Ipp 3

INDIVIDUALIZED PROGRAM PLAN
HEARTLAND AGENCY AND EDUCATIONAL SERVICES
CHILD INFORMATION
Child: Matthew Penney Birth date (M/D/Y): 5/3/2014
Parents/Guardians: Melissa Creyke & Nicholas Penney
Special Education Coding: 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
• Actively participates most of the time
• Beginning to develop classroom friendships
AREAS FOR GROWTH:

• Improve clarity of speech
Individualized Program Plan Heartland Agency and Educational Services ~ Page 1

• Expand expressive language skills
• Develop appropriate social interaction skills
MEDICAL CONDITIONS THAT IMPACT SCHOOLING:
CURRENT LEVEL OF PERFORMANCE AND ACHIEVEMENT: PRESCHOOL CONCEPTS

October:
It has been a pleasure to welcome Matthew into our learning environment. He is really eager to play
with peers during center and outside time. Matthew is supported by adults during peer interactions to
facilitate positive verbal exchanges and turn taking. Matthew is actively participating in the routines
and circle time with minimal adult support. I am really looking forward to having Matthew
in the Turquoise room and supporting him with his development and growth throughout this year.
February:
It is a pleasure to have Matthew in our classroom. Matthew is an active, cheerful participant in class.
He is independent with classroom routines and follows through with adult direction most times. He
demonstrates foundational competency in numeracy and literacy skills during circle time and can
remember the names of the days of the week, colors, shapes and can finish and create a simple
pattern using manipulatives. Matthew enjoys sharing books and puzzles with adults, as well as
building blocks, cars with ramps on the carpet, likes to play tag games on the playground with his
peers and teachers. He is showing more interest in what his peers are playing with, particularly in the
dramatic centre, playground and jungle gym. When he has been involved in a dispute with a peer
over a toy, he will seek out the assistance of an adult to help him solve the problem and is able to
continue with his play with the peer once the matter has been put to rest. We will be working with
Matthew to improve his expressive language skills, as well as basic kindergarten concepts through
the school year.
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.
• 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, Matthew will expand his expressive language skills to promote positive interactions with the
children and staff.
SHORT-TERM OBJECTIVES (1) ASSESSMENT PROCEDURES (1) PROGRESS REVIEW (1)
1 By February, Matthew will 1 Event Recording 1 A) Achieved Dec. 2019

appropriately and verbally Reggio Documentation B) Achieved Jan. 2020
ask for a toy from a peer C) Ongoing Feb. 2020
during center time in 4 out of
5 opportunities per week
over a period of one month:
A) With full verbal
prompting
B) With partial verbal
prompting
C) Independently
Strategies:
• Adult models appropriate response, and then have Matthew copy “can I have a turn
please?”
• Sand timer for waiting turns
verbally express to his peers Reggio Documentation B) Achieved Jan. 2020
that he does not want to do C) Achieved Feb. 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
B) With partial verbal
prompting
C) Independently
Strategies:
• Pre-teach skill in a neutral environment through play and gradually generalize skill to “in
the moment” situations.
• Adult models’ phrases for Matthew to use and Matthew copies “stop, I don’t like that”
• Adult facilitation and support during play time.
demonstrate an Reggio Documentation B) Achieved Jan. 2020
understanding of position C) Achieved Feb. 2020
words (ex. in/on, under/over)

by performing the action in 4
out of 5 opportunities per
week over a period of one
month:
A) With physical
assistance as needed
B) With modeling
C) Independently
Strategies:
• Consultation with speech pathologist.
• Introduce centers incorporating position words.
4 4 4
Strategies:
•
GOAL # 2:
LONG-TERM GOAL 2:
By June, Matthew will expand his cooperative play and social interaction skills to promote more
positive exchanges with peers and adults.

identify a problem Reggio Documentation B) Achieved Jan. 2020
encountered during a social C) Ongoing Feb. 2020
situation with a peer and
utilize an appropriate
problem-solving strategy
with decreasing levels of
adult support in 4 out of 5
a period of one month:
A) With full adult
support
B) With adult cueing as
needed
C) Independently
Strategies:
• Appropriate behavior modeling by adults, then having Matthew copy phrases from adults
to peers.
• Adults provide Matthew with 2 choices on problem solving strategies, and then support
him in performing those actions.
2 By June, Matthew will 2 Event Recording 2
accept and engage in a non- Reggio Documentation
preferred activity during

centre time in 4 out of 5

opportunities per week for a
period of one month
a) When given a choice
between 2 centres,
and with adult
support
b) When given a
first…then prompt
c) Independently
Strategies:
• Use of a choice board, limiting choices in earlier stages of the goal
• Provide positive reinforcement to encourage appropriate skill development
• Positive reinforcement behaviour system (e.g., sticker chart, social rewards)
3 3 3
Strategies:
•
4 4 4
Strategies:
•
GOAL # 3:
LONG-TERM GOAL 3:
By June, Matthew will expand his confidence and ability to recognize and regulate his emotions and
emotional responses.

be willing to “try again” if he Reggio Documentation B) Achieved Jan. 2020
makes a request and an adult C) Achieved Feb. 2020
does not respond right away
in 4 out of 5 opportunities
per week for a period of one
month:
A) With adult modeling
and support
B) With a partial verbal
prompt
C) Independently
Strategies:
• Model wait times, Matthew says “I can’t wait”
• Adult models appropriate response “oh I will wait”.
2 By June, Matthew will 2 Event Recording 2
appropriately ask a person if Reggio Documentation
they would like a hug before
giving one in 4 out of 5


a period of one month
a) With full verbal and
visual prompting
b) With partial
prompting
c) Independently
Strategies:
• Provide positive reinforcement to encourage appropriate skill development
• Model and teach appropriate responses to undesired actions
3 3 3
Strategies:
•
4 4 4
Strategies:
•

GOAL # 4:
LONG-TERM GOAL 4:
By June, Matthew will improve his willingness to accept and follow through with classroom routines
and adult directions.
1 By June, Matthew will use 1 Event Recording 1

an appropriate voice volume Reggio Documentation
inside the classroom in 4 out
of 5 opportunities per week
over a period of one month
a) With adult modeling
and a visual cue
b) With partial
prompting
c) Independently
Strategies:
• Use of a voice volume visual (i.e., lion, kid, mouse); pre-teach visual during neutral play
opportunities
2 2 2
Strategies:
•
3 3 3
Strategies:
•
4 4 4
Strategies:
•

GOAL # 5:
LONG-TERM GOAL 5:
1 1 1
Strategies:
•
2 2 2
Strategies:
•
3 3 3
Strategies:
•
4 4 4
Strategies:
•
PLANNING FOR TRANSITION:
YEAR END SUMMARY:

June:
PRESCHOOL CONCEPTS:
June:
CELEBRATIONS:
June:
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:
___________________________________ ________________________
___________________________________ ________________________
Teacher Date
___________________________________ ________________________
Final Revision:
___________________________________ ________________________
___________________________________ ________________________
Teacher Date
___________________________________ ________________________
Matthew Penney

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INDIVIDUALIZED PROGRAM PLAN

HEARTLAND AGENCY AND EDUCATIONAL SERVICES

Parents/Guardians: Melissa Creyke & Nicholas Penney

Special Education Coding: Severe Delay Involving Language

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

BACKGROUND INFORMATION: PROGRAMMING CONTEXT

Teacher: Shiva Goli

Number of Hours of Centre Based Programming: 495

Number of Hours of Family-Oriented ECS Programming: 12

BACKGROUND INFORMATION: PARENTAL INPUT AND INVOLVEMENT:

AREAS FOR GROWTH:

Individualized Program Plan Heartland Agency and Educational Services ~ Page 1

MEDICAL CONDITIONS THAT IMPACT SCHOOLING:

CURRENT LEVEL OF PERFORMANCE AND ACHIEVEMENT: PRESCHOOL CONCEPTS

COORDINATED SUPPORT SERVICES:

INSTRUCTIONAL ACCOMMODATIONS AND STRATEGIES:

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

1 By February, Matthew will 1 Event Recording 1 A) Achieved Dec. 2019

words (ex. in/on, under/over)

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

1 By February, Matthew will 1 Event Recording 1 A) Achieved Dec. 2019

Individualized Program Plan Heartland Agency and Educational Services ~ Page 4

centre time in 4 out of 5

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

1 By February, Matthew will 1 Event Recording 1 A) Achieved Dec. 2019

Individualized Program Plan Heartland Agency and Educational Services ~ Page 5

opportunities per week over

Individualized Program Plan Heartland Agency and Educational Services ~ Page 6

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

1 By June, Matthew will use 1 Event Recording 1

Individualized Program Plan Heartland Agency and Educational Services ~ Page 7

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

PLANNING FOR TRANSITION:

YEAR END SUMMARY:

Individualized Program Plan Heartland Agency and Educational Services ~ Page 9

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