Individual Education Plan

District/School? Logo Name of school and school Year

Student Details
Student Name: Mr T Primary Ministry Designation (s): G
Grade: 11 Additional Ministry Designation (s): C
PEN:45678 IEP Date: Nov 3, 2020
Photo Date of Birth: July, 10, 2009 Case Manager: K Wagner
Student Support Team: Role:
K Baldy Autism Support Teacher
M Sewer Principal
T Dandy Education Assistant
K Mundy Indigenous Principal
Parent/Guardian consulted on: Jim and John T

My Personal Profile
My Interests: Location of Evidence: Student Interview
Science and science experiments,
Dinosaurs, reptiles, bugs and robotics,
Reading,
Going to the library,
Lego,
family time
time to read and play,
yoga,
playing outside
My Learning Preferences: Location of Evidence: observation
visual, auditory and text formats.
following a model
learning from example
repetition
tasks that are short in duration, chunking
scaffolding
-real life example- role play
-working with a peer

What you need to know about me: Location of Evidence: student file/observation
- do not recognize boundaries
- find math challenging.
- has trouble sleeping which accentuates challenging behaviour
- have a high pain threshold
- can fixate on the negative
- difficulty transitioning from one activity to another
- access to videos, movies and internet access causes negative social behaviours
- impulsive

My Learning Profile

MyEdBC Competency Based IEP Template v. XI


Thoughts from my
team.
My Strengths
My Stretches
My focus Area This
Year
These learning domains can
inform the IEP development
in these core competency
areas.
Universal Classroom Supports: ****
allow short breaks from tasks
First / Then, non-preferred activity
followed by preferred activity/break
MyEdBC Competency Based IEP Template v. XI
Personal
What I am able to do on
my own.
I can talk about topics I am
knowledgeable about with
my peers and teachers.
I am learning about my
Ojibwe heritage, and am an
engaged member of the
Sechelt Language class.
I come to school well
groomed and keep my
things together.
I can ask a lot of questions
and do not read social
cues.
I will copy what my peers
do even if it is negative
I attempt to remove myself
from class if I am not
interested.
I can use my behaviour and
a loud voice to try and get
what I want.
I can have negative
emotional responses when
others are upset. I might
try to rush over and tell
them to shut up or scream
loudly.
Core competency connections
Positive Personal +
Personal awareness +
Support and Plans
`frontload expectations
EA scribe ideas, reduced workload,
allow self selected opportunities to
Individual Education Plan
District/School? Logo Name of school and school Year
Social Intellectual
What I am able to do with How I think.
others.
I enjoy talking to my peers and I can read a variety of topics and
make friends easily. explain what I know.
When I am well regulated, I I like science and like to do hands
am very charming and kind. on projects and experiments.
I work well when I am I am good with words. I can use
frontloaded how to behave in oral language to show what I
a group. know.
I want to be a good friend and I am a strong reader.
student.
I have difficulty stopping Learning is on my terms therefore
myself from asking personal sometimes I can be oppositional
questions of strangers.
I am learning to participate in
I do not recognize social classroom work that is not
boundaries and may tell preferred
women they are beautiful and
make personal comments I get muddled up between fact
about peoples apperance. and fiction. Although , I may
appear to be knowledgable
I need reminding to keep my about a topic, it is important to
hands to myself. check the facts.
Transitions don't make me I need my teachers to help me
feel good so I need support to connect my learning to prior
prepare me in advance for knowledge so it is meaningful to
changing activities or classes. me.
Core competency connections Core competency connections
Communication Creative thinking
Social responsibility Critical thinking
Essential Supports:
Quiet place to calm himself when upset / PT services
and time to calm himself when upset
(deep breaths, squeezy toys, heavy
blanket)
EA 1:1 support in classroom alternative work space in Shine-on
 Individual Education Plan
District/School? Logo Name of school and school Year
pursue individual interests
positive praise and encouragement Personal visual schedule, SLP services

Supplementary Plans: Date:

Behaviour Plan Sept 23, 2020
PT plan Updated: Oct 3, 2020

Core Competency-Based Goals

Core Competency: Communication-Adapted Goal: C2 Acquire, Interpret, and Present Information: I can listen
to other tell me about their interests

Objective: Taking turns in group discussions or Instructional Strategies: Social learning, visual reminder,
conversations modelling, conversation cards

Objective: I will ask a question in class and wait Instructional Strategies: visual reminder- one question, wait for
for the response. response, follow-up, modelling/role play

Core Competency-Based Goals

Core Competency: Personal and Social-Adapted Goal: PAR2 Self-Regulation: I can use strategies and tools to help
me manage my feelings and emotions.

Objective: Use self-regulation strategies to get Instructional Strategies: Zones of regulation, calming tools – such
myself in the green zone when faced with a task as handheld stress balls, hand squeezes or fidgets and
I do not want to do. breathing.

Objective: I can recognize when I am in the Instructional Strategies: zones of regulation, modelling, social
yellow or blue zones and take appropriate learning, understanding expected and unexpected behaviours,
measures taking a break, breathing techniques.

Curricular Competency-Based Goals

Area of Learning: English Teacher: / Support Staff: K Wagner (IST) A. Cannoli (English 11), T. Dandy (EA)

Big Idea: Language shapes ideas and influences others.

Learning Standard: Read for enjoyment and to achieve personal goals

Objective: Participate in English with self-control using 3 card Instructional Strategies: Visual guide, 123 Question
system to know when I have asked my limit of questions. Wait cards, modelling, following cue of EA.
for answers- from my teachers and peers - reciprocal
Objective: Express comprehension of what I have read verbally
– when answering questions to text or poetry, telling a story or Instructional Strategies: scribe, EA 1:1 support
my thoughts on a topic.

MyEdBC Competency Based IEP Template v. XI

 Individual Education Plan
District/School? Logo Name of school and school Year

Curricular Competency-Based Goals

Area of Learning: Science (LS) Teacher: / Support Staff: Kara Wagner (IST)

Big Idea: Human practices affect the sustainability of ecosystems.

Learning Standard: Make observations aimed at identifying their own questions, including increasingly abstract ones,
about the natural world
Objective: I will learn about the habitats of Canada and the
animals who live there and how human practices affect the
sustainability of those habitats. I will express my learning by
reading with a peer/teacher and answering questions about
what we have read.
Objective: I will support my classrooms bottle collection and
recycling program to learn sustainability practices and be
responsible for the environment.
Instructional Strategies: Peer support for reading, 1:1
support and scribe to answer questions. Graphic
organizer to help with organizing ideas.
Instructional Strategies: I will help collect recycling,
and bottles and bottles once a week from the school
and take the bottles to the depot with my Teacher and
EA.

Additional Comments

MyEdBC Competency Based IEP Template v. XI