EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM
Cover Page:
FINAL IEP ASSIGNMENT
KALI WALTERS
LIBERTY UNIVERSITY
EDUC 323
PROFESSOR GARZON
DECEMBER 15, 2023
The Individualized Education Plan (IEP) that accompanies this document is meant to support the
positive process and team approach. The IEP is a working document that outlines the student’s
vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an
IEP is to bring together a team of people who understand and support the student in order to
come to a consensus on a plan and appropriate and effective education for the student. No two
teams are alike, and each team will arrive at different answers, ideas, supports, and services to
address the student’s unique needs. The student and his/her family members are vital
participants, as well as teachers, assistants, specialists, outside service providers, and the
principal. When all team members are present, the valuable information shared supports the
development of a rich student profile and education plan.
Participants Involved
The list below indicates that the individual participated in the development of this IEP and the
placement decision; it does not authorize consent. Parent consent is indicated on the “Prior
Notice” page.
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the
required participant positions according to IDEA.
Student’s Name: Asia Smith
Grade: 4th
Disability:
Date of IEP meeting: 8-25-23
(Use date at beginning of school year)
The IEP annual review must occur before:
8-25-24
Most recent evaluation date: 8-25-23
(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur
before: 8-25-26
IEP Teacher/Manager (Your Name):
Kali Walters
School: Liberty Elementary School
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Name of Participant
Position
Dr. Hannah Jones
School Psychologist
Dr. Carla Miller
Principle
Ms. Kali Walters
IEP Teacher/Manager
Mrs. Erin Queen
Regular Education Teacher
Dr. Sean Hildreth
School Board Office/LEA
Melissa and Todd Smith
Parents
Asia Smith
Student
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice
suggests that the IEP team documents that the factors were considered and any decision made
relative to each. The factors are addressed in other sections of the IEP if not documented on this
page (for example see PLAAFP).
1. Results of the initial or most recent evaluation of the student:
According to the psychological evaluation, Asia was administered the WISC III test. She scored
a 110 in verbal IQ, a 92 in performance IQ, and a 101 in full-scale IQ. These scores reveal that
Asia is in the normal or average range for verbal, performance, and full-scale IQ. This shows that
one of Asia’s strengths is communicating verbally.
2. The strengths of the student:
The evaluation showed that Asia’s verbal skills are a strength.
3. The academic, developmental, and functional needs of the student:
Please refer to the Present Level of Academic and Functional Performance.
4. The concerns of the parent(s) for enhancing the education of his/her child:
Parents indicate concerns with reading skills and difficulty with frustration, attention, and
adaptive skills weaknesses.
These are the concerns reported by the parents. When Asia is faced with reading a grade-level
passage independently and answering questions in a written form, she often shuts down and
presents negative self-talk. This is a new behavior and her parents fear that she is starting to get
frustrated with school and is developing a low self-image.
5. The communication needs of the student:
Asia’s speech and receptive/expressive language skills are considered to be within the average
range.
6. The student’s need for benchmarks or short-term objectives:
Short-term objectives and benchmarks are not required.
7. Whether the student requires Assistive Technology devices and services:
The IEP team has determined that Asia does not require Assistive Technology supports and/or
services.
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EDSP 323
8. In the case of a student whose behavior impedes his/her learning or that of others,
consider the use of positive behavioral interventions, strategies, and supports to address that
behavior:
Asia does not display behaviors that have been determined to be related to her identified
disability that impact her learning or that of others.
9. In the case of a student with limited English proficiency, consider the language needs of the
student as those needs relate to the student’s IEP:
Asia is not a student with limited English proficiency.
10. In the case of a student who is blind or is visually impaired, provide for instruction in
Braille and the use of Braille, unless the IEP team determines after an evaluation of the student’s
reading and writing skills, needs, and appropriate reading and writing media, including an
evaluation of the student’s future needs for instruction in Braille or the use of Braille, that
instruction in Braille or the use of Braille is not appropriate for the student. When considering
that Braille is not appropriate for the child, the IEP team may use the Functional Vision and
Learning Media Assessment for Students who are Pre-Academic or Academic and Visually
Impaired in Grades K-12 (FVLMA) or similar instrument; and
Asia is not a student with a visual impairment.
11. In the case of a student who is deaf or hard of hearing, consider the student’s language and
communication needs, opportunities for direct communications with peers and professional
personnel in the student’s language and communication mode, academic level, and a full range of
needs, including opportunities for direct instruction in the student’s language and communication
mode. The IEP team may use the Virginia Communication Plan when considering the student's
language and communication needs and supports that may be needed.
Asia is not deaf and is not a student with a hearing impairment
12. Extended School Year (ESY)
Asia’s IEP team determined that ESY services are not warranted.
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Student Name___Asia Smith___________________________________________________
Date_8___/__25__/__2023__ Page _5__of_11__
The Present Level of Academic Achievement and Functional Performance summarizes the
results of assessments that identify the student’s interests, preferences, strengths, and areas of
need. It also describes the effect of the student’s disability on his/her involvement and progress in
the general education curriculum, and for preschool children, as appropriate, how the disability
affects the student’s participation in appropriate activities. This includes the student’s
performance and achievement in academic areas such as writing, reading, math, science, and
history/social sciences. It also includes the student’s performance in functional areas, such as
self-determination, social competence, communication, behavior, and personal management. Test
scores, if included, must be self-explanatory or an explanation must be included, and the Present
Level of Academic Achievement and Functional Performance must be written in objective,
measurable terms, to the extent possible. There must be a direct relationship among the desired
goals, the Present Level of Academic Achievement and Functional Performance, and all other
components of the IEP.
______________________________________________________________________________
Student’s Strengths, Preferences, and Interests
Asia is a nine-year-old 4th grader who has been experiencing significant difficulty in reading and
language arts. Asia was referred this year for a special education evaluation and was identified
as learning disabled. The evaluation showed that Asia’s verbal skills are a strength while all areas
of reading are deficient/below grade level. Writing skills are also below grade level. All areas of
math are proficient and on grade level though she struggles with independently solving word
problems. Asia qualifies for special education services as a student with a learning disability in
the areas of Reading Comprehension and Writing.
In reading, Asia’s reading comprehension level has increased slowly but has not progressed to
levels beyond the first grade. She can read and comprehend first-grade text at 83% accuracy, but
when given grade-level passages, she comprehends at 47% accuracy. Asia is able to answer
comprehension questions with 86% accuracy when grade-level passages are read to her. Asia
struggles to spell grade-level words correctly (60% accuracy) and write complete sentences (45%
accuracy). Asia consistently capitalizes the first letter in a sentence and uses ending punctuation
at 79% accuracy.
In the areas of reading, Asia exhibits both strengths in reading and areas of improvement in
writing. After taking the WIAT, Asia received a standard score of 89 for reading, showing that
she falls within the low scores range when compared to other students her age. Her reading
score is considered moderate or borderline for this assessment. Based on classroom assessments,
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these scores reflect what is observed in the classroom.
Asia was administered the WISC III test. She scored a 110 in verbal IQ, a 92 in performance IQ,
and a 101 in full-scale IQ. These scores reveal that Asia is in the normal or average range for
verbal, performance, and full-scale IQ. This shows that one of Asia’s strengths is communicating
verbally.
Asia’s teacher describes her as having a wonderful sense of humor, a good friend to her
classmates, and responds well to praise and positive reinforcement. Asia is hard-working, desires
to do well, and puts a great amount of effort into her work. Her teacher shares that she has
difficulty with organizational skills and loses classwork and supplies on a daily basis. Asia has
no problems with independent grade-level oral activities. However, when faced with reading a
grade-level passage independently and answering questions in a written form, she often shuts
down and presents negative self-talk. This is a new behavior for her and her teacher and parents
fear that she is starting to get frustrated with school and is developing a low self-image. Asia has
expressed that she enjoys math, science, and social studies but feels that she is not a good reader
and is embarrassed that she always needs more help and takes longer on her assignments than her
friends.
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Measurable Annual Goals, Progress Report
Use the Present Level of Academic Achievement and Functional Performance (PLAAFP)
example of Asia to write three standard-based goals. These goals can be the same as the goals
developed in the IEP Goals Assignment if they were approved. You must include all goal
components.
1. MEASURABLE ANNUAL GOAL:
GOAL: At the next annual review Asia will be able to demonstrate her understanding
context by clarifying meanings of words 4/5 times with 80 % accuracy.
Write the SOL number related to this goal: Reading 4.4a
H will progr toward these annual goals be measur ? (Check all that apply)
____Classroom
Participation
____ Checklist
__x__ Class work
__x__ Homework
__x__ Observation
____ Special Projects
__x__ Tests and
Quizzes
____ Written Reports
____ Criterion-referenced
test:_____________________
__x__ Norm-referenced test:
_______________________
____Other:___________________________________
_
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2. MEASURABLE ANNUAL GOAL:
GOAL: By the next annual review, Asia will be able to identify the main idea of a
nonfiction text to demonstrate comprehension 4/5 times with 80 % accuracy.
Write the SOL number related to this goal:4.6c
H will progr toward these annual goals be measur ? (Check all that apply)
____Classroom
Participation
____ Checklist
__x__ Class work
__x__ Homework
__x__ Observation
____ Special Projects
___x_ Tests and
Quizzes
____ Written Reports
____ Criterion-referenced
test:_____________________
__x__ Norm-referenced test:
_______________________
____Other:___________________________________
_
3. MEASURABLE ANNUAL GOAL:
GOAL: By the next annual review, Asia will be able to use correct spelling with
vocabulary words 4/5 times with 80 % accuracy.
Write the SOL number related to this goal: Writing 4.8h
H will progr toward these annual goals be measur ? (Check all that apply)
__x__Classroom
Participation
____ Checklist
__x__ Class work
__x__ Homework
____ Observation
____ Special Projects
__x__ Tests and
Quizzes
__x__ Written
Reports
____ Criterion-referenced
test:_____________________
__x__ Norm-referenced test:
_______________________
____Other:___________________________________
_
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Accommodations/Modifications
Accommodations/modifications provided as part of the instructional and testing/assessment
process will allow the student equal opportunity to access the curriculum and demonstrate
achievement. Accommodations/modifications also provide access to nonacademic and
extracurricular activities and educationally-related settings. Accommodations/modifications
based solely on the potential to enhance performance beyond providing equal access are
inappropriate. Accommodations may be in but are not limited to, the areas of time, scheduling,
setting, presentation, and response. The impact of any modifications listed must be discussed.
ACCOMMODATIONS/MODIFICATIONS
List a minimum of 5 accommodations/modifications that are appropriate for Asia based on
her PLAAFP.
Accommodation(s)/
Modification(s)
Frequency
Location
(name of school )
Instructional
Setting
Duration
m/d/y to m/d/y
Time:Asia will be
allowed to have
extra time to
complete
assignments when it
is needed.
Daily
Liberty
Elementary
School
Classroom
8-25-23 to
8-25-24
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Participation in the State and Division-wide Accountability/Assessment System
Check the assessment(s) chosen for the student’s participation in Virginia’s accountability
system. (Check if Asia will participate in Virginia’s SOL State Assessments or if she will need
an alternative assessment of VAAP when she takes the state assessment in 3rd grade. You should
be able to determine this through your textbook readings and course presentations.)
Identify the Correct State Assessment:
Asia will be allowed
to sit any where in
the classroom were
she feels she can
learn the best.
Daily
Liberty
Elementary
School
Classroom
8-25-23 to
8-25-24
During test Asia will
be given the option
to take two breaks.
Daily
Liberty
Elementary
School
Classroom
8-25-23 to
8-25-24
On test Asia will be
given the option to
give oral responses.
Daily
Liberty
Elementary
School
Classroom
8-25-23 to
8-25-24
During tests Asia’s
directions will be
read aloud.
Daily
Liberty
Elementary
School
Classroom
8-25-23 to
8-25-24
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EDSP 323
X Standards of Learning (SOL) Assessments ! Reading □ Math □ Science □
History/Social Science !Writing
❑Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP)
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Services – Least Restrictive Environment – Placement
Least Restrictive Environment (LRE)
When discussing the least restrictive environment and placement options, the following must be
considered:
•To the maximum extent appropriate, the student is educated with children without disabilities.
•Special classes, separate schooling, or another removal of the student from the regular
educational environment occurs only when the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be
achieved satisfactorily.
•The student’s placement should be as close as possible to the child’s home and unless the IEP
of the student with a disability requires some other arrangement, the student is educated in the
school that he/she would attend if he or she did not have a disability.
•In selecting the LRE, consideration is given to any potential harmful effect on the student or
on the quality of services that he/she needs.
•The student with a disability shall be served in a program with age-appropriate peers unless it
can be shown that for a particular student with a disability, the alternative placement is
appropriate as documented by the IEP.
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Free Appropriate Public Education (FAPE)
When discussing FAPE for this student, it is important for the IEP team to remember that FAPE
may include, as appropriate:
•Educational Programs and
Services
•Proper Functioning of Hearing
Aids
•Assistive Technology
•Transportation
•Nonacademic and Extracurricular Services and
Activities
•Physical Education
•Extended School Year Services
•Length of School Day
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Special Education Services
Identify the service(s), including frequency, duration, and location that will be provided to or on
behalf of the student in order for the student to receive free appropriate public education. These
services are the special education services and as necessary, the related services, supplementary
aids, and services based on peer-reviewed research to the extent practicable, assistive technology,
and extended school year services. The student will receive services that will address area(s) of
need as identified by the IEP team.
Complete the Service Page Table:
Effect of Disability on the Student
Asia demonstrates substantially less well-developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in aspects of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), make the acquisition of reading
difficult as well as the understanding of unfamiliar words.
Placement Decision
Based upon identified services and the consideration of Least Restrictive Environment (LRE)
and placement continuum options, describe in the space below the placement decision. This
explanation of the placement decision should reflect the services outlined in the Service Page.
Additionally, summarize the discussions and decision around LRE and placement. This must
Special Education
Service(s)
Frequency
Location
(name of school)
Instructional
Setting
Duration
m/d/y to m/d/y
Written Language
25 min/ 2x wk
Liberty Elementary
Inclusion
Classroom
Reading/
Comprehension
30 min/ 2k wk
Liberty Elementary
Inclusion
Classroom
Decoding
15 min/ 2x wk
Liberty Elementary
Inclusion in
regular
classroom
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include an explanation of why the student will not be participating with students without
disabilities in the general education class(es), programs, and activities.
Explanation of Placement Decision: This section must narratively explain the services
outlined in the Service Page Table.
Asia requires additional instruction and services in the areas of written language, reading, and
comprehension. Direct instruction will be provided by the special education teacher in assisting
Asia to identify context clues to clarify meaning of unfamiliar words. Instruction will also
provide assistance to help Asia use correct spelling, including homophones, as well as identify
strategies to aid in comprehension.
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EDSP 323
ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Services – Least Restrictive Environment – Placement Continued
No single model for the delivery of services to any population or category of children with
disabilities is acceptable for meeting the requirement for a continuum of alternative placements.
All placement decisions shall be based on the individual needs of each student. The team may
consider placement options in conjunction with discussing any needed supplementary aids and
services, accommodations/modifications, assistive technology, and supports for school
personnel. In considering the placement continuum options, check those the team discussed.
Placement Continuum Options Considered (check all that have been considered):
Check the services considered in the LRE placement. Review LRE as these services should
be reasonable considerations based on Asia’s PLAAFP.
__x_ general education class(es) (general education classroom, inclusion, co-teaching)
__x_ special class(es) (resource, self-contained)
___ special education day school
___ state special education program / school
___ residential facility
___ home-based
___ hospital
___ other (describe):
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