MOCK IEP COLLABORATION PROJRCT
School District Name: The Best
Schools
School District Address: The Best
Place
School District Contact
Person/Phone #:
781-686-4963
Individualized Education Program
IEP Dates: from 4/3/2020 to 4/3/2023
Student ID# Grade/Level
Jonny Francois DOB: 7th
Name: 1/30/2007 : :
Parent and/or Student Concerns
What concern(s) does the parent and/or student want to see addressed in this IEP to enhance the student's education?
Jonny's parents are concerned about his ability to complete multi-step tasks in both ELA and
Mathematics. Jonny has a hard time paying attention for an extended period of time. When Jonny is distracted,
he often misses key information which seems to be affecting his classwork completion. Jonny’s Dad is
concerned that he has trouble following multi-step directions, especially in math and ELA. He is also concerned
that Jonny’s inattentiveness may be perceived as a lack of interest in material, while it really implies that he
needs additional support. He wants to ensure that Jonny does not fall through the cracks.
Student Strengths and Key Evaluation Results Summary
What are the student’s educational strengths, interest areas, significant personal attributes and personal accomplishments?
What is the student’s type of disability(ies), general education performance
including MCAS/district test results, achievement towards goals and lack of expected progress, if any?
General education: Jonny is a sociable and kind student who successfully completes work with teacher
support. If provided with guided questions, he can be successful in independent reading tasks that include 1 to
2 comprehension questions. His writing skills are on grade level and he does complete his work within the
class time. Jonny loves to participate in group work and has strong speaking skills during these times.
Special education: Jonny has really strong oral language skills and is skilled at following directions. During
his testing session, the administrator noted that Jonny performed adequately in mathematical applied problem
solving. Although Jonny needs support in math, he does have foundational skills that support him in
completing schoolwork. Other strengths of Jonny’s include receptive and expressive language, auditory and
verbal memory, and critical thinking skills.
Currently, Jonny is able to access the general education curriculum with modifications on tests/quizzes and
assignments when necessary. He has the option to take his assessments in the skills room and to have it read
to him. He is also given extra time to complete assessments and long term assignments. Jonny is given
graphic organizers, models, rubrics, study guides, word banks and reference sheets, manipulatives, and
written directions to assist him in completing his assignments. Student is given clarification and repetition of
information and time to process it. He receives 1:1 check-ins before beginning in class assignments. When
transitioning into a class Jonny benefits from having time to refocus himself before giving him a direction.
WJ-III Assessment: Jonny was referred for an academic achievement evaluation as part of a comprehensive
TEAM evaluation in order to determine eligibility for Special Education and/or related services. Jonny’s
performance on the WJ-III test ranged from Extremely Low range to the Average range. Student scored in the
Extremely Low range on the Math Fluency subtest. Jonny scored in the Low range on the Spelling subtests.
Jonny scored in the Low Average range on the Reading Fluency, Passage Comprehension, and Calculation
subtests. He scored in the Average range on the Letter-Word Identification, Writing Fluency, Writing Samples,
Massachusetts DESE/Individualized Education Program Page 1 of 9
Applied Problems, Story Recall and Understanding Directions subtests. On the Gray Test of Oral Language,
Jonny scored in the Below Average range in Fluency and in the Average range for Rate, accuracy and
comprehension.
Speech and Language: When assessed for his short term memory, Jonny achieved a scaled score of 14,
which was placed in the high average range compared to his peers of students of the same chronological age.
Students expressive and receptive language skills where age appropriate in the realm of speech and
language. There was no evidence of a language processing delay or word retrieval deficit.
Psycho-educational: Student was referred for a psychoeducational evaluation as part of a comprehensive 3-
Year Re-evaluation process in order to determine eligibility for Special Education and/or related services.
Results of current testing suggest strong verbal and perceptual reasoning skills ranging from average to
above average. Comparatively, measures of short-term auditory working memory and processing speed were
within the low average range. Expanded measures of memory when working with contextualized verbal
content were within age-expectations. Despite his strong problem solving-abilities when working with both
visual and verbal content, Student’s weaknesses with working memory and variable processing speed skills,
especially when larger amounts of fine-motor/handwritten output are required, leave him at risk for missing
content in a classroom setting.
Vision Statement: What is the vision for this student?
Consider the next 1 to 5 year period when developing this statement. Beginning no later than age 14,
the statement should be based on the student’s preferences and interest,
and should include desired outcomes in adult living, post-secondary and working environments.
Our vision is that Jonny be able to complete grade level work in reading, writing, and math. We hope to
see him continue to grow in spelling and math fluency while remaining on target to succeed. We would like to
see Jonny become more confident in his abilities as a student, especially in writing. We would like to see Jonny
grow in his ability to work independently, asking questions and advocating for support once he has already
worked on his own. Finally, we would like to see Jonny grow in his ability to complete multi step directions
comprehensively. Given special education support throughout the next 1-3 years, the team anticipates Jonny’s
academic performance and self esteem will continue to develop.
Massachusetts DESE/Individualized Education Program Page 2 of 9
IEP Dates: t 4/30/2023
Individualized Education Program from 4/3/2020 o
Student DOB ID
Name: Jonny Francois : 1/30/2007 #:
Present Levels of Educational Performance
A: General Curriculum
Check all that apply.
General curriculum area(s) affected by this student’s disability(ies):
√ English Language Arts Consider the language, composition, literature (including reading) and media strands.
√ History and Social Sciences Consider the history, geography, economic and civics and government strands.
Consider the inquiry, domains of science, technology and science, technology and human
√ Science and Technology
affairs strand.
Consider the number sense, patterns, relations and functions, geometry and
√ Mathematics
measurement and statistics and probability strands.
☐ Other Curriculum Areas Specify:
How does the disability(ies) affect progress in the curriculum area(s)?
Jonny’s difficulties with attention affect his comprehension and completion of multi step tasks in the
classroom. Jonny’s disabilities are also impacting his comprehension on written tasks. This has been affecting
his reading, writing, and fluency development and impacting his access the general curriculum. His difficulties
also impact his sustained attention throughout academic tasks which limits the amount of work he is
completing and slows his rate of academic growth in content across courses.
What type(s) of accommodation, if any, is necessary for the student to make effective progress?
Visual supports (or cues)
Graphic organizers
Extra time to complete tasks/assignments
Modification of expected quantity on assignments/assessments
Speech to text
Short, repeated verbal directions (accompanied by visuals)
“Note buddy” for missing information
Sequenced multi-step directions (plus self-monitoring strategies)
Self-monitoring strategies and tools (e.g., checklists)
Limit prolonged copying/handwriting expectations
Rate and fluency exercises (e.g., flashcards, speed drills)
Cueing prior to being called on (i.e., time to formulate a response)
Homework agenda and calendar (include dates of quizzes, tests, and assignment due dates)
Provide preferential seating
Allow access to flexible seating and fidget tools
Allow for short in-class and out of class breaks
Provide broken down and sequenced directions and daily class agendas
Access to accompanying audio of text to support independent reading
Provide access to a list of strategies and adult supports for approaching tough assignments
Include daily 1:1 teacher check-ins to support classroom functioning goals
What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress?
Check the necessary instructional modification(s) and describe how such modification(s) will be made.
☐ Content:
Massachusetts DESE/Individualized Education Program Page 3 of 9
√ Methodology/Delivery of Instruction:
Reduced quantity of items on assessments and assignments (in exchange for quality)
√ Performance Criteria:
Reduced quantity of work (in exchange for quality)
Use multiple copies of this form as needed.
Massachusetts DESE/Individualized Education Program Page 4 of 9
t 4/3/2023
Individualized Education Program IEP Dates: from 4/3/2020 o
Student DOB 1/30/2007 ID
Name: Jonny Francois : #:
Present Levels of Educational Performance
B: Other Educational Needs
Check all that apply. General Considerations
☐ Adapted physical education √ Assistive tech devices/services ☐ Behavior
☐ Braille needs (blind/visually impaired) √ Communication (all students) ☐ Communicati
students)
☐ Extra curriculum activities ☐ Language needs (LEP students) √ Nonacademic
☐ Social/emotional needs ☐ Travel training ☐ Skill developm
preparation
☐ Other
Age-Specific Considerations
☐ For children ages 3 to 5 — participation in appropriate activities
☐ For children ages 14+ (or younger if appropriate) — student’s course of study
☐ For children ages 16 (or younger if appropriate) to 22 — transition to post-school activities including community experiences, employme
school adult living and, if appropriate, daily living skills
How does the disability(ies) affect progress in the indicated area(s) of other educational needs?
Jonny’s progress in the indicated areas of other educational needs is affected as he struggles with processing, following ver
organizational skills, and the breaking down of complex tasks. Jonny is not able to maintain focus during instruction due to
memory challenges. This limits his content acquisition throughout the day.
What type(s) of accommodation, if any, is necessary for the student to make effective progress?
Visual supports (or cues)
Graphic organizers
Extra time to complete tasks/assignments
Modification of expected quantity on assignments/assessments
Speech to text
Short, repeated verbal directions (accompanied by visuals)
“Note buddy” for missing information
Sequenced multi-step directions (plus self-monitoring strategies)
Self-monitoring strategies and tools (e.g., checklists)
Limit prolonged copying/handwriting expectations
Rate and fluency exercises (e.g., flashcards, speed drills)
Cueing prior to being called on (i.e., time to formulate a response)
Homework agenda and calendar (include dates of quizzes, tests, and assignment due dates)
Provide preferential seating
Allow access to flexible seating and fidget tools
Allow for short in-class and out of class breaks
Provide broken down and sequenced directions and daily class agendas
Access to accompanying audio of text to support independent reading
Provide access to a list of strategies and adult supports for approaching tough assignments
Include daily 1:1 teacher check-ins to support classroom functioning goals
Massachusetts DESE/Individualized Education Program Page 5 of 9
What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress?
Check the necessary instructional modification(s) and describe how such modification(s) will be made.
☐ Content:
√ Methodology/Delivery of Instruction:
Reduced quantity of items on assessments and assignments (in
exchange for quality)
√ Performance Criteria:
Reduced quantity of work (in exchange for quality)
Use multiple copies of this form as needed.
Massachusetts DESE/Individualized Education Program Page 6 of 9
IEP Dates: t 4/3/2023
Individualized Education Program from 4/30/2020 o
Student DOB 1/30/2007 ID
Name: Jonny Francois : #:
Current Performance Levels/Measurable Annual Goals
Goal Specific Goal Focus: Classroom Functioning
#1
Current Performance Level: What can the student currently do?
Currently, Jonny is on target in his ability to follow one step directions. He is able to
complete his assignments and
assessments with accommodations and some modifications in the required time. Those
accommodations and modifications include graphic organizers, models, rubrics, study guides, word
banks and reference sheets, manipulatives, and written directions to assist him in completing his
assignments. Jonny is given clarification and repetition of information and time to process it. He
receives 1:1 check-ins before beginning in class assignments. When transitioning into a class, Jonny
benefits from having time to refocus himself before giving him a direction. Jonny has shown a need
for support in his executive functioning and working memory as well as in work
initiation/productivity during class time.
When observed in class, Jonny was seen taking breaks, but not excessively. He also
exhibited some hesitation
while using his resources such as a tutor and appeared to be distracted during class time. Providing
Jonny with strategies and tools to aid him when he is unsure of what to do during class time or
unsure of where to jump in on an assignment will help to support him as coursework becomes more
challenging.
Providing organizational support and explicit strategies for approaching coursework will help
Jonny to succeed as
material becomes more challenging.
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to
meet by the end of this IEP period? How will we know that the student has reached this goal?
Given explicit instruction, routines, adult support and materials, Jonny will be able to
navigate the classroom
environment, assignments and activities in order to keep himself on track with his coursework with
increased independence on 4 out of 5 opportunities as measured by attempting to use his
strategies.
Benchmark/Objectives: What will the student need to do to complete this goal?
● Given an agenda book, Jonny will note his assigned homework every school day with
increased independence for five consecutive school days.
● Given a written breakdown of the schedule for a class period with step by step task analysis,
Jonny will be able to move from one task to the next with increased independence on 4 out
of 5 opportunities.
● Given explicit instruction and support on how to advocate for his own learning (finding
information, asking for help, and following directions independently) Jonny will be able to
use strategies to help himself get what he needs during class time on 4 out of 5
opportunities.
● Given a list of options and strategies for tough assignments and assessments, Jonny will
engage with a teacher in a 1:1 check in and select the tools which will help him succeed
with increased independence on 4 out 5 opportunities.
● Given an in-class task, Jonny will begin the task within 5 minutes of receiving directions with
Massachusetts DESE/Individualized Education Program Page 7 of 9
increased independence on 4 out of 5 opportunities.
● Given a binder, organizational support and an academic support time each day, Jonny will
maintain organization of his materials with increased independence on 4 out of 5
opportunities.
Goal Specific Goal Focus: English Language Arts
#
Current Performance Level: What can the student currently do?
Currently, Jonny is able to complete writing tasks when given the accommodations of a graphic
organizer, teacher check ins, and visual supports. Jonny works very well in group settings and has
very good oral communication skills during this time. Jonny completes written assignments on time
with about 70% accuracy. Jonny is hesitant to ask for help from the teacher during class time and
the result is that he doesn't check his work for accuracy. He would benefit from peer tutoring with
another student in the class.
During class, Jonny is able to follow oral directions given for completing assignments. He is able to
do his work with a few redirections from the teacher to remind him to stay on task. He is able to
retell directions that were said if asked directly.
Jonny always turns his work in during class time. He has been observed looking out of the window
and asking to get water during silent reading opportunities during a lesson. Sometimes Jonny
needs extra time to complete the reading, but he always gets his work done.
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to
meet by the end of this IEP period? How will we know that the student has reached this goal?
Given a multistep assignment with a completion rubric, written guidelines, additional teacher
support and accommodations, Jonny will be able to independently complete his ELA assignments
with 80% accuracy on 4 out of 5 opportunities.
Benchmark/Objectives: What will the student need to do to complete this goal?
● Given a rubric with visuals, Jonny will review his work for accuracy and completion before
turning it in in 4 out of 5 opportunities.
● During class peer tutoring sessions, Jonny will practice skills for peer-editing in order to
develop his own comfortable strategy for checking his work.
● Given written comprehension tasks, Jonny will use his graphic organizer to organize his
information in order to answer the questions about the reading accurately.
● During a class session, Jonny will stay in his seat when directions are being told in 4 out of 5
opportunities.
● Given 1 to 1 support, Jonny will complete reading fluency tasks with 1 to 2 comprehension
questions with increased speed in 4 out of 5 opportunities.
Massachusetts DESE/Individualized Education Program Page 8 of 9
Goal Specific Goal Focus: Mathematics
#
Current Performance Level: What can the student currently do?
Currently Jonny is able to solve single step and multistep word problems that include problems with
whole numbers, fractions, decimals, money, time and geometry. In class Jonny always makes an
effort to complete all his work. He usually will ask for a couple breaks during class when the work
seems to get tough or when there are multiple steps to a problem. Jonny can sometimes rush his
work instead of asking for help because he wants to be independent.
Jonny benefits the most when he is working 1:1 with a teacher or with a strong math partner that
can help him through the steps and check his work.
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to
meet by the end of this IEP period? How will we know that the student has reached this goal?
Given a multi step word problem, with one or more operations, Jonny will be able to correctly
answer the problem with increased independence on 4 out of 5 occasions.
Benchmark/Objectives: What will the student need to do to complete this goal?
● Given a word problem and explicit strategic instruction, Jonny will use his schema schart to
figure out which operation/s the question is asking for and implement that operation accurately
on 4 out of 5 opportunities.
● Given a math problem and explicit strategic instruction,, Jonny will use the U.P.S. Check
strategy ( U-understand, P-plan, S-solve and lastly check his answer) to address challenges in
multi step problems with increased independence on 4 out of 5 opportunities.
● Given a math problem and explicit strategic instruction, Jonny will be able to use a highlighter
to highlight information that tells him how to approach a problem on 4 out of 5 opportunities.
● After solving a problem, Jonny will be able to explain his thought process orally and in writing
with accurate details and increased independence on 4 out of 5 opportunities.
Use multiple copies of this form as needed.
IEP 4
Massachusetts DESE/Individualized Education Program Page 9 of 9
