Individualized Program Plan
2003-2004
Student:
Taylor Reid
School:
Wilfred Laurier High
School
Birthdate:
15-0
Grade:
10
IPP Team
Angela Contrada, Anastasia Deligianis,
Veronica Gavrila, and Steven Schneider
Strengths and Interests:
He wants to cooperate. Therefore, he shows
some effort. He also likes to doodle.
Years in School:
Kindergarten to grade 10
Medical or Other Considerations That Impact
Schooling:
No medical conditions of what we are aware of,
however, we do believe Taylor is suffering from
depression.
Needs and Area for Growth:
He needs to learn how to manage time, take notes,
proof read, outline, listen and test taking strategies.
He also needs to complete homework and hand it in.
Classroom Context and Services Provided:
Will provide posters in math class for him to be able to relate math problem formulas, in English he
will be given reading material that will be provided with audio tapes for him to follow along because
his reading speed is slow. The material that will be provided will be material that is in not the same as
the rest of his fellow students, such as reading the outsiders instead of Macbeth.
Instructional and Assessment Accommodations:
He will be receiving help from a learning resource assistant teacher during library time and study skills
option course, which would amount to one period per day. Before this IPP there has been no help for
him in high school. In Elementary he saw a learning resource teacher 3 hours per week, and in Junior
high received remedial instruction during class period for 45 minutes per day.
We will also be requesting that another assessment take place to see where he stands with the rest of
his classmates at the present time.
GOALS AND OBJECTIVES
STUDENT:
Taylor Reid
GOAL:
Taylor will complete his homework on time by
the end of the school year
OBJECTIVES
INITIAL LEVEL OF PERFORMANCE:
Homework assigned was frequently late or
incomplete. He tells his parents when asked he
doesn’t have any homework.
HOW MEASURED
STRATEGIES & MATERIALS
-By Oct 31, Taylor will hand in
his homework with a week
extension, once a week for 5
consecutive weeks, during
class time
-by the teacher, teacher
will also do the marking
and monitor when and if
he hands work in on time
-He will enroll in a study skills class for one period a day
where he will learn skills on time management, study skills,
organization and note taking. He will be given a week
extension. He will have an agenda with homework listed,
along with the due date that is to be marked daily by his
parents and the teacher. He will also be assigned a study
buddy to do homework with and will be given free computer
time for homework that is handed in 3 times consecutively
-By Dec 19, Taylor will be able
to hand in partially completed
homework assignment with a
week extension. To be handed
in twice a week for 5
consecutive weeks, during
class time.
-by the teacher, teacher
will also do the marking
and monitor when and if
he hands work in on time
-He will be given a week extension. He will have an agenda
with homework listed, along with the due date that is to be
signed daily by his parents and the teacher. He will also be
assigned a study buddy to do homework with and will be
given free computer time for homework that is handed in 4
times consecutively.
-By March 15, Taylor will be
able to hand in partially
completed assignments on due
date (without week extension),
to be handed in once a week
for 7 consecutive weeks,
during class time
-by the teacher, teacher
will also do the marking
and monitor when and if
he hands work in on time
-He will hand in work on time with the regular class, and
will be encouraged for work done. He will continue to have
an agenda with homework listed, along with the due date
that is to be signed daily by his parents and the teacher. He
will also continue to have an assigned study buddy to do
homework with and will be given free computer time for
homework that is handed in 4 times consecutively.
-By May 1, Taylor will hand in
his homework, once a week,
during class period on time and
completed, for the rest of the
school year.
- by the teacher, teacher
will also do the marking
and monitor when and if
he hands work in on time
- He will hand in work on time with the regular class, and
will be encouraged for work done. He will continue to have
an agenda with homework listed, along with the due date
that is to be signed daily by his parents and the teacher. He
will also continue to have an assigned study buddy to do
homework with and will be given free computer time for
homework that is handed in 4 times consecutively.
GOALS AND OBJECTIVES
STUDENT
Taylor Reid
GOAL
INITIAL LEVEL OF PERFORMANCE
By the end of the school year, Taylor will participate in
discussions within the class and with other students.
He has always been a ‘loner’ and has not been involved
in sports or other extra curricular activities, nor does he
have any close friends.
OBJECTIVES
HOW MEASURED
STRATEGIES & MATERIALS
-By October 31, Taylor will
participate in classroom
discussions when called upon
by the teacher, assuming that
he’ll answer questions asked of
him 1/3 of the time per week
-The teacher will measure it
visually by counting the
amount of times he answers
a question when called upon.
-Taylor will be included in classroom discussions; the
teacher will call upon him for his input. When input is
given, she will praise him. Questions will be openended so that there are no wrong answers. Taylor will
also be seeing the counselor once a week, to see for
signs of depression.
-By December31, Taylor will
actively participate in 4 peer
group work, at which time he
will be assigned a study buddy
within the group who will ask
him questions, he will answer 5
out of 8 times in each half hour
session, once a week.
-This will be administered
and measured by the teacher
and the study buddy. The
teacher will monitor how
many times he speaks within
the group; as well the study
buddy will pay attention to
these as well.
-Taylor will participate in group activities (cooperative
learning), doing various projects. The groups will be
assigned evenly to include both weak and strong
students. Within the group there will be an assigned
student (study buddy), who will prompt Taylor with
questions that will allow him to give input. Thereby, the
other group members see that he is interested. By this
we also hope he will form social relationships with other
group members. At this time the teacher will be
rearranging the classroom so that students are seated in
pairs rather then individually.
-By March 15, Taylor will
participate in a 4-peer group
during class, once a week for
30 minutes working on carious
assigned group projects and
will answer 11 out of the 12
prompts that the assigned study
buddy will ask of him.
-This will continue to be
monitored by the teacher and
the study buddy at which
they will both make mental
notes and at the end of the
week meet on his progress.
They will meet once a week
(teacher, study buddy and
Taylor) to report on his
progress
-Taylor will participate in group activities (cooperative
learning), doing various projects. The groups will be
assigned evenly to include both weak and strong
students. Within the group there will be an assigned
student (study buddy), who will prompt Taylor with
questions that will allow him to give input. Thereby, the
other group members see that he is interested. Once a
month within the group he will be asked by the teacher
to lead the group on the assignments they are working
on.
-By June 30, Taylor will
participate in the 4 member
peer group, working on various
assigned projects once a week
for 30 minutes at which, he
will no longer be prompted to
answer questions or give input
because he will do this on his
own.
-Teacher and study buddy
will monitor how many
times he participates within
the group, and continue to
meet weekly to check on
Taylor’s progress.
-Taylor will continue to participate in group activities.
He will be assigned leader in the group twice in one
month to give him the opportunity to open up and
converse with other student. Thereby, giving him a
leadership role that will help break down his feelings of
being a loner, and having low self-confidence in his
ability to achieve in his work.
GOALS AND OBJECTIVES
STUDENT
Taylor Reid
GOAL
INITIAL LEVEL OF PERFORMANCE
Taylor will be able to increase his reading comprehension by
one full grade level by the end of the year.
Taylor can not understand his textbooks and has a hard
time remembering things, also he has difficulty
following directions and with concepts and names.
OBJECTIVES
HOW MEASURED
STRATEGIES & MATERIALS
-By October 31, Taylor will be able to
highlight and review words not understood in
the readings he’s given, in this case he’ll be
reading the book the Outsiders (which is an
early Junior high read) to read in class and
outside of class, for 5 consecutive weeks.
The words will be made into a list of
vocabulary- 20 words per chapter, at which
Taylor and the teacher will look up the
definitions, keep them in a list and review
them with the teacher.
-The teacher will make
-By December 30, Taylor will be able to
recognize, look up and decipher words
highlighted in his book on his own. At the
end of each week for the following month
they will continue to meet weekly to review.
There will continue to be 20 words per
chapter.
_At the end of each week, the
teacher will meet with the
students and go over the
words he has highlighted and
found definitions to.
-The teacher will meet with him every
week and with him will review the words
he has picked, check to see if they are
correct and that he understands them. He
will continue to have 15 minute silent
reading, however on every second day
instead of silent reading he will be
assigned to do paired reading for 15
minutes with a stronger reader to whom
he will read to out loud.
-By December 30, Taylor will be able to
write a quiz and answer questions to the book
the Outsiders, that will be at a 5.7 level,
(assuming he went up one grade level in
grade 9), and the questions will be modified
to meet these needs. The test will also be
open book. Taylor will get 15 out of 20
correct based on these criteria.
-The quiz will be written,
administered and marked by
his English teacher.
-The quiz will be given at the same time
as the other students are writing a quiz on
the material they are working on. Taylor,
however, will be able to use his book and
his vocabulary list to write the exam
-The teacher will mark him
based on observation she
makes on his comprehension
and the content of the
presentation. Does he
understand the main points in
the book, do his visuals relate
to the material he is
presenting?
-Taylor has been given most of the year
to read this book. The whole class will
be doing these oral projects at which
point every one will be given two class
periods per week for three weeks to work
on their material needs for the
presentation. While these periods are
being used to prepare, the teacher will
give Taylor any extra guidance he needs
for his project, and will praise him for the
work being done.
-The teacher will write,
distribute and mark the
-Taylor will be given material to read at
his grade level. He will be able to
-By March 15, Taylor will be able to give an
oral summary in the style of a book report
during class to the entire class. He will be
given two class periods per week for three
weeks to work on this assignment. He will
be given 10 minutes to present, will be able
to use visuals and will give a comprehensive
summary as to what it is that the book is
about. This assignment will be for marks.
-By June 30, Taylor will be able to within
weekly observations to see if
and what words Taylor has
highlighted, at the end of
each week they will go
through the words together so
that he understands them.
-There will be 15 minutes of silent
reading, first thing in English class, at
which all students are required to read
silently. Taylor, at this time will read
following an audiotape of the reading at
which he can hear the pronunciations and
follow along at the same time.
class time, write quizzes and answer
questions to short stories covered in class, at
his grade level but without modifications.
From the quizzes there is an expected
outcome that he will get at least 15 out of 20
correct
quizzes. The quizzes will be
given during class time
continue following along with an
auditory taping of the story. He will also
continue to have silent and paired reading
each day-to is rotated every second day
between the two. He will also continue
to highlight words not understood, look
them up and keep a vocabulary list,
however unlike before he will not be
permitted to write it with an open book
style of exam.