Reid's Individual Education Plan
Our School Board gets a ton of money from the provincial government to
provide special education services to Reid. We have asked for an Educational
Assistant for many years, but the school board does not think Reid has special
needs. I spend many many nights wondering what they do with $36,000. He does not
even get auditory-verbal support even though his hearing loss mandates 2 hours a
day. The Itinerant hearing-impaired teacher gets around infrequently, perhaps
when the FM is broken, or to do teacher instruction for a new teacher. ( I do
this speech work because it is too important to leave up to the school system.)
DISTRICT SCHOOL BOARD
INDIVIDUAL EDUCATION PLAN
Student: Reid Candlish Gender: male
Student ID: Date of Birth:
School: District High School Principal:
Grade: 10- Semester 2 Current School Year: 2000/2001
Latest IPRC: 2000/01/25
Exceptionality: Multiple - Communications - Deaf and Hard of Hearing and
Learning Disabilities, Physical-DCD, ADHD
Placement: Regular classroom Placement Date : February 5, 2001
Reason for Development: Reid is identified as an exceptional pupil by an I.P.R.C.
Developed By: names of people involved
IEP Completion Date:
Subjects /courses to which the IEP applies:
all courses Secondary School Compulsory Course Substitutions:
Relevant Assessment Data:
2000/06/22 Educational Assessment
1999/01/01 Children's Rehabilitation Centre
1999/01/27 Psycho-educational assessment
1999/01/01 Psychological assessment
1999/11/10 Audiological assessment
1998/10/19 Educational assessment
1998/12/14 Occupational Therapy assessment
1998/07/13 Medical assessment
1998/06/03 Trillium Resource Services
1998/05.27 Occupational Therapy C.C.A.C. Relevant Medical Data:
DCD - Developmental Coordination Disability, ADHD
Allergies
Asthma and bronchitis
Frequently tired
Strengths Interests
*reading and oral language
*good general knowledge of most topics
*is well aware of strengths and areas of need
*advocates well for himself
*extensive knowledge about hearing aids and FM systems *computers
*scouting
*golfing, curling
*robotic and electrical systems
*mechanical endeavours
Areas of Need
* alternative and extensive accommodations to written output for assignments and
tests
*support for learning and using technology to aid written output
*an individualized Math program
*assistance with attention to task, organization, sequencing, following
directions, problem solving strategies, and initiating and completing
assignments
*specialized equipment to support oral communication
Reid Candllish Page 2
Special Educational Services Personalized Equipment
*Itinerant Resource Teacher - Deaf
*Resource Teacher - monitoring
***we need to add here the initiation date, planned frequency or intensity,
and location for each of the above *adaptive computer hardware/software aids
*FM system for use in the classroom
*Voice activated tape recorder
*overhead projector in every classroom for notes and for photocopying overhead
notes
General Accommodations - for all courses
- use of FM system
- eye contact when speaking to Reid - face Reid while talking directly to him
- preferential seating
- minimize distractions
- provide opportunities for Reid to orally rehearse instructions
- review of new vocabulary in advance
- dictionary, thesaurus and word lists
- assign one task at a time, highlight/chunk material
- reduce new skills to smaller steps
- assignments sheets, communication books, homework log, daily agenda
- prioritize tasks for completion
- provide self-checking methods
- increased task completion time
- scribe, peer tutor, photocopy notes
- computer with voice recognition technology
- accommodations to testing formats - note/open book tests, verbal responses,
etc.
Provincial Assessment Accommodations
Grade 10 Literacy scribe, individual setting, extra time
Program Area:
Computer technology and voice recognition software Annual Goal:
To learn and use computer technology, such as voice recognition software, for
assignments and tests in order to become more independent
Current Level of Achievement:
Method of Evaluation and Reporting:
Evaluate use during daily assignments and tests.
Results will be communicated in writing on the Mid semester and Final report
cards.
Learning Expectations: Strategies and Accommodations, Resources and
Equipment: Assessment Methods:
Alternative Expectations:
- develop personal voice file
- email assignments to teachers
- use a tape recorder to tape class lessons
- use IBM - Via Voice - Advanced, WordPerfect and Word
- develop at home on computer
- working at 90% accuracy
- successfully completed and e-mailed English assignments
TRANSITION PLAN NAME: Reid Candlish
LONG TERM GOAL: To attend a post-secondary community college or university
ACTIONS RESPONSIBILITY DATE
STEPS:
1. Select target colleges / universities programs
2. Complete prerequisite SS credits
3. Prepare for admission screening process
4. Acquire needed study skills
5. Preparation for needed post-secondary accommodations
Reid/ parents/ guidance/ principal
Reid
Reid/ parents/ guidance/ principal
Reid with support from guidance
Reid/ parents/ guidance/ principal March 6, 2001
ACTIONS TO DATE:
- option sheet completed for 2001/02
- Reid has set goals in Annual Education Plan
- Reid, Special Education Resource Teacher/ TAP
March 6, 2001
ACTIONS - CURRENT:
- acquire needed study skills
- Reid has set goals in AEP
- current assessments indicate adaptive technologies
- review timetable to ensure that Reid is enrolled in Career Studies
- Reid with support from Peer Tutor and TAP Advisor
- Reid, TAP Advisor
-
- guidance, TAP Advisor, Principal
Ongoing
End of May
ACTIONS - NEXT YEAR:
- enrolled and active participant in Career Studies
- Reid had set goals in AEP
- start a portfolio and update at regularly
- review appropriate courses at post-secondary level
- appropriate courses are selected on option sheet
- technology training remains consistent and is acknowledged on current IEP
- Career Studies teacher, Reid, Principal
- Reid
- Reid
- Reid, TAP advisor
TAP Advisor, Principal
- Reid, parents, TAP advisor, principal
Sept. 2001 onward
ACTIONS - FUTURE
RECOMMENDATIONS:
- 6 week summer course at York University- summer prior to post-secondary
placement
- investigate post-secondary - tours
- file applications for post-secondary
Reid, parents, Guidance, TAP Advisor, Principal
- Reid, parents, TAP advisor
- Reid
Sept. 2002 start application process
PARENT/STUDENT I.E.P. CONSULTATION FORM
STUDENT NAME: Reid Candlish
STUDENT IDENTIFICATION NUMBER:
DATE PARTICIPANTS PARENT/STUDENT COMMENTS OUTCOME
Feb. 6, 2001 -people at meeting, Reid's strengths and needs were discussed
- accommodations needed
- Feb. 13 -people at meeting, set to begin IEP work
Feb. 13, 2001 -people at meeting, Reid has been diagnosed with Developmental
Coordination Disorder by a neurologist - first page reviewed and revised
- March 6 people at meeting,set as next meeting date to continue to work on the
IEP
March 6, 2001 people at meeting
June 18, 2001 people at meeting
- exams scheduled over 4 mornings
- Reid to attend District High School in Fall 2001
I have been consulted in the development of the IEP.
I have declined the opportunity to consult in the development of the IEP.
I have received a copy of the IEP.
Parent Signature Date
Student Signature Date
Principal Signature Date
mamahohbear's comment
Reid did not have an IEP for 2 years in high school because the school board
bought a computer program to generate the IEP's which could not handle multiple
handicaps (stupid or what!)
This IEP was written by an educational consultant who has worked with Reid
and his teachers since grade five or six. Previously the consultant has taught
children with learning disabilities, and deaf children, and teachers of these
children. We asked the educational consultant to write the IEP because even
though it was not our job, it was not getting done. This IEP took 28 hours of
meetings, and cost $1400 which we paid for. In the US the school board is
required to write the IEP.
Getting the IEP written takes a long time. Usually the effect is that the
previous semester's teachers are represented. So this IEP is in use in the
classroom even though newer medical documentation exists.
