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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:
Andres 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, computerbased 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: teachermade
__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):
Frequency

Physical Therapy

30 min/every Liberty
2 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
grade team

with

Location

Duration m/d/y to
m/d/y

Service(s)

2nd M/W 3:15-4:15 Rm. 108

State and District-Wide Assessments:

9/3/XX-9/3/XX

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

Locatio
Duration
n

Classroom:
Taped instructions before lesson
instructions re-read
assignments will be given ahead to
family so they can help student prepare
additional time for in-class quizzes,
tests (taken in resource room)

At least 3 X a
Rm.
week;
when
115
ensure that appropriate books and needed
assignments are in backpack

8/30/XX8/30/XX

written assignments may be taken


home to complete when unfinished at school
graphic organizers for science, social
studies chapters
assistance
resource room

in

outlining

chapters

in

State /District Assessments:


instructions read to student
double time for all reading related
sections
answers
booklet

written

directly

in

testing

As needed

TBA

8/30/XX8/30/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.

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