IEP/IPP

STUDENT PROFILE

Name: Matthew Osbourne (Pseudonym) Gender: Male D.O.B.: 11/1/2006

Age: 7 Date of IEP/IPP: April 3, 2018 Grade (if applicable): Grade 1

ASSESSMENT DATA

Information Source Date Summary of Results

Reynolds Intellectual Assessment Fall 2013 Matthew is in the below average range for verbal intelligence. Matthew is in
Scale (RIAS) the average range for non-verbal intelligence and working memory skills.

Woodcock-Johnson Tests of
Achievement, Fourth Edition (WJ-
IV)
Bender Visual Motor Gestalt,
Second Edition (Bender-II)
Fall 2013 Matthew’s overall performance in reading put him in the below average
range. Matthew’s overall performance in writing put him in the low average
range.
Fall 2013 Matthew’s visual-motor integration abilities was in the low average range
(10th percentile).

Comprehensive Test of
Phonological Processing-
Second Edition (CTOPP-2)
Behaviour Assessment System for
Children-Second Edition (BASC-
II)
Fall 2013 Matthew’s overall performance placed him in the average range for
phonological processing.
Fall 2013 Matthew scored in the clinically significant range for hyperactivity,
aggression, conduct problems, attention problems, learning problems, and
adaptability.

STUDENT/CHILD’S STRENGTHS AND NEEDS

Academic Strengths Other Strengths (likes/dislikes, interests, Areas for Growth

skills)

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  Mathematics are at grade level
 Good understanding of the current unit
(e.g. addition)
 Phonological awareness is above average
 Helping out around the classroom  Independent reading and reading
 Enjoys art and physical activity comprehension
 Likes discovery and recess  Independent writing
 Able to regulate emotions  Self-regulation
 Following instructions

RECORD OF PARENTAL/TEACHER INPUT/COMMENTS

Parent: Ms. Osbourne stated that Matthew has been diagnosed with ADHD and ODD. She also noted that Matthew could focus on a topic that he was
interested in for long periods of time. In addition, she stated that he liked to draw and play outdoors. Furthermore, she indicated that math is one of
his strengths and that he is very athletic and loves to play all types of sports.

Student: Matthew stated that he enjoyed discovery, art, and recess. He also stated that mathematics was sometimes difficult for him, but his reading
and writing were good.

Teacher: Ms. Kaling stated that Matthew was struggling with reading and writing. She also stated that Matthew could demonstrate some level of
competence when a teacher sits and works with him.

CURRENT ACHIEVEMENT LEVEL: Matthew is functioning at the Kindergarten level for literacy.

AREA/S TO WHICH IEP/IPP APPLIES (put a check mark beside the appropriate area)

Cognitive_____ Language X Social/Emotional _____

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Fine Motor ____ Gross Motor_____ Adaptive Domain_______

EDUCATIONAL PLAN

Domain/Area to be addressed: Communication/Language/and Literacy

Goal: Matthew will increase his capacity for reading and writing.

Objectives Instructional Strategies Assessment Methods

Objective #1: Language Curriculum 1.4  Provide choice  Checklist
Demonstrating Understanding  One-on-one support  Participant observation
 Structure, supports  Direct testing of concepts and language
B: describe orally, using 3 to 4 sentences, the  Use simple and clear instructions by the teacher
main idea of simple books  Use of verbal prompts and visual cues
 Additional time to complete academic
C: when prompted by an adult/teacher/aide tasks and projects
during independent reading time  Provide frequent breaks
 Provide a space with minimal
D: 4/5 times or 100% of the time
distractions
 Personal dictionary
Objective #2: Language Curriculum 3.2  Use of repetition
 Use the Cover, Copy, and Compare
Reading Unfamiliar Words techniques
B: predict the meaning of unfamiliar words  Use pre-reading strategies
using semantic cues
C: when guided by an adult/teacher/aide
during reading time
D: 4/5 times

Objective #3: ELECT 3.2 Vocabulary

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B: describe orally, the function of objects in
the classroom: chalkboard, books, and
markers
C: when prompted by an adult/teacher/aide
during activity time
D: 100% of the time

Objective #4: ELECT 3.4 Phonological

Awareness and Phonics
B: identify syllables in words through
clapping
C: during carpet time under the guidance of
an adult/teacher/aide
D: 4/5 times

Objective #5: ELECT 3.6 Reading

B: demonstrate independent reading of
simple stories
C: when prompted by an adult/teacher/aide
during reading time
D: 100% of the time

Objective #6: ELECT 3.7 Writing

B: exchange written messages and drawings
with peers

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C: when prompted by an adult/teacher/aide
during independent writing time
D: 100% of the time

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SOURCES USED:

1. Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to
grade 12. Retrieved from http://edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

2. Ontario Ministry of Education. (2004). The individual education plan (IEP). Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

3. Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8 Language. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

4. Ontario Ministry of Education. (2007). Effective educational practices for students with autism spectrum disorders: A resource guide.
Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf

5. Ontario Ministry of Education. (2007). Early learning framework for every child today: A framework for early childhood settings.
Retrieved from http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf#page=24

6. Dombrowski, S. C. (2015). Psychoeducational assessment and report writing. New York, NY: Springer Science+Business Media.
Retrieved from https://www.csd.k12.sd.us/cms/lib/SD01001880/Centricity/Domain/186/Bell_Curve_Visuals.pdf

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