Individual

Education Plan

Student Details
Student Name: Tom Primary Ministry Designation (s): Q
Grade: 9 Additional Ministry Designation (s):
PEN: 123456 IEP Date: November 1, 2020
Photo Date of Birth: May 2, 2006 Case Manager: Isabella Abbinante
Student Support Team: Role:
Ms A Case Manager
Mr. Rippler School Counsellor
Ms. L Vice-Principal
John Father
Jane Mother

Parent/Guardian consulted on: October 30, 2020

My Personal Profile

My Interests: Location of Evidence: Meeting with case manager

I enjoy art
I like photography
I like to sing in the choir
My Learning Preferences: Location of Evidence: Meeting with case manager
I don’t like to feel rushed
I like having time to think things through
I like when my teachers repeat the basic concepts for me
What you need to know about me: Location of Evidence: Meeting with case manager
I need extra help with math
I have a hard time seeking help when I need it

My Learning Profile
Personal Social Intellectual
Thoughts from my
team.
What I am able to do on What I am able to do with How I think.
my own. others.
I saved up money to buy I am good at interacting with I am very artistic
My Strengths my own darkroom my photography clients I am good with technology

I have a hard time self- Sometimes I struggle with I struggle with math and reading
regulating when I have communicating with teachers
nothing else to keep me and peers
My Stretches occupied I struggle with making friends
I have a hard time in high school
following through with
commitments
My focus Area This
Year
x
Core competency connections Core competency connections Core competency connections
These learning domains can

inform the IEP development Positive Personal + Communication Creative thinking
in these core competency
areas. Personal awareness +
Social responsibility Critical thinking

 Individual Education Plan

Support and Plans

Universal Classroom Supports: Essential Supports:
Allow him to work in an Allow extra time to complete Communicate concerns with his Have a discrete check-in to
alternate setting (resource assessments counselor confirm student comprehension
room)
Periodic check-ins and mini Allow use of a calculator, Allow use of fidget tools to keep
deadlines for multiplicaton chart, etc his hands occupied and help
assignment/project focus
timelines
Provide information in Reduce homework (ex:
chunks, and use visuals to complete less questions)
support
Supplementary Plans: Date:
Psychoeducational Assessment April 4, 2019

Core Competency-Based Goals

Core Competency: Personal and Social Goal: I can take ownership of my goals and learning

Objective: I will improve my organization and Instructional Strategies: Periodic check-ins with him to ensure she
time management skills is on track with mini assignment deadlines
Objective: I will turn in assignments on time Instructional Strategies: Remind him to make note of assignments
and due dates in a planner

Core Competency-Based Goals

Core Competency: Personal and Social Goal: I can advocate for myself and my educational needs

Objective: I can express my needs Instructional Strategies: Periodic check-ins to see if he has any
questions about content and remind him it is okay to ask questions
when he doesn’t understand
Objective: I can take initiative and seek help Instructional Strategies: Tom will seek help in the morning, at
when needed lunch and afterschool from his teachers or the resource room
(remind him of these options)

Curricular Competency-Based Goals

Area of Learning: English (reading) Teacher: / Support Staff: Mr. R

Big Idea: Language and story can be a source of creativity and joy
Learning Standard: Apply appropriate strategies to comprehend written, oral, and visual texts
Objective: Practice summarizing what is read, ask questions Instructional Strategies: Modeling and examples
about and make inferences from the text

Objective: Build upon reading skills and strategies Instructional Strategies: Explicitly teach these reading
skills, and allow opportunities for practice

 Individual Education Plan

Curricular Competency-Based Goals

Area of Learning: Math Teacher: / Support Staff: Mr. Buterra

Big Idea: Computational fluency and flexibility with numbers extend to operations with rational numbers
Learning Standard: Develop, demonstrate and apply mathematical understanding through play, inquiry and problem-
solving
Objective: Develop and use multiple strategies to problem Instructional Strategies: Small group activities; use a
solve variety of examples that can be applied across
different scenarios
Objective: Demonstrate and apply mental math strategies Instructional Strategies: Teach the skills necessary and
allow for lots of opportunities to practice in different
ways

Additional Comments

Evaluation: Evidence of student work, observation by teachers and parents, self-assessment
Resources/Services: fidget tools/wiggle seat, math manipulatives, resource room, school counsellor, SBT