Elementary School
6113 Hwy 1
Cambridge, Ns B0P 1G0
902-538-4680
Annapolis Valley Regional School Board
Individual Program Plan
Student Profile
Nam e: Grade 6 Student - Eli IPP
Sex: Male
Date of Birth: 03/10/2000
Student ID Number: xxxxxxxxxx
Self-Identification Aboriginal: No
Ancestry:
School: Elementary School
Principal:
School Year: 2012-1
Grade: 06
Parent(s)/Guardian(s):
Home Phone (xxx -xxx-xxxx): 914-598-1478
Assessment Data
List relevant education, medical/health, psychological, speech-language, and behavioural assessments. Please note: Do not include scores.
Information Source(s)
Date
Autism Spectrum Disorder assessment
Brigance Comprehensive Inventory of Basic Skills
Informal Academic Achievement assessment
01/18/2006
10/08/2007
10/08/2012
Student’s Specific Strengths and Challenges
Strengths
Challenges
-remembers what he sees (strong visual memory skills)
-recognizes 250+ sight words
-has developmentally appropriate gross motor skills
-is motivated by a token reward system (penny board)
-can express his needs using oral language and gestural language
-demonstrates a desire to interact with peers
-learns well in an environment that is light and fun and very structured
-when he is attending, Eli will follow one step oral directions
-has difficulty answering comprehension questions at his instructional reading level
-trouble following appropriate sequence when using the washroom independently
-confuses gender in oral and written language
-does not interact with peers in structured and unstructured play situations.
-difficulty following two step directions presented orally
-is not independent with fasteners of his clothing (buttons, zippers, snaps)
-waits for instruction directed specifically to him before he starts work
-has difficulty answering personal questions related to safety (full name, address, phone
number)
-does not know the opposite of basic concepts (i.e. big/little, up/down, empty/full)
-does not get adult attention for request or comment
Student's Nam e: Eli IPP
Description of Individualized Program Plan
Focus of Annual Individualized Outcome: Life Skills
Annual Individualized Outcome -
Annual individualized outcomes are statements of expected achievement over one school year. These statements are estimates of future performance based on
past achievements, present performance, and priority areas of desired development.
Eli will expand his receptive language skills to include: following directions, personal information, who, what, where questions, and opposites.
Specific Individualized Outcome(s)
Specific individualized outcomes are statements outlining steps that lead to the attainment of the annual individualized outcomes. Specific individualized outcomes are arranged according to the development process
involved and expected progression toward identified annual outcomes.
Course Code
Specific Individualized Outcome
Eli will spontaneously following two-step oral
directions using computer software with
visual supports (80 % accuracy over 5
consecutive lessons)
Educational Strategy
Materials/Equipment
-15 minute sessions, 3 times a week Hear Builder Software
Person(s) Responsible for
Implementation and Evaluation
(Position)
Resource Teacher
Speech Language Pathologist
Update on Progress
Course Code
Specific Individualized Outcome
Eli will answer 5 randomly presented
personal questions (5/5 over 3 consecutive
lessons).
Educational Strategy
Questions:
1. What is your phone number?
2. How old are you?
3. When is your birthday?
4. How are you today?
5. What is the weather today?
* encourage looking at the speaker.
Materials/Equipment
STAR level 3, Receptive lesson 8
Person(s) Responsible for
Implementation and Evaluation
(Position)
Resource Teacher
Speech Language Pathologist
Update on Progress
Course Code
Specific Individualized Outcome
Eli will point to the opposite picture when
presented with a descriptive picture card
(big/little, long/short, up/down, empty/full,
near/far) 100% accuracy over 2 consecutive
lessons.
Educational Strategy
-discrete trial settings
Materials/Equipment
-descriptive picture cards
-STAR level 3,Receptive lesson 4
Person(s) Responsible for
Implementation and Evaluation
(Position)
Resource Teacher
Speech Language Pathologist
Update on Progress
Course Code
Specific Individualized Outcome
Eli will orally state the answer to "wh"
(who, what, where,) questions with
85% accuracy over 20 trials.
Educational Strategy
-discuss questions prior to reading
or listening activity
-use visual support to cue student
the meaning of "what, where, who"
Materials/Equipment
-short fictional stories
-"Wh Fun Deck"
-Star level 3, Receptive lesson 9
Person(s) Responsible for
Implementation and Evaluation
(Position)
Teacher
Update on Progress
Focus of Annual Individualized Outcome: Life Skills
Annual Individualized Outcome - Annual individualized outcomes are statements of expected achievement over one school year. These statements are estimates of future performance based on
past achievements, present performance, and priority areas of desired development.
Eli will develop his expressive language skills to include the use of opposites and gender descriptors.
Specific Individualized Outcome(s)
Specific individualized outcomes are statements outlining steps that lead to the attainment of the annual individualized outcomes. Specific individualized outcomes are arranged according to the development process
involved and expected progression toward identified annual outcomes.
Course Code
Specific Individualized Outcome
Eli will state the opposite when presented
with a descriptive picture card (big/little,
long/short, up/down, empty/full, near/far)
100% accuracy over 2 consecutive lessons.
Educational Strategy
Discrete Trial strategies
Materials/Equipment
Person(s) Responsible for
Implementation and Evaluation
(Position)
STAR level 3, Expressive lesson #5 Resource Teacher
Speech Language Pathologist
Update on Progress
Course Code
Specific Individualized Outcome
Eli will state the gender of pictures of people
(boy, girl, man and woman) with 80%
accuracy over three consecutive lessons.
Educational Strategy
Discrete trial strategies
Materials/Equipment
Person(s) Responsible for
Implementation and Evaluation
(Position)
STAR Level 3; Expressive lesson #5 Teacher
Speech Language Pathologist
Update on Progress
Focus of Annual Individualized Outcome: Life Skills
Annual Individualized Outcome
Annual individualized outcomes are statements of expected achievement over one school year. These statements are estimates of future performance based on past achievements, present performance, and priority areas
of desired development.
Eli will become independent with toileting skills.
Specific Individualized Outcome(s)
Specific individualized outcomes are statements outlining steps that lead to the attainment of the annual individualized outcomes. Specific individualized outcomes are arranged according to the development process
involved and expected progression toward identified annual outcomes.
Course Code
Specific Individualized Outcome
Educational Strategy
Materials/Equipment
Person(s) Responsible for
Implementation and Evaluation
(Position)
Eli will use the washroom in the learning
centre independently following a visual task
sequence for two consecutive weeks.
Link the visual prompts with oral
Boardmaker software
prompts.
task sequence strip
Fade oral prompts as soon as
possible.
Increase the distance from which Eli
is supervised ending with just
outside the door.
Resource Teacher
Teacher
Update on Progress
Course Code
Specific Individualized Outcome
Eli will use the larger, typical school
washroom independently (with adult
supervision in the hallway) for 2 consecutive
weeks.
Educational Strategy
Materials/Equipment
Remind Eli (with visual supports)
Visual sequence strip
before he enters the washroom.
Have visual sequence posted in the
washroom.
Pair him with a positive role model to
call for help if needed.
Person(s) Responsible for
Implementation and Evaluation
(Position)
Teacher
Update on Progress
Focus of Annual Individualized Outcome: Life Skills
Annual Individualized Outcome
Annual individualized outcomes are statements of expected achievement over one school year. These statements are estimates of future performance based on past achievements, present performance, and priority areas
of desired development.
Eli will dress himself independently.
Specific Individualized Outcome(s)
Specific individualized outcomes are statements outlining steps that lead to the attainment of the annual individualized outcomes. Specific individualized outcomes are arranged according to the development process
involved and expected progression toward identified annual outcomes.
Course Code
Specific Individualized Outcome
Eli will zipper his jacket independently for
two consecutive weeks.
Educational Strategy
model
use visual supports
practice in the learning centre
generalize to dressing in a natural
setting.
Materials/Equipment
video model
practice on Joey (life-size puppet),
and on self
visual icons for prompts
Person(s) Responsible for
Implementation and Evaluation
(Position)
Resource Teacher
Teacher
Update on Progress
Course Code
Specific Individualized Outcome
Eli will button his shirt and pants
independently for two consecutive weeks.
Educational Strategy
model
use visual supports
practice in the learning centre
generalize to dressing in a natural
setting.
Update on Progress
Materials/Equipment
video model
practice on Joey (life-size puppet),
and on self
visual icons for prompts
Person(s) Responsible for
Implementation and Evaluation
(Position)
Teacher
Resource Teacher
Student's Name: Eli IPP
Transition Planning
Transition Outcome
Timeline
Person(s) Responsible
Strategies
Eli will move calmly from grade 6 to
grade 7
March to June 2013
Resource Teacher
Teacher
-use a visual schedule
Ipad
-social stories
EA
-scheduled visits to new classrooms
l(first when class is empty, then when
students are present)
Resources
Comments, Updates on Progress and Recommendations:
Grade 6 teachers will meet with the grade ?teachers (including learning centre teachers) and Eli's parents to discuss his Eli's strengths and challenges
Review Date(s):
Reporting Dates: Reporting will occur in accordance with the Board Calendar
Persons who Participated in Program Planning Team Meeting(s)
Signatures
Parent/Guardian Signature(s)
Date
Parent/Guardian Signature(s)
Date
Student Signature (if appropriate):
Date
Principal's Signature:
Date