Written Individual Education Plan for
Jim Mills
EDCI 420
Shirley Stefanson
November 9, 2006
Alexis Gartrell, Cheryl Meyer, Katrina MacKimmie, & Nicole Trotter
SCHOOL DISTRICT 123
INDIVIDUAL EDUCATION PLAN
Jim Mills
Birth Date: 96-11-23
Grade: 5
School: Main Street School
IEP Date: November 2, 2006
Classroom Teacher: Wang Chin
BACKGROUND INFORMATION:
Jim’s academic functioning on individually administered assessment instruments is at grade
level (language arts) or near grade level (mathematics) which is consistent with individually
administered cognitive test scores which show average potential. His performance in
classroom work is below grade expectations and difficult to assess because it is incomplete.
Jim refuses to complete academic work in group settings, preferring individual instruction.
Behavioural observations and assessment instruments show improvement in social-emotional
functioning: more self-regulation, absence of self-injurious behaviour, and some participation
in group activities following Behavioural Program at Larch Centre (From Case Study –
Excerpt from Individual Education Plan [IEP]).
STRENGHTS
- At grade level during individual assessments
- Prefers individual instruction as opposed to
working in groups
- Appears to have no physical exceptionalities and
has a lot of energy, i.e. a very healthy young boy
- Competency in verbal/communicative skills
- Computer/technology literate
- Very outgoing and open
NEEDS
- Lacking anger management for
aggressive behaviours
- Lack of focus/easily distracted,
inattentive
- Makes unintentional disruptive
noises
- Has poor social skills
- Has an unstable family life which
may add to his aggressive tendencies
- Difficulties in class work, especially
mathematics
- Organizational difficulties
- Has troubles completing and
contributing to group work
LEARNING STYLE:
Visual – works very well with the aid of computers and while under the supervision of an
adult. Learns and works more effectively in one-on-one situations as opposed to group work
settings. Requires organized and structured lessons in order to follow along; does well with
routines.
LONG TERM GOAL #1: Jim will be able to complete in-class academic work, especially in
Math.
Short-term Goals:
A. Jim will employ new strategies to help him stay on-task and organized.
Strategies:


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Jim will keep an organizer (a student planner) that always outlines what
assignments he needs to have completed for the following day. His aunt will
read and sign his planner each evening and Wang will sign it every day
before Jim leaves to go home.
Wang will write a daily agenda/routine on the blackboard (this will help all
students stay on-task)
Jim will receive instructional support from an educational assistant. He/she
will teach Jim ways in which to focus on his classroom work. They may exit
the classroom and work in a separate learning area. He/she may teach Jim
some programs on the computer to help with his understanding in math.
He/she will also use a number of techniques in teaching new concepts:
games, tasks with incentive, point system with rewards at the end, goal
setting, hands-on methods, etc.
B. Jim will be able to complete Math problems using computer-based instruction,
while working with a peer tutor.
Strategies:


Create a contract, point sheet and poster for tutor and tutee to follow (award
points for good cooperation, successful computer sessions, etc.) Working with
a peer tutor will allow for Jim to be with someone closer to his own age. In
addition to learning how to solve math problems on the computer Jim may
also be able to confide in his tutor some of the issues that he has at school and
at home.
If the funding is available, Jim may be able to get a personal laptop. This
laptop would aid Jim while working on in-class work and also while working
on class work at home.
LONG TERM GOAL #2: Jim will be able to manage his behaviour (i.e. his anger outbursts).
Short-term Goal:
Jim will learn specific self-regulation techniques. Jim will learn how to “cool down”
on his own and how to seek alternative ways of dispensing his anger.
Strategies:




The school psychologist will observe Jim’s anger out lashes and attend
school-based team meetings in order to offer suggestions on how he can better
manage his anger.
The school-based team will develop a behavioural management program with
school psychologist in the areas of anger management and stress-relieving
techniques. Jim will be introduced to this program and his progress will be
monitored. Techniques that appear to not be working will be modified and
changed to better suit his needs.
Wang will create a reward system for when Jim uses self-management
techniques appropriately in class. Jim’s aunt can also extend this rewards
system to also be used at home. This way Jim is receiving consistent ways in
which to deal with his anger. Once a certain level on the reward system has
been made Jim will be rewarded. Jim may also lose points for inappropriately
dispelling his anger. This way he is completely responsible for his actions,
reaping the benefits and consequences.
Use the “cool down” room to calm down if he knows he is going to have an
outburst soon.
MATERIALS, RESOURCES, AND SERVICES
-Peer tutor progress recording chart
-Computer resource: Math Blaster program
-agenda book
-“Cool down” room
- School psychologist
-educational assistant
-Social Services (case worker – custody issues)
-Behaviour contract with rewards system
-Literature, internet resources, communication with colleagues on behavioural and emotional
disorders
-previous student files, records, and IEP
IDENTIFICATION OF PARTICIPANTS AND THEIR RESPONSIBLITIES
Wang (Classroom Teacher)
 Implementing teaching strategies for Jim in the classroom; modifies and adapts
materials used to address Jim’s individual needs.
 Recording Jim’s progress and sending reports home to his caregiver.
 Modifying an IEP with the school based team when changes need to be made.
 Having a place in or outside of the classroom available to Jim where he can “cool
down” when he is in a moment of aggression and rage.
 Communicating on a regular basis with Jim’s Aunt.
 Maintaining a balance of support for Jim and for the rest of the class, (i.e. to meet the
needs of all of his students).
Learning Support Teacher & the IEP Coordinator
 Facilitating IEP meetings and ensure meeting records are kept and distributed.
 Regular monitoring of Jim’s progress.
 Offering Wang useful suggestions on how to meet Jim’s needs.
 Check for funding to have an assessment completed by a medical professional (a
psychiatrist)
 Act as a liaison between Jim’s aunt, Jim’s doctor, educational assistant, school
psychologist, and any other people working with Jim outside of the school and on the
IEP team.
Administrator (Principal)
 Responsible for the safety and well-being of all students and staff.
 Assesses the schools funding and sees what is available for Jim; makes sure that the
teacher receive all of the relevant information.
 Employs and supervises the educational assistant for Jim.
 Participates equally in the school-based team.
 Ensures that all programs planned for Jim are implemented.
 Takes the time to observe Jim in the classroom and out on the playground.
 Reads through previous records (school and medical records).
 Ensures that Jim’s aunt is provided with regular reports and evaluation.
Parent/Guardian (Aunt)
 Reciprocate communication with the members of the school that are a part of Jim’s
IEP team.
 Continue informal observations of Jim at home to monitor progress.
 Regular communication with Wang (includes signing Jim’s agenda book).
 Communicate with school psychologist (either in person or through communication
logbook) about daily behavioural management techniques and implement at home
accordingly in order to maintain consistency.
 Ensure that Jim has a routine, stable family life at home.
 To help Jim complete homework.
 Get Jim involved in extra-curricular activities where he can be involved with other
children in an environment outside of school.
EVALUATION
-Agenda book
-Peer tutor progress recording chart
-Formal reports by educational assistant and school psychologist
-Communication logbook between all members involved in Jim’s education
-Monitoring teacher’s time spent providing Jim with additional assistance (i.e. repeating
and clarifying instructions, encouraging Jim to stay on-task, and monitoring his
behaviour)
DATES OF REVIEW
January 5, 2007 & June 25, 2007