Individualized Education Program (IEP): An Example

Excerpts from Andre Weiss IEP when Andre was in second grade

Individualized Education Program (IEP)

Student Name: Andre Weiss Date: 7/5/XX
Student ID Number: 23XXX50 Grade: 2
DOB: 9/5/XX
Age: 8 yrs 2 months Disability: Specific Learning Disability

Participants Involved:
Name Of Participant : Position
Kathy and R. J. Weiss: Parents
Mr. Bill Sullivan: Asst. Principal
Peggy Histtery: Physical Therapist
Suz anne Sutner: Second Grade Teacher
Mariana Putney: Special Ed. Resource Teacher
Martha Weiss : Grandmother

Present Level of Performance:

Andres is a second grade student whose disability inhibits his ability to read and write on grade level. He is able
to perform on grade level in science and history when the material is read to him while no modifications are
necessary for math, his preferred subject. He would benefit from intensive reading and written language
instruction and the services of an occupational therapist to support his handwriting and balance needs. His
parents report they would like to see him become more social with peers as well.

Assessment Information and Instructional Needs:

Andre passed the kindergarten literacy standards. Although he passed the first grade standard assessments in
science, social studies, and mathematics (with scores of 170-200), he has not passed the first grade reading
standards due to his difficulty with reading and reading. His sight reading vocabulary is at the l.8 grade level.
Recent standardiz ed testing revealed that he continues to perform below average in reading skills and he has
particular difficulty with decoding, fluency and comprehension. His performance on these tests is consistent with
the difficulties he experiences in class when independent reading is expected.
Additionally, Andre has difficulties with fine motor skills (particularly in handwriting), and dynamic and static balance.
He benefits from taped readings of class material, computer-based books and programs for decoding and
comprehension, repeated readings, and intensive reading instruction provided in the resource room. His teachers
report he benefits from frequent reminders about what he should be doing. He prefers routines that allow him to
track his own progress such as the computer reading program. He enjoys talking to adults over peers. He seems
to appreciate when social interactions with peers are structured (e.g., group projects) and appears to require

regular encouragement to join activities during physical education.

Measurable Annual Goals

(1) Annual Goal: Andre will increase his reading fluency to the 2.5 grade level September, XXXX.
(2) Annual Goal: Andre will increase reading comprehension to the 3.0 grade level by September, XXXX.
How will progress t oward t his annual goal be measured? (check all t hat apply)
__X_ Classroom Participation
_X__ Observation
__X Criterion-referenced test: teachermade
__X_ Checklist
____ Special Projects
__X Norm-referenced test: State Reading Assessment
__X_ Classwork
_X__ Tests and Quiz z es
__X__Other: Fluency Evaluation
__X_ Homework
____ Written Reports

Short Term Objectives/Benchmarks

Annual Goal (1)
Objective/Benchmark #1: When given a story at the first grade level, Andre will read the story in 2 minutes with 4 0
or more words correct.
Objective/Benchmark #2: When given a story at the first grade level, Andre will read the story in 2 minutes with 50
or more words correct.
Objective/Benchmark #3: When given a story at the second grade level, Andre will read the story in 2 minutes
with 55 or more words correct.

Annual Goal (2)

Objective/Benchmark #1: When given a story at the first grade level, Andre will read the story independently and
answer 10 inferential questions with 80% accuracy.
Objective/Benchmark #2: When given a story at the second grade level, Andre will read the story independently
and answer 10 factual questions with 90% accuracy.
Objective/Benchmark #3: When given reading in science, social studies, and language arts at the second grade
level, Andre will read the material using the POSSE strategy (predict, organiz e, search, summariz e and evaluate)
at least 50% of the time.

Services Least Restrictive Environment Placement:

Andre will receive more than 60% of his education in the general education classroom. It will be modified to
support his below-grade level reading and written language skills.
Services will be provided in:
_X_ general education class(es)
_X_ resource room
___ special class(es)
___ special education day school
___ state special education program/school
___ residential facility
___ home-based
___ hospital
___ other (describe):
Duration m/d/y to
m/d/y

Service(s)

Frequency

Location

Physical Therapy

30 min/every 2
wks

Liberty
Elem.

8/30/XX-8/30/XX

Special Education Resource Class

1 hr/5 days wk

Rm. 108

8/30/XX-8/30/XX

Collaboration/consultation with 2nd grade

team

M/W 3:15-4 :15

Rm. 108

9/3/XX-9/3/XX

State and District-Wide Assessments:

Will the student be at an age or a grade level for which the student is eligible to participate in a state or districtwide assessment? ___No _X_Yes

Accommodations/Modifications:
Accommodation(s)/Modification(s)
Classroom:
Taped instructions before lesson
instructions re-read
assignments will be given ahead to family so they
can help student prepare
additional time for in-class quiz z es, tests (taken in

Frequency

Location Duration

resource room)
ensure that appropriate books and assignments
are in backpack
written assignments may be taken home to
complete when unfinished at school
graphic organiz ers for science, social studies
chapters
assistance in outlining chapters in resource room

At least 3 X a week;
when needed

Rm. 115

8/30/XX8/30/XX

As needed

TBA

8/30/XX8/30/XX

State /District Assessments:

instructions read to student
double time for all reading related sections
answers written directly in testing booklet
reading comprehension sections will be read to
student

Excerpt from Early Childhood Special Education - 0 to 8 Years: Strategies for Positive Outcomes, by S.A. Raver,
2009 edition, p. 66-68.
______ 2009, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The
reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is
strictly prohibited without the explicit permission of the publisher.