INDIVIDUAL EDUCATION PLAN (September, 2008)

STUDENT: Eric McFeld FEMALE __ MALE X IDENTIFICATION: Developmental Disability (See OSR for etiological/medical explanations) IPRC PLACEMENT: (Regular classes with withdrawal assistance one period per school day) TEACHERS RESPONSIBLE FOR DESIGN AND DELIVERY OF IEP: Special Education Resource Teacher Regular Language and Mathematics Teachers Work Experience Coordinator Child and Youth Worker (consult OSR for health considerations) FORMAL ASSESSMENT OVERVIEW: (See OSR for specific details) A) Psychological Assessments: B) Behaviour Assessments: C) Speech/Language Assessments: Reports indicate profound 15/04/2007 developmental delay. Reports indicate profound 22/01/20007 adaptive functioning delays. Reports indicate mild/moderate 10/05/2007 articulation difficulties. DATE OF BIRTH: December 14, 1992

EFFECTIVE DATE: September, 2008

CURRENT PLACEMENT GRADE: 9 FUNCTIONAL LITERACY ABILITY: 2/3 FUNCTIONAL NUMERACY ABILITY: 2/3 (See OSR for specific diagnostic descriptions and individual scores) STRENGHTS AND NEEDS:

STRENGTHS: Willing to put forth an effort given appropriate support Wants to improve, especially with regard to reading Can show some initiative, particularly when interested in a topic or theme Good sense of humour but has difficulties determining appropriate boundaries with respect to this humour Gets along reasonably well with others, however, has real difficulties reading non-verbal cues Can be extremely compassionate; however, can be easily taken advantage of Some aptitude for things mechanical, particularly having to do with motorcycles Likes most sports, but particularly soccer Likes comic books, but particularly Ghost Rider, The Punisher, and Spiderman Likes music, particularly hip-hop. Tupac Shakur, Notorious B.I.G., Dr. Dre, Suge Knight, Death Row Records, P Diddy (Sean Combs) and Kanye West are favourites Generally personable, likeable and kind

NEEDS: A uniquely designed program to help develop functional language, mathematic, behavioural, and general reasoning skills Real-life experiences and concrete materials to support his learning To develop transit/travel skills To develop time management/time telling skills To improve interpersonal, social and communication skills To learn how to work at an acceptable rate and speed To develop independent thinking skills (leader vs. follower emphasis) To acquire strategies which would allow him to develop/nurture relationships with classmates/co-workers To control impulsive tendencies re: tantrums and swearing To view the world in a less concrete, less literal way Opportunities to be successful (thereby reducing his overall anxiety/frustration levels, and, reciprocally, serving to enhance his overall confidence) GENERAL PROGRAM OVERVIEW: For one period a day the student will be in a self contained classroom which should focus on his general advocacy, work habits, organization, time management, job, educational and functional life skills. Although he will be integrated into regular math and language classes, which should specifically focus on developing his consumer math, general literacy, general reasoning, and overall communication skills, functional life skill acquisition should always remain the central educational preoccupation where this particular student is concerned. Restated, the goal of this students 100% individualized educational program should be geared to enhancing his self confidence and general social/life skills, hopefully better preparing him for the world of work and the world of positive citizenry. SOME ADAPTATIONS TO BE SERIOUSLY CONSIDERED

GENERAL: Use real life situations as much as possible to teach skills Recognize, praise and provide opportunities for assessment based on effort and improvement - as well as for overall task completion Focus on specific expectations that promote independent living (directly teach and measure these daily living skills) Use interest and general competency in comic books, music, mechanics, and sports as a point from which to move forward from both behaviourally and from a scholastic skill acquisition perspective Wherever and whenever possible support verbal prompts with visual ones (and vice versa) LEARNING STYLE: Use real life situations as much as possible to teach skills Relate materials to students life and real life situations Teach in small, incremental steps, moving from the simple to the more complex

Whenever/wherever possible use picture cues to reinforce understanding Always briefly review previous days learning activities before moving on to new ones Overwhelmingly, visual and kinesthetic approaches would appear to work best with student Overall, where this student is concerned, learning would appear to happen in isolated clumps and may be unconnected or loosely connected to other experiences, thoughts, or emotions. In short, he has great difficulty generalizing information

BEHAVIOUR / MOTIVATION: Teach/ model reinforce appropriate social skills and routines Teach/model/reinforce appropriate classroom behaviours Assist student to develop appropriate conflict resolution strategies Acknowledge/praise/reward positive performance and behaviour (attitude/effort) Facilitate/model/encourage appropriate social skills development Monitor student progress intently, providing constant feedback Break all activities down into smallest components, reinforcing/praising consistently the smallest of gains Strategically load situations to ensure success, particularly around special interests (absolutely celebrate these moments) Establish an alternative setting within the classroom where time-outs can be easily implemented and monitored Closely monitor anxiety levels within the classroom, as escalation can quickly ensue Establish a cueing system, particularly between student and teacher, which deals specifically with extreme behavioural fluctuations Encourage/teach personal responsibility/ownership for behaviour/actions Provide clear and consistent consequences for both appropriate and inappropriate behaviour and performance Be prepared to defer the application of negative consequences, directly related to behaviour, as student has a real problem grasping cause and effect particularly in the heat of a behavioural moment ORGANIZATION: Encourage student to use one main binder to organize notes for class Employ verbal rehearsal and questioning strategies following instruction in order to help the student focus on important information Break tasks into smaller parts to be completed at different times (chunk) In all instances within the classroom, provide extra time for processing READING: Use environmental reading material; e.g. signs, grocery ads, recipes (teach phonetically) Provide a reading program that is based overwhelmingly on students interest(s) (Comic books, soccer magazines, music magazines, and popular mechanics) Provide a quiet space in the classroom where student can work with teacher on a one to one basis (see behavioural note on alternative setting)

WRITING: Encourage the use of word processing via e-mail

Encourage work (writing) on individual projects, particularly around special interests Encourage the completion of daily work journals Incorporate real life situations and personal interests into all printing/writing exercises

LISTENING SPEAKING: Teach the student how to initiate, maintain and conclude conversation Provide many opportunities for the student to develop oral language skills (e.g. current events; reports on special interest topics) Teach appropriate ways for the student to request assistance and express feelings MATHEMATICS: Use concrete and or manipulative materials to teach new concepts Teach and encourage calculator usage Use real life examples, and specific interests to explain math concepts (Soccer statistics) Provide/encourage the use of pictures, graphs, charts and diagrams in the dissemination and reception of mathematical ideas/concepts wherever and whenever possible PERSONALIZED EQUIPMENT: Calculator whenever/wherever possible Computer/word processor whenever/wherever possible CLASSROOM ENVIRONMENT: Ensure an encouraging and supportive classroom environment where student feels like a valued member of the class Encourage independence as much as possible Provide/encourage periodic supervised breaks to prevent stimuli overload(which can lead to quite predictable consequences) Always give directions in a clear and concise manner Plan and prepare carefully when it comes to transition, or changes to students routine Repeat, Reteach, Repeat, Reteach ASSESSMENT/EVALUATION: Establish clear benchmarks in all measurable areas Always provide a practice test for the student before formally testing Read or clarify questions for the student and encourage student to rephrase questions in his own words, particularly when formally assessing Allow for oral assessment Keep work samples and consistently add to portfolio - (specifically for assessment purposes) Develop performance based assessment on an ongoing basis (moving forward from the benchmarks) Develop daily observation performance checklists which clearly document growth Assign easier questions falling within specific general classroom themes/disciplines Consistently assess assigned projects which take advantage of students interests

NOTE: IEP SHOULD BE FORMALLY REVIEWED/UPDATED/EVALUATED EVERY REPORTING CYCLE: MINIMUM TWICE PER SCHOOL YEAR.

Individual Education Plan: Eric McFeld Program Area: Language Arts (Speaking/Reading/Writing) Grade 9 (Modified) A GENERAL LANGUAGE ARTS OVERVIEW Eric is able to employ very basic phonic and sound patterns in reading and writing, however, he is most comfortable dealing with short one syllable words. He becomes frustrated very easily. He will need to become more aware of simple language mechanics; more specifically, some general rules concerning punctuation and grammar. He will be encouraged to use the computer, particularly where written tasks are concerned (taking full advantage of the self contained editing processes). Although general comprehension is a real concern, Eric will be encouraged to continue to participate in all activities which have him examine small stories in their proper sequence- recalling and documenting as much detail as possible when finished. Nevertheless, appropriate behaviour, particularly in interacting with his classmates, will still take precedence over everything else in this integrated classroom environment. All tasks, although addressing specific and well documented academic strengths and weaknesses, will be fundamentally geared to making this young man an active, independent, yet constructive member of society; able to successfully function in a vocation that he not only likes but is able to master. His progress in all areas (both behavioural and academic) will be charted and documented monthly, with adjustments made to his IEP accordingly.

A SPECIFIC LANGUAGE ARTS PLAN Annual Program Goal (s) To foster/expand functional language skills within the context of daily living and daily events. More specifically, to improve oral expression; to speak clearly and effectively; to increase general spelling ability and vocabulary; to improve fluency in reading; to develop organization and sequencing of ideas in writing; to be able to communicate more effectively in writing; to become more socially aware; to become more confident in his innate and acquired abilities. Current Achievement Level: Grade 2/3 Methods of Assessing Progress: Work samples, specific performance tasks/checklists, hands-on activities, presentations, individual projects/assignments, homework completion, written/oral tests, group work, general classroom observation, and portfolio collections. Progress in all areas will be charted/documented every formal reporting cycle.

Expectations/Dates
Implemented: September (Semester1) Curriculum: Grade 2/3 (Modified) Student should/will by end of current academic year: Attempt to use phonics, sound patterns as an aid to learning new words and increasing his vocabulary Attempt to retell a story in proper sequence, accurately recalling details and information from the story Attempt to read a variety of materials for many different purposes Attempt to read aloud to teacher in a way that communicates some meaning and some purpose Attempt to write simple sentences and produce works showing a general understanding of basic punctuation and basic grammatical structure Become more competent with respect to the use of a computer (word processor) Improve with respect to the general formulation of personal ideas Attempt to effectively communicate messages and information more clearly in all circumstances Permit others to speak and wait his turn in all conversations, class discussions and debates Become a more effective listener and comment in a positive manner with respect to the contribution of his classroom peers Attempt to expand his general understanding with direct reference to the non-concrete, non-literal world Gain in confidence, which will allow him to more effectively form an opinion on both preassigned tasks and non-assigned tasks

Strategies, Resources and Support Services

Implemented: September (Semester1) Curriculum: Grade 2/3 (Modified) Teacher should/will: Provide a variety of materials for writing and reading purposes Encourage and provide opportunities for the student to brainstorm ideas, thoughts, vocabulary and key words at the beginning of all creative writing sessions Provide opportunities for the student to present writing in interesting, exciting and attractive formats (PowerPoint etc.) Teach specific language mechanic strategies, particularly those geared to developing more effective sentence construction (ex: expanding short sentences and creating compound sentences) Encourage student to engage in personal reading for both pleasure and specific information gathering purposes Provide student with specific strategies which would better enable him to highlight and retain the main ideas/concepts of a conversation and/or story Provide opportunities for student to demonstrate an understanding of acquired language skills within strategically designed projects which take advantage of his individual/personal interests Consistently instruct student in computer keyboarding, word-processing and general information gathering techniques Consistently encourage student to draw conclusions and formulate opinions based on the intake of information (oral/written) Employ peer tutors or reading buddies for structured reading exercises whenever deemed appropriate Teach strategies and provide practical opportunities for student to determine fact from fiction, myth from legend (to develop a personal point of view) Strategically design/seek out opportunities to encourage and praise

NOTE: IEP SHOULD BE FORMALLY REVIEWED/UPDATED/EVALUATED EVERY REPORTING CYCLE: MINIMUM TWICE PER SCHOOL YEAR.

Individual Education Plan: Eric McFeld Program Area: Mathematics Grade 9 (Modified) A GENERAL OVERVIEW: MATHEMATICS As might be expected, acute deficiencies within Language Arts have negatively influenced all other core subject areas, with Mathematics being no exception. With respect to this, Eric will often elude failure by avoiding work which he thinks is too challenging for him, however, he will attempt work in most disciplines provided the task has been reduced to its simplest, most rudimentary components. Although Eric would appear to have some competence in Mathematics, very little of it extends beyond basic adding and subtracting. He has real difficulty grasping the concepts of borrowing or carrying and his conceptualization of time, at best, is limited. A SPECIFIC MATHEMATICS PLAN Annual Program Goal (s) To foster/expand functional mathematic skills within the context of daily living and daily events. More specifically, to nurture within Eric a familiarity with basic mathematical terms and concepts, thereby enabling him to more effectively utilize/apply them in the normal functioning of his daily life. Current Achievement Level: Grade 2/3 Methods of Assessing Progress: Work samples, specific performance tasks/checklists, hands-on activities, presentations, individual projects/assignments, homework completion, written/oral tests, group work, general classroom observation, and portfolio collections. Progress in all areas will be charted/documented every formal reporting cycle.

Expectations/Dates
Implemented: September (Semester1) Curriculum: Grade 2/3 (Modified) Student should/will by end of current academic year: Correctly identify/ name all Canadian currency Understand the basic value of money Be able to use money in simple transactions Start to develop a meaningful vocabulary related specifically to mathematics Will understand and demonstrate the ability to do addition, beyond single and double digit, understanding and applying the basic concept of carrying over Will understand and demonstrate the ability to do subtraction, beyond single and double digit, understanding and applying the basic concept of borrowing Become familiar with the concept of number patterning and basic multiplication Understand and apply basic principles of measurement Understand and apply basic principles related directly to the concept of time Understand and demonstrate basic problem solving skills Understand and apply (processes) related directly to the effective use of a calculator Become a more effective listener and comment in a positive manner with respect to the contribution of his classroom peers Attempt to expand his general understanding with direct reference to the non-concrete, non-literal world Gain in confidence, which will allow him to more effectively form an opinion on both preassigned tasks and non-assigned tasks

Strategies, Resources and Support Services

Implemented: September (Semester1) Curriculum: Grade 2/3 (Modified) Teacher should/will: Provide opportunities for student to work with real currency Provide daily living and social experiences using money, consistently ensuring that prerequisite skills have been concretely mastered before moving forward to new concepts Provide a variety of manipulative hands on materials/experiences to illustrate and reinforce concepts and skills Consistently encourage student to draw conclusions and formulate opinions based on the intake of information (oral/written) Provide opportunities for student to demonstrate mathematical understanding within strategically designed projects which take advantage of his individual/personal interests Employ peer tutors or math buddies for structured seat-work activities whenever deemed appropriate Where possible, provide direct one to one teaching/learning opportunities, particularly as they relate to basic skill acquisition and application Provide opportunities to use the computer and calculator whenever possible, particularly as they relate to the utilization/application of mathematical concepts Teach strategies and provide practical opportunities for student to develop and express an opinion, particularly as it relates to the world of numbers Strategically design/seek out opportunities to encourage and praise

TRANSITION PLAN
GOAL(S)
To master basic scholastic skills which would enable student to better explore realistic work choices. To master basic social/life skills which would enable student to better explore realistic work choices To enhance overall quality of life by exposing/introducing student to concrete recreational and leisure time opportunities. To have student develop a resume detailing school and life experiences.

ACTION
Will become more proficient as measured against both academic and behavioural expectations Will investigate , through work experience program, jobs which best suit both aptitude and interest(s) Will explore and become familiar with transportation system and transportation routes

RESPONSIBILITY
Individual Classroom Teachers and Resource Teacher

TIMELINE
Each formal reporting cycle

Work Experience Program Supervisor, Resource Teacher, Family and Student Resource Teacher, Work Experience Program Supervisor, Family and Student

October through June

November

Will become familiar with, and able to identify, All Teachers and Student personal strengths, weaknesses, and interests Will have a general/functional understanding of the day to day use of money Will create a functional/professional resume

October through June

All Teachers and Student

December

All Teachers and Student

June

Will investigate/explore recreational and leisure time activities within the school and larger community

All Teachers, Family, and Student

October through June

NOTES: