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    Mason Coates is a 5-year-old boy with severe language delays. His Individualized Program Plan outlines goals and strategies to improve his social skills, emotional regulation, and independence. Mason enjoys classroom activities but struggles with waiting his turn and expressing his feelings. The plan aims to help Mason follow directions, communicate needs appropriately, and identify and manage his emotions, with the goal of promoting positive interactions. Progress will be monitored through documentation and reviewed regularly over the year.

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    Mason Coates is a 5-year-old boy with severe language delays. His Individualized Program Plan outlines goals and strategies to improve his social skills, emotional regulation, and independence. Mason enjoys classroom activities but struggles with waiting his turn and expressing his feelings. The plan aims to help Mason follow directions, communicate needs appropriately, and identify and manage his emotions, with the goal of promoting positive interactions. Progress will be monitored through documentation and reviewed regularly over the year.

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    Mason Coates is a 5-year-old boy with severe language delays. His Individualized Program Plan outlines goals and strategies to improve his social skills, emotional regulation, and independence. Mason enjoys classroom activities but struggles with waiting his turn and expressing his feelings. The plan aims to help Mason follow directions, communicate needs appropriately, and identify and manage his emotions, with the goal of promoting positive interactions. Progress will be monitored through documentation and reviewed regularly over the year.

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    © All Rights Reserved
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    49 views9 pages

    Ipp 2

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    Mason Coates is a 5-year-old boy with severe language delays. His Individualized Program Plan outlines goals and strategies to improve his social skills, emotional regulation, and independence. Mason enjoys classroom activities but struggles with waiting his turn and expressing his feelings. The plan aims to help Mason follow directions, communicate needs appropriately, and identify and manage his emotions, with the goal of promoting positive interactions. Progress will be monitored through documentation and reviewed regularly over the year.

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    of 9

    INDIVIDUALIZED PROGRAM PLAN

    HEARTLAND AGENCY AND EDUCATIONAL SERVICES

    CHILD INFORMATION
    Child: Mason Coates Birth date (M/D/Y): 12/23/2013

    Parents/Guardians: Tracy Gale-Hansen & Gavin Hansen

    Special Education Coding: Code 47- Severe Delay Involving Language

    Date IPP Created (M/D/Y): September 30, 2019

    BACKGROUND INFORMATION: PROGRAMMING CONTEXT


    School Location: Mayland Heights

    Teacher: Shiva Goli

    Additional Team Members: Emma Martin (Educational Assistant, Austen Hansen (Educational
    Assistant), Allyson Tallman (Speech Language Pathologist), Daidre Gent (Occupational Therapist),
    Natalie Holm (Provisional Psychologist), Allene Hus (Physio Therapist), Shannon Jensen
    (Educational Support Coordinator), Dee-Ann Chibry (Site Manager)

    Number of Hours of Centre Based Programming: 495

    Number of Hours of Family-Oriented ECS Programming: 12

    BACKGROUND INFORMATION: PARENTAL INPUT AND INVOLVEMENT:


    PARENT TOP 3 GOALS:
    1.
    _____________________________________________________________________________
    2.
    _____________________________________________________________________________
    3.

    STRENGTHS:
    • Sociable, happy and friendly
    • Energetic
    • Affectionate

    AREAS FOR GROWTH:


    • Expand self-regulating skills

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 1


    • Improve self-control
    • Increase independence during transitions between activities

    MEDICAL CONDITIONS THAT IMPACT SCHOOLING:

    CURRENT LEVEL OF PERFORMANCE AND ACHIEVEMENT: PRESCHOOL CONCEPTS


    October:
    It has been a pleasure to welcome Mason into our learning environment. He really enjoys playing with a
    variety of centers during play time. He is excited to show adults what he is doing and verbally asks them to
    join his play scenarios. He is participating in circle time and eager to answer questions during this time.
    Mason is working with adults to utilize coping strategies when he becomes frustrated or upset with other
    peers or adults. He is also benefitting from adult support to use safe, gentle hands in the classroom with
    peers and adults. I am really looking forward to having Mason in the Turquoise room and supporting him
    with his development and growth throughout this year.

    February:
    It is been a pleasure to have Mason in our classroom. Mason enjoys art/craft activities, plays with his peers at
    the dramatic play centre, jungle gym and the water table. He demonstrates foundational competency in
    numeracy/literacy skills during circle time and will identify and print his first name. He is further able to
    label colors, shapes, and create and finish a simple pattern using manipulatives. Mason can follow through
    with adult directions when supported by visuals and some physical prompts (pointing), however, he becomes
    quite distressed when he has to wait for something or not get his preferred spot in line or at circle. We will be
    supporting Mason as he gains strategies for coping with his anxiety around waiting for turns in activities.
    Mason plays well with a select group of preferred peers and loves to play with cars and trains. He is working
    on his self-regulation when it comes to waiting for objects/toys and needs adult support in curbing the
    impulse to grab or try to do things too quickly. Mason continues to need significant adult support at times to
    follow directions fully and will refuse to comply with instructions or classroom routines for reasons that are
    difficult to determine. Mason has struggles in expressing how he’s feeling and informing adults when he’s
    upset instead of running away from the situation. He is learning to respond to the visual supports we have in
    class, the positive reinforcement chart, as well as the use of cozy corner or tent for space when agitated. This
    space allows him to reflect on what is his job at that particular time and how we as adults, can best support
    him in keeping him and his peers safe. We will also be working with him to slow down his reactions to
    verbal prompts so as to help him think about what he wants to convey and make decisions before speaking.
    He will expand his willingness and independence with routines, following routines and transitions, and
    become more able to fully participate in classroom activities as the year goes on!

    COORDINATED SUPPORT SERVICES:

    INSTRUCTIONAL ACCOMMODATIONS AND STRATEGIES:


    General classroom programming accommodations and strategies include:
    • Giving advanced warning prior to transitions (ex. Stopping music to gain the attention of the
    learners and say “short time to play”).
    • Use of a visual schedule that has pictures and words of the different activities, in the order
    that they are going to be done throughout the day.

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 2


    • Use of visuals supports that includes pictures and words for key instructions and daily tasks
    (ex. Washing hands, listening ears, quiet mouth)
    • Use of visual sand timers so the learners know when transitions are coming.
    • Access to “cozy corner” where learners have the option to go to when they need extra
    emotional support from classroom staff.
    • Provide positive verbal reinforcement.
    • Incorporating “ladybug” as part of the daily routine to help with transitioning in and out of the
    classroom.
    • Use of songs to ease transitions and expand vocabulary (ex. Clean up song and hallway song)
    • Use of a “First…Then” visual to encourage participation in adult directed activities.
    • Incorporating “train” as a verbal and visual cue for walking in the hallways during transitions.

    GOAL # 1:
    LONG-TERM GOAL 1:
    By June, Mason will expand his ability to engage in social exchanges with others to promote more
    positive interactions across a variety of people.

    SHORT-TERM OBJECTIVES (1) ASSESSMENT PROCEDURES (1) PROGRESS REVIEW (1)

    1 By February, Mason will 1 Event Recording 1 A) Achieved Jan. 2020


    willingly accept and follow Reggio Documentation B) Ongoing Feb. 2020
    through with an adult
    direction within one repeat of
    the direction and without
    challenging the direction
    verbally in 4 out of 5
    opportunities per week over
    a period of one month:
    A) With full adult
    support and
    prompting
    B) With partial
    prompting
    C) Independently
    Strategies:
    • Actively use wait times and provide attention when Mason follows through with the
    direction.
    • Positive reinforcement with any approximation of the instruction or direction.
    2 By February, Mason will 2 Event Recording 2 A) Achieved Jan. 2020
    verbally express to his peers Reggio Documentation B) Achieved Feb. 2020
    that he does not want to do C) Ongoing March, 2020
    something or does not like
    their behavior in 4 out of 5
    opportunities per week over
    a period of one month:
    A) When modelled by an
    adult
    Individualized Program Plan Heartland Agency and Educational Services ~ Page 3
    SHORT-TERM OBJECTIVES (1) ASSESSMENT PROCEDURES (1) PROGRESS REVIEW (1)

    B) With partial verbal


    prompting
    C) Independently
    Strategies:
    • Pre-teach skill in a neutral environment through play, and gradually skill to “in the
    moment” situation.
    • Adult models the words Mason uses with peers, “Stop”.
    • Proactive adult proximity.
    3 By February, Mason will 3 Event Recording 3 A) Achieved Jan. 2020
    appropriately ask an adult for Reggio Documentation B) Ongoing Feb. 2020
    permission before engaging
    in an activity that is not
    generally available (ex.
    turning off lights, retrieving
    materials outside of class,
    etc.) in 4 out of 5
    opportunities per week over
    a period of one month:
    A) With full adult
    support and
    prompting
    B) With partial
    prompting
    C) Independently
    Strategies:
    • Clearly label expectations, and visually represent them in the classroom.
    • Remind Mason of the task at hand.
    4 4 4
    Strategies:
    •

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 4


    GOAL # 2:
    LONG-TERM GOAL 2:
    By June, Mason will expand his confidence and ability to recognize and regulate his emotions and
    emotional responses.

    SHORT-TERM OBJECTIVES (2) ASSESSMENT PROCEDURES (2) PROGRESS REVIEW (2)

    1 By February, Mason will 1 Event Recording 1 A) Achieved Jan. 2020


    practice using “gentle hands” Reggio Documentation B) Ongoing Feb. 2020
    on classroom stuffed animals
    and teachers in 4 out of 5
    opportunities per week over
    a period of one month:
    A) With hand over hand
    prompting
    B) With partial physical
    assistance
    C) Independently
    Strategies:
    • Practice “gentle hands” in a neutral setting, such as circle time.
    • Modeling gentle hands and having Mason copy.
    2 By February, Mason will 2 Event Recording 2 A) Achieved Jan. 2020
    verbally identify and Reggio Documentation B) Ongoing Feb. 2020
    describe his emotion to an
    adult in 4 out of 5
    opportunities per week over
    a period of one month:
    A) With full verbal
    prompting and visual
    supports
    B) With partial verbal
    prompting
    C) Independently
    Strategies:
    • Emotion labelling/lessons at circle time.
    • In the moment labelling “your body is showing me you are upset”
    • Provide options on what we can do when we are feeling a certain way (ex. “when we are
    mad, we can take big dragon breaths and squeeze this squishy ball”)
    3 3 3
    Strategies:
    •
    4 4 4
    Strategies:
    •

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 5


    GOAL # 3:
    LONG-TERM GOAL 3:

    SHORT-TERM OBJECTIVES (3) ASSESSMENT PROCEDURES (3) PROGRESS REVIEW (3)

    1 1 1
    Strategies:
    •
    2 2 2
    Strategies:
    •
    3 3 3
    Strategies:
    •
    4 4 4
    Strategies:
    •

    GOAL # 4:
    LONG-TERM GOAL 4:

    SHORT-TERM OBJECTIVES (4) ASSESSMENT PROCEDURES (4) PROGRESS REVIEW (4)

    1 1 1
    Strategies:
    •
    2 2 2
    Strategies:
    •
    3 3 3
    Strategies:
    •
    4 4 4
    Strategies:
    •

    GOAL # 5:
    LONG-TERM GOAL 5:

    SHORT-TERM OBJECTIVES (5) ASSESSMENT PROCEDURES (5) PROGRESS REVIEW (5)

    1 1 1
    Strategies:

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 6


    SHORT-TERM OBJECTIVES (5) ASSESSMENT PROCEDURES (5) PROGRESS REVIEW (5)

    •
    2 2 2
    Strategies:
    •
    3 3 3
    Strategies:
    •
    4 4 4
    Strategies:
    •

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 7


    PLANNING FOR TRANSITION:

    YEAR END SUMMARY:


    June:

    PRESCHOOL CONCEPTS:
    June:

    CELEBRATIONS:
    June:

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 8


    SIGNATURES:
    “I understand and agree with the information contained in this Individualized Program Plan.”

    Initial IPP:

    ___________________________________ ________________________
    Parents/Guardians Date

    ___________________________________ ________________________
    Teacher Date

    ___________________________________ ________________________
    Manager/IPP Coordinator Date

    IPP Revision:

    ___________________________________ ________________________
    Parents/Guardians Date

    ___________________________________ ________________________
    Teacher Date

    ___________________________________ ________________________
    Manager/IPP Coordinator Date

    Final Revision:

    ___________________________________ ________________________
    Parents/Guardians Date

    ___________________________________ ________________________
    Teacher Date

    ___________________________________ ________________________
    Manager/IPP Coordinator Date

    Mason Coates

    Individualized Program Plan Heartland Agency and Educational Services ~ Page 9

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