Individual

Education Plan

Student:

Page 2

Hyttenrauch, Maxwell

SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified(MOD), Accommodated only (AC), or Alternative (ALT)
Subject/Course/Alternative Program Name

Grade/Level (Secondary Only)

MOD

1 French

2 Language

3 Mathematics

AC

4 Science and Technology

5 Social Studies

ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (provide educational rationale)

No

Complete for secondary students only:

Student is currently working towards attainment of the:

Ontario Secondary School Diploma

Ontario Secondary School Certificate

Certificate of Accomplishment

ACCOMMODATIONS
(Accommodations are assumed to be the same for all subjects, unless otherwise indicated)

Instructional

Environmental

Anxiety/stress reducers

Assessment

Alternative work space - more isolated

work space available during independent
Concrete/hands-on materials - to discover
work periods.
academic concepts and for use during
Consistent classroom rules and routines
programming designed by OT

Alternative settings

Extra time for processing

Predictable environment

Performance-based tasks

Graphic organizers

Strategic seating

Prompts to return student attention to task

Extended time limits

Extra time for processing

Reduction in the number of tasks used to

assess a concept or skill

Partnering
Prompting/modelling/redirection - when
needed to engage in task
Reduced/simplified language
Reduced/uncluttered format - Varied
reductions in amount of practice and/or
modified versions of handouts
Small sequential steps
Social skills coaching - when needed to
assist in small group and partner tasks
Product differentiation - Differentiated
versions of expected products to best
demonstrate his learning.
Specialized Equipment
SEA

- Essential to access the curriculum.

Yes (list below)

No

Other - SEA approved- Equipment is essential to help regulate sensory processing to enhance his availability for
participation and learning while supporting his motor needs.
55 cm physio-gymnic ball; ball bowl stand; super hop 55; octopaddle; floor Stuff set; Mozart for modulation; one
touch play tent; antimicrobial putty set;
O Ball; Jacob's figure 8; Snap Bags; SnakeEase; Twidget; Fold & Go Trampoline; Beanbag chair; LESSNoise
Earphones; HI-Write Mega Mazes; Stretchy Pets

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to the student in the current school year:

Accommodations:

Yes (list below)

No

Exemptions:

Yes (provide explanatory statement from relevant EQAO document)

No

Individual
Education Plan

Student:

Student ID

OEN Number

Subject/Course/Alternative Program

338710304

458851284

French

Hyttenrauch, Maxwell

Level of Achievement for Modified Program

Page 3

Level of Achievement for Alternative Program

Prerequisite Course (if applicable)

N/A

Letter Grade/Mark
(Subject marks last June)

LI - , RE - , SP - , WR -

Curriculum Grade Level

Annual Program Goals

A goal statement describing what the student can reasonably be expected to accomplish by the end of
the school year in a particular subject, course or alternative program.

By the end of grade 4, Maxwell will achieve the following curriculum expectations in French Immersion: read at a GB+ level 2 texts with fluency and
comprehension; will develop a vocabulary list containing at least 60 grade 1 vocabulary words which he will translate weekly and include a small
definition or picture to ensure comprehension; will understand oral instructions 4 out 5 times a day and will use French vocabulary from grade 1 to
formulate questions.
Modified Learning Expectations

Teaching Strategies

Assessment Methods

List modified/alternative expectations outlining knowledge

and/or skills to be assessed, by reporting period.
Identify grade level where appropriate.)

(List only those that are particular to

the student and specific to the
learning expectations.)

(Identify the assessment method to be

used for each learning expectation.)

Term 1
1 produce writing samples containing at least 2-3
sentences; read 20 high frequency word books in French;
Speak daily using simple vocabulary and sentences learned
in the classroom

1 provide vocabulary lists correlating

with subject matter; provide high
frequency word books; repetition,
modelling and anchor charts

1 correction of writing samples ensuring

vocabulary list was used and 2-3
sentences were written; one-on-one
reading with student of high frequency
word books; observations

2 Term 1, Revised:
Writing: identify word meanings, review and refine
appropriate use of word in sentences, and vary word
choices.

2 Create and develop personal word list 2 Teacher observations of frequency of

based on frequently used words, use of a use and appropriate use of personal
picture dictionary, prompting to seek
dictionary, weekly dictation.
clarification through peer and teacher
assistance, anchor charts.

3 Speaking: use familiar and frequently used vocabulary

3 daily class routine
that has been practiced in class to formulate questions when
interacting with teacher and peers.

3 Observations during peer and teacher

interactions

4 Listening: listening to increase vocabulary and to follow

oral instructions given by teacher 3 out of 5 times on a daily
basis.

4 repetition, verbal cues, visual cues

4 Observations

5 Reading: Read level 1 French texts containing familiar

and high frequency words dealing with everyday topics to
increase fluency.

5 Daily reading from assigned books

totalling a minimum of 5 books weekly.

5 Daily reading logs, one on one reading

observations, GB+.

Term 2
1 Writing: continue to identify word meanings, review and
refine appropriate use of word in sentences, and vary word
choices.

1 Create and develop personal word list 1 Teacher observations of frequency of

based on frequently used words, use of a use and appropriate use of personal
picture dictionary, prompting to seek
dictionary, weekly dictation.
clarification through peer and teacher
assistance, anchor charts.

2 Speaking: continue to use familiar and frequently used

vocabulary that has been practiced in class to formulate
questions when interacting with teacher and peers.

2 daily class routine

2 Observations during peer and teacher

interactions

3 Listening: continue to listen to increase vocabulary and to 3 repetition, verbal cues, visual cues
follow oral instructions given by teacher 4 out of 5 times on a
daily basis.

3 Observations

4 Reading: Read level 2 French texts containing familiar

and high frequency words dealing with everyday topics to
increase fluency.

4 Daily reading logs, one on one reading

observations, GB+.

4 Daily reading from assigned books

totalling a minimum of 5 books weekly.

Individual
Education Plan

School Year:

20152016

Transition Plan
Student Name:

Hyttenrauch, Maxwell

Grade Level:

04

Student ID:

338710304

OEN:

458851284

Regulation 181/98 states that exceptional students who are age 14 or over and
who are not identified solely as gifted, the students IEP must include a transition plan.
Policy Program Memorandum No. 140 states school board staff must plan
for the transition between various activities and settings involving students with ASD.
Policy/Program Memorandum No. 156 states a transition plan must be developed for all students who have an IEP, whether or not they
have been identified as exceptional by an IPRC and including those identified as exceptional solely on the basis of giftedness.
Support Needs: Strategies/Actions

Additional Comments

Person(s) Responsible

Timelines

Context/Goals: Activity to Activity

Body/Sensory Breaks
Develop a Coordinated Plan

A walk around the school with a pass

Classroom Teacher
upon his request.
When experiencing difficulty, Max
will independently seek clarification Student
in order to complete assigned tasks.

Term 1 & 2
Term 1 & 2

Context/Goals: Home to School/School to Home

Allow Early/Late Class Dismissal to Travel
Halls When Less Congested
Agenda

Student and Classroom

Teacher
To organize his homework and to
have an ongoing communication tool Classroom Teacher
with his parents.

Term 2
Term 1 & 2