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

Suzanne Sutner:   Second Grade Teacher

Mariana Putney:   Special Ed. Resource Teacher

Martha Weiss :  Grandmother

Present Level of Performance:

Andre’s 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 standardized 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 toward this annual goal be measured? (check all that apply)

__X_ Classroom Participation

_X__ Observation

__X Criterion-referenced test: teacher–made

__X_ Checklist

____ Special Projects

__X Norm-referenced test: State Reading Assessment

__X_ Classwork

_X__ Tests and Quizzes

__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 40 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, organize, search, summarize 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): 

Service(s) Frequency Location Duration m/d/y to m/d/y

Physical Therapy

Special Education Resource Class

Collaboration/consultation with 2nd grade team

30 min/every 2 wks

1 hr/5 days wk

M/W 3:15-4:15

 

Liberty Elem.

Rm. 108

Rm. 108

 

8/30/XX-8/30/XX

8/30/XX-8/30/XX

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 district-wide assessment? ___No _X_Yes

Accommodations/Modifications:

Accommodation(s)/Modification(s) Frequency Location Duration

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 quizzes, tests (taken in resource room)
  • ensure that appropriate books and assignments are in backpack
  • written assignments may be taken home to complete when unfinished at school
  • graphic organizers for science, social studies chapters
  • assistance in outlining chapters in resource room
At least 3 X a week; when needed Rm. 115 8/30/XX-8/30/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
As needed TBA 8/30/XX-8/30/XX