Individualized Education Program
Individualized Education Program
Demographic Information
Parent 1 Email:
Parent 2 Email:
For Students with SLD only, the following area(s) of eligibility was/were previously determined:
Date Meeting Notice Sent to the Date Procedural Safeguards given to the
Parent(s): Parent(s):
2
*If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator
must review the IEP with the student and obtain the student’s signature and the date of this review.
3
Areas of Eligibility
WRITING
MATH
4
Consi Included
dered
not
Neede
d
Individual Transition Plan √
For a student whose behavior impedes his/her learning, or that of √
others, positive behavior interventions, strategies, and supports have
been considered.
Statement of Language Needs in the Case of a Child with Limited English √
Proficiency
Statement of Provisions of Instruction in Braille & User of Braille for a √
Visually Impaired Child
Statement of the Language of Needs, Opportunities for Direct Communication √
with Peers in the Child’s Language and Communication Mode
Statement of Required Assistive Technology Devices and Services √
Statement of Communication Needs for a Child with a Disability √
Statement of Health Concerns √
Baseline Level of Mastery: student will record 50% increase in solving math problems
Service Provider(s) for this goal:
` Special Education Teacher
Math Specialist
Standard: Writing
Annual Goal:90%
Learner’s accuracy in writing will improve to 90%
Baseline Level of Mastery: completing 60% of the writing assignments with complete sentences
6
Baseline Level of Mastery: Student will show 50% improvement in utilizing BIP strategies
Service Provider(s) for this goal:
School Counselor
Special Education Teacher
Annual Goal:90%
Student’s overall performance will improve to 90%
Accommodations do not change now much of the curriculum the student is expected to learn. It only
changes how students access and express knowledge on a daily basis. Accommodations are changes in
how a student accesses information and demonstrates learning. Accommodations do not substantially
change the instructional level, content, or performance criteria. The changes are made in order to provide
a student with equal access to learning and equal opportunity to show what he or she knows and can do.
7
Students with disabilities who qualify in one academic area are eligible for accommodations in other
areas to the extent that their disability would affect performance.
Parental Communication
How will the parent be informed of their child’s academic progress and the extent to which that profess is
sufficient to enable the child to achieve annual goals by the end of the year?
Rationale: Students with disabilities will participate in usual district assessments unless indicated by this
form. Only those accommodations that are provided for instruction and are required by the IEP should be
provided for assessment. All students will be assessed at grade level, other than the few who must be
provided alternative assessments.
State Assessments
Standard Accommodation(s):
District Assessments
Standard Accommodation(s):
RELATED SERVICES
Educationally Relevant Related Services Are Listed Below
Special Instructional Start Date Frequency Provider Duration /
Education Setting / End Date
Services Location
Written
Clarification:
SUPPLEMENTARY AIDS / ASSISTIVE TECHNOLOGY AND SERVICE FOR STUDENTS
Educationally Relevant Supplementary Aides / Assistive Technology and Services Are Listed Below.
Clarification:
Provide an explanation of the extent, if any, to which the student will NOT participate with non-disabled
students in the general curricular, extracurricular and nonacademic activities and program options.
§300.347(a)(4):
For the general curriculum, Lesley will participate in the general education curriculum for most of her sessions. She
will be in the mainstream classrooms for subjects such as English and physical education. She will be required to
improve her learning areas that have shown weaknesses. This will allow her to receive the necessary intervention to
address her weaknesses.
10
Regarding extracurricular activities, the parents are advised to enable Lesley to mix with her non-disabled peers in
co-curricular activities freely. She has no restrictions on the memberships in clubs, sports, or any other co-curricular
and extracurricular activities organized in school. To assist her in full participation, schooling, and transformations
that come with these activities, reasonable accommodations like more time and favorable position will be arranged.
Lesley will show her nonacademic experiences with her peers in line with the non-academic activities. This will
include games, lunch, trips and events. The school will offer her the necessary materials and tools to help with this
activity. She will also be required to access all the available programs for all the students who do not have
disabilities. These will include facilities that will enable her to improve her weak areas. This will help improve her
performance.
Consider any potential harmful effects of this placement for the child or on the quality of services that he or
she needs §300.552 (a-b):
Rationale
By allowing Lesley to take part in the primary classes for subjects such as English, Science, and
Physical Education, she will receive all the care and intervention that she will need to improve in the
areas where she is weak. The reason for selecting this decision is to provide a provider-specific
intervention for Lesley’s weak points, which include math calculation, problem-solving, written
expressions, and behavior expression. Therefore, selecting this intervention for Lesley will gradually
help her improve in these areas. It is important to note that this process will take a long time, depending
on her understanding of a new topic. Furthermore, this is a crucial step in helping to deliver
individualized education and care to students. Secondly, this approach is keen to notice the areas
dragging Lesley down and help develop the necessary interventions to help her overcome these
weaknesses. It is also paramount to note that this approach to helping Lesley provides her with benefits
such as inclusion and being heard in mainstream classrooms. It also makes all other resources available
to her as equally as they are with other students.
While Lesley is encouraged to participate in activities beyond the classroom setting with her
peers without feeling any limitations, it is an essential step in her fulfilment journey. This is because it
presents her an opportunity to interact with the available resources despite their appearance. With this
interaction, Lesley will enjoy a wide range of resources to help her gain more knowledge and improve
her cognitive development. This change will also enable her to improve her self-esteem and her courage
to interact with many students without being overlooked. Thus, the institution giving these adjustments
will be an opportunity to help her develop her learning skills just as other peers at the same level.
Furthermore, allowing this learner to participate in all non-academic activities such as lunch,
recess, field trips, and school events will be an essential step in increasing the inclusivity of this learner.
It is important to understand that integrating social activities with the learning process is vital to
ensuring the wholesome improvement of the learners. Thus, offering all the accommodations for Lesley
will be a practical step to ensuring she can develop her studies from a comprehensive spectrum. She will
be able to practice social skills and feel included in the school practices and activities. Some of the
possible accommodations that will suit Lesley’s case include a quiet area for lunch and areas that ensure
her access to all the amenities in the school. These will help her feel included in the learning process.
they will also give her equal opportunities to the other students, easing her access to non-academic
activities.
Furthermore, giving equal activities and opportunities for Lesley to access program options will
also play an essential role in improving her vocational and training opportunities as a non-disabled
student. Access to various program options is crucial and will help ensure she can explore her interests
without support. This will help cultivate freedom and future aspirations such as talents and goals. Thus,
the school must make all necessary modifications and accommodations to help her improve herself.