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Directions: Fill in the blanks of this IEP with answers that would facilitate learning for the student. At
the end of the IEP you will find an answer sheet. Attach a cover sheet to this assignment and submit it
via canvas.
STUDENT/PARENT INFORMATION
Student: John Doe Student ID: 10684626 Sex: M Birth Date: 7/4/2006 Grade: 05
Address: 3481840 Main St. City/State/Zip: Towson MD 21204 Student Phone: (410) 555-4262
ELIGIBILITY CATEGORY
MEETING INFORMATION
DATE OF MEETING: 915/2016
PURPOSE OF MEETING:
Interim IEP Revision to IEP Dated: _________
Annual IEP
Exit/Graduation IEP
Initial IEP Other: ________________
IEP Following 3-Yr Reevaluation
DATE OF LAST IEP MEETING: 09/25/2015 IEP SERVICES WILL BEGIN: 9/15/2016
ANTICIPATED DURATION OF SERVICES: 9/15/2017
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IEP Assignment
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IEP Assignment
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Reading
K-TEA II
Letter & Word Recognition: Standard Score
(SS): 74
Reading Comprehension: SS: 70
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IEP Assignment
Overall Reading: Standard Score SS: 70
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IEP Assignment
English Language Speaking, Reading, Writing and reaching a
Proficiency Scores minimum Level 5 in Overall.
John has
(ELPA) XX/XX/XXX shown a great deal of academic improvement
General and Special in his reading and writing skills. At times, he
Education Teachers struggles with correct subject/verb agreement
when speaking and in writing. He is
observations,
comfortable speaking with peers and shows
XX/XXXX no hesitation in participating in class
discussions.
Kaufman Test of
Educational
Students in the 5th grade are
Achievement, Second Math
proficient in using whole numbers,
Edition (K-TEA II)
Math Concepts & Appl.
SS: 72 fractions, and decimals to solve
XX/XX/XXXX problems. The standards focus on
General and Special Math Computation
SS: 85 multiplying and dividing decimals
Education Teacher Overall Math
SS: 77 by whole numbers and generating
Observations, and solving addition, subtraction,
documentation, work multiplication, and division
Normal range is 85-115, 68% of students problems using whole numbers
samples, informal score in that range. John is able to perform and decimals in practical
assessments math computations within the low average situations. Due to John's
XX/XXXX range of his typical peers. John requires weaknesses in math concepts and
extensive time to complete computations. He applications, he experiences
is performing within the representational difficulty when solving multi-step
stage in multiplication and division; he draws and higher level math problems.
an array to solve multiplication and division
problems. He is inconsistent with regrouping
within multi-digit addition & subtraction
problems. He has difficulty answering multi-
step problems, and answering problems that
contain money, time, and basic number
concepts such as skip counting. Additionally,
he struggles with problems that require the
use of measurement, geometry, and
fractions.
Math computation is John's
academic strength. He is able to apply
different strategies to solve more complex
computations. John struggles with identifying
important information from word problems.
He has difficulties with answering multi-step
problems. John will often omit important
steps or make simple errors when solving
problems that require more than one step.
John enjoys participating in math and is
comfortable with his abilities. He is willing to
attempt problems that are more difficult for
him without prompts or assistance. John
struggles with multi-step problems and
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IEP Assignment
requires math assignments to be broken down
into single steps.
Kaufman Test of The 5th grade content core
Educational standards in the area of writing
emphasize the development of
Achievement, Second
students' writing, speaking, and
Edition (K-TEA II) listening skills. The curriculum
Writing
XX/XX/XXXX focuses on writing summaries of
Written Expression SS: 64
oral and written stories, and
General and Special
Spelling
SS: 71 writing paragraphs and
Education Teacher compositions with topic sentences,
observations, student variety of sentences, logical
work samples Written expression and spelling are areas of sequence, and main ideas that are
need. He was administered the K-TEA II on supported by details and a
XX/XXXX
XX/XX/XXXX. 68% of students fall in the conclusion, and using correct
normal range, 85-115. During testing, John grammar, capitalization and
was able to spell words such as: you, as, bath, punctuation when writing. Due to
open, very, and said. He was unable to spell John's weakness in written
words such as: of (uv), what (wut), went expression, such as spelling and
(wint), dry (drie), and phone (fone). In the writing connected text, he
general education classroom, John attempts to experiences difficulty with writing
spell words phonetically, and his written work essays and constructed response
is illegible. He does not consistently utilize answers.
correct capitalization. He struggles with
applying basic and complex forms of
punctuation. In the special education
classroom, John writes basic simple
sentences. He has difficulty with writing
compound/complex forms of sentences. He
has a difficult time with planning and
organization of his written work and does not
consistently write in sequential order. John
will attempt to write detailed sentences. He
requires several prompts to correct his written
work. John is able to apply capitalization and
ending punctuation when directly dictated a
simple sentence in the special education
classroom. He struggles with independently
utilizing correct capitalization and
punctuation. He is consistent with applying
ending punctuation. John does not apply
complex forms of punctuation such as:
commas, apostrophes, and quotations. When
writing, John struggles with verb tense and
often leaves words out. He has made progress
with adding some details to simple sentences.
He is unable to consistently write two or three
sequential sentences.
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IEP Assignment
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IEP Assignment
STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES
John is a very hard worker. He likes to help the teachers and gets along well with his peers. John's addition
and subtraction math computation skills are very good.
John's parent was unable to attend the meeting, but let the special education teacher know that she is
concerned about John's reading and writing ability.
John loves to play video games, talk about cars, and enjoys going on the computer to play educational games.
2. Does the student have limited English proficiency?
If YES, team must consider language needs of the
student as those needs relate to the student's IEP.
3. Is the student blind or visually impaired?
If YES, team must evaluate reading and writing needs and
provide for instruction in Braille unless determined not appropriate for the student.
4. Is the student deaf or hard of hearing? If YES, team must consider communication needs.
5. Does the student require assistive technology devices and services?
If YES, team must determine
nature and extent of devices and services.
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IEP Assignment
Yes, addressed in IEP. No action needed.
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IEP Assignment
IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS,
AND BENCHMARKS OR SHORT-TERM OBJECTIVES
Measurable Annual Goal (including how progress toward the annual goal will be measured)
By annual review date, in a classroom setting, during instruction and seatwork, John will work independently
and quietly at his assigned location, achieving a criteria of 25 minutes in 4 out of 5 trials as measured by
documentation as implemented by Special Education Staff.
Benchmark or Short-Term Objective
#1 By end of second trimester of XXXX-XXXX school year, in a classroom setting, John will work quietly and
independently, without disturbing others, achieving a criteria of 10 minutes as implemented by Special Education
Staff.
#2 By end of third trimester of XXXX-XXXX school year, in a classroom setting, John will work quietly and
independently, without disturbing others, achieving a criteria of 15 minutes as implemented by Special Education
Staff.
#3 1. Create a benchmark for this goal.
#4 2. Create a benchmark for this goal.
Measurable Annual Goal (including how progress toward the annual goal will be measured)
By annual review date, in a classroom setting, John will demonstrate knowledge by applying phonics and
word analysis skills in decoding words (RF.5.4) at a middle 3rd grade level, 100 words per minute, achieving
a criteria of 80% in timed readings, as measured by curriculum based assessments as implemented by Special
Education Staff.
Benchmark or Short-Term Objective
#1 By end of second trimester of XXXX-XXXX school year, in a classroom setting, John will fluently decode words
with two and three letter blends (e.g., sp, spr) achieving a criteria of 80% as implemented by Special Education
Staff.
#2 By end of third trimester of XXXX-XXXX school year, in a classroom setting, John will fluently decode words
with consonant trigraphs (e.g., sch, str, spr, squ) achieving a criteria of 80% as implemented by Special Education
Staff.
#3 By end of first semester of XXXX-XXXX school year, in a classroom setting, John will fluently decode words
with digraphs (e.g., qu, ph) achieving a criteria of 80% as implemented by Special Education Staff.
#4 By annual review date, in a classroom setting, John will know and apply phonics and word analysis skills in
decoding words (RF.5.4) at a middle 3rd grade level, 100 words per minute, achieving a criteria of 80% in timed
readings, as measured by curriculum based assessments as implemented by Special Education Staff.
Measurable Annual Goal (including how progress toward the annual goal will be measured)
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IEP Assignment
Measurable Annual Goal (including how progress toward the annual goal will be measured)
By annual review date, in a classroom setting, John will solve three step word problems, with extraneous
information, that are read aloud, involving combinations of addition, subtraction, multiplication, division,
(NV 5.5.4) achieving a criteria of 80% as measured by teacher-made tests and student work samples as
implemented by Special Education Staff.
Benchmark or Short-Term Objective
#1 8. Create a benchmark for this goal.
# 2 9. Create a benchmark for this goal.
# 3 10. Create a benchmark for this goal.
# 4 11. Create a benchmark for this goal.
RELATED SERVICES
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IEP Assignment
PLACEMENT
Placement Considerations:
22. Select placement for John based on the services you selected.
24. What supports are needed to make John successful in the general education setting? (summarize)
25. Why can John’s needs not be met in the general education setting? (summarize, consider social
emotional impact as well)
IEP IMPLEMENTATION
As the parent, I agree with the components of this IEP. I understand that its provisions will be implemented
as soon as possible after the IEP goes into effect.
As the parent, I disagree with all or part of this IEP. I understand that the school district must provide me
with written notice of any intent to implement this IEP. If I wish to prevent the implementation of this IEP, I
must submit a written request for a due process hearing to the local school district superintendent.
A copy of this IEP was provided to the student's parent on: 9/15/2016 by: Special Education Teacher
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IEP Assignment
Answer Sheet: Please fill in answers here.
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