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Student: Darren Smith Gender: Male School Year: School Principal: Mr.

Principal Date of Birth: August 21, 2001

Board ID # 33333 OEN# 12345678 IPRC Date September 18, 2013 IPRC Identification Waiting for committee report and medical report.

2014-2015
Grade/ Class Grade 6

IPRC Placement & Date Reason for IEP IPRC will be conducted in the Recommendation from Cassie Nilsson Grade 6 Teacher Resource Room on September 18, Darren has been receiving resource room services since 2013 grade 1 Not meeting grade level expectations in academics or behaviour. Particularly challenged with decoding and reading fluency of the grade 6 texbooks. IEP Initiation Date: September 18, 2013 Developed By: Mr S. Turner (Principal) Mr. Greg Dadler (Head of Guidance) Heather Dockrill (Special Education) Carlo Porretta (Elementary School Resource Teacher) Kerry Ann Miles (School Social Worker) Cassie Nilsson (Grade 6 Classroom Teacher) Ms. T. Kendle (Former Teacher Grade 5)

Special Education Services Initiation Date Special Education Resource Teacher Sept. 18th, 2013 Special Edcation Resource Teacher Sept. 18th, 2013

Frequency/Intensity 3 times/week (30 mins) 1 time/week (30 mins)

Location Classroom Resource room

Health Support Services: circle answer Personal Support Required: yes no

Provincial Assessments: circle answer-if this is an EQAO assessment year for the student, this must

be noted here

EQAO Grade 6 Assessment


Exemptions from provincial assessments: List yes no no Accommodations for provincial assessments: yes types of accommodations allowed on EQAO here: Provide option for alternative work/test location Prompts to return student to work Permit time to get up and move during a long test Text-to-speech software extra time as required no

Elementary program exemptions/secondary compulsory substitutions: yes Subjects, Courses or Alternative Program to which IEP applies: summary For secondary students, it must state the outcome the student is working towards e.g.OSSD, OSSC, Certificate of Accomplishment Accommodated only Modified Alternate Social Studies Language Arts Behaviour Geography Science Math

Areas of Strength Darren can listen and focus for short periods of time. Some days he is able to do more than expected. Darren works well with a routine He has a good sense of humour He enjoys mimicking and acting, a strength in drama

Areas of Need Darren has a temper that is unpredictable, it creates a safety concern for other children (behaviour regulation) Darrens memory is unreliable, he is able to know something one day and not the next (weak longterm memory retrieval) Does not take responsibility for actions (weak executive functioning) Darren struggles to decode textbook and understand instructions

Assessment Data: Type Information Source Date Summary of Results Note: IEP is based on teacher observations. No formal assessment has been completed.

General Classroom Accommodations (assumed across all subjects)


Instructional Darren requires an instructional style which is clear and direct. He may take information literally, thus abstract language should be avoided. Instructions should be direct and explicit. Darren is challenged to recognize cause and effect reasoning. Applying consequences consistently and immediately by using clear, concrete language, frequently and patiently will remind him of the reasons for consequences. Visual cues and reminders are likely to be more helpful than verbal ones. Providing a visual schedule or organizer (e.g. on the board and an agenda book/planner) will be beneficial. Darren may be challenge to complete assignments in a timely manner. Darren should work with his classroom teacher and the resource teacher to negotiate extensions on assigments. Darrens teachers should initiate conversations with him as to his progress on work. Darren should have access to photocopies of notes for study/review Darrens attentional weakness and slower processing speed can make reading through text difficult. Where possible, Darrens reading material should be scanned into electronic format so that he can read with text-toEnvironmental Teachers should be aware of possible visual and auditory distractions in the room which might impact Darrens attention and focus as this is an area of challenge for him. When possible, provide Darren with short (supervised) breaks to help alleviate his difficulty with maintaining attenion over time. Darren should be seated near the front of the classroom. Darren would benefit from a quiet space to work in the classrom to help avoid distractions such as a study carrel. The use of headphones for quiet study may also be beneficial. If Darren is feeling overwhelmed, the opportunity to work in the resource room with the resource teacher should be arranged. Arranging the classroom furniture and partitions to create traffic patterns that discourage running and decrease students tendencies to bother each other while they work will be beneficial for Darren. Putting supplies in labeled boxes with picture clues as well as words will help Darren with materials management. Darren should be encouraged to label his personal materials and return them to their appropriate place when he is finished using them. Assessment Provide option for alternative work/test location Prompts to return student to work Permit time to get up and move during a long test Text-to-speech software extra time for tests/exams as required Use of computer for texts/exams

speech software (e.g. Kurzweil 3000). This will help draw his attention using auditory and visual stimuli. Darren may be challenged with tasks that require visual or fine motor control. Allowing him the use of a computer to complete written work will be beneficial. Darren works well with routine. Providing checklists with pictures of routines that he can see and use at his desks, on the board and other areas of the classroom will help remind him of routines. Teach routines with correction, not consequence. Whenever possible, advise Darren in advance of changes in the daily routine and schedule. Use several ways to explain the altered time pattern including words, picture charts and printed schedules. Ensure Darren has stopped the task he is working on before giving instructions for the next task. Give warnings that a change in activity will occur. (e.g. turning off the lights, playing a particular piece of music or ringing a bell.) Once directions or instructions have been given, and work has begun, it would be helpful to check in with Darren, helping him jot down steps, so that he may refer back to them as needed. Darren may need assistance dividing assignments into short, manageable tasks. He will benefit from directions for each short task Use visual references, such as pictures, diagrams, graphic organizers,

outlines, models and demonstrations, along with verbal instructions and information. Darren would benefit from using prewriting strategies, such as graphic organizers and mind mapping techniques to assist with brainstorming, organization and planning of written work. Teachers are encouraged to draw Darren back to attention-this is best done subtly by touching his desk or setting up a signal with him in advance which will alert him to the fact that he has lost focus.

Specific Program Expectations


Program Area: Language Arts Goal: In reading, Darren will improve decoding and comprehension skills to the Grade 4 level as measured by an informal reading inventory Current Achievement Level Darren has difficulty decoding and understanding the grade 6 textbook independently. Doesnt often understand instructions. Methods of Progress Review Reviewed each term during reporting period

Learning Expectations November o Darren will read grade 4 level passages with a fluency rate of 60 to 95 words per minute. 80% accuracy will be required. During teacher conferences, Darren will be able to identify three root words, suggices and prefixes in order to solve unfamiliar words.

Teaching Strategies o Provide frequent opportunities to practice using a recording device.

Assessment Methods o Timed and taped reading during assessment.

o o Provide personal list of root words, prefixes and suffixes

Reading checklist during conferences

Term 1 o Darren will read grade 4 level passages with a fluency rate of 95 to 120 words per minute. 80% accuracy will be required. During teacher conferences, Darren will be able to identify regular plurals and posessives in order to solve unfamiliar words. Identify and use two strategies that help him read more fluently Darren will read grade 4 level passages with a fluency rate between 95 to 120 words per minute. 90% accuracy will be required. During reading conference, Darren will be able to identfy all contractions in order to solve unfamiliar words.

Provide frequent opportunities to practice using a recording device.

Timed and taped reading during assessment.

Provide personal list of root words, plurals and common possessives

Reading checklist during conferences

o o

Conferencing around strategies

Observations with checklist

Term 2 o

Provide frequent opportunities to practice using a recording device. Provide personal list of contractions

Timed and taped reading at end of the year Reading checklist during conferences

Program Area: Behaviour Goal: By the end of the year, Darren will be able to identify and impliment techniques to monitor his emotions, especially frustration and anger. Current Achievement Level Darren has been known to have a sense of humor with his peers but can engage in power struggles with them and his classroom teacher. When frustrated, Darren throws objects and runs around the classroom posing a danger to fellow classmates. Learning Expectations Term 1 o Darren will work on problem solving with peers Darren will work on strategies to help him identify when he is frustrated and angry and communicate these feelings in a socially acceptible manner (i.e. refrain from throwing objects and running around the classroom) o o Role Play, Social Stories Social Stories, Self monitoring (Angry Thermomter Visual) o o Observation Observations, conferencing with classroom and resource teachers. Teaching Strategies Assessment Methods Methods of Progress Review Reviewed each term during reporting period

Term 2 o Darren will continue to work on problem solving with peers and identify when he needs assistance to problem solve appropriately. Darren will display his frustration and anger in the classroon in a non-physical way with one reminder. o Role Play, Social Stories o Observations

Cues, Social Stories

Observations, conferencing with classroom and resource teachers.

Information Sources Used in Developing and Updating this IEP: The students OSR was studied in reference prior to this panel updating Darrens current files and academic performance review and this includes prior assessments and non-medical diagnosis from school assessment practitioners that have seen Darren throughout the years.

Evaluation and Reporting Dates: Reporting dates (e.g. Term 1, semester 1, etc.) November January (End of Term 1) June (End of Term 2) Review and Updating: Date Oct. 18th, 2013

Reporting format (e.g. provincial report card, etc) Progress Report Card Elementary Provincial Report Card Elementary Provincial Report Card

Activity Phone Call: Informed parent (mother) of Darren Smith that an IEP was being developed and invited input into the process. IEP sent home Teacher, Cassie Nilsson updates the members of this I.E.P. committee and the parent of Darren (mother only) to determine Darrens progression and whether he would be successful at the grade 7 level. Recommendation that Darren be assessed by a medical Doctor to check for signs and symptoms of FAS or FAE Fetal Alcohol

Outcome Mother declined offer to meet and provide input. Said she would consider a medical appointment this. Mother recieves IEP and signs it Classroom observation provided by the teacher Cassie Nilsson to the doctor and to this committee.

Oct. 25th, 2013 March 15, 2014

Mother supports the recommendations made by his panel in the best interests of her son: Darren Smith.

Parent / Guardian / Student (age 16 years or older) I was consulted in the development of the IEP ___ I have received a copy of the IEP ___ Comments:

Signature:

Date

Approved: _____________________________________ _________________________ (Principals signature)

(date)

Note: the Principal is responsible for the implementation and monitoring of the IEP. When the Principal signs the IEP the following are affirmed: the plan has been developed according to Ministry Standards addresses the students strengths and needs the learning expectations will be reviewed the students progress monitored at least once every reporting period program accommodations and/or modifications listed are in place