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(SAMPLE) INDIVIDUAL EDUCATIONAL PLAN FOR SCHOOL YEAR 2013-2014

I. STUDENT INFORMATION: STUDENT NAME: Rebecca CLASSROOM TEACHER: Ms. XYZ DATE OF BIRTH: Jan 1st, 2004 SCHOOL: ABC School CASE MANAGER: Ms. XYZ GRADE: 5

II. IEP PLANNING MEETING DATE: Jan 30th, 2014 IEP PLANNING TEAM: Jessica, Iris NAME: School Based Team 6 ROLE: School Based Team + Rebecca

III. STUDENT STRENGTHS/INTERESTS Broad general knowledge in history Passion for learning Social studies Voracious reader of fiction and non-fiction books (particularly ancient civilization) Natural love for learning Strong parental support

STUDENT NEEDS/CHALLENGES Math, not meeting expectation for her grade level Answers questions out of turn Dominates class discussion, needs to learn control and to follow class rule Forgets to raise her hand to answer questions and participate needs a curriculum that will challenge her curiosity Needs to have opportunity to work with like-minded peers.

IV. INDIVIDUAL EDUCATIONAL PLAN: LONG TERM GOAL #1: Rebecca will improve her ability to wait for her turn before speaking in class. 1.Short-term objective: When presented with an open-ended question in Social studies class, Rebecca will raise one hand, and wait for her teacher to call her name instead of speaking or blurting out the answer, with no more than one reminder to wait for her turn, over 80% consecutive opportunities Strategies: a. Tape signs on the students desk to raise hand before speaking b. Teacher to remind class to raise hands before discussion c. Teacher to cover own mouth after asking questions to remind student not to blurt out answer. 2. Short-term objective: When receiving corrective feedback from the teacher (for blurting out answer and not raising her hand before speaking), Rebecca will engage in a relaxation routine (deep breathing and relaxing muscles), without prompts, 90% of opportunities across one month Strategies: a. EA to work with student to teach Rebecca how to engage in relax routine b. Teacher and EA to work together to prompt Rebecca when to engage in relax routine c. Teacher to signal Rebecca to relax when she sees Rebecca getting to be excited in class LONG TERM GOAL #2: Rebecca will learn more about History and Social Studies that may be extended to Grade 6/7 grade 1. Short-term objective: For social studies, Rebecca will work with a mentor (teacher, EA, resource teacher or outside mentor) to design and complete an ancient history webpage on the topic of ancient history/ancient civilization, for over the course of the term. She will do this with 90% of opportunities for 3 months (March, April and May). Strategies: a. Teacher, mentor, EA, resource to work with Rebecca in creating and researching for her webpage assignment

b. Teacher, mentor, EA to remind Rebecca to stay on task c. Teacher, mentor, EA will support Rebecca in searching for appropriate textbook, books, videos, other references to put on her webpage 2. Short-term objective: When presented with an opportunity to read about ancient civilizations, Rebecca will work with a mentor (e.g. classroom teacher, teacher librarian, resource teacher, etc.) in class or at the school library to search for non-fiction or fiction books of interest for Rebecca, in 30 minutes or less, over 4/5 consecutive opportunities. Strategies: a. Mentor, EA, or teacher librarian will work with Rebecca in helping her find interesting non-fiction or fiction books b. Teacher librarian will prepare or reserve some ancient civilization books for Rebecca to look at c. Teacher will prepare ancient civilization books for Rebecca to use in class LONG TERM GOAL #3:Rebecca will improve on math and meet the math expectation for Grade 5 1. Short-term objective: When assigned a math worksheet created by teacher with ancient civilization theme, Rebecca will answer the ancient history math questions at the grade 4/5 level, with 80% accuracy over 8/10 consecutive questions with no more than 2 incorrect answer. Strategies: a. Teacher will create a math worksheet with integrated ancient civilization theme b. Teacher, EA to work together to support Rebecca when doing the math questions c. Teacher to prepare homework practice for Rebecca that is adapted for Rebecca at her math level

2. Short-term objective: When presented with question in Math class, Rebecca will complete the 10 multiplication or division problems, with 80% accuracy over 8/10 consecutive questions, with no more than three verbal prompts per questions Strategies: a. Teacher will prepare math questions in multiplication and division for Rebecca to practice in and out of class b. Teacher and EA will provide necessary support in class to help Rebecca work and understand the math problem c. Teacher to help Rebecca try to do memory work, hands on work or visual aids with mathematics V. OTHER RECOMMENDATIONS AND ACTIONS: Rebecca is an intelligent student whose interests are her driving motivation. By incorporating her known interests across the curriculum, it will allow Rebecca to become engaged with the learning before her. In time, by shifting the themes around which she works, it is hoped that Rebecca will widen her interests. Mathematics is still where she struggles and by focusing on her learning methods rather than just the knowledge, Rebecca will be given the tools she needs to master new skills and knowledge that she will encounter throughout her life. Additionally, Rebecca needs to work on her cooperation within a group. It is recommended that she be exposed to more group activities, both in and out of the classroom, where she can observe and participate in group behavior. In time, alongside the efforts of the teachers within the classroom, Rebecca is able to be patient when wanting to answer a question or participate in class and acknowledge that all the students must have a say and wait their turn as well. Rebecca should be refereed for gifted support. She should attend the workshop in ancient civilizations. This workshop would provide an impetus for help to learn group discussion skills ahead of time.

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