INDIVIDUALIZED EDUCATIONAL PLAN ASSIGNMENT INSTRUCTIONS
OVERVIEW
Every student identified to have a disability has an Individualized Educational Plan (IEP) for
classroom instruction, accommodations, and any needed curriculum modifications or services
outside of the classroom. The IEP is a legal document that must be followed by every
professional in an academic arena. The IEP is developed from a variety of assessments, including
observations, classroom performance, informal and formal testing, information from
parents/caregivers/teachers, and/or portfolios of the student’s work.
The present level of performance (PLOP) is a summary of what the student needs to be
successful in the classroom and/or in life in general. Therefore, the PLOP is vital to developing
annual goals for the student in the classroom. Once the annual goals are identified, short-term
objectives towards those goals are developed.
The short-term objectives are task analyses. They demonstrate the specific steps to take to help
the student reach the annual goal(s). Therefore, short-term objectives change and evolve over
time as the student moves towards reaching the goal(s). Short-term objectives are not annual
goals rewritten with a different level of learning.
Once the annual goals have been developed with the short-term objectives identified of how the
student will reach those goals, the IEP is then created. The IEP is the “roadmap” that all
individuals in the student’s life follow to help the student reach the short-term objectives in order
to fulfill the annual goals. Every year, the annual goals will be examined for a student’s
eligibility in SPED, where the multidisciplinary team will compile their results to determine need
in ensuing academic years.
The primary, overarching goal in the IEP process is student independence. The short-term
objectives should show how stakeholders are going to get the student to reach the annual goal(s)
as an independent learner. Independence is always the goal.
INSTRUCTIONS
In this course, you will develop an IEP for Donta in two separate assignments. First, you will
develop an IEP for Donta with a focus on math, reading, and writing. In a subsequent module,
you will then develop the remainder of the Donta’s IEP for social studies, science, and social-
emotional goals.
Learn about Donta by reading the provided Donta’s Present Level of Performance (PLOP).
Using the information within Donta’s PLOP, complete the provided Individualized
Educational Plan Template as it applies for each assignment. An Individualized Educational
Plan Example has been provided as a model and reference for you as you complete this
assignment. No part of the example is to be copied.
Use professional writing in your summaries. Avoid the use of slang, contractions, idioms, etc.
Refer to the grading rubrics for these assignments for more information on the expectations of
each part.
Instructions for Individualized Educational Plan: Math, Reading, and Writing
EDSP 410
Page 2 of 2
Using the provided Individualized Educational Plan Template, fill out the
demographic information. For any demographic information not provided in the
PLOP, you may fictionalize that information.
Summarize in your own words Donta’s present level of performance in the math,
reading, and writing areas. You will complete the social studies, science, social-
emotional, and remaining areas in a later assignment.
Develop one annual goal and three short-term objectives for the math, reading,
and writing areas. Remember to write the goals and objectives to be observable
and measurable (e.g., “The student will decode a short story with 90% word
recognition accuracy by 2/16/2022”).
Be sure the short-term objectives are designed to support the student in reaching
the annual goal you have developed for each subject area.
Instructions for Individualized Educational Plan: Social Studies, Science, and
Social-Emotional Goals
After receiving instructor feedback on your Individualized Educational Plan:
Math, Reading, and Writing Assignment, make any suggested revisions to your
Individualized Educational Plan Template.
Refer to Donta’s Present Level of Performance (PLOP) to complete the social
studies, science, and social-emotional areas of the assignment template. Although
there is no specific information on social studies or science, Donta’s reading and
writing challenges will impact those content areas.
Develop one annual goal and three short-term objectives for the social studies,
science, and social-emotional areas. Be sure the short-term objectives are
designed to support the student in reaching the annual goal you have developed
for each area.
Using your professional judgment and diagnosis, complete the Special Education
and Related Services portion of the template. Determine if or what types of
services, accommodations, and/or modifications are needed for Donta to reach the
annual goals.
o Services are those special circumstances when the student is outside of the
classroom with another professional.
o Accommodations are ways to accommodate learning, such as larger font
for reading, spell checker for spelling errors, a chart for multiplication.
o Modifications are those choices that change the curriculum, such as a
sixth grader being able to use fourth grade math.
o Accommodations and modifications are never to be included in short-term
objectives
EDSP 410
Individualized Educational Plan Template
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Name:
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Date of birth: |
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School: |
Age: |
Grade: |
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Primary language-Student: |
Primary language-Home: |
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Primary classification: |
Special Ed teacher: |
Present Levels of Performance, Goals, and Objectives
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Skill Area: Math |
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Present level of educational performance: |
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Annual Goal: |
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Short-term objective: |
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Short-term objective: |
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Present Levels of Performance, Goals, and Objectives
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Skill Area: Reading |
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Annual Goal: |
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Short-term objective: |
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Short-term objective: |
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Short-term objective: |
Present Levels of Performance, Goals, and Objectives
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Skill Area: Writing |
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Present level of educational performance: |
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Annual Goal: |
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Short-term objective: |
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Short-term objective: |
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Short-term objective: |
Present Levels of Performance, Goals, and Objectives
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Skill Area: Social Studies |
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Short-term objective: |
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Short-term objective: |
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Present Levels of Performance, Goals, and Objectives
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Skill Area: Science |
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Present level of educational performance: |
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Annual Goal: |
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Short-term objective: |
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Short-term objective: |
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Present Levels of Performance, Goals, and Objectives
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Skill Area: Social-Emotional |
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Present level of educational performance: |
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Annual Goal: |
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Short-term objective: |
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Short-term objective: |
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Short-term objective: |
Special Education and Related Services
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Type of Service, Aid, or Modification |
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Time per day/week |
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Instructional modifications/accommodations: |
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Scheduled reports to parents Method: |
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Signature |
Position |
Date |
Page 1 of 3
EDSP 410
Donta’s Present Level of Performance (PLOP)
Donta, a seventh grade student, was administered the WIATT-III Academic Achievement test. He had a great attitude, came to school willingly, and worked diligently on each assignment given. During this examination, he would have to take a couple of breaks to regain focus, but the breaks were initiated by him as opposed to the examiner.
Reading Comprehension:
Donta was given several passages to read at his own pace and was then given several comprehension questions to answer orally. He worked very hard and was committed to trying his best. He was proud of his efforts. When reading Toontime Tees, Donta had difficulty making inferences and pulling information from the details in the text. He could not infer from the details provided in the text. Similarly, when reading Science Fun, he had difficulty with making inferences; he could not determine what would happen if a step was skipped in the process of the experiment.
Donta worked hard at decoding several words, but experience difficulty doing so. When reading How California Came to Be, he needed to refer back to the text several times. He also needed the questions re-read to him. There were several words he did not know, so he looked for words from the questions within the text in an attempt to answer them. He received a grade equivalency of 2.9.
Word Reading:
When given a list of sight words to read, Donta read 34 words correctly. He struggled with unknown words by inserting sounds that were not related to the letters provided. He received a GE of 3.0.
Pseudoword Decoding:
Donta was given a list of nonsense words and had to read them as if they were real words. He worked very hard to properly decode the sounds and was able to properly pronounce 14 words before the discontinue rule was applied. He received a GE score of 2.0.
Oral Reading Fluency:
Donta was given two passages to read and he was able to read the first one without having the discontinue rule applied. The second passage took him much longer to read and had several errors. With both passages, Donta showed fatigue at the midway point; he would insert words and not pay attention to the ending sounds. He received a GE score of 3.2.
Sentence Combining:
Donta was given 2 – 3 sentences and was instructed to combine them without changing the meaning, using proper capitalization, punctuation, and spelling. He was able to complete the task with several of the items but then struggled to use the words correctly. After several attempts, he got to the point where he simply wrote the individual sentences as they were without any conjunction.
Donta was given individual words in which he had to build sentences. He started off doing very well but then was unable to use the words in a meaningful way. There were also errors with spelling and punctuation.
His total GE was 2.4.
Essay Writing:
The essay was administered with a ten-minute time limit. He was to write about his favorite game and give three reasons why it was his favorite. He was unable to write for the full ten minutes (including planning). He struggled with the development of ideas and composing his introduction. He did not provide a conclusion, reasons why, or any elaborations. His entire essay was one paragraph with only two transitions. His GE was 3.5.
Spelling:
Spelling proved a bit more difficult for him. He was only able to answer four spelling prompts correctly from his starting point. He received a GE of 3.1.
Math Problem Solving:
Math proved to be Donta’s strongest area. He worked very hard to persevere in correctly answering a given question. He solved several problems in his head, including word problems. His GE was 4.9.
Numerical Operations:
Donta performed well in demonstrating an understanding of the order of operations. He attempted to use every tool he could remember. His GE was 5.5.
Fluency:
Donta was to answer as many equations as he could within a 1-minute time frame.
Addition- GE was 5.4
Subtraction- GE was 4.2
Multiplication- GE was 4.9
Social Skills:
As a result of his increased behaviors, Donta now has direct 1:1 supervision most of the day. Current behaviors of concern include: refusal to complete work and follow directions, hiding under objects and in tight spaces, running out of the room, throwing objects, making paper airplanes, cursing at staff, calling staff names, yelling, poking/hitting others, clearing desks/removing all items from desks. Donta is currently spending most of his morning in the resource room as his behavior is getting in the way of him accessing the general education setting. In the afternoons, Donta will often walk out of the general education classroom and find a place in the hallway to hide. A paraprofessional will stay with him in the afternoons when he is having behavioral difficulties. Administrative and support staff are called almost daily to assist with behavioral outbursts.
Page 1 of 2
Individualized Educational Plan Example
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Name: Kai Smith |
Date of birth: 2/21/2011 |
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School: Haven Elementary School |
Age: 10 |
Grade: 3 |
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Primary language-Student: English |
Primary language-Home: English |
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Primary classification: Learning Disability |
Special Ed teacher: Elizabeth Thompson |
Present Levels of Performance, Goals, and Objectives
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Skill Area: Reading Decoding |
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Present level of educational performance: Based Upon: Wechsler Intelligence Scale for Children IV Woodcock Johnson Test of Achievement Informal Assessments Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words. She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts. |
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Annual Goal: Given a list of grade level multi-syllabic words, Kai will decode with 100% accuracy by the end of the school year. |
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Short-term objective: Given a list of 15 syllables, Kai will identify each of the six syllable types in the English language with 100% accuracy at the end of the first quarter. |
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Short-term objective: Given a list of 10 multi-syllabic words, Kai will divide each word into syllables, identifying the syllable types, and decoding the words with 85% accuracy at the end of the second quarter. |
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Short-term objective: Given a list of 10 multi-syllabic nonsense words, Kai will divide each word into syllables, identifying the syllable types, and decoding the words with 85% accuracy at the end of the third quarter. |
EDSP 410
Page 4 of 4
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Skill Area: Reading Fluency |
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Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words. She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts. |
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Annual Goal: Given a story from a grade level text, Kai with read fluently with 90% accuracy by the end of the school year. |
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Short-term objective: Given a list of 100 sight words, Kai will pronounce with 90% accuracy by the end of the first quarter. |
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Short-term objective: Given a list of 100 frequently read phrases, Kai will pronounce with 90% accuracy by the end of the second quarter. |
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Short-term objective: Give a 100-word grade-level reading selection, Kai will read fluently at 90% accuracy by the end of the third quarter. |
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Skill Area: Spelling |
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Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts. |
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Annual Goal: Given a list of 20 grade level spelling words, Kai will spell with 80% accuracy by the end of the school year. |
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Short-term objective: Given a list of 20 spelling words, Kai will identify closed syllable spelling, open syllable spelling, and silent e spelling with 90% accuracy by the end of the first quarter. |
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Short-term objective: Given a list of 20 spelling words, Kai will identify vowel team spelling, consonant LE spelling, and r-controlled spelling with 90% accuracy by the end of the second quarter. |
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Short-term objective: Given a list of 20 grade-level spelling words, Kai will use the Simultaneous Oral Spelling (S.O.S.) strategy to correctly spell with 95% accuracy by the end of the third quarter. |
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Skill Area: Reading Comprehension |
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Present level of educational performance: Kai reads and comprehends at a 1.6 grade level, spells at a 1.4 grade level, general information scores at 3.5 grade level, and has math skills at a 3.2 grade level. Kai’s communication skills favor reception more than expression. When given an array of pictures or words from a story, she can point to objects or words which best describe the object. She can attend to, remember, and follow three-step instructions. Kai is slow to verbalize and appears to have difficulty finding words to describe her meaning, assembling words beyond basic sentence structure, and has slow articulation. In reading she can use letter sound correspondence rules to pronounce only the most basic CVC words. She is able to sight-read irregular words She has difficulty spelling words that do not follow basic CVC rules. Kai has difficulty interacting with peers due to difficulty verbalizing thoughts. |
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Annual Goal: Given a grade-level reading selection, Kai will answer comprehension questions with 90% accuracy by the end of the school year. |
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Short-term objective: Given a list of 10 content specific vocabulary words, Kai will determine the definition in context by illustrating the words in a notebook with 80% accuracy by the end of the first quarter. |
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Short-term objective: Given a list of 10 content specific vocabulary words, Kai will determine the definition in context with 80% accuracy by the end of the second quarter. |
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Short-term objective: Given a selection containing the previously learned vocabulary words, Kai will answer comprehension questions with 85% accuracy by the end of the third quarter. |
Special Education and Related Services
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Type of Service, Aid or Modification |
Location |
Time per day/week |
Begin date |
Duration |
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Oral reading practice |
Resource Room |
Weekly |
3/9 |
1 year |
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Comprehension strategy practice |
Resource Room |
Weekly |
3/9 |
1 year |
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Instructional modifications/accommodations: Classroom reading partner, shortened reading selections, oral reading support |
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Scheduled reports to parents Frequency: Weekly Method: Progress Report and notes |
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Signature |
Position |
Date |
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Joe Smith |
Parent |
3/8/2021 |
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Mac Holt |
Special education director |
3/8/2021 |
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Sue Reims |
School psychologist |
3/8/2021 |
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Mary Tulip |
Regular education teacher |
3/8/2021 |
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Elizabeth Felts |
Special education teacher |
3/8/2021 |
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Hue McDonald |
School principal |
3/8/2021 |
