Individual Education Plan
Student Details
Student PEN:
111111111
School Name:
Elementary
Student Support Team:
AP (mother) JS (teacher)
Student Name:
C.B.
Grade: 5
DOB:
Ministry Designation
Primary: Q – Learning Disability
Support Plans
Social
CM (Principal)
Accessibility
Essential Supports
N/A
Inclusive
Lens
Personal
IEP Date:
September 19, 2016
Case Manager:
LM
LM (Inclusion Specialist)
Universal Supports
-speech to text software (scribe)
-calculator
-more time
-unlimited access to a computer for
writing assignments
-frequent opportunities to move
-choice for inquiry/writing
-frequent reminders to remain on task
-step-by-step instructions with
repetition
-visual prompts, examples, and
schedule
-visual timer
-graphic organizers
-Firefly or text to speech software
-highly structured environment with
clear and consistent expectations
Current Level of Performance
Continuum
Core Competency
Personal Awareness/
Responsibility
1
2
3
4
5
Focus
Area
Yes
Positive Personal &
Cultural identity
1
2
3
4
5
Yes
Strengths
Stretches
-celebrates efforts and accomplishments
-independently, expresses wants and needs
-uses strategies to help manage feelings and emotions
-connects actions with consequences
-describes family, home, and/or community
-identifies some individual characteristics
-explains likes, dislikes, and interests
-setting realistic goals and persevering with challenging
tasks
-making choices to benefit well-being and staying safe
in the community
-using calming strategies when feeling angry, upset, or
frustrated
-advocating for own ideas and being proud of who he
is
-representing cultural contexts (family, school,
community, peer groups) through words or images
-describing things that are personally important
-describing and demonstrating pride in positive
qualities, characteristics, and/or skills
Communication
Social Responsibility
1
2
1
3
2
4
5
3
6
4
7
8
5
Yes
No
Intellectual
Strengths
Stretches
-with some support, communicates with peers and
adults
-understands and shares basic information that is
personally important
-talks and listens to trusted people
-plans and completes activities with peers and adults
-answers simple and direct questions about personal
activities and experiences
-positively participates in classroom and group
activities
-shares feelings and listens to others’ views
-independently solves some problems and knows when
to ask for help
-demonstrates respectful and inclusive behaviour
(including online) with some support
-identifies when something is unfair for self or others
-identifies when others need help
-is kind to others, plays cooperatively, and builds
positive relationships
-communicating with peers and adults
-participating in conversations for a variety of purposes
(to connect, help, be friendly, learn/share)
-listening and responding to others
-contributing a fair share when working with others to
complete a short-term, concrete goal
-telling about simple experiences and activities and
sharing learning
-positively contributing to classroom, school,
community, and group activities
-considering others’ views and peacefully expressing a
different opinion
-identifying problems and possible problem-solving
strategies
-demonstrating respectful and inclusive behaviour
(including online)
-explaining why something is unfair
-identifying when others need help and providing
support
-building and sustaining relationships (cares for elders)
Critical Thinking
1
Creative Thinking
2
1
3
2
4
5
3
4
Strengths
6
5
No
No
Stretches
-asks questions, makes predictions, and uses senses to
gather information
-explores with purpose and uses what has been
learned
-demonstrates thinking (with words or actions)
-contributes to and uses simple criteria
-finds some evidence and makes judgements
-develops new ideas, builds on other’s ideas, adds new
ideas to own, or combines other’s ideas in new ways to
create new things or solve simple problems
-develops ideas that are fun, entertaining, and useful
-makes ideas work within constraints of a given form,
problem, or with specific materials
-asking open-ended questions, exploring, gathering
information, and experimenting to purposefully
develop options
-contributing to and using criteria
-using observations, experiences, and imagination to
draw conclusions, make judgements, and ask new
questions
-describing thinking and how it is changing
-generating new ideas to pursue interests
-seeking out learning opportunities to generate new
ideas
-building on skills to make ideas work
-working on developing his confidence to share his
ideas and believing that they are valuable
IEP Goals: Core Competencies (All students with ministry categories)
Goal Area

Personal
❏
Social
Goal: C can persevere through challenging tasks by
Objective
demonstrating that he can begin and finish at least one
assignment each week during writing.
Strategies:
-whole class visual schedule
-a list of tasks that are to be completed each day
❏
Intellectual
Communicating
Student Learning
AE
MM FM
EE
-explicit instruction about what task is to be completed from beginning to end
each day
-have the assignment broken down into the pieces that are required to
complete the task
-support to generate ideas
-graphic organizers
Goal Area

Personal
❏
Social
❏
Goal: C will demonstrate pride in his positive qualities, characteristics, and
skills by
Objective completing one assignment in class each day with confidence (no
negative self-talk).
Strategies:
-have the assignment broken down into the pieces that are required to
complete the task
-frequent reminders and replacement language for negative self-talk
-pre-talk about the assignment to demystify and support a growth mindset
-help card or an agreed upon signal that means “I need help”
-adult prompting (How can I help you get started?)
Goal Area
❏
Personal
❏
Social

Goal: C will explore with a purpose in mind and use what he has learned by
Objective:
using one math strategy to solve basic multiplication facts.
Strategies:
-adult check ins after a task has been explained to the whole class
-explicit teaching of multiplication strategies
-support to choose the most efficient strategy for Carter
-more time
Comments
Intellectual
Communicating
Student Learning
AE
MM FM
EE
Intellectual
Communicating
Student Learning
AE
MM FM
EE
Assessment Rubric
Support Level
Independence Level
Participation Level
Date:
Review Date:
Approaching
Expectations (AE)
This goal is not
yet within reach/
a new goal is
needed
Minimally Meeting
Expectations (MM)
Student needs
errorless support
and/or significant
assistance and
prompting to meet
this goal
Student does not
independently
initiate
Fully Meeting
Expectations (FM)
Student can meet
this goal with some
support or
prompting
Exceeding
Expectations (EE)
Student can meet
this goal without
assistance or
prompting
Student sometimes
independently
initiates
Student can
participate when
offered one-to-one
matches
Student can
participate when
offered up to 3
choices
Student
independently
initiates most/all
times
Student can
participate without
any offers of
choices
Evidence/Student Samples (e.g. photos, videos, work samples)
Date:
Date:
Date:
Date: