Running head: INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 1

Individual Educational Program Planning

Maya R. Labat

EDU 203

College of Southern Nevada

INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 2

Individual Educational Program Planning

For my IEP I will be working with the Bear family. Papa Bear and Mama Bear have a son named

Jordan Bear who is in Kindergarten. The bear family did not but Jordan Bear in preschool and

sent him strait to kindergarten. The Bear family speak both English and Spanish at home and

Jordan bear has some developmental delay which categorizes him to have an IEP.

Present Levels Of Academic Achievement And Functional Performance

Student name: Jordan Bear Grade: k DOB: 1/2/2011 ID #: 1234567

Assessments Conducted Assessment Results Effect on Student

General Education Teacher
Observation
Involvement and Progress
in General Education
Curriculum or, for Early
Childhood Students,
Involvement in
Developmental Activities
Jordan is always happy and has a
great attitude towards learning.
He generally follows directions n/a
for the first time. He struggles to
ask for help if something is
difficult for him to complete
independently. Jordan finds it
difficult to complete simple tasks
independently such as finding his
name on his cubby, zipping his
jacket, and finding his assigned
seat in class. Jordan also needs a
lot of redirection during class
and struggles to copy off of the
white board during writing.

Special Education Teacher Jordan is a very kind student. He n/a

Observation is very cooperative, listens to all
directions, and is
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING
Assessments Conducted Assessment Results
Friendly towards others. Jordan
was on task 90% of the time
Special Education Teacher during a classroom observation
Observation compared to a peer who was on
(cont.) task 60% of the time. He sits in
front of the group when at the
carpet, however did not
volunteer to answer any
questions asked by the teacher.
Jordan can orally count to 10. He
can recognize the numbers 0-10,
but he has difficulty with the
number 8 and 9.
Kindergarten Essential Jordan was informally evaluated
Skills Assessment by the special education teacher
1/13/2016 on skills assessed by the
Kindergarten Essential Skills
Assessment in January. Using
flashcards, Jordan was able to
identify almost all uppercase and
lowercase letters and their
sounds. He did not know the
letter K. Jordan was able to
identify almost all of the
numbers 0-10 but consistently
did not know the number 8.
In the beginning of the year,
Jordan could only recognize the
letters O, W, X, o, w, and x. In
December, Jordan could
recognize 16 capital letters, 12
lowercase letters, and 20 sounds.
3
Effect on Student
Involvement and Progress
in General Education
Curriculum or, for Early
Childhood Students,
Involvement in
Developmental Activities
By the end of Kindergarten,
students are expected to know
all upper and lowercase
letters, the corresponding
letter sounds, rhyming words,
and to blend words together
by identifying the beginning,
middle, and end sounds.
Jordan struggles with
identifying certain letters and
sounding them out which will
impact his ability in reading
and writing.
Students are expected to write
the numbers 0-20 and count to
100 by tens. Jordan struggles
to identify and counting
numbers greater than 10
consistently which will
impact his ability to
successfully complete grade
level math tasks
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 4

INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

Student name: Jordan Bear Grade: k DOB: 1/2/2011 ID #: 1234567

Statement of Students Strengths

Jordan works hard in class, follows direction, and is very cooperative. Jordan participates in
small group settings and is eager to share his thoughts.

Statement of Parent Educational Concerns

Jordan’s parents are concerned with whether or not he will be ready to move on to the next
grade.

Statement of Student’s Preferences and Interests

Jordan likes to play with his toys and action figures.

Considerations of Special Factors

Does the student’s behavior impede the student’s X no action X Yes,

learning? needed addressed
bbbbbin IEP
Yes,
Does the student have limited English proficiency? X no action addressed
needed in IEP
Yes,
Is the student blind or visually impaired? X
X no action addressed
needed in IEP

Is the student deaf or hard of hearing? X no action X Yes,

needed addressed
bbbbbin IEP
Does the student require assistive technology devices X no action Yes,
or services? X addressed
needed
in IEP
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 5

Special Education Services

Student name: Jordan Bear Grade: k DOB: 1/2/2011 ID #: 1234567

Specially Service Type Beginning and Frequency of Location of

Designed ending dates Services services
Instruction
1/25/2016- General
Language Arts Direct 1/24/2017 25 min per week Education
1/25/2016- 75 min per week General
Math Direct 1/24/2017 Education

Related Services

Specially
Designed Service Type Beginning and Frequency of Location of
Instruction ending dates Services services
Consult 1/25/2016- 15 min per week General
Speech/Language 1/24/2017 Education
therapy

Supplementary Aids and Services

Modification, Beginning and Frequency of Location of Services

Accommodation, or Ending Dates Services
Support for Student
or Personnel

Tasks may be read to 1/25/2016-1/24/2017 During any activity General Education

Jordan that includes reading

May use number 1/25/2016-1/24/2017 During any activity General Education

chart/lines and that includes math
alphabet charts and writing tasks
General Education
Directions will be 1/25/2016-1/24/2017 Prior to beginning a
repeated back to task
Jordan
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 6

IEP goals, Including Acedemic and Functional Goals, and Benchmarks or Short Term

Objectives

Student name: Jordan Bear Grade: k DOB: 1/2/2011 ID #: 1234567

Measurable Annual Goal

By annual review date, in a classroom setting, Jordan will be able to count up to 100 and write
the numbers 0 to 20 without the use of visual aides.

Benchmark or Short Term Objective

#1 By annual review date, Jordan will count from 0 to 100
#2 By annual review date, Jordan will write numbers 0 to 20 without the use of visual aides

Measurable Annual Goal

By annual review date, in a classroom setting, Jordan will be able to identify all upper and
lowercase letters, the corresponding letter sounds, and rhyming words. Jordan will also be able
to blend words together by identifying the beginning, middle, and end sounds.

Benchmark or Short Term Objective

#1 By annual review date, Jordan will identify all upper and lowercase letters, the
corresponding letter sounds, and rhyming words.
#2 By annual review date, Jordan will blend words together by identifying the beginning,
middle, and end sounds.
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 7

Lesson plan

Title: Letter Sound Boxes

Grade: Kindergarten

Subject: Reading, Math

Grouping: Individual

Objective:

Students get a chance to practice phonemic awareness and sorting objects in this activity.

Students will practice sounding out and reading words. Students will practice there writing skills.

Supplies:

• Small cardboard/plastic boxes

• A collection of random objects

• Paper

• Pencils/markers

Procedure:

1. Label the boxes with letters and/or blends.

2. Review the letter sounds with your students.

3. Give the students a set of boxes and have them go around the room collecting items that

begin with the letter on the box. The items must be classified according to the labels on

the boxes.

4. Alternately, you can give each student a collection of objects to sort and place in the

correct boxes.
INDIVIDUAL EDUCATIONAL PROGRAM PLANNING 8

5. You can change the rules to adjust the difficulty of the task depending on the abilities of

the student. Instead of looking for objects beginning with the letter on the box, have them

look for objects that end with that letter.

6. Have the students practice writing the letters on their boxes, and encourage them to write

the names of a few of the items that they collected by sounding them out.

Conclusion:

In conclusion, students will be able to identify certain words and write out the items that they

grouped in their boxes.