Individualized Education Plan

(Information including the students name have been changed or removed to protect the students privacy)

Name: Raphael Costello

Student ID: ********
Date of Birth: **/**/****
District of Residence/ LEA (Local Education Agency): *****************
Parents: Michael Costello and Gabriella Costello
Address: ***********************
Future Vision
Raphael Costello Hopes to attend either a 4 year college or university or a community college.
Raphael believes that he would enjoy trade school but not as much as college. He has a passion
for video games and computers, and if possible would like to incorporate this into his school
career.

Individual Interests
Raphael enjoys art and silent reading. He spends much of his time on YouTube, the computer, or
playing video games. He also enjoys watching TV and movies and prefers action movies or
westerns. He also enjoys playing baseball and listening to music.

Transition Plan
Raphael needs to begin to look at colleges and programs to determine his interests. He should
talk with advisors from each school about programs offered by the schools. The student should
also meet with an advisor from Indian creek regularly to make sure he is keeping an appropriate
GPA for college acceptance and apply for schools. The student will need to research collages and
the cost of tuition. Raphael will meet with an advisor for one hour each week to monitor his
progress.

Goal #1 (Executive Functioning Skill)

Present Level of Performance: Raphael Struggles with task initiation. He must be prompted

multiple times before he begins school related tasks.

Goal Statement:
Raphael will be able to initiate in class assignments within 30 seconds of the assignment being
given with no more than one verbal or gestural prompt, he will complete this 90% of the time by
the end of this IEP
Specially Designed Instruction: The classroom teacher or intervention specialist will teach the
student how to self-instruct. For example the teacher would teach the student to say something
such as The teacher told us what to do and now its time to start. The student would also be
taught to start takes immediately through prompting. The teacher will prompt the student using
verbal prompts, gestural prompts, and visual prompts. The teacher will begin by prompting the
student every time but will eventually fade the prompts until the student can begin his work
independently.
How will progress be assessed?
Progress will be assessed through daily observation and teacher created check lists.
Goal #2 (Executive Functioning Skill)
Present Level of Performance: Raphael struggles with goal-directed persistence. When the
student finds a task boring or a task becomes interrupted the Raphael finds it hard to stay on task.
He also finds it hard to set goals.
Goal Statement: Raphael will be able to complete long term assignments by setting short term
goals, by the end of this IEP the student will be able to independently complete 80% of his long
term projects with no prompting.
Specially Designed Instruction: The teacher will instruct students in how to make a schedule
braking down long term projects into smaller goals on a calendar. The teacher will directly
instruct the student on how to establish short term objectives. The teacher will begin this
intervention by coaching the student through the process and eventually allow the student to plan
on his own.
How will progress be assessed?
Raphael will make a copy of the calendar he creates and turn this in to his teacher.

Goal #3 Literacy/Pre-Reading
Present Level of Performance: The student has trouble drawing inferences from a texts and
sighting supporting details to support his answers.

Goal Statement: Raphael will be able to list three supporting details to support his answer when
completing comprehension with one teacher prompt 90% of the time by the end of this IEP.
Standard: CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Specially Designed Instruction: Raphael will be taught the previewing strategy and how to make
inferences based on information gained through previewing. The intervention specialist will also
teach Raphael how to use the Say Something strategy. The teacher will directly instruct the
student on how to stop reading and orally make a prediction, ask a question, or connect the
reading to something they know.
How will progress be assessed?
The teacher will record the amount of times the student provides tree pieces of textual evidence
in a journal.
Goal #4 Literacy/During Reading
Present Level of Performance: Raphael provide supporting details but these details are not
necessarily organized logically or sequentially as it is presented in the passage. He often times
will not understand the message or overall theme of a text.
Goal Statement: Raphael will pause and re-read text when he does not understand to look for
meaning, he will do this independently 80% by the end of this IEP
Standard: CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Specially Designed Instruction: Raphael will be taught the Re-reading strategy. The teacher will
prompt the student to re-read the passage when he cannot provide evidence about what he has
read.
How will progress be assessed?
The teacher will observe the student and ask the student comprehension related question.

Goal #5 Literacy/Vocabulary

Present Level of Performance: Raphael usually does not have trouble with vocabulary. However
when he comes to words that he has never heard he does not make any effort to determine its
meaning.
Goal Statement: By the end of this IEP Raphael will be able to use context clues to define
unfamiliar words, he will be able to define 75% of the words that he does not recognize by the
end of this IEP.
Standard: CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Specially Designed Instruction: The special educator will teach the student how to use context
clues to define unfamiliar vocabulary words. The teacher will also teach the student to replace
the challenging word with synonyms to see if the sentence makes sense with the meaning of the
word that they have determined.
How will progress be assessed?
The student will underline words that he does not know and a list will be compiled. The teacher
will put a check mark next to the words that the student can accurately define.

Goal #6 Literacy/Spelling
Present Level of Performance: Raphael only has occasional trouble with polysyllabic words that
he does not know.
Goal Statement: Raphael will able to decode polysyllabic words with 90% accuracy
independently by the end of this IEP.
Standard: CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context.
Specially Designed Instruction: The teacher will teach the student to decode words phonetically.
The teacher will put up a word wall in the classroom.
How will progress be assessed?
The teacher will have bi-weekly spelling tests.

Goal #7 Written Expression

Present Level of Performance: Raphael can write effectively but the information will not always
be in a logical order. He often has trouble writing about open ended question and organizing
information.
Goal Statement: Raphael will write a logical paragraph that demonstrates organized thoughts
without assistance from the teacher by the end of this iep.
Standard:
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
Specially Designed Instruction: The student will complete daily journals using a teacher created
journal guide. The teacher will instruct him how to write a logical paragraph.
How will progress be assessed? The teacher will check the students journal for correctness.
Weekly.