Elizabeth McNulty

EDU 346

Individualized Education Plan

Name: Malcolm
Student ID: 678960
Date of Birth: 6/27/2000
District of Residence/ LEA (Local Education Agency): Wintersville, OH
Parents: Jack and Jane
Address: 1234 Indian Creek Lane, Wintersville, OH

Future Vision
The future vision for Malcolm is that he will become more fluent and comprehensive when it
comes to reading. Hopefully, he will slowly learn to enjoy reading after being given material
that is more in line with his abilities as well as his interests. They key for his reading success is
the desire to read, which will motivate his efforts greatly. If he feels great about his reading
and what he is accomplishing, then he will most likely want to do more of it. If he is getting
constantly discouraged because he is unable to perform the same way that his peers are, then
he is probably never going to want to continue reading.

Individual Interests
The Student has a wide variety of interests, and things that he is passionate about.
Unfortunately, school doesn’t fall very high on that priority list. He loves to listen to music all
the time, especially in the hallways at school. One subject that particularly peaks his
excitement is football. He loves to play, and loves to talk about football. This topic is often
brought up during tutoring sessions. He really likes to spend time with his family and friends,
doing fun activities outdoors, or playing video games indoors. He does not have much working
experience except for a volunteering position at a haunted house. He confessed that in terms of
reading, he is not the biggest fan, but if he had to, he would want to read science fiction books.
He likes being able to use some creative license when it comes to writing and write about
things from his own perspective and imagination. He also admits that the only reading he
really does outside of the classroom is when the reads something on his phone, for example a
text message or caption to a picture on social media. Other than that, he claims that reading
pretty much just puts him right to sleep. In addition, he likes to take charge and be a leader
when it comes to group work, although sometimes he just prefers to work alone.

Transition Plan
The transition plan will have the purpose of changing the student’s mindset about reading. He
will be given shorter material that is easier for him to read and this material will be about
topics that are of more interest to him. Once he is able to read something that he enjoys,
reading in general will become easier for him and much less of a burden. He will want to do it,
and thus be more motivated to read some of the harder, or more boring texts that he has to read
in class for assignments. His fluency will increase greatly once he is reading material that is
more relatable to him and more enjoyable. This fluency improvement will allow his
comprehension skills to also increase due to the fact that he will be more focused on thinking
about the meaning behind what he is reading, rather than simply trying to figure out what the
word is.

Goal #1 (Executive Functioning Skill)

Present Level of Performance:
Malcolm struggles with paying attention during class time and gets very easily distracted. He
often looks around the room and at other students when he is given an assignment that is
meant to be completed at his desk, alone. He has trouble completing the work in front of him
in the allotted time given. He is currently not staying on task at all when it comes to individual
work.
Goal Statement:
During assigned seatwork, Malcolm’s eyes will remain on his paper and he will stay on task
once a day for thirty minutes with less than 3 errors, such as getting up from his seat, looking
around the room, or playing with things on top of his desk.

Specially Designed Instruction:

The student will work one-on-one with a teacher when he gets distracted and the teacher will
give constant reminders to stay focused on what is in front of him. The teacher will prompt
him by giving gestural cues, such as reading the instructions of the assignment in front of him,
or motioning from her eyes to the paper to let him know he should be looking at the paper.
How will progress be assessed?
The students’ progress will be measured through direct observation. The teacher will observe
throughout the day to see if the student is remaining on task. The teacher will write down
exactly what they notice the student doing during assigned seatwork.

Goal #2 (Executive Functioning Skill)

Present Level of Performance:
Malcolm is extremely unorganized when it comes to his personal items. His desk and
backpack are very messy and he admits that his room at home is almost never tidy. His work
often gets lost in the shuffle and his disorganization often becomes detrimental to his learning.
He is currently only able to arrange his desk with 50% accuracy, once a day.
Goal Statement:
While at his seat, Malcolm will arrange his desk according to a checklist provided by the
teacher twice a day with 90% accuracy for the duration of the IEP.
Specially Designed Instruction:
The teacher will create a checklist for Malcolm to follow that will be taped to the front of his
desk, so he will be constantly reminded of what he needs to do to keep his desk organized.
This may include tips such as “place all pens and pencils in pencil case” or “place any loose
papers in the folders in which they belong. The skill will be taught by the teacher through
modeling each step in the checklist.
How will progress be assessed?
The teacher will use observation to determine if the student is indeed following the checklist
provided on the desk. The teacher will have a copy of the checklist available to her/him that
he/she will use to check off aspects of the students desk condition.

Goal #3 Literacy/Pre-Reading
Present Level of Performance: Malcolm has difficulties with determining meaning from a text
prior to reading it. He is unsure how to read titles and subheadings to think of what the
following material may be about. His is unable to scan an article to fins the main ideas at all.
Presently, he has no accuracy when reciting main ideas of an article after scanning the titles
and subheadings.
Goal Statement:
When given a piece of unfamiliar material, Malcolm will scan the article for what the main
ideas will be in the article with 2 errors once a week.
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:
Malcolm will work with his peers in a small group where they will scan an article and discuss
what they think the article may be about. He will feel less pressure if he is in a group setting
and he will be able to gain his peers perspectives and reflect on their thought process for how
they reached the information that they did. He will be taught through listening to his peers
responses. His peers will explain how they came to the conclusion that they did.
How will progress be assessed?
A work sample will be turned in to the teacher once a week. The sample will include a list of
topics and subjects that Malcolm believes will be covered in a specific piece of material
assigned to him. The teacher will assess this sample for accuracy.

Goal #4 Literacy/During Reading

Present Level of Performance: While reading aloud, Malcolm struggles with fluency, as well
as comprehension. When asked, he often does not know what the main gist is of a passage that
he just read. This is mainly due to the fact that he is choppy in his intonation and takes many
pauses within words and between words. Presently, he only blends sounds together for an
average of 4/10 words.

Goal Statement:
When asked to read something aloud, Malcolm with blend letter sounds together in words with
10 errors during 5 minutes of reading. Every time he does not blend two sounds together
properly, it will be considered an error.
Standard:
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Specially Designed Instruction:
Malcolm will work one-on-one with a teacher and practice choral reading with them. The
teacher and Malcolm will read a paragraph simultaneously.
How will progress be assessed?
The teacher will use a rubric to mark the students’ progress. They will make notes of any
words that Malcolm stumbled on during the choral reading, as well as mark whether or not the
other expectations designed on the rubric were being met.

Goal #5 Literacy/Vocabulary
Present Level of Performance:
Malcolm lacks a good vocabulary when he speaks which is due to the fact that his
comprehension is struggling, so when he reads words that he is not familiar with, he moves on
without defining the word. Presently, he is only able to define 2 words when given 8
vocabulary words.
Goal Statement:
When given a list of 8 vocabulary words, Malcolm will correctly define each word 4/5 times
with 90% accuracy once a week for the duration of the IEP.
Standard:
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., precede, recede, secede).
Specially Designed Instruction:
Malcolm will work both one-on-one with a teacher, as well as in small groups. He will create
several graphic organizers to practice defining words based on the context they are in as well
as what the synonyms and antonyms are for the words. He will figure out the definition of an
unfamiliar word by taking the word apart and looking at its prefixes and suffixes. The teacher
will create laminated word cards that have a prefix or suffix on the front with the definition on
the back. The teacher will use these cards constantly with the student to help them memorize
them.
How will progress be assessed?
Progress will be assessed through a formative test once a week. The teacher will give him a
sheet of paper with eight of the vocabulary words that the class has been reviewing that week.
Malcolm will be expected to define each word in his own words, as well as write them in a
sentence. It will be up to the teacher to decide if the definition and sentence provided are
accurate to the true definition or not.

Goal #6 Literacy/Spelling
Present Level of Performance:
Malcolm is able to spell very well when he is asked to spell something very shortly after he
read it on a page. However, he does not retain that spelling for longer periods of time and has
trouble remembering the correct spelling of certain words later on. Presently, he is only able to
spell 2 words correctly when given a list of 8 orally.
Goal Statement:
When given a list of 8 vocabulary words, Malcolm will correctly spell each word 4/5 times
with 90% accuracy.
Standard:
CCSS.ELA-LITERACY.L.8.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
Specially Designed Instruction:
The teacher will generate a list of vocab words weekly and have the list laminated. The list
will be places at the top of Malcolm’s desk so that he can look at the words whenever. This
constant reminder will greatly help his spelling because he will be looking at the spelling of
the words throughout the day. The teacher will model spelling the words so the student can see
how each word is written. The teacher will take time during centers to practice spelling each
word with the student.
How will progress be assessed?
The teacher will give an oral exam to the student in which, one by one, they verbally tell the
student eight different vocabulary words, and the student must spell the word on their paper.
The teacher will then collect this assessment and grade it for accuracy.

Goal #7 Written Expression

Present Level of Performance:
Malcolm loves to use his imagination when writing, which can sometimes be a detriment
because he tends to stray for the material or topic that he is supposed to be writing about. His
writing is indeed creative, and he uses a better vocabulary than he even does in speech, yet
does not use this vocabulary to write about material that is being asked about. Malcolm writes
about topics related to the subject being asked of him 2/5 times with 80% accuracy currently.
Goal Statement:
When given a certain topic to write about, Malcolm will write about ideas that are relevant to
that topic 4/ 5 times with 90% accuracy.
Standard:
CCSS Writing Standard Grades 6-12
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically
Specially Designed Instruction:
Malcolm will be allowed to use a computer to write certain reflections in order to use the aid
of the spelling and grammar functions present on a computer, He will have to come up with
his own way of expressing himself, but can worry less about spelling, and focus more on the
content he wants to portray. The teacher will orally model the writing process, using self-
regulated strategy development, a process where the teacher shows the student how to use a
certain strategy.
How will progress be assessed?
The teacher will give a topic to the class and ask them to write a paragraph on that topic. The
student will turn in a work sample of their writing to the teacher. The teacher will assess the
work sample for its relevance to the topic.