IEP Examples

1. Sample Academic Present levels

2. Sample Functional Present Levels

3. Sample Progress Monitoring

4. Sample Goals and Objectives

 1. SAMPLE PRESENT LEVELS OF ACADEMIC ACHIEVEMENT
Curriculum based measures were utilized to report * present educational levels. * is a *-year-old boy who is
currently programming in the Life Skills Support program at * Elementary School. He currently receives speech
and language, occupational therapy and door-to-door transportation.

Functional Reading Skills: * is able to engage in reading like behavior with books. He is able to identify the
front and back of a book. * is able to identify the top and bottom of a page. He is able to hold book right side up
and turn pages in correct sequence one at a time. * is able to identify first and last name. He is able to identify
the name of his peers. * is able to answer simple questions immediately following a short story being read.

Reading Present Levels:

* was administered a classroom based Reading Readiness Assessment. He continues to demonstrate needs in
the areas of Word Identification and Letter Sound Correspondence. * is currently identifying uppercase and
lowercase letters of the alphabet with 86% accuracy. He is producing the primary or most frequent sound for
each letter being displayed with 77% accuracy. * is reading 28% of pre-primer Dolch words.

* is participating in Reading Mastery Signature Edition (complete basal reading program that uses the Direct
Instruction method to help students master essential decoding and comprehension skills). The program places
particular emphasis on teaching thinking skills and helping students acquire background knowledge. * is
currently in Level K Presentation Book A, which is designed to teach students skills needed to become accurate
and fluent readers.

The following skills are taught in Level K:

· Phonemic Awareness
· Print Awareness
· Letter Sound Correspondence
· Phonemics and Word Recognition
· Fluency
· Comprehension

Goals/objectives to address functional reading needs:

When presented with instructional materials, * will demonstrate an increase in beginning reading skills in the
area of phonemic awareness and word recognition with 90% accuracy in 3 out of 4 trials.

When presented with letter cards (a-z), * will produce the primary or most frequent sound for each letter being
displayed

When verbally prompted and presented with Dolch list word cards, * will read 40 words on the Pre-Primer level
Dolch word list and 52 words on the Primer Dolch word list.

When presented with single syllable words, * will correctly identify the initial and final sounds.

Functional Math Present Levels

* is participating in Connecting Math Concepts, a direct instruction math program. Connecting Math Concepts
is a comprehensive basal program that highlights the relationships among key math concepts and their
applications. This program is based on incremental, direct, explicit, sequential instruction designed to teach
students to compute, solve problems, and think mathematically. * is currently in Level A.

The following skills are taught in level A:

· Counting and Cardinality
· Operations & Algebraic Thinking
· Numbers & Operations in Base Ten · Measurement & Data
· Geometry

* was administered a classroom based math assessment. When verbally prompted, * currently rote counts to
100. Given instructional materials, * is able to identify 100 numerals. When given numerals 1-100, * is able to
represent that numeral given base 10 blocks. * is able to use manipulatives to demonstrate 1 digit addition to 18
with 75% accuracy.

Goals to address functional math needs:

When presented with instructional materials, * will demonstrate an increase in functional math skills in the area
of addition, counting money, and telling time.

When given a set of 20 two digit addition and subtraction problems (without regrouping), * will complete the
problems correctly

Given (10) digital and (10) analog printed representations of clocks, * will verbally tell and write the time to the
hour and half hour.

Given visual supports and a collection of mixed coins, * will correctly count the collection of mixed coins up to
$1.00
 2. SAMPLE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE
* was assessed by Mrs. Bell using the K-12 Functional Curriculum Checklist for Life Skills and other select
students. The checklist assesses strengths and weaknesses in the following domains: Functional Academics,
Communication Skills, Social Skills, and Self-Management Skills. Scores are measures on a scale of (I)
Independent (NS) Needs Support (D) Dependent (NA) Not Applicable. The entire questionnaire will be kept in
the IEP case manager file, and updated annually.

* demonstrated at-risk scores in the following areas:

· Functional Academics (Reading and Math)
· Self-Management Skills (Classroom Behavior)

* is demonstrating strengths in the following areas:

· Self-Management Skills (Activities of Daily Living)
· Social Skills

Social Emotional Development: * arrives in the morning with dad and brother. He is able to remove and hang
up book bag and jacket independently. * comes into the classroom, greets adults and peers with some
prompting, and immediately starts setting the table for breakfast. When * is finished with setting the table he
sits on the carpet and waits for his peers to come into the class. He then transitions to the breakfast table and
eats breakfast with his peers.

* is a very friendly student who sometimes has a difficult time following classroom directions. He has
established relationships with peers in the classroom. * seems to prefer playing with peers. He is able to seek
out friends. * likes to work on the computer.

* is able to follow one step directions independently. He is demonstrating growth in the area of following 2 step
directions. * follows most classroom rules and routines and is willing to try new activities with support. * uses
words and phrases to express his wants and needs. He will ask an adult for help when needed. He is able to
independently complete familiar tasks.

Self-Management Skills: * is toilet trained. He is able to indicate when he needs to go to the bathroom. *
usually manipulates clothing independently after toileting. He is able to wash hands without support. * is able to
eat and drink during lunch and snack with minimal spilling. He independently cleans spills without prompting.
 3. SAMPLE PROGRESS MONITORING

OBJECTIVE:
Jan. 2016 - 3-Satisfactory progress; consistently demonstrates growth towards target goal/objective. -
* is reading 1/10 color words: yellow, for 10% accuracy. * identifies 7/10 colors: red, brown, yellow, purple,
green, pink, orange. She is only consistent with red, green, brown and purple. She is performing with 70%
accuracy in 2 out of 4 trials.

April 2016 - 5-Emerging progress-Progress is developing to meet target goal/objective. - * is reading 2/10
color words: yellow and red, for 20% accuracy. * identifies 7/10 colors: red, brown, yellow, purple, green,
pink, orange. She is only consistent with red, green, brown and purple. She is performing with 70%
accuracy in 2 out of 4 trials.

June 2016 - 4-Inconsistent progress- Progress is insufficient/ infrequent to meet target goal/objective. - * is
reading 2/10 color words; yellow and red for 20% accuracy. She often mixes up the two words when presented
flashcards. * identifies 8/10 colors; red, brown, yellow, purple, pink, orange, white for 80% accuracy.

GOAL:
Jan. 2016 - 3-Satisfactory progress; consistently demonstrates growth towards target goal/objective. - * is
making steady progress on her goals.
Color words: 10%
Colors: 70%
Rote Count: 40%
Name(letters): 91%

 is meeting this goal with 52% accuracy.

April 2016 - 5-Emerging progress-Progress is developing to meet target goal/objective. - * is making steady
progress on her goals.
Color words: 10%
Colors: 70%
Rote Count: 62%
Name(letters): 67%

 is meeting this goal with 52% accuracy.

June 2016 - 3-Satisfactory progress; consistently demonstrates growth towards target goal/objective. - * is
making steady progress on her goals.
Color words: 20%
Colors: 80%
Rote Count: 98%
Name(letters): 89%

* is meeting this goal with 72% accuracy.

 4. SAMPLE GOALS AND OBJECTIVES

Self-Management Goal: Throughout the school day, * will demonstrate an increase in self-management
skills in the area of toileting and decision-making in 4 out of 5 opportunities over 10 consecutive days.
Objectives:
 When given an assignment, * will demonstrate on-task behavior by sitting quietly at his seat, looking at
his materials, and performing the task for 15 out of 20 minutes.
 Given dry pants checks, throughout the school day, *will consistently remain dry in between scheduled
toileting breaks.
 Given visual and verbal prompts, * will participate in tasks/activities to completion by exhibiting
appropriate behaviors, completing task,

Reading Goal: When presented with instructional materials, * will demonstrate an increase in beginning
reading skills in the area of phonemics and word recognition with 90% accuracy in 3 out of 4 trials.
Objectives:
 When presented with CVC word cards, * will use sound blending to blend three to four sounds into a
new word (e.g., m/a/n: man; s/t/o/p: stop)
 Given instructional material, * will read color words 7 days of the week, 12 months of the year, and 10
color words
 When verbally prompted and presented with Dolch word list, * will read 40/40 words on the Pre-Primer
level Dolch word list and 52/52 words on the Primer level Dolch word list.

Math Goal: When presented with instructional materials, * will demonstrate an increase in functional math
skills in the area of addition, counting money, and telling time.
Objectives:
 Given visual supports and a collection of mixed coins, * will correctly count the collection of mixed
coins up to $1.00
 Given (10) digital and (10) analog printed representations of clocks, * will verbally tell and write the
time to the hour and half hour.
 When given a set of 20 two digit addition and subtraction problems (without regrouping), * will
complete the problems correctly