ISP

Student Name: Isla Hughes School Year: 2022

Birthdate: April 8th 2011 School Name: Cougar Ridge School
Teacher: Ms. Caron Grade/Program: 5

Assessments and General Information

Specialized assessments
-WISC-V (May 15, 2022)
o Isla’s WISC-V Primary Index scores
Verbal Comprehension: 73 (Very Low) Visual Spatial: 111 (High Average)
Fluid Reasoning: 93 (Average) Working Memory: 71 (Very Low)
Processing Speed: 84 (Low Average) Full Scale IQ: 89 (Low Average)
o Recommendations:
 Due to Isla’s low average result in Verbal Comprehension, it is recommended
that she continues vocabulary and comprehension intervention. Other things
that can be put in place universally are group reading actives to help strengthen
verbal communication. This would also be helpful as a one-on-one task with an
adult support to help with comprehension as they can ask specific questions to
ensure the right things are being picked up on. Encouraging question asking to
increase vocabulary and using word walls would benefit Isla greatly. Appealing
to their curiosity and using investigative vocabulary activities would be a great
addition. It is encouraged that family starts using “word of the day” talk at
home to increase her vocabulary and comprehension skills as well. It is also
encouraged for her family to ask her lots of open-ended questions and leave her
lots of time to reply. Her family is also encouraged to read with her daily.
Positive feedback from all adults in Isla’s life is always widely encouraged.
Visual supports for instructions are recommended for Isla. It is encouraged for
her to be given fill in the blank notes as well to encourage her to stay focused
and work on her wiring ability at increasing difficulty.
 It is encouraged to use Isla’s strong Visual Spatial scores to aid in the further
development of other areas. It is a strength (and seems to be a huge enjoyment
as well) for her which can greatly help her reach higher places. Visuals and
manipulatives should be considered for most all tasks.
 Although Isla scored average in fluid reasoning it may still be beneficial for her
to have strong supports in the areas of structure and practice. It can help
increase other areas of concern as well. It is recommended for Isla to use a
device to help her keep her spot when reading longer text and using a
highlighter/underlining key/important information while reading.
 Isla may have large difficulty with concentration and her ability to pay attention
due to her very low score in working memory. It is recommended to break
work into smaller tasks, use fill in the blank notes, provide structure and outline
for written responses or use speech to text when applicable. It is also
recommended to link all new information being learned to something Isla
already knows. Isla’s family can assist by playing memory games at home.
Creating small and measurable goals can also help Isla in this area. It is
encouraged that Isla repeats back instructions after they are given. Isla seems to
 be holding her pencil in an odd way, changing this may increase her abilities.
 Isla has scored in the low average range for Processing speed. The main
intervention we can use for this area is to allow Isla to be given more time to
complete assignments and examinations. It is encouraged to give her timed
tasks to help improve her speed, such as timed sorting games with increasingly
difficult rules. It can be encouraged to work quickly rather than accurately to
help build this skill. During higher stakes assessments a reader could be used to
assist Isla. It may also be beneficial to create schedules together to sort out
allotments of time for tasks.
 It is also recommended to watch Isla’s self-talk; help navigate it towards a
healthier version and her towards a growth mindset.
-Receptive language assessment and auditory processing assessment (May 1st, 2022)
o Results came back normal for age range
-Hearing acuity check (May 5th, 2022)
o Results came back normal for age range
-General Physical Checkup (May 7th, 2022)
o Results came back healthy with no abnormalities
-Psychology assessment (May 2nd, 2022)
o Results came back with a diagnosis of persistent depression disorder.
Classroom Assessments
-Fountas and Pinnell
o Isla is at a Fountas and Pinnell level M instructional reading level. She often spells the
words aloud, asks for help and then try’s the word. It is encouraged that she uses
context clues to figure out what words are.
-Survey of reading attitude
o Isla was given this to see if she feels passively about reading. It was determined that
she does enjoy it, but it makes her feel badly about herself because she knows she
cannot read as well as others. She has difficulty with picking books that she is able to
read so we will use the Fountas and Pinnell information to pick out a small library for
her to take home and practice with.
-Survey of reading strategies
o Isla was given this to see if she uses any strategies when she is reading on her own. She
seems to be very good at using photographs, diagrams, and illustrations to make sense
of things. However, she needs work on being able to ask others for help, changing her
reading rate and using outside resources to make sense of things.
-Sight Words
o Isla has been working on mastering sight words from the Dolch list. She has mastered
the pre-primer, primer, first grade and about half of the second-grade words. She is
working on the other half of the second grade and third grade words now.
-Writing Skills
o Isla is providing writing samples throughout the year, about one each week. The new
one is compared to the last to see if she has been making improvements. She has been
tasked with working on using descriptive words and transitional sentences with the
hope of increasing her vocabulary and comprehension.
-MIPI (Math intervention/Programming Instrument)
 o Isla is preforming at grade level in almost all levels of mathematics. She struggles
mostly with word problems, but it is the hope that she will develop those skills while
she is developing her reading/comprehension skills. She does require extra time and
manipulatives to work however those are both things we are able to provide.
School and Community Services
-Multidisciplinary Team
o Classroom Teacher: Ms. Caron
o Administrators: Mr. Thompson and Mrs. Livingston
o Parents/Family
o Learning Support Teacher: Mrs. Webber
o School Psychologist: Mrs. Right
o Counsellor/ Mental health consultant (outside psychologist)
 For Islas depression
o Educational Psychologist conducting WISC-V assessment: Mrs.Light
Medical Information
-Persistent Depressive Disorder (2022 – Dr. Walker)
o Isla started to receive medication this year for treatment. So far there has only been
noticeable improvement within her schooling.

About Isla
Strengths and Interests
-Strengths
o Isla is a fantastic artist. She is a wonderful singer. Isla does very well with visual
representations. She is always quiet during independent work. She is very caring (as
shown when we found a caterpillar in the doorway, she took charge and made sure it
got its way back to an appropriate place outside).
-Interests
o Isla loves art and animals. Her favourite animal is a dog and she has two golden
retrievers at home. She enjoys spending time outside and learning about nature. Isla
loves watching plays and musicals and singing. She enjoys reading with the kinders in
our lunch hour trips to the elementary school next door. Isla loves to play volleyball
and jump rope. She likes to watch football with her older brother and says that their
team is the green bay packers.
Learning Preferences
Isla has shown a preference for doing creative project-based work. Including check lists with
pictures so she can visualize what she has left to complete. All things visual.
Isla has also shown a preference for one-on-one oral “tests”. She has started to not want to
present in front of the class, but when asked to present to just the teacher she does very well
and has a strong presence.

Individual Goals
Literacy and Communication- Reading
-Current Level Of Performance
o Isla is at a Fountas and Pinnell level M reading level. She has issues with her reading
fluency and compression.
-Goal
o To improve reading fluency from 80 to 100 words per minute. Isla is at a grade 2
reading level and this improvement would put her at a grade 3.
o To improve reading comprehension from a 5 to a 8. Isla’s reading comprehension is at
a limited level and we would like to see her at a satisfactory level. This would need to
fall within the text level that is she is reading at that time.
-Related Outcomes
o All reading and comprehension related outcomes within the program of study.
Especially the general outcome 2: Comprehend and respond personally and critically to
oral, print, and other media text.
-Instruction Strategies and Supports
o Providing an audio file of the book for Isla to follow along with while reading
something for the first time. As well as an area for her to look for the definition of
harder/new words. This will help increase her understanding and ability to read out
loud.
o Discussing new vocabulary beforehand to help give context to what she will be
reading.
o Having brainstorming sessions before and in the middle to predict what may happen
based on titles and descriptions of the text. Including individual stopping to write down
ideas of what may be happening.
-Success Indicators
o Moving up levels in Fountas and Pinnell reading books and comprehension
o Increasing reading fluency level
-Additional Strategies
o Using speech to text functions to mitigate the writing difficulties
o Providing extra time
Literacy and Communication – Writing
-Current Levels Of Performance
o Isla’s writing abilities are not meeting grade level. She is only able to create very
simple sentences and has a struggle with using descriptive language. Isla is unable to
link together ideas and thoughts as well.
-Goal
o Increase her vocabulary. This will look like her being able to use descriptive words in
sentences and string together ideas.
o Produce complex sentences.
-Related Outcomes
o This relates to all outcomes that support writing, vocabulary and even reading.
Specifically, it links to General Outcome 1: Explore thoughts, Ideas, feelings, and
experiences. Where students are often tasked with writing excerpts.
-Instructional Strategies and Supports
o Provide models of what work should look like and how to create complex sentences
o Encourage Isla to use self-editing practices to increase her abilities
-Success Indicators
o Writing samples having more complex sentences than the last.
o An increase in Isla’s vocabulary (when speaking and writing)
-Additional Strategies
o Using speech to text technology to help get her ideas out of her head. This could also
increase her ability to spell
o Creating a personal dictionary for every time she learns a new word
o Writing workshops to help with demonstrating skills
Mathematics- Individual Learning Goal
-Current Levels Of Performance
o Isla is having the most difficulty in this area with her word problems. She is able to
complete them once someone has shown her a diagram of how to solve them but
coming up with the diagram on her own seems to be an issue.
-Goal
o Develop the necessary skills to be able to understand and solve word problems.
-Related Outcomes
o This more so relates to the mathematical processes as there are no specific outcomes
for solving word problems. This would require Isla’s communication, connections,
problem solving, reasoning and visualization skills to have some improvements.
-Instructional Strategies and Supports
o Continuing the use of manipulatives to bring the word problems to life
o Developing her vocabulary skills to help bring meaning to words she is seeing and
using then in different contexts.
-Success Indicators
o Completing word problems without the help of another individual
o Completing word problems without a diagram
-Additional Strategies
o Setting up a workshop to help develop strategies for solving word problems
Social Participation Strategies
-Asking for help
o Isla sticks to her best friend for support and is often afraid to ask others for help. To
help her (and possibly others) build this skill we can provide as many visual supports
around the classroom as possible, use visual cues on the desk to “slyly” show when
help is needed, encourage group work/group problem solving, and have a workshop on
how to ask specific questions.
-Sharing Work
o To help build Isla’s confidence it would be interesting to incorporate a sharking work
time where she can show off things she has done really well. (as well as others)
Current Accommodations and Strategies
- Reflective journaling (writing and on a computer)
o To increase her writing abilities and to work on the strategies listed above
-Allowing her to work on her own in quiet spaces
o Ensuring to check in and make sure she is still on task
-Building up to full class presentations,
o have her select a group to present in front of
o keep the group growing until its about half of the class
o This can also be used to build her confidence in herself and increase herself talk
o Encouraging students to provide compliments on work
 -Extra time on assignments
o introducing partner tests so she has someone to talk the answers through with)
-Encourage her to use a computer to complete written assignments
-Access to a counsellor/psychologist
-Limiting the work sent home
-Using speech to text and text to speech devices
-Using manipulatives and anchor charts throughout all aspects of the classroom/teachings
-Providing fill in the blank notes
-Use of a reading tool to help her keep track of her position
-Strategies to improve reading fluency
-Creating her own personal dictionary

Transition Plan: Within Classroom

Successes and Strategies That Worked Well
-Keeping photos of Isla’s dogs and other things that she loves easily accessible helped manage
some of her depression symptoms when they were getting really bad. Allowing her to work on
her own when she needed it kept her from feeling the symptoms too heavily. Keeping her
close to her best friend also helped in this area.
-Isla has continued to develop well on her sight words. She has finished the second-grade
words and half of the third grade. It was the most helpful for her to read often at home.
-Isla has improved greatly on her reading fluency. It has been very beneficial to her to create a
personal dictionary that stores all the new words she has learned. Reading out loud and using a
tool to keep her place was a great support on this as well.
-Isla has shown improvement in her ability to complete written work. She is now able to form
a complex sentence. Creating journal entries about things she is interested helped to support
her in this area. Comparing the newest entry to the weeks from before with her and having her
edit her old/new one helped to solidify the concepts for her. It became useful to ask her about
the use of words in specific sentences and to explain it out loud. As well as to after her edit
point out dull words that could’ve been replaced with better ones and task her with showing
you what she came up with for the next time.
-Isla continues to need some support in being able to create diagrams for word problems. She
has gotten better with her increased vocabulary aided by her personal dictionary. It has also
helped to pair her with other students who are struggling with making sense of word problems
and have them work together to solve.
-It has helped to introduce frequent movement breaks to keep Isla focused on tasks. Allowing
her to move around the classroom when working has also helped her to stay focused.
Areas Still Requiring Support
-Isla still needs improvement on reading fluency and comprehension.
-Isla still needs to work on development of descriptive words and their use in writing.
-Isla still needs to grow her vocabulary to increase all of these areas.
Transition Recommendations
-Mrs. Webber should meet with the teacher for next year to go over Isla’s IPP and ensure they
are aware of the supports she needs. This will also help with introducing any working
strategies the new teacher may be unfamiliar with.
-Isla has been receiving medication to help combat her depression. There is possibility for it to
change so the incoming teacher should be prepared and ready for that encase it happens. (This
 could mean just reading up on childhood depression and the medication they may take)
-It is recommended that Isla stay in a class with her closest friend Vanessa Williams. They
work together well and support each other in growth.
-Isla is encouraged to continue reading at home on her and own and with her family. It is
recommended she go to the library and take out books that are suited to her level.
-Isla’s depression symptoms decrease when she is around people, she is comfortable with so it
would be beneficial for her to meet her new teacher prior to the first day of classes. This will
also help them build a connection that will help for the year to come.
-Isla should continue to work on her writing skills. It is encouraged that she keeps a journal
throughout the summer.
-It is suggested that Isla and her family create a word of the day or week to encourage her to
keep learning new words. As well as practicing them in everyday speech.
-Isla should return to a normal school routine about a week prior to school beginning. (waking
up early, getting ready in the morning, walking to school, etc.)

Resources:
https://files.eric.ed.gov/fulltext/ED491500.pdf
- Within this document I used Chapter 5: Using Classroom Assessment to
support the IPP process, Chapter 6: Selecting Accommodations and
Strategies and Chapter 7: Making Goals Meaningful, Measurable and
Manageable to assist with this assignment.

https://education.wm.edu/centers/ttac/documents/webinars/languageinstructionsupportdocs/
Lesson%209/dolcgsightwordassessment.pdf
- This resource shows the levels of the Dolch sight words.

https://www.uww.edu/learn/restiptool/improve-student-writing
- I used this source to help create ways to improve Isla’s writing.