PHILIPPINE NORMAL UNIVERSITY

MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

I. Student Information and Instructional Profile

Student Ipy P. Raya Jr. Date of Birth 4-20-2006 Student Number 1331844160314
Parent's/Guardian's Name Ruby Jane P. Raya Address Brgy. 5, San Francisco,
Barangay Municipality
Agusan del Sur 8501 Parent's/Guardian's Cellphone No. 09453482373
Province Zip Code
Student's Present School Agusan del Sur National High School Grade 9th Date of IEP
Meeting 12-17-2022 Date of Eligibility 9-25-2011 IEP Review Date 10-22-2023
Child's Primary Language Bisaya Limited English Proficiency No Braille Instruction No
Yes/No Yes/No
Assistive Technology Needs No Language Communication Needs No
Yes/No Yes/No

II. Student's Performance Profile

Ipy is a 14-year-old male student enrolled in the 9th grade at Agusan del Sur National High
School. Ipy lives at home with his, mother, and a younger brother. Ipy possesses many strengths.
They include on-grade-level math skills and above-grade-level spelling skills. Ipy exhibits inappropriate
behavior at times. For example, when Ipy becomes upset he may become self-injurious, hit others,
and/or bite others. Ipy enjoys reading, using the computer, and drawing. Ipy is verbal but often
echolalic. He repeats questions she is asked. Ipy's needs for social communication has led to previous
placement working with the speech and language pathologist. Ipy's needs for structure, individualized
instruction, and behavior impede her from participating in most general education classes.
Ipy's Present Level of Performance (PLOP) includes the administration of the following
intellectual, achievement, and speech and language evaluations:
Differential Ability Scales- School Age Battery (9-16-2022). G-CA of 60, Verbal Cluster SS of
62, a Spatial Cluster SS of 69, and a Nonverbal Reasoning Cluster of 63. On 10-27-2022, the Leiter-R
was administered, yielding an I.Q. of 71. The Woodcock-Johnson Tests of Achievement: Third Edition
(WJ: III) were administered 8-25 & 8-28-2022. Ipy obtained a total achievement score of 55 on the
WJ:III with the following subtest scores: Letter-Word Identification 82; Reading Fluency 74: Spelling
91: Writing Fluency 79; and Writing Samples 45. The Composite Scores were: Broad Reading 70;
Broad Math 51; Broad Written Language 79; Academic Skills 75; Academic Fluency 71; and Academic
Applications 40. Adaptive Behavior Evaluation Scales (home and school version) were completed 8-8
& 8-9-2022, with respective composites of 64 and 58. Vision and hearing screenings were passed on
8-8-2022. The OWLS administered on 8-8-2022 yielded an Oral Expression score of 40, Listening
 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

Comprehension of 45, and Oral Composite of 40. The Comprehensive Receptive and Expressive
Vocabulary Test---2 administered in March 2022 yielded a General Vocabulary score of 62 with a
receptive score of 75, and an expressive score of 62.
The results of the Autism Diagnostic Observation Schedule---General (ADOS-G) indicate
symptoms consistent with a diagnosis of Autistic Disorder.

III. Program Eligibility

Eligible Not Eligible Area (s) of Disability Autism Speech Language Impairments
Primary Secondary
Rationale for Eligibility Ipy meets eligibility criteria for Autism and Speech-Language Impairment
based on state guidelines.
Student Ipy P. Raya Jr. Date of Birth 4-20-2006 Student Number 131844160314

Iv. Annual Goals and Benchmarks

Area: Language / Social Skills
Annual Goal: Ipy will be able to maintain a conversation through at least 3 exchanges of information
by the end of the school year.
Initiation Check Mastery
Provider Evaluation Method Date Date Date
Benchmark
Ipy will maintain a conversation SLP a. Data Collection 12-17-22 04-30-23
through 3 exchanges of infor- Special Edu- b. Teacher/Text test
mation by asking questions. cator c. Work Samples
Paraprofes- d. Classroom
sional observation
e. Grades
f. Other

Benchmark
Ipy will maintain a conversation SLP a. Data Collection 05-01-23 09-30-23
through 3 exchanges of infor- Special Edu- b. Teacher/Text test
mation to include a variety of cator c. Work Samples
verbal interactions such as Paraprofes- d. Classroom
expanding a thought and sional observation
reflecting on the other per- e. Grades
son's conversation. f. Other
 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

Area: Social Skills

Annual Goal: Ipy will increase his interactions with his peers with the assistance of his
paraprofessional.
Initiation Check Mastery
Provider Evaluation Method Date Date Date
Benchmark
Ipy will sit with his peers at Special Edu a. Data Collection 12-17-22 ongoing
lunch and engage in social cator b. Teacher/Text test
conversation daily. Paraprofes- c. Work Samples
sional d. Classroom
observation
e. Grades
f. Other Observation

Benchmark
Ipy will interact with peers Special Edu- a. Data Collection 12-17-22 ongoing
in structured and unstruc- cator b. Teacher/Text test
tured classroom settings. Paraprofes- c. Work Samples
sional d. Classroom
observation
e. Grades
f. Other Observation

Area: Reading Comprehension

Annual Goal: Ipy will improve his reading comprehension and increase his understanding of
vocabulary.
Initiation Check Mastery
Provider Evaluation Method Date Date Date
Benchmark
Ipy will read a short para- Special Edu a. Data Collection 12-17-22 02-28-23
graph and correctly answer cator b. Teacher/Text test
2 out of 3 questions by end. c. Work Samples
of the first 10 weeks d. Classroom
observation
e. Grades
f. Other
 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

Initiation Check Mastery

Provider Evaluation Method Date Date Date
Benchmark
Ipy will read a simple para- Special Edu a. Data Collection 03-01-23 05-15-23
graph and correctly answer cator b. Teacher/Text test
2 out of 3 questions by end. c. Work Samples
of the first 10 weeks d. Classroom
observation
e. Grades
f. Other

Benchmark
Ipy will correctly spell and Special Edu a. Data Collection 05-16-23 08-31-23
identify the meaning of 15 cator b. Teacher/Text test
vocabulary words by end. c. Work Samples
of the first 10 weeks. d. Classroom
observation
e. Grades
f. Other

Only three representative goals are illustrated.

V. Supplementary Aids and Related Services

Benchmark Provider Hours per Week Location

Adaptive Physical Education Mrs. Arban 5 P.E. Room
Speech-Language Therapy Ms. Contreras 15 Therapy Room
Occupational Therapy/ Mr. Florenosos 25 ICT Room
Sensory Integration

Aids/equipment/program modifications needed to attain annual goals and progress in general

education curriculum:

Provide ongoing support throughout the day to decrease anxiety and resulting self-injurious behaviors.

Frequency of use: As indicated by the Occupational Therapist

 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

VI. Special Education Placement

Student to be placed in the following least restrictive environment:

Location of Services Duration Extent of Participation

(No. of Hours in Location/
Total No. of School Hours)
General education classroom 2/6 Assistance provided by paraprofessional
Special education environments:
Resource room 4/6 Assistance provided by paraprofessional
Self-contained class
Special school day
Residential school
Hospital school
Homebound services
Other
(e.g. Head Start, Work Site)

Rationale for placement in setting

other than general education class

VII. Special Services

Physical Education: Regular Adaptive
Transportation: Regular Special Not Applicable

Is student provided an opportunity to participate in extracurricular and nonacademic activities with

nondisabled peers? yes
Yes/No

Are supports necessary? yes Describe: Ipy attends with paraprofessional.

Yes/No

Rationale for nonparticipation:

 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

VIII. Transition (no later than 14, earlier if appropriate)

Transition Service Needs Special Education Certificate

Focusing on Course of Study
Career Interest(s
Employment Outcome
Community Living Outcome
Identify Needed Transition
Services
Computers, drawing
Ipy will work in the community and function at a job with ongoing
jab coaching
Ipy will live in a supportive community living group home.
1. Independent Living: Ipy will be able to care for himself and his
needs.
2. Community Integration: Ipy will be able to participate in the
community with the assistance of his caregiver.
3. Recreation and Leisure: Ipy will identify and utilize community
recreational opportunities.
4. Transportation: Ipy will utilize transit and para-transit transpor-
tation opportunities.
5. Education: Ipy will participate in a day treatment program fo-
cusing on vocational and adaptive skills.

IX. Assessment Modifications

Is student able to participate in state- or district-wide assessments? No
Yes/No

Are modifications required? Yes

Yes/No

Identify type of modifications: Ipy's assessment needs will be be met with an alternative assessment in
the form of a competency portfolio.

Rationale for nonparticipation and alternate assessment plan: Ipy does not have traditional task-taking
skills. A portfolio that demonstrates Ipy's competencies in the areas of her annual goals will be
developed.
 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

X. Progress Report
Parents will be informed of child's progress toward annual goals using same reporting methods used
for children without disabilities.

Method Frequency
Written Progress Report yes Every 10 weeks
Yes/No
Parent Conference yes As requested
Yes/No
Other
IDENTIFY
Other
IDENTIFY

XI. Transferral of Rights

I understand that the rights under the Individuals with Disabilities Education Act will transfer to me
upon reaching my eighteenth birthday.

Student's Signature Date

XII. Recommended Instructional and/or Behavioral Interventions

Provide a rich reinforcement schedule following each activity. Use a timer to keep Ipy on task during
instructional and reinforcement activities. Block all attempts at injuring himself or others and redirect to
task at hand. Teachers working with Ipy should watch the tone of their voice and vocabulary as she
frequently becomes confused resulting in aggressive behavior. A behavior management plan should
be developed if self-injurious behaviors and/or aggression becomes a problem.
 PHILIPPINE NORMAL UNIVERSITY
MINDANAO
THE MULTICULTURAL EDUCATION HUB

Individualized Education Program

Student Ipy P. Raya Jr. Date of Birth 04-20-2006 Student Number 131844160314

XIII. IEP Development Team

Name Team Member's Signature Position/Title
Mr. Ipy B. Raya IPY B. RAYA Parent/Guardian
Mrs. Ruby Jane P. Raya RUBY JANE P. RAYA Parent/Guardian
Mrs. Ruth Rhea RUTH RHEA LEA Representative
Mr. Christian Ramos CHRISTIAN RAMOS Special Education Teacher
Mrs. Anna Buenvenido ANNA BUENVENIDO General Education Teacher
Mrs. Donna Flero DONNA FLERO SLP
Ipy P. Raya Jr. IPY P. RAYA JR. Student