INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Kylie Kraig

INDIVIDUALIZED EDUCATION PROGRAM (IEP) School Age

Student’s Name: Kylie Kraig

IEP Team Meeting Date (mm/dd/yy): 11/08/17
IEP Implementation Date (Projected Date when Services and Programs Will Begin): 11/13/17
Anticipated Duration of Services and Programs: 6 months
Date of Birth: 09/21/12
Age: 5
Grade: Pre-K
Anticipated Year of Graduation: 2029
Local Education Agency (LEA): Hancock County School District
County of Residence: Hancock
Name and Address of Parent/Guardian/Surrogate: Phone (Home): (740) 436-4758
Ken & Kris Kraig Phone (Work): (740) 237-5746
1492 Kendal Drive
Weirton, WV 26062

Other Information:

The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
N/A

Date of Revision(s) Participants/Roles IEP Section(s) Amended

N/A N/A N/A

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Include the following information related to the student:

 Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based
assessments, transition assessments, progress toward current goals)
 Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress
toward current goals)
 Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team
(e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)
 Parental concerns for enhancing the education of the student
 How the student’s disability affects involvement and progress in the general education curriculum
 Strengths
 Academic, developmental, and functional needs related to student’s disability

Kylie is a 5-year-old girl in a universal preschool. Her present levels of academic achievement put her in the 31st percentile of her age group. Kylie is
academically below age level. Though she is supposed to be at the 5 years and 2 month age equivalence, she scored as if she was 4 years and 6 months. In
the academic/cognitive domain, she scored in the 16th percentile, putting her in the 4 year and 2 month age equivalence. In terms of literacy, Kylie scored
in the 25th percentile. Kylie was able to recite all 26 letters of the alphabet and showed interest in reading. In terms of mathematics, she scored in the 16th
percentile. She could adequately sort objects by shape and size and compare different amounts of objects. However, she could only count up to 7.

In the physical development domain, Kylie scored in the 60th percentile, putting her in the 4 year and 10 month age equivalence. Her ability to catch the
ball, skip, gallop, and participate in the physical activities put her in the 91st percentile and >5 years and 9 month age equivalence for gross motor skills.
For fine motor skills, Kylie scored in the 19th percentile, putting her in the 4 year and 7 month age equivalence. Kylie scored perfectly in early fine motor
skills and excelled in the task of building with blocks, building a tower 12 blocks high.

Kylie is a very talkative student. In terms of language development, Kylie is above age level. Overall, she scored in the 68th percentile, giving her a 6 year
and 2 month age equivalence. Kylie falls in the 58th percentile for receptive language and the 73rd percentile for expressive language. She can identify
pictures, colors, and all but two parts of the body. She responds well to verbal directions and is good at articulating.

For the adaptive behavior domain focusing on daily living, Kylie scored in the 27th percentile with a 4 year and 9 month age equivalence. Kylie eats and
drinks correctly and can change her clothing with assistance in zipping and buttoning. She is also toilet trained.

In terms of social and emotional development, Kylie scored in the 23rd percentile, placing her in the 3 year and two month age equivalence. She scored in
the 31st percentile for interpersonal development and the 25th percentile in self-regulatory development. Kylie is an enthusiastic student. She responds
well to positive feedback and poorly to failure. She struggles to respond to instruction and direction. Kylie loves to tell stories about her home life and daily
happenings, but when she is upset, she is unwilling to share her feelings. Kylie does not gravitate toward a single student, but there is one student that
gravitates toward her. Because of this, she likes to tell the student what to do. Kylie cooperates in big groups, but she also likes to lead play. Though she is
willing to share, she does not ask others to share or borrow. She does not respond well to conflict related to play when it arises. Kylie is confident, but she
lacks confidence in approaching new tasks and frequently becomes discouraged or distracted. She often calls out during class, speaks over other students,
and disrupts instruction.
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

Kylie’s parents are concerned about her literacy skills because her ability to speak is drastically different from her ability to read. Concerns of the teacher
include literacy skills and fine motor skills. It is important that Kylie improves in terms of writing and identifying letters and their sounds. Her disability
should not affect her progress in the universal classroom. The classroom has the proper resources to aid in her progress.

Four areas of strengths for Kylie:

 Gross Motor Skills: Kylie’s gross motor skills are very strong. She enjoys participating in the physical activities.
 Expressive Language: Kylie has a very large vocabulary. She is able to name all colors and the majority of body parts. She can speak 100%
intelligibly and can use sentences with eight more words.
 Receptive Language: Kylie's receptive language is close to the same level as her expressive language. She is able to identify all of the colors and
the majority of the body parts like in her expressive language. The only part she needs to continue working on to master is understanding verbal
concepts such as “to the right/left of self.”
 Self-Regulatory: Although this is not her strongest area, she does show strengths. She is able to share and take turns, is truthful, and she
demonstrates self-confidence.

Four areas of improvement for Kylie:

 Mathematics: In regards to mathematics, Kylie struggles to count, read, and sequence numbers. Her struggles in these areas of mathematics hold her
back in terms of solving word problems, adding, and subtracting.
 Literacy: In terms of literacy, Kylie is still working on mastering letters and their sounds. She struggles to identify both uppercase and lowercase
letters though she can recite the alphabet.
 Daily Living: Kylie needs to learn her personal information. Information such as phone numbers and addresses are to be memorized. In terms of
dressing, Kylie needs to learn how to and practice putting on and tying her shoes, fastening buttons, and zipping zippers. Kylie also needs to practice
washing her hands thoroughly.
 Fine Motor Skills: She needs to improve her sequencing and writing of letters and numbers. With time and repetition, her quality of printing will
improve.

V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately.
Specially designed instruction may be listed with each goal/objective or listed in Section VI.
Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student’s gifted program may be
listed under Goals or Short Term Objectives.
MEASURABLE ANNUAL GOAL Describe HOW the student’s progress toward meeting this goal will be Describe WHEN Report of
Include: Condition, Name, Behavior, and measured periodic reports on Progress
Criteria progress will be
(Refer to Annotated IEP for description of provided to parents
these components)

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig
When prompted, Kylie will correctly
count aloud in a sequence to 30 with 90%
accuracy biweekly by the end of the IEP.
When shown up to 7 letters, Kylie will be
able to identify the sound that each
letter represents with 100% accuracy 4
out of 5 times.
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The teacher or aide will directly observe the student and record how far she Quarterly with
counts on a number line. Each time the student is assessed, the teacher will report cards.
mark the number she reached in the sequence with a different color. The
colors used will be recorded in a key with the assessment date and trial
number.
The teacher or aide will directly observe the student and record the sounds Quarterly with
that she states for each letter. Her responses will be gathered and graphed report cards.
to record progress made.
November 2017
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

Kylie will be able to put her shoes on the The teacher observing Kylie will use a task analysis chart to monitor each Quarterly with
correct feet and tie them correctly session of putting on her shoes the correct feet and tying them. This will report cards.
without assistance 4 out of 5 times when show progress in the steps completed until she has mastered every step in
asked to do so by the end of this IEP. the task analysis without prompting.

Kylie will be able to write her first and
last name legibly using appropriate
capital letters and in similar font size 80%
of opportunities per week by the end of
this IEP.
Kylie’s teacher or aide will observe the number of times Kylie writes her Quarterly with
name when given the opportunity. The observer will use tallies to mark report cards.
each time she writes her name correctly during those opportunities. The
teacher will also collect samples of her work in class to monitor the progress
she makes in writing her name.

VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS – Include, as appropriate, for nonacademic
and extracurricular services and activities.
A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI)
· SDI may be listed with each goal or as part of the table below.
· Include supplementary aids and services as appropriate.
· For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education
curriculum, as appropriate for a student with a disability.
Modifications and SDI Location Frequency Projected Anticipated Duration
Beginning
Date

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

Kylie will be given a removable number line marked 1-30 to Velcro This will be used at her 1x per day 11/13/17 6 weeks or mastery
on her desk. Kylie will use the number line to practice counting on desk in the classroom
her own, with an aide, or with a partner. The number line is
removable so that she can bring it home and practice or practice
during centers or learning labs.

Kylie will be provided with an abacus counter to practice counting This will be used during Weekly 11/13/17 6 weeks or mastery
to 30. As she counts, she will pull each bead from right to left. She learning labs
will also be given the opportunity to create her own abacus
counter.

Kylie will use an iPad to play counting games that help students This will be used during Twice a 11/13/17 6 weeks or mastery
practice counting. Through the game, Kylie will be able to hear the learning labs week
numbers 1-30 counted verbally.

Kylie will use the LeapFrog Fridge Phonics Magnetic Letter Set to This will be used during 3 times a 11/13/17 Through the length of this IEP
practice identifying certain letters and their sounds. With this learning labs week or mastery
technology, Kylie can place letter blocks into the set and it will
recognize the block and say the sound that matches the letter.

Kylie will be provided with a full alphabet that has the same letters This will be used at her Once a 11/13/17 Through the length of this IEP
and matching animal pictures as the giant alphabet cards that the desk in the classroom week or mastery
class uses to review letters and sounds during circle time. She will
use the alphabet to practice the letters and their sounds
independently or with a partner.

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

Kylie will be provided with images of objects and letter cards. She This will be used during Bi-weekly 11/13/17 Through the length of this IEP
can practice pairing letters and sounds by pairing the beginning learning labs or mastery
sound of the image with the proper letter.

Kylie will receive a visual task analysis chart that shows each step This will be used during 2 times a
of putting her shoes on and tying them correctly. The chart will learning labs where the week
have each step in order with an image to show each step. The chart teacher or aide will be
will be given to the student as a guide. It will have the same steps able to give individual
as the task analysis list that the teacher will use to monitor attention to Kylie
progress.
11/13/17 Through the length of this IEP
(or until Kylie can put her
shoes on the correct feet and
tie them without assistance)

Kylie will receive a toy shoe that she will use to practice tying This will be used during 3 or 4 11/13/17 Through the length of this IEP
shoes. She can use this along with the visual task analysis to learning labs or free play times a (or until she can tie her shoes
practice tying shoes. week without assistance)

Kylie will receive a mat with a diagram of her feet that are labeled This will be used during 2 times per 11/13/17 Through the length of this IEP
“left” and “right” and color coded. This can help teach her what learning labs week (or until she is able to put her
foot to put each shoe on. There can also be “left” and “right” shoes on the correct feet
labels on the shoes, so Kylie can match the shoes to the diagram. independently)

Kylie will receive lined “Penmanship” paper that has larger This will be used during 3 times per 11/13/17 Through the length of this IEP
lines. The lines are also different colors to show the appropriate learning labs week (or until she is able to write
height for each letter. This will be beneficial to show the height her name with correct font
difference for the capital letters in her first and last name. size on her own)

Kylie will receive a worksheet with her name printed on it to This will be used during 3 times per 11/13/17 4 weeks (or until Kylie is able
trace. The worksheet will have an example of her name with learning labs week to write her name with
correct orientation with similar lines in the “Penmanship” paper as correct letter size in the blank
an example. There will be a section below it for her to trace her lines)
name presented on the same style of lines. There will be a final

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Kylie Kraig

section with the with blank lines for her to attempt on her own to
write her name with correct letter size and capitalization

Kylie will receive a spacer (popsicle stick) while writing her name In learning centers and at Daily 11/13/17 3 weeks (or until Kylie is able
to determine the amount of space to put between each word. This her seat in the classroom to use proper spacing between
can be used while she practices writing her name on the during activities her first and last name)
“penmanship” paper and during any activity that she is required to
write her name without tracing.

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