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
Age: 8 yrs 2 months Disability: Specific Learning Disability
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.
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