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Individual
Education Plan
REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC
STUDENT PROFILE
Name:
Gende
M
r:
Blake Cedar
Date of
Birth:
School
St. Patricks High School
:
Student
Principal
958874231
Mr. King
OEN/MIN:
:
Current Grade/Special
School
Grade 11- First Semester
Class:
Year:
Most Recent IPRC
30/04/201 Date Annual Review Waived by
Date:
4
Parent/Guardian:
Exceptionality:
19/04/199
8
2014-2015
ASSESSMENT DATA
Psychological Assessment
03/02/2005
Areas of Strength
Areas of Need
Auditory memory
Receptive language skills
Expressive language skills
Instructional Support by Special Education TeacherAs required by the studentResource Room (Location)
Consultation by Special Education TeacherAs required by the student-Resource
Room (Location)
*Beginning the first day of school- 02/09/2014
Mathematics
(MBF3C)
Science (SBI3C)
Technological
Education
(TMJ3C)
Music- Guitar
(AMG3O)
ALT
MOD
AC
MOD
AC
MOD
AC
MOD
AC
ALT
ALT
ALT
6.
ALT
MOD
AC
MOD
AC
MOD
AC
MOD
AC
7.
ALT
8.
ALT
9.
ALT
Certificate of Accomplishment
(Accommodations are assumed to be the same for all subjects, unless otherwise
indicated)
Instructional
Accommodations
-
Computer technology
(Pages, WordQ, etc.)
Duplicated notes
Additional time for
processing
Environmental
Accommodations
-
Assessment
Accommodations
Individualized Equipment
Additional time
Computer technology
Individual or quiet
setting
Oral responses
Reduction in the
number of tasks used
to assess a concept or
skill
Verbatim reading of
instructions/questions
Verbatim scribing of
responses
No
No
Computer technology
Individual or quiet setting
Verbatim reading of
instructions/questions
Verbatim scribing of responses
Exemptions:
Subject/Course/Alternative Program:
Learning Expectations
Teaching Strategies
Assessment Methods
10/09/2014
23/09/2014
16/10/2014
The principal is legally required to ensure that the IEP is properly implemented and monitored.
This IEP has been developed according to the ministrys standards and appropriately addresses the
students strengths and needs. The learning expectations will be reviewed and the students achievement
evaluated at least once every reporting period.
Principals Signature
Date
Parent/Guardian
Parent/Guardian
Parent/Guardian
Parent/Guardian Signature
Date
Date
Student
Student
Student
Transition Plan
Students Name
OEN/MI
N
Blake Cedar
958874231
Actions Required
Blake will earn an Ontario
Secondary Diploma (OSSD):
Facilitate individualized
program to enable Blake to
achieve an OSSD.
Complete Annual
Education Plan (AEP) for
present school year. Share
completed AEP with
Special Education and
Guidance
Provide individualized
assistance with courses.
Blake will choose a career path:
Provide personal and
career development
information.
Assist with interpretation
of career assessment
activities.
Blake will make application to
college or university of his choice
prior to graduation:
Complete appropriate
application to College or
University.
Contact Learning Centre at
Post Secondary Institution
for purpose of selfidentification.
Compile a transition
portfolio of critical records
(or copies) that the
student can supply to the
organization(s) that will be
providing support after the
Person (x)
Responsible for
Actions
Timelines
-Guidance Counsellor,
Special Education Teacher,
Parent
-Guidance Counsellor,
Special Education Teacher,
Parent
-Guidance Counsellor
-Guidance Counsellor
-Blake
-Grade 12
-Blake, Parent
-Grade 12
-Grade 12