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Individualized Education Program (IEP)

Student Name: Andre Weiss Date: 7/5/XX


Student ID Number: 23XXX50 Grade: 2
DOB: 9/5/XX
Age: 8 yrs 2 months Disability: Specific Learning Disability
Participants Involved:
Name Of Participant : Position
Kathy and R. J. Weiss: Parents
Mr. Bill Sullivan: Asst. Principal
Peggy Histtery: Physical Therapist
Suzanne Sutner: Second Grade Teacher
Mariana Putney: Special Ed. Resource Teacher
Martha Weiss : Grandmother
Present Level of Performance:
Andre’s is a second grade student whose disability inhibits his ability to read and write
on grade level. He is able to perform on grade level in science and history when the
material is read to him while no modifications are necessary for math, his preferred
subject. He would benefit from intensive reading and written language instruction and
the services of an occupational therapist to support his handwriting and balance needs.
His parents report they would like to see him become more social with peers as well.
Assessment Information and Instructional Needs:
Andre passed the kindergarten literacy standards. Although he passed the first grade
standard assessments in science, social studies, and mathematics (with scores of 170-
200), he has not passed the first grade reading standards due to his difficulty with
reading and reading. His sight reading vocabulary is at the l.8 grade level. Recent
standardized testing revealed that he continues to perform below average in reading
skills and he has particular difficulty with decoding, fluency and comprehension. His
performance on these tests is consistent with the difficulties he experiences in class
when independent reading is expected.

Additionally, Andre has difficulties with fine motor skills (particularly in handwriting), and
dynamic and static balance. He benefits from taped readings of class material,
computer-based books and programs for decoding and comprehension, repeated
readings, and intensive reading instruction provided in the resource room. His teachers
report he benefits from frequent reminders about what he should be doing. He prefers
routines that allow him to track his own progress such as the computer reading
program. He enjoys talking to adults over peers. He seems to appreciate when social
interactions with peers are structured (e.g., group projects) and appears to require
regular encouragement to join activities during physical education.
Measurable Annual Goals
(1) Annual Goal: Andre will increase his reading fluency to the 2.5 grade level
September, XXXX.
(2) Annual Goal: Andre will increase reading comprehension to the 3.0 grade level by
September, XXXX.
How will progress toward this annual goal be measured? (check all that apply)
__X_ Classroom Participation
_X__ Observation
__X Criterion-referenced test: teacher–made
__X_ Checklist
____ Special Projects
__X Norm-referenced test: State Reading Assessment
__X_ Classwork
_X__ Tests and Quizzes
__X__Other: Fluency Evaluation
__X_ Homework
____ Written Reports
Short Term Objectives/Benchmarks
Annual Goal (1)
Objective/Benchmark #1: When given a story at the first grade level, Andre will read the
story in 2 minutes with 40 or more words correct.
Objective/Benchmark #2: When given a story at the first grade level, Andre will read the
story in 2 minutes with 50 or more words correct.
Objective/Benchmark #3: When given a story at the second grade level, Andre will read
the story in 2 minutes with 55 or more words correct.
Annual Goal (2)
Objective/Benchmark #1: When given a story at the first grade level, Andre will read the
story independently and answer 10 inferential questions with 80% accuracy.
Objective/Benchmark #2: When given a story at the second grade level, Andre will read
the story independently and answer 10 factual questions with 90% accuracy.
Objective/Benchmark #3: When given reading in science, social studies, and language
arts at the second grade level, Andre will read the material using the POSSE strategy
(predict, organize, search, summarize and evaluate) at least 50% of the time.
Services – Least Restrictive Environment – Placement:
Andre will receive more than 60% of his education in the general education classroom.
It will be modified to support his below-grade level reading and written language skills.
Services will be provided in:
_X_ general education class(es)
_X_ resource room
___ special class(es)
___ special education day school
___ state special education program/school
___ residential facility
___ home-based
___ hospital
___ other (describe):
Duration m/d/y to
Service(s) Frequency Location
m/d/y
30 min/every 2 Liberty
Physical Therapy wks Elem. 8/30/XX-8/30/XX
Special Education Resource Class 1 hr/5 days wk Rm. 108 8/30/XX-8/30/XX
Collaboration/consultation with 2nd M/W 3:15-4:15 Rm. 108 9/3/XX-9/3/XX
grade team

State and District-Wide Assessments:


Will the student be at an age or a grade level for which the student is eligible to
participate in a state or district-wide assessment? ___No _X_Yes
Accommodations/Modifications:
Accommodation(s)/Modification(s) Frequency Location Duration
Classroom:

 Taped instructions before lesson At least 3 X a


8/30/XX-
 instructions re-read week; when Rm. 115
8/30/XX
 assignments will be given ahead to family so needed
they can help student prepare
 additional time for in-class quizzes, tests (taken
in resource room)
 ensure that appropriate books and assignments
are in backpack
 written assignments may be taken home to
complete when unfinished at school
 graphic organizers for science, social studies
chapters
 assistance in outlining chapters in resource room

State /District Assessments:

 instructions read to student


 double time for all reading related sections 8/30/XX-
As needed TBA
 answers written directly in testing booklet 8/30/XX
 reading comprehension sections will be read to
student

Excerpt from Early Childhood Special Education - 0 to 8 Years: Strategies for Positive
Outcomes, by S.A. Raver, 2009 edition, p. 66-68.
© ______ 2009, Merrill, an imprint of Pearson Education Inc. Used by permission. All
rights reserved. The reproduction, duplication, or distribution of this material by any
means including but not limited to email and blogs is strictly prohibited without the
explicit permission of the publisher.