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ESED 5603 – Sample IEP Assignment

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ESED 5603 – Sample IEP Assignment

ESED 5603 – Sample IEP Assignment

Name: Rebekah

Date of birth:  2/21/99

 

School: Haven Elementary School

Age: 10

Grade: 3

Primary language-Student: English

Primary language-Home: English

 

Primary classification: Learning Disability

Special Ed teacher:

 

Present Levels of Performance, Goals, and Objectives

Skill Area: Reading Comprehension

Present level of educational performance:

Based Upon:

Wechsler Intelligence Scale for Children IV

Woodcock Johnson Test of Achievement

Informal Assessments

Rebekah reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level.  Rebekah’s communication skills favor reception more than expression.  When given an array of pictures or words from a story, she can point to objects or words which best describe the object.  She can attend to, remember, and follow three-step instructions.  Rebekah is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation.   In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words.  She is able to sight-read irregular words.  She has difficulty spelling words that do not follow basic CVC rules.  Rebekah has difficulty interacting with peers due to difficulty verbalizing thoughts. 

Annual Goal: Rebekah will improve her reading comprehension by one grade level to 2.3 grade level as measured by Peabody Individual Achievement Test in 2009.

Short-term objective: Rebekah will read from a second grade reading book and answer corresponding review questions with a 75% accuracy rate in 3/3 trials during the first –three months. 

Short-term objective: Rebekah will read from a second grade reading book and answer corresponding review questions with a 80% accuracy rate in 3/3 trials during the second –three months. 

Short-term objective: Rebekah will read from a second grade reading book and answer corresponding review questions with a 90% accuracy rate in 3/3 trials during the third- three months. 

 

Skill Area: Spelling

Present level of educational performance: Rebekah reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level.  Rebekah’s communication skills favor reception more than expression.  When given an array of pictures or words from a story, she can point to objects or words which best describe the object.  She can attend to, remember, and follow three-step instructions.  Rebekah is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation.   In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words.  She is able to sight-read irregular words.  She has difficulty spelling words that do not follow basic CVC rules.  Rebekah has difficulty interacting with peers due to difficulty verbalizing thoughts. 

Annual Goal: Rebekah will improve her vocabulary usage and spelling by one grade level to a 2.4 grade level as measured by Peabody Individual Achievement Test in 2009

Short-term objective: Rebekah will spell eight new vocabulary words each week with 85% accuracy rate out of two trials.

Short-term objective: Rebekah will use each new vocabulary word in a written sentence with 85% accuracy rate.

Short-term objective: When prompted by a teacher, Rebekah will orally read a vocabulary word off a card with a 90% accuracy rate in 3/3 trials.

 

Skill Area: Reading Recognition

Present level of educational performance: Rebekah reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level.  Rebekah’s communication skills favor reception more than expression.  When given an array of pictures or words from a story, she can point to objects or words which best describe the object.  She can attend to, remember, and follow three-step instructions.  Rebekah is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation.   In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words.  She is able to sight-read irregular words. She has difficulty spelling words that do not follow basic CVC rules.  Rebekah has difficulty interacting with peers due to difficulty verbalizing thoughts. 

Annual Goal: Rebekah will improve her reading recognition by one grade level to a 2.8 grade level as measured by Peabody Individual Achievement Test in 2009.

Short-term objective: When prompted by a teacher, Rebekah will read words orally from a flash card with 80% accuracy rate in 3/3 trails.

Short-term objective: Rebekah will spell 2 new non-CVC vocabulary words each week with 100% accuracy rate out of two trials.

Short-term objective: Rebekah will use the new non-CVC vocabulary words in a sentence each week with 100% accuracy rate.

 

Skill Area: Reading

Present level of educational performance: Rebekah reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level.  Rebekah’s communication skills favor reception more than expression.  When given an array of pictures or words from a story, she can point to objects or words which best describe the object.  She can attend to, remember, and follow three-step instructions.  Rebekah is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation.   In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words.  She is able to sight-read irregular words.  She has difficulty spelling words that do not follow basic CVC rules.  Rebekah has difficulty interacting with peers due to difficulty verbalizing thoughts. 

Annual Goal: Rebekah will read orally 60 or more words correctly given a 100 word, second grade level passage in 5 minutes, with 95% accuracy rate in 3/3 trails.

Short-term objective: Rebekah will read orally with a partner a 100 word second grade level passage in 15 minutes with 95% accuracy in 3/3 trails. 

Short-term objective:  Rebekah will read orally with a partner a 100 word second grade level passage in 10 minutes with 95% accuracy in 3/3 trails.             

Short-term objective:   Rebekah will read orally with a partner a 100 word second grade level passage in 5 minutes with 95% accuracy in 3/3 trails. 

 

Special Education and Related Services

Type of Service, Aid or Modification

Location

Time per day/week

Begin date

Duration

 Reading material modifications to second grade level

 Classroom

Daily

3/9

1 year

 Reading partner

Classroom

Weekly

3/9

1 year

 

 

 

 

 

 

Instructional modifications/accommodations:

Non-participation in the general curriculum Regular classes or general curriculum: N/A
Extracurricular/nonacademic:  N/A

Transition planning (for students age 14 and over)
___ Transition planning will be addressed through the Student’s Advisement.
___ Transition planning is addressed on the IEP addendum.
_X_ Transition planning is not needed due to the age of the student.

Participation in statewide or district assessments
__Modified: __timing/scheduling ___setting ___response format ___presentation forms
__Alternative:
Reason for alternative: N/A

Scheduled reports to parentsFrequency:  Weekly
Method: Progress Report and notes

 

Signature

Position

Date

 Donald Lee

Parent

 3/8/08

 Mac Holt

Special education director

 3/8/08

 Sue Reims

School psychologist

 3/8/08

 Mary Tulip

Regular education teacher

 3/8/08

 Leah Loy

Special education teacher

 3/8/08

 Hugh McDonald

School principal

 3/8/08

 

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