Individual Education Plan

District/School? Logo Name of school and school Year

Student Details
Student Name: Timothy Primary Ministry Designation (s): G (Autism
Spectrum Disorder)
Grade: Kindergarten Additional Ministry Designation (s): None

PEN: 123456 IEP Date: May 17th 2021

Date of Birth: January 30th 2015 Case Manager: Amy Hill (SST)
Student Support Team: Role:
Amy Dube Teacher
Suzanne Jameson EA
Darren Dickie Principal

Parent/Guardian consulted on: May 15th 2021

My Personal Profile
My Interests: Location of Evidence: Family/ Teacher
I am very interested in video games, dinosaurs, and building with blocks/ lego. At school I enjoy playing with
my peers and listening to stories. I am very tactile and enjoy using “squishy” sensory toys.
My Learning Preferences: Location of Evidence: Classroom Teacher
I learn best in a calm and structured classroom. I like routines and learn best when I know what to expect in my
day. I can become overwhelmed when I think a task is too big and like to use my “first….then….” visual. I like
to show my learning through doing or speaking, because I am still working on my drawing/ writing skills.
What you need to know about me: Location of Evidence: Student File
I have an ADHD diagnosis and have trouble staying on task. I am uncomfortable with loud noises and can
become overwhlemed if the environment is loud. I respond well to humor and can be distracted with this if I am
upset.

My Learning Profile
Thoughts from my Personal Social Intellectual
team.
What I am able to do on What I am able to do with How I think.
my own. others.
- I am independent - I enjoy playing with my - I have good numeracy skills
during outside play and peers and am kind to those and enjoy working with
follow all safety around me. numbers.
expectations during - I enjoy spending time with - I can show my learning
recess time. adults at school and have a through play or communicating
My Strengths
- I have good self good connection with my verbally.
advocacy skills and am teacher and classroom EA.
able to ask for help if I
need it.

My Stretches - I struggle with - I am working on my - I am working on developing

transitions (space- space friendship skills, such as my fine motor skills, including
and task- task). I will taking turns and sharing drawing and printing.
become tense and shout materials. - I am working on making sure

MyEdBC Competency Based IEP Template v. XI

 Individual Education Plan
District/School? Logo Name of school and school Year
“No”. If I have - I find it hard seperating my drawings are connected to a
something in my hands I from my mom each morning given topic when asked.
will often throw it. and need a quiet place to
settle after saying bye.

- I am working on - Working on developing - I am working on being able to

transitioning calmly my play skills when print my name independently
My focus Area This
Year
between activities. There interacting with my peers. and draw simple pictures on a
is a PBS plan around this This includes taking turns given topic.
focus. and sharing materials.
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

Support and Plans

Universal Classroom Supports: **** Essential Supports:
Cozy Corner Sensory Tools “First…then….” Visual Soft Start (in HUB)
Visual Timer Cocoon Blanket EA support with transitions
Visuals Prompts around
room
Supplementary Plans: Date:
PBS Plan December 2020
FBA Novemeber 2020

Core Competency-Based Goals

Core Competency: Goal:
Personal and Social (Social Awareness and Timothy will be able to play cooperatively with his peers
Responsibility) during centres time.
Objective: Instructional Strategies:
Timothy will be able to take turns when - Whole class games (teacher vs class) will be used during
playing a board game. carpet time to model turn taking.
- Social Stories
- Role playing with adults.
- Playing with an older peer that will model this skill.
- Close proximity to EA when playing board games. EA will
offer scaffolding when needed.
Objective: Instructional Strategies:
Timothy will be able to share materials when - Expectations for sharing will be reviewed with entire class
playing with a centre. prior to each centres.
- Social Stories
- Role playing with adults.
- Playing with an older peer who will model this skill.
- Close proximity to EA during centres time. EA will offer
scaffolding when needed.

Core Competency-Based Goals

Core Competency: Goal:

MyEdBC Competency Based IEP Template v. XI

 Individual Education Plan
District/School? Logo Name of school and school Year
Personal and Social (Personal Awareness and Timothy will develop strategies to remain regulated when
Responsibility) transitioning between different spaces and activities.

Objective: Instructional Strategies:

Timothy will be able to move to different
areas of the school calmly and safely.
Objective:
Timothy will be able to switch activities
while remaining regulated.
- Social Stories.
- Walks with EA to gain confidence with surroundings and
extra practice.
- Visuals by door with Timothy’s picture “I can be safe in the
hall by….”.
- Song before walking to review expectations.
Instructional Strategies:
- Social Stories.
- Advanced warning for all transitions (10 minutes, 5 minutes,
1 minute).
- Visual Timer.
- “First…Then….” Visual.
- Preferred activity to help transition (hug stuffy for 1 minute).
- Close EA proximity during all transitions. EA will help
scaffold and give reminders.
- Sticker reward for each successful transition.

Curricular Competency-Based Goals

Area of Learning: Teacher: / Support Staff:
English Language Arts Amy Dube/ Amy Hill
Big Idea: Stories and other texts can be shared through pictures and words.
Learning Standard:
- Writing processes.
- Plan and create stories and other texts for different purposes and audiences.
Objective: Instructional Strategies:
Timothy will be able to draw a simple picture on a given - Working with SST 30 minutes a day 3 days a
topic. week on IEP goals.
- Preferred writing topics will be offered (e.g.
dinosaurs and sonic).
- Teacher and EA will remind Timothy of topics
when drawing.
- Timothy will have planning time with EA to
discuss what he will draw prior to beginning
picture.
- iPad will be used twice a week to practice
drawing with finger on a given topic. (Preferred
activity)

Curricular Competency-Based Goals

Area of Learning: Teacher: / Support Staff:
English Language Arts Amy Dube/ Amy Hill
Big Idea: Playing with language helps us discover how language works.
Learning Standard:
- Explore foundational concepts of print, oral, and visual texts.
- Letter formation.

MyEdBC Competency Based IEP Template v. XI

 Individual Education Plan
District/School? Logo Name of school and school Year
- Concepts of print.
Objective: Instructional Strategies:
Timothy will be able to print his name independently. - Working with SST 30 minutes a day 3 days a
week on IEP goals.
- Building activities to practice making name
(letter order/ letter formation).
- Sorting activities to practice name.
- Tracing activities to practice name. EA will
scaffold using a highlighter as needed.
- Name tag to copy name from.
- “Handwriting without Tears” program to work on
letter formation.

Additional Comments
- Teacher will collect data in regard to the goals outlined above with support from the SST.

MyEdBC Competency Based IEP Template v. XI