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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
Provincial Assessments: circle answer-if this is an EQAO assessment year for the student, this must
be noted here
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.
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.
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.
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.
o o
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
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.
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
(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