individualize education plan
TRANSCRIPT
INDIVIDUALIZED EDUCATION PLAN (IEP)
PRESENT LEVEL OF PERFORMANCE (PLOP)Strengths Deficits/
Weaknesses
Evaluation Tools
Evaluation Results
Interest
• Outstanding ability in drawing• Can understand visual sequence easier than information presented • Memorize everything she sees
• She has hearing impairment• Unable to finish or continue a task if interrupted• social skills• cannot translate fractions to decimal
• PAT – R
• (TOLD-I)
• She shows errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/, /l/• shows significant delays on all the subtests with the exception of grammatical completion w/c was at the 84th percentile
• She loves to solve story problems• She likes to read the picture and the story books• She likes drawing rather than watching heard
Strengths Deficits / Weakness
es
Evaluation Tools
Evaluation Results
Interest
• can communicate through drawing • could draw in perspective
• does not read sentences longer than 8 words• errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/, and /i/ • hesitant to talk without a picture cue
• Observation Language Sample
• TAC
• hesitant to talk w/o a picture cue, and had difficulty using English temporal markers• did poorly in the section requiring figure ground discrimination, further audio logical testing is recommended
PLOP #1: hearing impairmentMeasurable Goal
At the end of 2 months, Mwajabu will be able to communicate with the use of American Sign Language (ASL)
Short-Term Objectives: At the end of 1 week, upon given instruction,
Mwajabu will be able to memorize the signs of alphabet and numbers
At the end of 3 weeks, upon given instruction, Mwajabu will be able to memorize the signs of basic sight words
At the end of 4 weeks, upon interaction, Mwajabu will be able to construct simple sentences
PLOP #2: unable to finish or continue a task if interrupted
Measurable GoalAt the end of 2 months, Mwajabu will be able to finish or continue a task even if interrupted
Short-Term Objectives: At the end of 5 weeks, upon given a task,
Mwajabu will be able to finish or continue a task with at least 2 or more interruption only
At the end of 3 weeks, upon given a task, Mwajabu will be able to finish or continue a task with at least 1 interruption only
PLOP #3: social skillsMeasurable Goal
At the end of 4 months, Mwajabu will be able to socialize
Short-Term Objectives: At the end of 3 weeks, upon interaction, Mwajabu will
be able to initiate conversation At the end of 3 weeks, upon interaction, Mwajabu will
be able to say “hi or hello” At the end of 3 weeks, upon interaction, Mwajabu will
be able to introduce herself At the end of 3 weeks, upon interaction, Mwajabu will
be able to say polite expression At the end of 3 weeks, upon interaction, Mwajabu will
be able to show emphaty
PLOP #4: cannot translate fractions to decimalMeasurable Goal
At the end of 3 months, Mwajabu will be able to convert fractions to decimal
Short-Term Objectives: At the end of 3 weeks, upon given instruction,
Mwajabu will be able to familiarize the fractions and decimal
At the end of 4 weeks, upon given instruction , Mwajabu will be able to apply basic operation in fractions and decimal
At the end of 5 weeks, upon given simple conversion of fractions to decimal to solve , Mwajabu will be able to answer it correctly
PLOP #5: does not read sentences longer than 8 words
Measurable GoalAt the end of 2 months, Mwajabu will be able to read 2-3 paragraph
Short-Term Objectives: At the end of 4 weeks, upon given
instruction, Mwajabu will be able to read simple word
At the end of 4 weeks, upon given instruction , Mwajabu will be able to read sentences
PLOP #6: errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/ and /l/
Measurable GoalAt the end of 2 months, Mwajabu will be able to pronounce correctly the /s/, /z/, /s blends/, /r/, /r blends/ and /l/
Short-Term Objectives: At the end of 3 weeks, upon given instruction,
Mwajabu will be able to pronounce correctly the /s/ and /z/
At the end of 3 weeks, upon given instruction , Mwajabu will be able to pronounce correctly the /s blends/ and /r blends/
At the end of 2 weeks, upon given instruction, Mwajabu will be able to pronounce correctly the /l/ and /r/
PLOP #7: hesitant to talk without a picture cueMeasurable Goal
At the end of 3 months, Mwajabu will be able to talk without a picture cue
Short-Term Objectives: At the end of 3 weeks, upon interaction, Mwajabu
will be able to communicate with at least 3-4 picture cues only
At the end of 4 weeks, upon given instruction , Mwajabu will be able to use 1-2 picture cues only
At the end of 5 weeks, upon given instruction, Mwajabu will be able to interact without using picture cues
RELATED SERVICES AND SUPPLEMENTARY AIDS (PLOP 1-7) A referral to Speech Language Pathologist to assess &
treat the child who have communication disability A referral to Audiologist to determine the exact nature of an
individual’s hearing problem A referral to English Tutor A referral to Guidance and Counselor A referral to Applied Behavior Analysis (ABA) to develop
the child’s behavioral skills and to cope with the challenges of everyday life.
Request for the assistive device if appropriate for Mwajabu:Assistive Device
Hearing Aid more likelyCalculator more likely
Mwajabu will be integrated to the special education set up with special classroom accommodations and program modifications. She will mainstreamed in English subject as well as in extra curricular activities in the school.
Component no.4 (PLOP 1-7) Explanation for
Exemption from Non-disabled peer
activities
COMPONENT NO. 5 PLOP #1 HEARING IMPAIRMENTACCOMMODATIONS AND MODIFICATIONS
Class discussion
Use of hearing aid and sign language
Seating Arrangement
She will be seated in front
One – on – one tutorial of ASL
Given 2 times a week for 1 hour by her
Sped Teacher
Component No. 6
COMPONENT NO. 5 PLOP#2 UNABLE TO FINISH OR CONTINUE A TASK IF
INTERRUPTEDACCOMMODATIONS AND MODIFICATIONS
Activities Chunking of activities and giving of assignmentExample:Continuation of activities as an assignment
COMPONENT NO.6 PLOP #2 UNABLE TO FINISH OR CONTINUE A TASK IF INTERRUPTED
Accommodations and modifications
One –on – one teaching with ABA
Given 3 times a month for 1 hour
Parental Training Given to Mwajabu’s parents for once a
week and conducted by
Mwajabu’s Sped Teacher
COMPONENT NO.5 PLOP #3 SOCIAL SKILLS
STATEMENT OF INDIVIDUAL MODIFICATIONS FOR STATE AND DISTRICT WIDE-ASSESSMENTS
ACCOMMODATIONS AND MODIFICATIONSDiscussion in Group Activity Group Activity (e.g.
Mwajabu will be joined in different groups & share her insights & feelings to others.
School Program Mwajabu should cooperate and interact to her partners and follow members
Outcampus Program Mwajabu should initiate conversation and say polite expression to new people/friends
Playtime/Circle time Mwajabu should show emphaty to her playmates and build friendship
Mainstreaming Mwajabu will be mainstreamed for math subject for her to socialize to other in regular class.
COMPONENT NO.6 PLOP #3 SOCIAL SKILLS
ANTICIPATED FREQUENCY LOCATION AND DURATION OF ANY
SERVICES AND PROGRAM MODIFICATIONS
ACCOMMODATIONS AND MODIFICATIONSOne –on – one
session with the Guidance Counselor
Given 3 times a month for 1 hour by Mwajabu’s Guidance Councelor
Parental Training Given to Mwajabu’s parents for once a week and conducted by Mwajabu’s Sped Teacher
One to One Observation Behavior
Given 5 times a week for 1 hour by Mwajabu Sped teacher
COMPONENT NO. 5 PLOP #4 CANNOT TRANSLATE FRACTIONS TO DECIMAL ACCOMMODATIONS AND MODIFICATIONS
Time Duration When Mwajabu takes the assessment test a longer time is provided & required
Manner of Answering Mwajabu may use the calculatorEnough time is given to Mwajabu to answer the test
Component no.6 One to one teaching in
MathematicsGiven 5 times a week for one hour by Mwajabu’s Sped Teacher
Parental Training Given to Mwajabu’s parents for once a week for 3 hours & conducted by Mwajabu’s Sped Teacher
COMPONENT NO. 5 PLOP #5 DOES NOT READ SENTENCES LONGER THAN 8 WORDS
ACCOMMODATIONS AND MODIFICATIONS
Class Routine Students will be assigned to read saying provided by the teacher before the English subject stated
Buddy Strategy Mwajabu will be paired with her classmate who is good in reading
Component no.6 One on one tutorial with
English TeacherGiven once a week for 1 hour by Mwajabu’s English Teacher
COMPONENT NO.5 PLOP #6 ERRORS IN PRODUCTION OF THE SOUNDS /S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/
ACCOMMODATIONS AND MODIFICATIONSClass discussion By presenting a different
words that produced /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds
Video Presentation of /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds
After class discussion the teacher will play a video and Mwajabu will imitate the /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds on the video
Manner of Answering The teacher will present a words, then allow Mwajabu to give enough time to read the words that produced/s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds on the video
COMPONENT NO. 6 PLOP #6 ERRORS IN PRODUCTION OF THE SOUNDS /S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/ ACCOMMODATIONS AND MODIFICATIONS
One to one teaching in English
Thrice a week (M-W-F) and ½ hour a day with English teacher.
One to one with Speech language Pathologist
Given twice a week (M & F) for 1 hour by Mwajabu’s Speech Language Pathologist
Parental Training Given to Mwajabu’s parent for once a week for 1 hour in conducted by Mwajabu’s Special Education teacher
COMPONENT NO. 5 PLOP #7 HESITANT TO TALK WITHOUT A PICTURE CUE ACCOMMODATIONS AND MODIFICATIONS
Class discussion The teacher will use body gesture to start a conversation
Component no.6 PLOP #7 anticipated frequency location and duration of any services and program modificationsAccommodations and
modificationsOne on one tutorial with English Teacher
Given once a week for 1 hour by Mwajabu’s English Teacher
MODE OF PERFORMANCE OF EVALUATION (PLOP 1-7)
Mwajabu will be assessed by her Sped Teacher and General education teacher on daily basis to maintain progress with respect to short – term objectives. Assessment tools such as quizzes, exercises, assignment, checklist and observation will contributes the bulk of the evaluation of quarterly report will be made to summarize the result of the quarterly evaluation program. This will be given to Mwajabu’s parent every quarterly through local arrangement. The annual progress report will be based on quarterly assessment report and shall be given Mwajabu’s parent at final quarter of the academic year.