ASSESSMENT DATA Summary of Results (P.22 The IEP Resource Guide, 2004)Include diagnoses that impact learning even if the student is not identified (e.g. Developmental Coordination Disorder, but not diabetes)Consider removing older assessments when the information is no longer relevantINCLUDE: reports supporting exceptionality identification, brief summary of report findings, medical diagnosis that supports exceptionality identificationDO NOT INCLUDE: every report in OSR, numerical scores or percentiles, medical diagnosis that does not support identification of exceptionality, personal information

PLACEMENT (P.21-22, The IEP Resource Guide, 2004)Fully self-contained: Placement in a specialized program for the entire dayIndirect Service: Placement in regular class for the entire day and teacher receives consultative servicePartially Integrated: Placement in a specialized program and integrated in regular class for at least one period dailyResource Assistance: Placement in a regular class for most or all of the day and receives specialized instruction (individual or in a small group), within the regular classroom from qualified special education teacherWithdrawal Assistance: Placement in a regular class and receives instruction outside of classroom for less than 50% of the day from qualified special education teacher (e.g. DHH, B/LV, Empower)

Health Supports (P. 24 The IEP Resource Guide, 2004)

Scheduled supports are required in order to enable a student to attend school (suctioning, injections, tube feeding, personal care such as lifting, toileting, feeding)

Toilet training would not be included, but a toileting schedule may be included for a student with on-going needs and gaps in this area. In this type of circumstance, CCAC may be involved

Regular scheduled blood sugar levels for diabetes may also be included

STRENGTHS and NEEDSEnsure alignment with Assessment Data and Accommodations on Page 2Refer to definitions of “Strengths and Needs” in the Special Education folder on BEAM

*What data supports the development of the IEP?

Monitoring from LST-includes ongoing consultation with classroom teacher, school personal, observations, and development of IEP in collaboration with teacher and parentsWith support from LST – LST provides either in-class and/or withdrawal support (e.g. Booster Groups, Empower)With Specialized support - for students who require support for physical/medical needs (e.g. ITD/HH, ITB/LV)Specialized Program Classes – (ASP, AUT, BIP, DHH, DD, DSP, GLP, GIF, LLD, LD, PSP, PSN)

“No exceptionality” for students not identified through the IPRC

IEP Resource Guide

Check only one box per subject/course/program (Modified, Accommodated or Alternative)

Checking “Modified” assumes you are also providing accommodations

When “MOD” or “ALT” is checked, a page 3 must be developed for that subject/course/alternative program

“Accommodations described in the IEP should include only those strategies and supports that differ from what is normally provided during classroom instruction.” (Page 28)Make sure Accommodations align with page 1 Assessment Data and ensure accommodations are relevant.Make sure Accommodations also align with page 1 Student Strengths and Needs.See definitions of Accommodations in the Special Education Folder on BEAM

Include generic software/hardware: (e.g. Tablet, Laptop, Text-to-speech, word prediction, organizational software)

Assistive technology must be included in the Accommodations “Yes” will be clicked centrally once student has been SEA approved Remove SEA pending once student is SEA approved

The student has an IEP that outlines the accommodations that are necessary for and consistent with regular classroom practices used for the student. The student must normally receive these accommodations for all forms of assessment, including summative assessment work, notonly for provincial tests.

Ensure that accommodations listed are in place and familiar to the student (i.e., these accommodations are not just for EQAO, but students should receive these accommodations for all forms of assessment (refer to EQAO Guide for Accommodations, Special Provisions and Exemptions)

Completed for all Alternative Program A description of what the student currently is able to do. This can be taken from the most recent Alternative Report Card (P. 37 The IEP Resource Guide, 2004)

Letter Grade/Mark fed through Trillium and based on the June Report Card

Curriculum Grade Level refers to the grade level that last June’s marks were based onAdd ‘MOD’ if marks were based on a modified program

NB: “The current level of achievement is recorded on the IEP as the starting point of the IEP development phase and remains unchanged for the duration of the IEP – that is, to the end of the school year or semester” (Page 30)

Goals should be developmentally appropriate, SMART, provide clear direction, and identify a path to progress.

Are the expectations SMART and do they describe what the learning will look like?

S – Strategic and specific

M – Measurable

A – Attainable

R – Results based and realistic

T – Time framed

If a specific teaching strategy relates to a specific expectation, and differs from strategies regularly used with other students, it should be recorded along side the learning expectation

Assessment methods should include a range of methods and techniques and incorporate the assessment accommodations on page 2

By the end of grade 3, Student will achieve the following reading curriculum expectations; Use five reading strategies to decode unfamiliar words; and will read at a grade 1 level with fluency and comprehension. In writing, Student X will write two complete sentences on a topic. In Oral Visual Communication, Student will complete two presentations, arranging stories and retells in sequential order.

Language

In Reading, Student will:1. read 50 high frequency words (mod. Gr1)2. review word families: at, an, am, ad3. add consonants to the word families to make

and read 3 letter words in the following word families; et, ell, est, ed (mod. Gr1)

4. identify the sounds for the following letters:b, d, e, h, l, v, y, z (mod. kindergarten)

In Writing, Student will:1. print 1 simple sentence connected to an idea

and draw a picture to go with it (mod. Gr1)2. print beginning sounds and full words for the

following word families; at, am, ad, an, et, ell, est, ed (mod. Gr1)

3. spell 5 high frequency words correctly (mod. Gr1)

In Oral Visual Communication, Student will:1. retell 1 story or restate the information in 1

movie to include the main idea (mod. Gr1)2. demonstrate 2 active listening strategies (mod.

Gr1)3. in a class presentation, use “First, then, next,

finally,” graphic organizer to give “How to ..” instructions

1-3. word wall, modeling, use of spelling/word wall word book, flashcards, sight word stories, word family manipulatives, Dolch reading list, guided reading mini books and take-home books4. flashcards, finger tracing in sand/salt, songs, chants, poems, shared readings, modeling, repetition, prompting, Jolly phonics program

1. word wall, modeled activities, repetition, prompting2. modeling in small group, using sentence frames, cloze activities3. modeling in small groups, with regular feedback

1. use prompts, visuals, modeling through think alouds2. Extra practice using First, Then, Next, Finally organizer3. use tape recorder to help practice information, use Smart Ideas to organize thoughts

checklists, anecdotal notes, letter and word reading activities and stories, conferencing

observation, anecdotal notes, writing journal, spelling activities

anecdotal notes, observations, conferencing

Math

By the end of grade 3, Student will achieve the following curriculum expectations in Math; In Number Sense and Numeration he will compose and decompose numbers to 20; and add and subtract single digits. In Measurement, he will measure and record length, area, and perimeter using non-standard units and graph paper. In Geometry, he will identify and describe 3 of each (polygon, 3-D figures). In Patterning, he will compose and describe patterns with one attribute; and represent 2 single-digit number sentences as equal. In Data Management, student will collect, organize data and read simple graphs.

In Number Sense;1. read and print in words, whole numbers from

1-10 2. count forward by 1’s and 5’s to 70 using

number lines and placing counters on a 100’s chart

3. represent, compare and order whole numbers to 20 using base ten materials, drawings, ten frames, number lines and 100’s charts

In Measurement;4. measure and record length, height, and

distance using non-standard units5. name all months of the year in order6. name the days of the week in sequence and

determine the days for yesterday, today and tomorrow

In Patterning;7. identify 1 rule for a repeating pattern8. identify and extend 1 numeric repeating

pattern

In Data Management;9. sort objects according to colour 10. sort objects according to size11. sort objects according to shape12. create 1 picture graph using tallies

1-3.100s chart, counting, adding and subtracting stories, counting games, manipulatives, practice worksheets, anchor charts for visual prompts

4-6 use of manipulatives, teacher prompting, flashcards, sequencing activities

7-8 use of concrete manipulatives, pattern strips

9-12 .use of concrete manipulatives, teacher modeling, concrete objects, mirrors, paint and paper activities

1-3. observations, anecdotal notes, conferencing, oral assessments, checklists

4-6. observations, anecdotal notes, conferencing, oral assessments

7-8. observations, anecdotal notes, conferencing, oral assessments, hands on task

9-12. observations, anecdotal notes, conferencing, oral assessments, hands on task

Self Regulation

By the end of the school year, Student will ask for help (e.g. say "help me") when he needs assistance from a teacher in 3 out of 5 situations. He will cooperate to perform a non-preferred task (e.g. trace his name) in 4 out of 5 situations and independently complete 5 academic tasks per day.

In Self Regulation, Student will;

1. ask for help (e.g. say "help me") when he needs assistance from a teacher, rather than becoming upset, in 2 out of 5 situations.

2. cooperate to perform a non-preferred task (e.g. printing or colouring activities) in 2 out of 5 situations

3. Student will independently complete 3 academic tasks per day

1. Modelling; verbal prompts; nonverbal cues; positive reinforcement, role playing, social stories

3. First/ThenStructured Learning BinsGraphic OrganizersConsistent presentation format

1. Tracking checklist; observation; anecdotal notes

2. 3. Self assessment checklistFinished Bin

STUDENT is experiencing difficulty with self-regulation and does not complete tasks independently. He often shouts out during class discussions and he rarely follows through with teacher requests. He has difficulty engaging in and completing non-preferred activities.

By the end of grade 3, Student will identify when he is frustrated and will independently use at least 3 self-calming strategies taught to calm him when agitated. He will remain on task for at least 15 consecutive minutes during seatwork and use at least 5 resource problem strategies taught to complete work independently.

Self Regulation

STUDENT will;

1. use 2 different resource strategies to solve a problem before moving on to a new task (ask a friend, re-read instructions, internet, chunk instructions, and highlight key words).

2. use 2 strategies daily (5 point scale, breathing) to calm self when agitated.

3. raise his hand to participate once daily during group discussions.

4. work independently at his desk during seatwork for 5 minutes before seeking teacher assistance.

1 tracking checklist, reflection journal, Observation

2 observation, self assessment, checklist

3 tracking checklist

4 checklists

1. Model Me Kids Breathing, 5 point scale visual, relaxation breathing booklet

2. resource strategies visual checklist, modeling

3. modeling, non-verbal cues

4. visual timer, visual prompts

STUDENT is experiencing difficulty with self-regulation and does not demonstrate any strategies for self-calming. He rips up written work when frustrated, taps his pencil, does not complete tasks independently, and often shouts out requests.

It is not necessary to list regular classroom teacher

Recording frequency and intensity is not necessary for non-board staff

Used for students new to a special education program

A result of a change in one of the following; Resource Assistance, Indirect Service, Partially Integrated, Fully Self Contained, Withdrawal Assistance

Used for students whose placement and program remains unchanged

e.g. 30 minutes, one day per week

Document all consultation with parents and student (if student is 16 years or older) on the IEP development

Record the outcome of each consultation

IEP must be signed by the principal

A student specific Support Needs can be created.

Additional Comments can be added to individualize transition Context/Goals.

Term 1, Term 2 or Term 1 and 2 can be selected.

A student specific Support Needs can be created.

Document all consultation with parents and student (if student is 16 years or older) on the IEP development

Record the outcome of each consultationIEP must be signed by the principal