphic organizers for Elsa.
During instruction, teachers will guide Elsa’s active information processing, conceptual
understanding and the generalization of her learning by making background knowledge explicit,
highlighting key ideas, relationships and patterns. Teachers will supplement instruction with
visual illustrations and animations for timelines and processes.
Encourage whole class to utilize graphic organizers, (e.g., concept mapping), to guide
understanding of new material as well as brainstorm ideas and organize information for their
writing.
Teachers will provide Elsa a copy of full notes with images to illustrate concepts, along with a
concept map in which she can fill in the blanks.
For examples and resources for graphic organizers, including mind maps, concept maps,
timelines and writing outlines, visit: http://www.inspiration.com/visual-learning/graphic-
organizers
To support her fine-motor coordination difficulties, provide Elsa with alternative methods of
getting her ideas down into the graphic organizers, such as speech-to-text software. Also provide
her the alternative to demonstrate her understanding orally, in order to demonstrate her
knowledge while relying on her strengths.
To support her decoding difficulties, give Elsa the option of using text-to-speech software to
access information without having to rely solely on text.

Planning for Transition

IPP Template 15

Teachers should be aware of the following:

Elsa will be transitioning into Grade 10 in September of 2019. Strategies to ease this transition
for Elsa will include arranging an introduction between Elsa and her homeroom teacher prior to
the start of the school year. Due to Elsa’s past medical history; including her Social Anxiety
Disorder (with Panic Attacks), it is crucial that teachers monitor her overall social well-being
when she is placed in group activities or unfamiliar situations. Elsa, as well as her teachers, must
ensure that she continues to seek assistance whenever she feels it is needed. Furthermore, Elsa’s
panic attacks tend to increase around big transitions (school starting/ending, events that she
cannot prepare for) and sometimes this leads to extended panic attacks that require up to an hour
of recovery time. Give Elsa warnings before and after planned classroom activites for small
transitions and schedule changes. In the event that Elsa has a substitute teacher, the substitute
must be aware that Elsa has directed anxiety-reducing strategies and routines set in place to
support her during these moments. In terms of Elsa’s academic capabilities, it should be noted
that Elsa would benefit from the use of a laptop for note-taking due to her lower fine motor
coordination and processing speed. Other accommodations may include; a scribe for high-stakes
tests (i.e., provincial or final exams), a copy of notes and access to speech-to-text software.
Lastly, Elsa would benefit from extra time for tests and assignments with frequent check-ins to
note her progression and negotiate her timelines.
Post-secondary transition:
● Get Elsa in touch with student advocacy center at her chosen college/university. Elsa is
encouraged to meet with a faculty advisor to assist with planning/scheduling.
● Encourage a tour of new places-specifically the campus she will attend or wish to attend
● Elsa will have more complex writing assignments and will need to organize her writing
and develop test-taking strategies to manage her anxiety.
● Elsa will need to strive for deep conceptual understanding and mastery rather than
performance and rote memorization if she is to succeed in post secondary

Year-End Summary

*Not required for the assignment.

IPP Template 16

*IPP template modified from Alberta Education (2006). Alberta Education (2006).
Individualized program planning (IPP) ECS to grade 12: Working through the IPP
process.

Parent Summary *Entire section completed for Assignment Part B.

Now that you have completed Elsa’s IPP, you have set-up a meeting with her
parents, Mr. Oliver Shiver and Mrs. Jasmine Shiver, to discuss the IPP and goals
going forward. Please describe, in parent-friendly language,
how in this meeting you would talk about
how Elsa’s IPP will be used as a working document to support her individualized
learning. This should include an explanation of how the information you gleaned
from assessment reports, report cards, CBMs, and talking with her parents in
previous conversations, guided you in determining Elsa’s areas of need, strengths,
and the goals you plan to focus on and progress monitor. This section should be no
longer than 250 words
“This IPP condenses information gathered from a variety of sources (e.g., her
formal assessments, report cards, background information) based on factors that most
impact on your daughter’s learning. Based on our conversations and classroom
observation, I identified Elsa’s strengths, three key areas of need and set three goals
directed at personalizing her learning. I broke down her goals into manageable stepping
stones that provide direction for her teachers’ instruction, and help measure progress
throughout the year to decide whether her goals are being met or need to be revised.
Elsa is an extremely hard working student. She was assessed to have high-
average cognitive ability with some high-average and very high abilities. Elsa was
assessed to have lower-level sensory and motor difficulties which can slow her down
when demonstrating her knowledge in certain contexts and challenges with foundational
academic skills (decoding text, printing). This will be a greater barrier to her learning as
she approaches high school and postsecondary. Improving her ability to make quick and
accurate notes, even with access to assistive technologies, will make the transition
smoother. This concern underlies our first long term goal.
Elsa’s self-reported social anxiety and her formal diagnosis supports our second
goal: identifying and implementing a social anxiety reducing strategy. Journaling about
her thought processes and situations that make her anxious will support the
implementation of this strategy and coping with difficult emotions while challenging
intrusive negative thoughts.
The third goal attempts to facilitate independence in Elsa’s learning process.The
use of graphic organizers will guide her understanding without irrelevant sensory/motor
difficulties getting in the way. The discrepancy between what she knows and what she
can show in a traditional learning context contributes to her anxiety and vice-versa, so all
three goals support each other.
This is a flexible, working document that is never complete. So I welcome and
encourage feedback or questions about these goals or the planning process. I want to keep
IPP Template 17

communication lines open throughout the school year so that we may work together to
support Elsa’s learning.”