Page | of 7 [Ministry Of Education Individual Education Plan (IEP) THis tgp contains Mac [1] Mop M) act REASON FOR DEVELOPING THE IEP Student identted as [Student not formally identified but requires special education exceptional by TPRC program services, including modifedalteratveleaming expectations and/or Scommodations STUDENT PROFILE Student OEN: 234567891 Last Name: RR First Name: R Gender: M Date of Birth: 1204/2002 School: Elementary School ‘School Type: Elementary ‘Semester: NA. Principal: Mr. Principal Current Grade!Special Class: Grade 1 School Year: 2008-2009 Exceptionality (identified): Speech impairment Placement: Regular class with indirect support Student (secondary only) is currently working towards attainment of the: © Ontario Secondary School ©, Ontario Secondary School Q__ Certificate of Accomplishment Diploma Cerificate hitps:/iep.edu.gov.on.ca/TEPWeb/viewPrint.do 21/09/2009Page 2 of 7 RRR RELEVANT ASSESSMENT DATA Information Source Date ‘Summary of Results Educational Assessment 15/09/2008 PM Benchmarks Assessment, Dolch Word Lists (PrePrimer-Gr.1) and teacher developed checklist indicate that skills are at alate Kindergarten level. Speech and Language 1710672009 Speech and Language assessment indicates “Assessment students articulation skills are at 4 year old level, Assessment suggests severe articulation, moderate expressive language difficulties, receptive language within normal limits STUDENT'S AREAS OF STRENGTH AND AREAS OF NEED Areas of Strength Areas of Need Co-operation with adults Articulation skills Fine motor skills Correct use of grammatical structures Gross motor skills Positive attitude Willingness to communicate hupsifiep.edu.gov.on.ca/TEP Webs 21/09/2009Page 3 of 7 RRR SUBJECTS, COURSES/CODES OR ALTERNATIVE SKILL AREAS TO WHICH THE IEP APPLIE Accommodated only(AC), Modified(MOD), Altemative( ALD, Language Misc Cimon Catt 2.Communciation Cac Gop Miact REPORTING FORMAT YZ Provincial Report Card D attemative Report ACCOMMODATIONS FOR LEARNING, INCLUDING REQUIRED EQUIPMENT Accommodations are assumed to be the same for all program areas unless otherwise indicated Instructional Accommodations | Environmental Accommodations | Assessment Accommodations Prompting to comrect, ‘Additional time Visuals Visuals Pre-teaching/reteaching ‘Teacher/peer modelling PROVINCIAL ASSESSMENTS This is a provincial assessment year © No Yes Permitted Accommodations ® No © Yes (list below) Exemption with Rationale ® No O Yes (list below) Deferral of Ontario Secondary Schoo! Literacy Test (OSSLT) with Rationale © No O Yes (list below) ‘Ontario Secondary School Literacy Course (OSSLC) 7 Yes hups:ifiep.edu.gov.on.caw/TEPWeb/viewPrint.do 21/09/2009Page 4 of 7 RRR [Special Education Program Subject oF Course'Code or Altematve Skil Area Communciation Baseline Level of Achievement (usually from previous | Baseline Level of Achievement for Alternative Skill June report card) | Areas: Prerequisite secondary course (if applicable): Student R requires assistance to be understood by others | when engaging in academic and social tasks. He continues | to require opportunites to practice conversation skills to | develop his intelligibility Letter grade/Mark: Curriculum grade level: [Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of the school year (or semester) in a particular subject, course, or alternative skill area. By the end of the year, Student R will develop "FKGL! others. sounds and engage in social conversation skills understood by Learning Expectations Teaching Strategies Assessment Methods Term USemester ident R will use the consonants | Auditory cues, visual cues, practice, | Checklist, observation “G,K,LS" atthe beginning of | modelling words. ‘Student R will engage in a Opportunity for conversation, Checklist, observation ‘conversation once per day and share a | modelling, asking questions personal aneedote, ‘Term 2 ‘Student R will pair visual with his | Prompting, visual aid Checklist ‘words when articulating his needs, ‘Student R will use the consonants Checklist, observation ,G, K, LS" in the middle of words. Term3 During conversations, Student R will | Prompting, visual aid recognize when he is not easily ‘understood and paira visual 10 enhance conversation. tudent R will use the consonants Checklist, observation .G,K, L$" at the end of words. hitps://iep.cdu.gov.on.ca/TEPWeb/viewPrint.do 21/09/2009Page 5 of 7 RRR HUMAN RESOURCES (teaching/non-teaching) ‘Type of Service Frequency or Intensity for board Locati staff Weekly, 30 min. sessions, 12 week | Resource Room/Classroom, block of services (Sept-Nov.) | ‘Communication Disorders Assistant | | “(March Jan) i Consultation wth acher and CDA, | Classtom | | twice per month ia Term 1 0 | | Cher once pormonthin Term 2 | | | Spec anguage patti ik | and 3. { | Special education resource teacher | Consutation as required | Health Support Services in the School Setting: O No ® Yes | | Claaminisration of prescribed mediation [T Assistance with mobility Catheterization | || Dreeting Dnjestion of medications TO Liting and positioning, | Diniursing CO Nitsiton Ci occupatona therapy | Cophysiotherapy speech and language therapy C1 Suctioning Droitetting IEP DEVELOPMENT TEAM | Staff Member | Mr. Teacher x = | | Miss Communication Disorders Assistant | Communication Disorders Assistant (CDA) Mr, Resource Teacher ‘School Resource Teacher Mr. Speech Language Pathologist Principal i] TRANSITION PLAN®No Oves hutps://iep.edu.gov.on.ca/IEPWeb/viewPrint.do 21/09/2009Page 6 of 7 RRR LOG OF PARENT/STUDENT CONSULTATION Date rr _t—“‘=#RCCmhm™mt™~™ 24/06/2008 Parents, Kindergarten Teacher | Discussed potential concems over expresive language | j | and articulation difficulties. Parent requested assessment { | and monitoring during first term Gr. 1 06/10/2008 ‘Speech Pathologist, Parent, Review of assessments completed. Speech Pathologist | | Resource Teacher Clastoom | provided recommendation for programming. Block of | Teacher CDA time initiated. Parents i agreement with goals | Requested follow up home activites | 16/10/2008 | Parents, Clssoom Teacher, | Review of IEP goals Parent n agreement with dicstion i CDA | Of TEP. | | 2811/2008 Parens, Speech Pathologist, | Due to concem over continue dificuties in | CDA, Resource Teacher ineligibiiy, SLP suggested to tril visual i einforcemenis | Parent, Resource Teacher, CDA, | SLP initialed a second block of Communication | str.cr | Disorder Assistant time to Further consolidate i augmentative communication strategie, Parents support | | this direction os i Parents, Principal, Teacher, Reviewed progress made with augmentative oar | rros2000 | ee pelea crite j | ‘September meeting with the new classroom teach PRINCIPAL'S RESPONSIBILITY ‘The principal is legally required to certify thatthe IEP is developed within 30 school days after placement in the program, and that the parent has been consulted in its development. The principal is further required to ensure that a copy of the IEP is sent tothe parent (or the student if 16 years of age or older), thatthe IEP will be implemented and reviewed in relation to the student's report card each reporting period, and that it will be placed in the OSR. Principal Signature Date ParenvGuardian Signature Date (Plc signa wr hs page tes rhe OS) hups:/fiep.edu.gov.on.ca/IEPWeb/viewPrint.do 21/09/2009Page 7 of 7 ‘Student Signature (if 16 years of age or older) Date https://iep.edu.gov.on.ca/IEPWeb/viewPrint.do 21/09/2009