ANIEPFORM.-2.docxRunning head: AN IEP FORM 2
2
AN IEP FORM
Institution’s Name:
Student’s Name:
Date:
An IEP Assignment;
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STUDENT NAME: Justine |
Date of birth: 08/16/2008 |
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INSTITUTION: |
Age: 10 Grade: 5th |
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The language that is primarily used: Student- English |
The language that is primarily used: Home- English |
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Classifications: Disabilities in learning |
Special Ed Instructor: Mr. Amos David |
Objectives, Goals, And the Present Levels of Performances;
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The Area of Skills: Comprehension Reading |
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Educational performance at the present level: In the area of the informal assessment, Justine is doing great, especially when it comes to oral communication with either of the teacher or the student. Justine is always easily distracted, which means it gets on being extra homework to him since he nay bit make any of it to be completed in class. Justine level towards the reading of the instructions is at a level of the third grade. Without forgetting, he also has difficulties in sounding and comprehending the multisyllabic words. |
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The Annual Goal: might be able to approve his comprehension reading into a fifth-grade level. |
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Objectives that are short term: Justine will be let in picking a book that he will decide to choose, which is in the level of the fourth grade in making him on being focused, then he will be expected in answering about 65% of the questions accurately and get rated at the first two months. |
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Objectives that are short term: Justine will be let in picking a book that he will decide to choose, which is in the level of the fourth grade in making him on being focused, then he will be expected in answering about 70% of the questions accurately and get rated at the second two months. |
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Objectives that are short term: Justine will be let in picking a book that he will decide to choose, which is in the level of the fourth grade in making him on being focused, then he will be expected in answering about 85% of the questions accurately and get rated at the third two months. |
Objectives, Goals, And the Present Levels of Performances;
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The Area of Skills: Vocabulary |
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Educational performance in the present level: Assessment that is informal. Justine keeps on struggling with memory issues, thus making him struggle to remember the vocabulary words or their meanings will b very tough for him to comprehend while reading at the same time. |
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The Annual Goal: Justine is expected on approving towards his vocabulary |
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Objectives that are short term: Justine will be given at least five vocabulary words every week, which makes it 70% to the accuracy rate in the first two months. |
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Objectives that are short term: Justine will be given at least eight vocabulary words every week, which makes it 75% to the accuracy rate in the third two months. |
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Objectives that are short term: Justine will be given at least five vocabulary words every week, which makes it 80% to the accuracy rate in the third two months. |
Objectives, Goals, And the Present Levels of Performances;
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The Area of Skills: Skills in Math |
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Educational performance at the present level: Informal Assessment. Justine is doing well with computation, especially when there is the use of the whole numbers. Thus, mathematics is not a big problem for him, but his problem is when it comes to fractions and decimals on which he gets to struggle with. |
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The Goal that is Annual: Justine is expected to approve of his mathematics towards the fifth grade. |
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Objectives that are short term: Justine will be receiving at least ten math problems that involve decimals and fractions every day 75% at the rate of accuracy in the first two months. |
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Objectives that are short term: Justine will be receiving at least ten math problems that involve decimals and fractions every day 80% at the rate of accuracy in the second two months. |
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Objectives that are short term: Justine will be receiving at least ten math problems that involve decimals and fractions every day 85% at the rate of accuracy in the third two months. |
Related Services and Special Education;
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TYPES OF MODIFICATION, SERVICE OR AID |
LOCATION |
THE TIME PER WEEK/DAY |
DATE OF BEGINNING |
THE DURATION |
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Reading |
Classroom |
Weekly |
11/3 |
1year |
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Skill in Math |
Classroom |
Daily |
11/3 |
1year |
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Vocabulary |
Classroom |
Weekly |
11/3 |
1year |
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Accommodation/instructional modification |
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Non-participation at the general curriculum General curriculum or regular classes: N/A Nonacademic/extracurricular: N/A |
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Transition planning (for the students who are under the age of 16) ---Transition planning should be addressed via the Student’s Advisement ---Transition planning gets on being addressed on to the IEP addendum -x-No need for transition planning because of the student's age |
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Participation in the district assessment or statewide --Modified:--scheduling/timing—setting—response format---presentation forms ---Alternative Reason for modification: |
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Scheduled reports to parents Method: Progress Reports Frequency: Weekly |
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REFERENCES
Bray, L. E., & Russell, J. L. (2016). Going off-script: Structure and agency in individualized education program meetings. American Journal of Education, 122(3), 367-398.
Burke, M. M., Rios, K., Lopez, B., Garcia, M., & Magana, S. (2018). Improvements in Proxy Individualized Education Program Meeting Participation among Latino Parents. Education and Training in Autism and Developmental Disabilities, 53(4), 393-404.
Marx, T. A., & Miller, F. G. (2020). Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals. National Center on Intensive Intervention.
Mueller, T. G., Massafra, A., Robinson, J., & Peterson, L. (2019). Simulated individualized education program meetings: Valuable pedagogy within a preservice special educator program. Teacher Education and Special Education, 42(3), 209-226.
Yell, M. L., Katsiyannis, A., Ennis, R. P., Losinski, M., & Christle, C. A. (2016). Avoiding substantive errors in individualized education program development. TEACHING Exceptional Children, 49(1), 31-40.
