1. GROUP 9
Judith Azoulay, Geraldine Gras, Bianca Houle, Stavroula Labos, Olivia Mancini, Lucas
Michalopoulos, Francesco Pagnotta, Savana Walker.
Individualized Education Plan (IEP)
Current date: February 18th
, 2014
Student age and gender:
• Samantha
• 11 year old girl
• In 6th
grade
Background information/family information and relevant medical/health
information:
• Lives with her mother and younger brother.
• Has a supportive and loving household.
• Has medical condition called, “Sickle cell anemia”.
• Frequents the hospital for blood transfusions.
• Misses school to go to her hospital visits.
Current academic and social/emotional strengths:
Academic
• Intelligent
• Bright and innovative young girl.
• Good at adapting to various learning situations (even with her missing class).
Social/ Emotional
• Makes a good first impression.
• Is popular.
• Has good friends (up until the bullying incident).
• Due to her condition and frequent hospital visits, she is sometimes too weak to
interact with others.
• Friends are supportive (mostly).

2. Current academic and social/emotional challenges ( i.e fine motor skills, attention
span, reading 2 years below grade level) : For each need/challenge you talk about
there will be a goal for the need/challenge.
Academic
• Is not always present in school.
• Misses too much class time and activities.
• Is not as involved in the classroom as she should be.
Social/ Emotional
• Due to her hospital visits, she misses time to spend interacting with her peers.
• After getting bullied, Samantha feels alone and victimized.
• Her peers are no longer talking to her.
• She is being shunned in the classroom.
Present Level/Target Behaviors (what is he or she currently doing, need a present
level for each goal you intend to write): You will discuss each need/challenge area in
detail here.
• Samantha is currently behind on her understanding of mathematics. Since she
missed the lesson on order of operations, Samantha is unable to link the different
mathematical operations, even with the help of her tutor.
• In regards to reading, Samantha is ahead. Since she has frequented the hospital
and has had to spend time at home, she has been reading many novels. This is to
say that Samantha excels at word recognition, phonetics, reading comprehension
and minimal analysis.
• In science, social studies and art, she is performing well as she completes
worksheets at home and works on these with her tutor Ronaldo. Samantha draws
in her free time and shows the class these images over Skype.
What do we want to see out of this student (intended behaviors): What goal do you
have for this student (for every need/challenge that you listed above there needs to
be a goal S.M.A.R.T.?
§ Mathematics—Level: Mid-Grade 6.
Current level: Samantha is currently behind on her understanding of mathematics.
Since she missed the lesson on order of operations, Samantha is unable to link the
different mathematical operations.
.

3. S.M.A.R.T. Goal: By March 15th
, Samantha will be able to implement the 6 components
of the order of operations (BEDMAS) with a sense of familiarity. In being exposed to
these different forms such as brackets, exponents, division, multiplication, addition,
subtraction, Samantha will be able to bring them together solving the problems.
§ Language Arts/English
Reading and Writing Level: Grade 7 Reading Level; Grade 6 Writing Level.
Vocabulary Level: Grade 7.
Current level: In regards to reading, Samantha is advanced. Since she has frequented the
hospital and has had to spend time at home, she has been reading many novels. This is to
say that Samantha excels at word recognition, phonetics, reading comprehension and
minimal analysis in regards to the books she’s read.
S.M.A.R.T. Goal: By June 20th
, Samantha will be able to maintain and expand upon her
current vocabulary. Writing more responses to the books she has read will allow her to
improve her writing and comprehension skills simultaneously.
§ Social Interactions
In terms of social interactions, after her bullying incident, Samantha is reserved and
afraid to approach the other students.
Current level: Samantha seems removed from her peers.
S.M.A.R.T. Goal: By March 17th
, Samantha will make it so that she interacts with
different students in her class. She will try to bridge the gap between herself and the other
students, those who were not involved in the vandalism incident making it so that they
have things to speak of.
During this 4 week period, the teacher will include group activities to actively familiarize
Samantha with the other students, having them trust her again.
Objectives to meet each above goal with timeline for completion S.M.A.R.T:
LANGUAGE: By writing reflections thereby including and answering the reading
comprehension questions, Samantha will be able to solidify her interpretation and
analytical skills. She will also keep reading, which is a way to constantly improve upon
one’s literacy.
MATH: By focusing on learning the mathematical terminology and how to apply it,
Samantha will hone her skills and be proficient at order of operations. In practicing her
division, multiplication, addition, subtraction and exponent skills, she will be able to
apply them to a problem that requires using them all at once. In being able to perform 3
of these simultaneously (i.e. addition, subtraction and multiplication), Samantha will be

4. progressively get better at bridging her mathematical knowledge gap by implementing
what she already knows.
SOCIAL: In being placed in group situations where Samantha needs to talk to her peers,
she will gain more confidence and re-earn their trust and respect. This too is a progressive
feat as it involves breaking out of one’s shell and facing one’s fears (which have become
social interactions after being bullied). Also, after including more peer-associated
activities, the classroom can move on from this situation by apologizing to Samantha,
making her feel comfortable and in general re-create the balance the classroom once had.
What accommodations/modifications do you need to implement for this student to
succeed: Here you need to list what modifications (at least 2) to the curriculum need
to be done and at least 5 accommodations.
Accommodations:
• Using assistive technology in order to communicate with Samantha when she is
not in school (at the hospital or at home recovering from her hospital treatment).
• Include her in the classroom environment, even virtually, allows for a sense of
camaraderie (SKYPE).
• Samantha will also have a tutor for the weeks (or cluster of days) when she is
unable to attend school. This tutor will be informed of the classroom level and
learning situations the students are presently in. With this, Samantha will be kept
up to date, allowing for her academic standing to remain stable.
• Work done in class can be posted online as well in order to facilitate Samantha’s
attainment of it. This allows for independence in regards to her academic pursuits
thus preparing her for high school.
• Samantha should be allowed to frequent the washroom and water fountain when
she needs to (for medical purposes [needing to stay hydrated]) in order to feel
more comfortable in the classroom.
• More able peer acts as a guide to Samantha and do not victimize her allowing for
normalcy.
• Increase awareness and knowledge of bullying and dispel myths about bullying.
• Survey all students with an anonymous questionnaire, to determine bullying
problem.
• Develop an effective anti-bullying school policy and establish clear and
enforceable rules and sanctions.
• Consider students signing a pledge that can include: (1) we will not bully other
students (2) we will help others who are being bullied (3) extra effort will be
taken to make everyone feel included in school activities (Lazarus & Pfohl, 2010).

5. • Have class meetings where students can discuss peer relations as well as any
social problems they may have.
• Help foster nurturing relationships and friendship patters within the school and
the classroom.
Modifications:
• Changing the attendance policy in the form that if Samantha is not able to make it
to school, she should be required to ‘clock-in’ a certain number of ‘school-hours’
per week in order for her to stay on task.
• If Samantha misses too much school and due to her illness is not able to perform
the required work, she may be excused from participation exercises.
• If physically unable due to her weakened state, Samantha may be excused from
the vigorous activities in the physical education classroom.
When and how are you going to assess this student: You need to clearly describe the
assessment process of this student reaching the intended goals and objectives?
Math: Every week twice a week until March 15th
, Samantha will practice a different
combination of subtraction and addition, multiplication and division, brackets and
exponents exercises. On March 15th
, Samantha will be expected to solve 5 of these
problems including 3 forms of math without intervention. If Samantha is not in school at
this time, an online quiz will be her disposal and will be completed without notes and
supervised by her mother. By June 20th
, Samantha will easily be able to solve all 6 order
of operations simultaneously in a singular problem.
Language Arts/ English: Samantha will be provided with a reading list of novels she
may choose to read while she is away from school. With this, a list of questions will be
uploaded online for her to include in her reflection. With the completion of her novel and
reflection, Samantha will either submit in class or online a one page reflection. This will
be done at two week intervals where reading comprehension questions are answered
every 2 weeks with a chapter by chapter breakdown. Samantha will not fall behind in
English Language Arts and will continue to thrive. On June 20th
, Samantha will be able to
summarize and reflect upon a novel in a shorter period of time preparing her for her final
exam and high school.
Social: Samantha will be included in group work in the classroom. Peer-interaction is
mandatory thus allowing for Samantha to engage in conversation. Because of the
bullying incident Samantha may be reluctant however, it is important to make her feel
included. In placing her with students who were not a part of the vandalism scandal,
Samantha will regain her confidence in talking to other students. Also, having her interact
with the vandalizing students will help conquer her fear of them resulting in a potential

6. reconciliation of friendship. By the end of the year, Samantha will be better friends with
her classmates once more, resembling how it was before the incident.
How are you going to get the student involved or informed about the goals and
objectives (IEP) noted above?
• A school meeting will take place with Samantha, the school psychologist,
Samantha’s tutor, Samantha’s parents, the principal as well as Samantha’s
teachers. During this meeting, a discussion of how to best deal with the bullying
situations as well as reintegrating Samantha into the classroom is very important.
With Samantha’s school absences, alternative forms of assessment will be made
and everyone will be made aware to maximize Samantha’s learning.
• A blog will be made by the teacher updating Samantha on what is happening in
the classroom allowing her to be updated on the days she cannot Skype with the
class.
• Dually, Samantha can be keep in touch with her friends through social media as
well as the school website allowing for students to chat in a safe environment.
How will you monitor the progress towards the goals?
• Online and in class assessment will allow the teacher (and the tutor) to monitor
Samantha’s progression in all of her subjects.
• Emails will be sent to Samantha’s parents and tutor to update them on the work
done in class as well as any upcoming projects or big assignments.
• Samantha should be given a progress evaluation (either formal or informal) in
order to track her understanding of the concepts she is working towards when she
comes back to school.
• The teacher will be involved in Samantha’s weekly or bi-weekly progress
evaluations (either formal or informal) in order to track her understanding of the
concepts she is working towards.

7. References
Lazarus, P.J., Pfohl, W. (2010). Bullying Prevention and Intervention: Information for
Educators. National Associate of School Psychologists. Retrieved from
http://www.nasponline.org/resources/bullying/Bullying_Info_Educators.pdf