Running head: IEP ASSIGNMENT 1

IEP Assignment

Ashley Moreno

Intro to Special Education 203

IEP Assignment

Thurs. September 22, 2016

[COMPANY NAME] [Company address]

IEP ASSIGNMENT 2

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

Student Primary Language: SPANISH

Address: 3481840 Main St. City/State/Zip: Towson MD 21204 Student Phone: (410) 555-4262

Parent/Guardian/Surrogate: Mariah Scott Parent Phone (Home): (410) 555-4262

Parent Phone (Work): (410) 555-4279 Optional (Cell): (000) 000-0000

Primary Language Spoken at Home: ENGLISH

Interpreter or Other Accommodations Needed: Interpreter in attendance

Current School: CSN Elementary

ELIGIBILITY CATEGORY

Primary: Autism Spectrum Disorder

ELIGIBILITY DATE: 09/25/2015 ANTICIPATED 3-YR REEVALUATION: 09/24/2018

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
IEP ASSIGNMENT 3

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

ASSESSMENTS ASSESSMENT EFFECT ON STUDENT'S

CONDUCTED RESULTS INVOLVEMENT AND
PROGRESS IN GENERAL
EDUCATION CURRICULUM
OR, FOR EARLY
CHILDHOOD STUDENTS,
INVOLVEMENT IN
DEVELOPMENTAL
ACTIVITIES
Multidisciplinary Team As noted in the MDT Report, John was below
Report (MDT) dated average in reading, both in decoding and
comprehension. He could identify all 26
XX/XX/XXXX
letters, short and long vowels. John could
answer factual questions at the middle first
grade level that were read to him. His
functional skills were within grade level
expectations.
Reading: John knows all the letters and
sounds of the alphabet. He reads CVC
Core, XX/XX/XXXX, (consonant/vowel/consonant) words and
AIMSweb, "silent e" words with 90% accuracy. He has
XX/XX/XXXX difficulty with dipthongs (such as: ow, ou, ie,
igh, oo), digraphs (such as ph, ng, rh, gh, ea, 5th grade peers can read grade
General education and ee, ie, ew), and breaking words into syllables. level text with fluency
special education He is not consistent when decoding 2 or more (approximately 110 words per
teacher observations, syllable words. In the 5th grade basal, John minute) and answer factual and
XX/XXXX, Student reads 15 words per minute. If material is read inferential questions. Due to John's
work samples- aloud to him, he can answer literal/factual
reading deficit in reading fluency
comprehension questions. At his instructional level, middle
2nd grade, he can read 70 words per minute. and comprehension, he cannot
questions, XX/XXXX read independently at a 5th grade
John can answer literal comprehension
questions at the middle 2nd grade level reading level.
independently. John struggles to answer
higher order questions (interpretive and
critical). John was administered the AIMsweb
Oral Reading Fluency on 3 different days. His
median score was 76 at the 2nd grade level.
On the same dates, John was given the
AIMsweb MAZE assessment. His median
score was 24 with 8 errors.

Reading K-TEA II
Letter & Word Recognition: Standard Score
(SS): 74
Reading Comprehension: SS: 70
Overall Reading: Standard Score SS: 70
IEP ASSIGNMENT 4

Normal range on the KTEA is 85-115; 68%

of students score within the normal range.
John is scoring below the normal range in
Kaufman Test of reading. John has difficulty reading multi- Fifth grade standards and
Educational syllabic words consistently. He has made curricular expectations require that
progress with identifying some blends (cl, str,
Achievement, Second students be able to use combined
bl, br) and digraphs (sh, th, ch). He has
Edition (K-TEA II) difficulties with unusual blends (tch, and knowledge of all letter-sound
XX/XX/XXXX schwas). He can identify words such as: correspondences, syllabication
General and Special ocean, behind, understood, point, and guess. patterns and knowledge of roots
Education Teacher John struggles with identifying words such as: and affixes to read accurately
Observations, kneel, quiet, company, and several. He often unfamiliar multisyllabic words in
asked several questions and had to be
XX/XXXX Informal isolation and within context. They
redirected towards trying his best to
Assessments independently answer. He shuts down when read on-level text with purpose,
XX/XX/XXXX-XX/ given more difficult material even with understanding and fluency.
XX/XXXX, assistance. John has difficulties with Students are able to determine two
identifying key elements to text such as main are more main ideas of text and
Work Samples, idea, details, when given grade level text. He explain how those main ideas are
struggles with putting information into
XX/XX/XXXX supported by key details. By end
sequential order. John is able to make
predictions and will orally revise them during of fifth grade students read and
readings. comprehend information texts
including reading content area
material. Due to John's deficits in
reading fluency and
Behavior: The general education teachers' comprehension, John experiences
progress reports indicate the following: John difficulty with the pace and rigor
is social and friendly. John can display very of grade level materials. John
respectful behavior and has no difficulty cannot read at grade level,
speaking up or advocating for himself.
therefore, he is unable to answer
Behaviors of concern include talking during
instruction (on the average of 10 times in a 50 comprehension questions
minute period, distracting others (average of 3 independently.
times per 50 minute period), being off-task (in
General Education a 10 minute observation period, taken 3 times Typical peers are able to listen to
Teachers' Progress during the week, he was off-task, 5 of the 10 class instruction and complete
minutes) and he does not hand in homework class and homework in a timely
Reports, XX//XXXX
and in-class assignments. manner. Due to John's difficulty in
General and Special John's Level of Language Acquisition:
Education Teacher attending to instruction and
Speaking: Level 4-Advanced Intermediate
observations, staying on task, he struggles with
Reading: Level 3-Intermediate Writing:
XX/XXXX completing work on time.
Level 2- Emerging Comprehension: Level 3-
Intermediate Overall Level 3: Intermediate
Students are considered proficient when
reaching a minimum of Level 4 in Listening,
Speaking, Reading, Writing and reaching a
IEP ASSIGNMENT 5
English Language minimum Level 5 in Overall. John has
Proficiency Scores shown a great deal of academic improvement
(ELPA) XX/XX/XXX in his reading and writing skills. At times, he
General and Special struggles with correct subject/verb agreement
Education Teachers when speaking and in writing. He is
comfortable speaking with peers and shows
observations,
no hesitation in participating in class
XX/XXXX discussions.
Kaufman Test of
Educational
Math Students in the 5th grade are
Achievement, Second
Edition (K-TEA II) Math Concepts & Appl. SS: 72 proficient in using whole numbers,
fractions, and decimals to solve
XX/XX/XXXX Math Computation SS: 85 problems. The standards focus on
General and Special Overall Math SS: 77 multiplying and dividing decimals
Education Teacher by whole numbers and generating
Observations, and solving addition, subtraction,
documentation, work Normal range is 85-115, 68% of students multiplication, and division
score in that range. John is able to perform problems using whole numbers
samples, informal math computations within the low average and decimals in practical
assessments range of his typical peers. John requires situations. Due to John's
XX/XXXX extensive time to complete computations. He weaknesses in math concepts and
is performing within the representational applications, he experiences
stage in multiplication and division; he draws difficulty when solving multi-step
an array to solve multiplication and division and higher level math problems.
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
IEP ASSIGNMENT 6
requires math assignments to be broken down
into single steps. The 5th grade content core
Kaufman Test of standards in the area of writing
Educational emphasize the development of
students' writing, speaking, and
Achievement, Second
listening skills. The curriculum
Edition (K-TEA II) focuses on writing summaries of
Writing
XX/XX/XXXX oral and written stories, and
Written Expression SS: 64 writing paragraphs and
General and Special
Spelling SS: 71 compositions with topic sentences,
Education Teacher variety of sentences, logical
observations, student sequence, and main ideas that are
work samples Written expression and spelling are areas of supported by details and a
need. He was administered the K-TEA II on conclusion, and using correct
XX/XXXX
XX/XX/XXXX. 68% of students fall in the grammar, capitalization and
normal range, 85-115. During testing, John punctuation when writing. Due to
was able to spell words such as: you, as, bath, John's weakness in written
open, very, and said. He was unable to spell expression, such as spelling and
words such as: of (uv), what (wut), went writing connected text, he
(wint), dry (drie), and phone (fone). In the experiences difficulty with writing
general education classroom, John attempts to essays and constructed response
spell words phonetically, and his written work answers.
is illegible. He does not consistently utilize
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.
IEP ASSIGNMENT 7
IEP ASSIGNMENT 8

STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

Statement of Student Strengths:

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.

Statement of Parent Educational Concerns:

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.

Statement of Students Preferences and Interests:

John loves to play video games, talk about cars, and enjoys going on the computer to play educational games.

CONSIDERATION OF SPECIAL FACTORS

1. Does the student's behavior impede the student's learning or the learning of others?
If YES, team must provide positive behavioral strategies, supports and interventions, or other strategies,
supports and interventions to address that behavior.

Yes, addressed in IEP. No action needed.

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.

Yes, addressed in IEP. No action needed.

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.

Yes, addressed in IEP. No action needed.

4. Is the student deaf or hard of hearing? If YES, team must consider communication needs.

Yes, addressed in IEP. No action needed.

5. Does the student require assistive technology devices and services? If YES, team must determine
nature and extent of devices and services.
IEP ASSIGNMENT 9
Yes, addressed in IEP. No action needed.
IEP ASSIGNMENT 10

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)

3. Create a goal for writing.

Benchmark or Short-Term Objective

#1 4. Create a benchmark for your goal.
# 2 5. Create a benchmark for your goal.
# 3 6. Create a benchmark for your goal.
# 4 7. Create a benchmark for your goal.
IEP ASSIGNMENT 11

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.

SPECIAL EDUCATION SERVICES

Specially Designed Service Type Beginning and Frequency of Location of

Instruction End Dates Services Services
Behavior Direct 9-15-2016 9-15-2017 30 Min/Wk General Education
Reading Direct 9-15-2016 9-15-2017 12. Select Mins 13. Select Location
Math Direct 9-15-2016 9-15-2017 14. Select Mins 15. Select Location
16. Any additional if yes include all
services needed? columns

RELATED SERVICES

Related Service Service Type and / Beginning and Frequency of Location of

or Description End Dates Services Services

SUPPLEMENTARY AIDS AND SERIVICES

Modification, Beginning and Frequency of Location of Services

Accommodation, or Support End Dates Services
for Student or Personnel
17. Create an accommodation
or support.
18. Create an accommodation
or support.
19. Create an accommodation
or support.
20. Create an accommodation
or support.
21. Create an accommodation
or support.
IEP ASSIGNMENT 12
PLACEMENT

Placement: 9/15/2016 9/15/2017 Total Minutes per week in school: 1855

Placement Considerations:

Regular class with supplementary aids and services (no removal)

Regular class and special education class (e.g. resource) combination
Self-contained program
Special School
Residential
Hospital
Home
Other: ____________

22. Select placement for John based on the services you selected.

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION

ENVIRONMENTS*

23. In what areas does John require special instruction?

24. What supports are needed to make John successful in the general education setting? (summarize)

25. Why can Johns 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.

Parent not in attendance. Parent participated via telephone.

A copy of this IEP was provided to the student's parent on: 9/15/2016 by: Special Education Teacher
IEP ASSIGNMENT 13

Answer Sheet: Please fill in answers here.

1. By end of first semester of XXXX-XXXX school year, in a classroom setting, John will work quietly and
independently, without disturbing others, achieving a criteria of 20 minutes as implemented by Special Education
Staff.
2. By end of second semester of XXXX-XXXX school year, in a classroom setting, John will work quietly and
independently, without disturbing others, achieving a criteria of 25 minutes as implemented by Special Education
Staff.
3. By annual review date, in a classroom setting, John will demonstrate knowledge by writing a detailed three
paragraph (20 sentences) essay that is legible and contains compound/complex sentences, capitalization, complex
forms of punctuation, and a logical sequence. The essay should achieve a criterion of 80% as implemented by
Special Education Staff.
4. By end of second trimester of XXXX-XXXX school year, in a classroom setting, John will know how to write
five sentences that contain capitalization and complex forms of punctuation, achieving a criterion of 80% as
implemented by Special Education Staff.
5. By end of third trimester of XXXX-XXXX school year, in a classroom setting, John will know how to write 10
legible sentences that contain capitalization, complex forms of punctuation, and a logical sequence, achieving a
criterion of 80% as implemented by Special Education Staff.
6. By end of first semester of XXXX-XXXX school year, in a classroom setting, John will know how to write 15
legible and detailed sentences that contain capitalization, complex forms of punctuation, and a logical sequence.
John will also be able to identify and write compound/complex sentences. The 15 sentences should achieve a
criterion of 80% as implemented by Special Education Staff.
7. By annual review date, in a classroom setting, John will demonstrate knowledge by writing a detailed three
paragraph (20 sentences) essay that is legible and contains compound/complex sentences, capitalization, complex
forms of punctuation, and a logical sequence. The essay should achieve a criterion of 80% as implemented by
Special Education Staff.
8. By end of second trimester of XXXX-XXXX school year, in a classroom setting, John will solve three one step
word problems involving addition, subtraction, multiplication, and division. John will also demonstrate
knowledge in regrouping within the multi-digit addition and subtraction problems John will be given. The three
one step problems should achieve a criterion of 80% as measured by teacher-made tests and student work samples
as implemented by Special Education Staff.
9. By end of third trimester of XXXX-XXXX school year, in a classroom setting, John will solve three two-step
word problems involving addition, subtraction, multiplication, and division. These problems will contain what
John had learned in the second trimester along with money, time, and basic number concepts. The three two-step
word problems should achieve a criterion of 80% as measured by teacher-made tests and student work samples as
implemented by Special Education Staff.
IEP ASSIGNMENT 14

10. By end of first semester of XXXX-XXXX school year, in a classroom setting, John will solve three three-step
word problems involving addition, subtraction, multiplication, and division. These problems will contain what
John had learned in the third trimester along with whole numbers, fractions, and decimals. The three three-step
problems should achieve a criterion of 80% as measured by teacher-made tests and student work samples as
implemented by Special Education Staff.
11. 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 criterion of 80% as measured by teacher-made tests and student work samples as implemented
by Special Education Staff.
12. 20 Min/Day should help John improve his reading by a great deal. Half of that time should be spent practicing his
reading and the other half should be spent working on comprehension and higher order questions.
13. Since John cannot read independently at a 5th grade reading level, the 20 Min/Day should be spent in a resource
room.
14. 45 Min/Wk should be spent on math. This seems to be Johns strongest subject, but there are still certain concepts
he struggles to grasp. X amount of time should be spent each day on these concepts to help John improve.
15. Since John enjoys participating in math and is comfortable with his abilities, the 45 Min/Wk should be spent in
general education with supplementary aids and services.
16. Writing; Direct; 1 Hr/Wk; 9-15-2016 9-15-2017; 1 Hr/Wk; Resource room. Since writing is a subject John
especially struggles with, spending an hour a week working on writing concepts is recommended.
17. Since John has trouble handing in homework and in-class assignments, two folders should be given to him and
kept in his desk or backpack. One folder should be for homework assignments and this one can be taken home,
but must be brought back the next day. The other is for in-class assignments. These folders will be used to keep
John organized and to remind him to turn in these assignments.
18. Since Johns handwriting is illegible at times, he should be given worksheets that require minimal writing and fill-
in questions with spaces for a brief response rather than a short essay. These two accommodations will allow John
to practice his writing and will lessen the possibility of illegibility since he will not be required to write as much.
19. Since John will be building up to a three paragraph essay, at the beginning of this process he should be allowed to
write about segments of the same topic for the first week or so. He should also be provided a list of words, a topic
sentence, and an outline since he has trouble with spelling and essay structures.
20. Since John struggles with math that involves fractions and decimals, he should be allowed to use a calculator
when working on math problems that involve these concepts. When learning new math concepts, similar math
problems John is given should also be clustered into groups. This should continue to be done until John fully
understands each concept.
21. Since John struggles to read independently, the text should be read aloud to him at first so that he can hear how to
pronounce words may not know. John should then be asked to repeat what has been read and should be given
IEP ASSIGNMENT 15

assistance when needed or asked for. John also struggles with answering higher order questions and because of
this key words and concepts should be highlighted. Images that illustrate the content should also be proved in
order to help John better grasp the meaning of what he is reading.
22. Based on the services selected, Johns placement is a combination of a regular and special education class.
23. John requires special instruction for reading and writing since he struggles the most with those two subjects.
24. A few accommodations are needed to make John successful in the general education setting. John has troubles
with reading, writing, and math so allowing him more time to answer questions or finish assignments for any of
these subjects would benefit John. Allowing him to use a calculator for new math concepts he is learning, reading
along with him, and taking the time to work one-on-one with him when he is working on writing assignments
would also be beneficial.
25. Johns needs cannot be met in the general education setting due to the severity of some of his struggles with
subjects like reading, writing, and math. He is not able to read independently at a 5th grade level, which is what
the resource room will aim to help him achieve. John may see his peers and put himself down for not being able
to read at the levels that they can, so his time in the resource room will hopefully turn those negative thoughts into
positive ones since he will be improving his reading there every day. Special education teachers are also trained to
help meet the needs of students like John, so he will be able to learn in ways that better suit him in a resource
room.