IEP Sample: Mild Disabilities

General Introductory Statement

STUDENT is a 4th grade student at This School.  She is a student with a mild cognitive disability, who receives direct services in a general ed classroom in reading/language arts and math for 36% of her school day.

STUDENT is new to our school and no info is available.

Pertinent Information

STUDENT takes medication for an ADHD diagnosis. She takes Focalin 10 mg, one time a day at home.

Takes meds at home.

School Skills/Work Habits

STUDENT is easily distracted and if possible distractions should be limited.  STUDENT needs her work monitored and checked because of her tendency to rush through work and not read directions. She will require that most assignments be shortened within the general ed. classroom. Tests should be read aloud to her where allowable. Also, STUDENT needs her work monitored and checked because of her tendency to rush through work and not read directions.

STUDENT is unable to complete any work because she does not focus.

Social Skills/ Behavioral/Functional

STUDENT is very social and has many friends. At times she requires monitoring to make sure she remains focused and on task.

STUDENT talks too much.

Academic Progress

In spelling, STUDENT was assessed using the Words Their Way spelling inventory, and knew all her consonant, short vowel, digraphs, and blend sounds in words. She needs to work on long vowels and other vowels (oi, er, ow, ar, ew). Spelling test scores are a strength. Writing is a weaker area; STUDENT writes a lot when asked to in class however she is inconsistent with staying on topic, organizing her thoughts, using complete sentences, and using correct capitalization/punctuation. STUDENT does not take the time to edit or read her writing for clarity and accuracy.

STUDENT is currently reading approximately 2 years below grade level. She is decoding words at the third grade level, but is unable to use context cues to determine word meaning, which affects her comrehension of the reading material in all subjects.

STUDENT has demonstrated an understanding of numbers and the processes, which are being covered at fourth grade level. Though she can demonstrate a given addition problem being translated into a multiplication problem, she does not demonstrate an understanding of the concept. She is not able to add or subtract with or without regrouping. With direction support and examples she verbalizes an understanding but cannot do so independently.  She is able to recognize the sequence of numbers and skip counting by 2, 5 and 10; she understands the concept of simple one-digit addition and subtraction. STUDENT connects happily to instruction when she feels that she is going to be successful but, even in that state, has difficulty staying focused.

STUDENT is currently earning a B in Science and Social Studies.

STUDENT does not write well. She does not edit her work. She does not understand multiplication. Only likes to do what she wants to do.

Cognitive functioning/Language

As a student with a MICD and a diagnosis of ADHD , STUDENT will require accommodations to be successful in the general ed. classroom. She is being served in the general ed setting for much of the day, and her curriculum is aligned to grade level standards.

STUDENT needs a lot of accommodations to complete her work.

Statement of how STUDENT’s disability affects his/herinvolvement and progress in the general education curriculum

As a STUDENT with MICD and a diagnosis of ADHD, she has a tendency to rush through her work and many times she does not read directions. She thinks she knows what to do when she often does not know what to do or does it incorrectly since she did not read directions. She often appears to be distracted, and is inattentive. She tends to lay her head on her desk, sit inappropriately in her seat and requires redirection. Directions need to be repeated frequently since she may not be paying attention and is often playing with something.

STUDENT has a tendency to rush through her work.
She verbalizes an understanding but cannot work independently. STUDENT enjoys being able to demonstrate her ability but it is very superficial at this time. STUDENT connects happily to instruction when she feels that she is going to be successful but, even in that state, has difficulty staying focused.

STUDENT works below her grade level.

Present Level

STUDENT is currently reading approximately 2 years below grade level. She is decoding words at the third grade level, but is unable to use context cues to determine word meaning, which affects her comrehension of the reading material in all subjects.

First quarter Study Island scores were Reading/Lang. Arts: context clues 60%

I-READ score (Spring 2012-4/10/2012) was 310 DNP (446 was passing score).

Student does not read at grade level.

Need

Student needs to increase reading comprehension skills by learning strategies to help her in all academic areas with understanding of subject matter.

Student needs to read at grade level and understand what is read.

Goal Statement

Student will correctly answer 4/5 comprehension questions in a reading passage at her instructional level by the end of the IEP period.

Student will understand what he/ she reads at grade level by the end of the IIEP period.

This goal has been written to support

Reading Comprehension

Method/Instrument for Measuring Progress

Assessments, assignments

Progress Monitoring Design

Single Point

Standard(s)/Element(s) Aligned to Goal

*Compare and contrast information on the same topic after reading several passages or articles.
 
*Recognize main ideas and supporting details presented in expository (informational) texts.

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

General Introductory Statement

STUDENT is a 3rd grader at Our School who was retained in 2nd grade. STUDENT is a student with an SLD in reading comprehension, writing fluency and written expression. Her reading comprehension deficits impact her Math problem solving skills.

STUDENT has a specific learning disability.

Pertinent Information

STUDENT is bilingual and his/her parents do not speak English at home.
STUDENT has Asthma/Bronchitis and uses an inhaler at home as needed.

No mention of bilingual needs.

School Skills/Work Habits

STUDENT requires additional 1:1 or small group intervention and is given direct support for Language Arts and Math in general education classroom.

STUDENT has support in the general ed and special ed classroom

Social Skills/ Behavioral/Functional

STUDENT is well liked by his/her peers, but sometimes distracts others from doing their work. S/he responds well to praise and re-direction.

STUDENT has difficulty focusing and completing a task. S/he needs directions repeated and standards reinforced by resource teacher to achieve the state standards. S/he requires support to organize his work.

STUDENT needs a BIP to be written

Academic Progress

Based on the mClass, STUDENT’s independent reading level for the beginning of the year is Level B (First grade level).

STUDENT has difficulty understanding the process to use for story problems and applying math to everyday life situations. While his recall of number facts is good, he struggles with mulitstep computation problems.

Based on the mClass his math scores were: missing numbers 28%, quantity discrimination 44%, number facts 80%, computation 31%, & concepts 45%.

Study Island scores for reading/language arts: asking question 75%, compare/contrast 100%, lesson in stories 66.7%, main purpose 0%, & total 75% and math: addition & subtraction facts 100%, counting 100%, place value 100%, & total 100%.

When assessed on a second grade sight word list of 52 words, STUDENT had 54%. Based on the Words Their Way primary spelling inventory, STUDENT knew his beginning & final consonants 100%, short vowels 5 out of 7 (missed short i), digraphs 3 out of 6, and blends 1 out of 6.

In writing, STUDENT can write a sentence with a capital letter at the beginning of the sentence and a punctuation mark at the end. He is inconsistent when writing more than one sentence to create a writing/paragraph. He needs to work on correct use of grammar in his sentences, sticking to the topic, and organization of his thoughts.

STUDENT is making satisfactory progress in the general ed classroom in all subjects.

STUDENT is reading below grade level

Cognitive functioning/Language

As a STUDENT with a Basic Reading disability STUDENT requires additional support to be able to comprehend academics at 3rd grade level.

 STUDENT needs pullout service

Statement of how STUDENT’s disability affects his/herinvolvement and progress in the general education curriculum

STUDENT is eligible for special education services in the category of a Specific Learning Disability in the areas of Written Expression and Basic Reading.  Due to his SLD in reading writing STUDENT will need to work on correct use of grammar in his sentences, sticking to the topic, and organization of his thoughts and have directions repeated and rephrased to insure that STUDENT comprehends. STUDENT has difficulty understanding the process to use for story problems and applying math to everyday life situations. He will require a shortened spelling list, directions read to him, story problems read to him in math, shorten written assignments, extra time on tests, and tests read aloud to him where permissable.

STUDENT is SLD in reading and writing.

Present Level

STUDENT has difficulty understanding the process to use for story problems and applying math to everyday life situations.

Based on the mClass his math concepts 45%.

Student can’t solve problems very well.

Need

Student needs to identify key words in a story problem to help him decide which operation to use.

Student needs to solve problems in math.

Goal Statement

Student will circle key words (how many?, more, altogether) in a story problem and decide which operation to use with 100% accuracy by the end of the IEP period

Student will understand story problems.

This goal has been written to support

Math Problem Solving

Method/Instrument for Measuring Progress

8 Step Assessments, Acuity

Progress Monitoring Design

Single Point

Standard(s)/Element(s) Aligned to Goal

Standard 7 Math Problem Solving

Objectives/Benchmarks are only required for students participating in ISTAR in lieu of ISTEP+

General Introductory Statement

STUDENT is a 7th grade STUDENT who qualifies as an OHI student primary and SI secondary. He has been diagnosed ADHD.  He is newly enrolled at   Real IC this school year.  STUDENT is receiving Special Ed services for Reading and English in the Read 180 class. He receives direct inclusion services in Math and Social Studies.

STUDENT is attending Real IC this year. She has made a good adjustment to our school. She is a student with an OHI disability. (Health Impairment not specified)

Pertinent Information

STUDENT is diagnosed with ADHD. Parent reports no medications are effective, and therefore are not providing them.

STUDENT should have meds but parent won’t send them to school.

School Skills/Work Habits

STUDENT needs to complete and turn in all assignments. He also has some issues with staying on task and maintaining focus

STUDENT does not want to do his work.

Social Skills/ Behavioral/Functional

Attendance record shows 32 full days of absences from school, which is 83% attendance. STUDENT appears to get along better with adults than peers. He enjoys engaging in conversation and he frequently asks questions which are off task.

STUDENT has poor attendance.
STUDENT likes to talk out of turn.

Academic Progress

STUDENT is well liked by his/her peers, but sometimes distracts others from doing their work. is pursuing a Core 40 diploma in order to attend college. His instructional focus is grade level state standards. STUDENT has many missing assignments and scores low on tests and quizzes. His current grades in most content areas are well below average (Math 65%, Lang Arts 56%, Reading 69%, Science 60%, and Soc. Studies 71%).

STUDENT wants to get a Core 40 diploma.

Cognitive functioning/Language

STUDENT’s instructional focus is grade level state standards. Current progress grades indicate he is passing all subjects but he has some missing work. STUDENT is cognitively capable of achieving grade level standards.

STUDENT is ADHD and will not finish his work

Statement of how STUDENT’s disability affects his/herinvolvement and progress in the general education curriculum

As a student with OHI (ADHD) STUDENT is well liked by his/her peers, but sometimes distracts others from doing their work. has some issues with staying on task and maintaining focus. He will require some redirection to remain focused to achieve grade level standards.

STUDENT talks out of turn and does not hand work on time.