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    Student Details

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    Ben Digby's Individual Education Plan (IEP) outlines his strengths, areas for growth, and goals across core competencies and academics. Ben learns best visually and needs breaks to self-regulate. His goals include active listening, making kind comments, initiating interactions, accepting invitations, recognizing dysregulation, and using self-regulation strategies. Academically, his goals are increasing his reading level and reading primer words to support comprehension and decoding skills in English Language Arts. Mrs. Reed, Ms. Ho, and Mrs. McDonald will support Ben through visuals, modeling, practice, and small group instruction.

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    Student Details

    Uploaded by

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    125 views4 pages
    Ben Digby's Individual Education Plan (IEP) outlines his strengths, areas for growth, and goals across core competencies and academics. Ben learns best visually and needs breaks to self-regulate. His goals include active listening, making kind comments, initiating interactions, accepting invitations, recognizing dysregulation, and using self-regulation strategies. Academically, his goals are increasing his reading level and reading primer words to support comprehension and decoding skills in English Language Arts. Mrs. Reed, Ms. Ho, and Mrs. McDonald will support Ben through visuals, modeling, practice, and small group instruction.

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    Ben Digby's Individual Education Plan (IEP) outlines his strengths, areas for growth, and goals across core competencies and academics. Ben learns best visually and needs breaks to self-regulate. His goals include active listening, making kind comments, initiating interactions, accepting invitations, recognizing dysregulation, and using self-regulation strategies. Academically, his goals are increasing his reading level and reading primer words to support comprehension and decoding skills in English Language Arts. Mrs. Reed, Ms. Ho, and Mrs. McDonald will support Ben through visuals, modeling, practice, and small group instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    125 views4 pages

    Student Details

    Uploaded by

    api-469538687
    Ben Digby's Individual Education Plan (IEP) outlines his strengths, areas for growth, and goals across core competencies and academics. Ben learns best visually and needs breaks to self-regulate. His goals include active listening, making kind comments, initiating interactions, accepting invitations, recognizing dysregulation, and using self-regulation strategies. Academically, his goals are increasing his reading level and reading primer words to support comprehension and decoding skills in English Language Arts. Mrs. Reed, Ms. Ho, and Mrs. McDonald will support Ben through visuals, modeling, practice, and small group instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    At a glance
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    The document provides details about a student named Ben, including his interests, learning preferences, strengths and areas of growth. It outlines goals and support strategies to help him develop key skills.

    Ben is good at staying with his class and identifying letters/sounds. He needs support knowing when to take breaks and expressing his feelings. He is working on reading sight words.

    Ben's goals include being an active listener, making kind comments, initiating social interactions, recognizing when he needs a break, and using self-regulation strategies.

    Individual

    Education Plan

    Student Details
    Student Name: Ben Digby Ministry Designation (s): G
    Grade: 3 IEP Activation Date: October 2, 2019
    PEN: 123456789 IEP Yearly Review Date: June 20, 2020
    Date of Birth: 01-Jan-2011 Case Manager: Eunice Ho
    Student Support Team: Role:
    Mrs. Reed Classroom Teacher
    Ms. Ho Skills Teacher/ Case Manager

    Mrs. McDonald Educational Assistant


    Parent/Guardian consulted on: September 21, 2019

    Student Profile
    My Interests: √ Link: Fresh Grade
    - Building with Lego, and craft materials
    - Playing with Playdough
    - Watching YouTube videos
    - Being active and playing ball games
    - Power Rangers
    - Dogs

    My Learning Preferences: √ Link: Fresh Grade


    I learn best when I am able to see information visually. It is hard
    for me to learn by just listening.

    The best way for me to show you what I know:


    - Building with my hands
    - Drawing a picture
    - Showing by doing it

    What you need to know about me: √ Link: Fresh Grade


    - I respond well to visuals
    - I don’t like loud noises
    - I get distracted easily in busy environments
    - I enjoy stamps and stickers

    Core Competencies
    My Focus
    My Strengths: My Area
    Stretches
    Personal Skills I am good at staying with the rest of my class I still need support with knowing when my body √C
    Personal and not wandering off. needs a break and asking for breaks. √ PS
    Awareness
    Personal Identity
    Social Skills I am good at sharing my toys with my I need to get better at expressing my feelings and √C
    Communication friends. using my words to solve problems. √ PS
    Social
    Responsibility

    Intellectual Skills I can identify all the letters and letter I am working on reading more sight words. √C
    Critical Thinking sounds. √ PS
    Creative
    Thinking

    Support and
    Plans
    Universal Essential Supports
    Supports
    Shape of the Day classroom visual Visual (Boardmaker pics) schedule for work time and break
    time
    Sensory tools to help feel calm and to focus Designated time in self-regulation room daily
    Using simplified language and writing key vocabulary on the Reduced workload
    board
    Plans Date
    Positive Behaviour Support Plan June 05, 2019
    Student Core Competency-Based Goals
    I have authored my own goals: √ Yes, with some support Yes, with full support
    Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Communication Goal/ Connect and Engage with Others
    Facet:
    I can be an active lister. I can support and encourage the person speaking by

    Objective: Raising my hand and waiting to be called upon Instructional Strategies: - Explicit Instruction of “Whole Body
    before speaking. Listening”
    - Visual image of what “Whole Body
    Listening” looks like and sounds like
    - Diminishing prompts
    Objective: Making kind comments to my peers after their Instructional Strategies: - A visual bank of 5 appropriate
    show and tell. comments to choose from
    - rehearsing ahead of time

    Student Core Competency-Based Goals


    I have authored my own goals: √ Yes, with some support Yes, with full support
    Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Social Goal/ Building Relationships
    Facet:
    Responsibility I can be part of a group. I can develop peer relationships by

    Objective: Initiating a social interaction/ conversation. Instructional Strategies: - video-modeling


    - friendship group with some adult
    facilitation
    - social stories
    Objective: Accepting an invitation into a group. Instructional Strategies: - video-modeling
    - friendship group with some adult
    facilitation
    - social stories

    Student Core Competency-Based Goals


    I have authored my own goals: √ Yes, with some support Yes, with full support
    Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Personal Goal/ Self-Regulation
    Facet: I can use strategies that help me manage my feelings and emotions by
    Awareness and
    Responsibility
    Objective: Recognizing when my body is feeling dysregulated Instructional Strategies: - Zones of Regulation teaching &
    and then asking for a body break. visuals
    - prompting to take a break
    - allowing use of break card
    Objective: Using a self-regulation strategy to get myself in the Instructional Strategies: - calming visual choice card
    green zone before beginning/ continuing a task in - spending time in self-regulation
    the classroom. room
    - Zones of Regulation teaching &
    visuals
    Curricular Competency/Content-Based Goals
    Course/Subject: English Language Arts/ Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Reading
    Learning Standard: I can use a variety of decoding and comprehension strategies to read and understand text by

    Objective: Increasing my reading level to a PM Benchmark Instructional Strategies: - LexiaCore5 Reading program
    level 5 - small group instruction
    - guided reading groups
    - leveled reading books
    Objective: Reading the primer words on the Jerry Johns Instructional Strategies: - daily practice on word rings
    graded word list. - set of home flash cards
    - small group instruction

    Curricular Competency/Content-Based Goals


    Course/Subject: English Language Arts/ Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Writing
    Learning Standard: I can communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation
    by
    Objective: Using periods at the end of my sentences. Instructional Strategies: - visual card to remind the use of
    punctuation
    - explicit instruction
    - prompts to edit work
    Objective: Spelling high frequency words correctly (ex. Instructional Strategies: - high frequency word list taped on desk
    like, what, the, this) - repeated spelling practice

    Curricular Competency/Content-Based Goals


    Course/Subject: Mathematics Teacher/Support Staff: Mrs. Reed, Ms. Ho, Mrs. McDonald
    Learning Standard: I can develop mental math strategies and abilities to make sense of quantities by

    Objective: Adding and subtracting numbers up to 10. Instructional Strategies: - use of visual tools (i.e. hundreds chart,
    number line, manipulatives)
    - repetition and graphing of
    results/progress
    - small group or individual instruction
    Objective: Counting to 50 independently. Instructional Strategies: - use of visual tools (i.e. hundreds chart,
    number line, manipulatives)
    - repetition and graphing of
    results/progress
    - small group or individual instruction
    - audio listening of 1 to 50 paired with
    visual numbers

    Additional
    Comments

    - Ben has a diagnosis of Autism and ADHD. Earlier this school year, he was prescribed medication for reducing ADHD
    tendencies but it has led to an increase in physical behaviours. He has currently stopped taking medication.
    - His parents are separated and his mom has main custody. Mom is the main contact person with the school.
    - Ben works with a private behavioural interventionist who provides weekly therapy every Monday and Thursday.

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