Rita IEP

Nicole Joy S. Leonida

EDU 203: Introduction to Special Education
IEP Assignment
December 19, 2021

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 Rita G. IEP Assignment

Directions: Number your paper from 1 to 30. Fill in the blanks of this IEP with creative
answers that would facilitate learning for Rita and help her become successful in
school.

INDIVIDUAL EDUCATION PLAN - Rita G.

Reason for Development of IEP

X Student identified as exceptional by IEP

Student not formally identified by requires special education program/services including

modified/alternative learning expectations and/or accommodations

Name: I RitaG. I Gender: I F I Date of Birth: I 2-26-04

School: I Rock Star Academy
Student ID#: I 1234567 I Mrs. Riceberg
Principal:
Current Grade/Special Class: I 3.6 I School Year: I 2013
Most Recent IEP Date: 2-26-13 I Date Annual Review Waived by Parent: I No
I
Exceptionality: I Learning Disability
IEP Placement Decision: (check one)
Regular Class With Indirect Support Special Education Class With Partial
Integration
X Regular Class With Resource Assistance Special Education Class Full Time
Regular Class With Withdrawal Assistance

Assessment Data: List relevant educational, detailed medical/health (hearing, vision, physical,
neurological) psychological, speech/language, occupational, physiotherapy, and behavioral
assessments.

Keystone Visual Screening 10-01-12 Normal range

Service
Wechsler Intelligence Scale 10-03-12 Tested high in verbal, tested low in test taking while
for Children-Third visualizingobject in space
Edition (WISC-111)

Peabody Individual 10-09-12 Math below grade level. A year and half to two years
Achievement Test-Revised behind current grade level
(PIAT-R) and Brigance
Comprehensive Inventory of
Basis Skills-Revised
Brigance Comprehensive 10-11-12 Scored satisfactory in word recognition
Inventory of Basic Skills- performance dropped considerably when reading
Revised, Woodcock comprehension was required
Reading Mastery Tests-
Revised and Gray Oral
Reading Tests, Third Edition
Brigance Comprehensive 10-15-12 Handwriting poses a major problem for her
Inventory of Basic Skills-
2
Revised and through
Observation
Information Source Date Summary of Results
Spe llin g: Brigance 10-17-12 Scored at second grade level. Analysis of her spelling
Comprehensive Inventory of errors showed that she usually spelled words according
Basic Skills-Revised, the to phonics rules
Woodcock-Johnson
Psychoeducational Battery-
111 (WJ-111), and the Wide
Range Achievement Test-111

Adaptive Behavior: Vineland 10-23-12 Lowest scores are in daily living and socialization
Adaptive Behavior Scales

Learning Strengths and 10-25-12 Scored three years below chronological age
Weaknesses - visual
perception: Developmental
Test of Visual-Motor
Integration

Student's Strengths and Needs:

• Word recognition • Work Independently

• Areas that use language • Reading comprehension
• Auditory discrimination
(organization, makes sense of • Cursive writing
language) • Manuscript writing
• 1 • Word problems
• 2 • Numerical reasoning
• 3
• 4

Specialized Health Support Services/Personal Support Required _Yes (List Below) L No

Areas of strength (add 2) Areas of Need (Add 2)

Subjects, courses, or alternative programs to which the IEP applies: Identify by placing an "X" in

each box that aoolies as Modified MOD) and/or Accommodation (AC)

1. Writing skills MO X AC 6. Socia l X MOD AC

D skill s

2. Arithmetic MO X AC 7. MOD AC
D
3. Word problems X MO X AC 8. MOD AC
D
4. ReadinQ MO X AC 9 MOD AC
Como D
5. Coonitive LS X MO AC 10. MOD AC
D

Elementarv Prooram Exemptions or Secondarv School Compulsorv Course Substitutions

Yes (Education rationale required X No
I
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 Student is currently workino toward the attainment of X Secondary School Dioloma

Secondary School
Certificate

Certificate of
Accomplishment

Instructional Environmental Accommodations Assessment

Accommodation (Add 2) Accommodatio
s (Add 2) ns (Add 2)

Writing Skills:
• The rate of producing
• Work in small • Portfolio
written work
group settings assess
• The volume or ment
• The complexity of the
written task
pairs • Shorten tests
• The tools used to • Actively • Computer
involve Rita in visual
produce the written learning
product lesson plans
using
• The format of the • Give Rita
Smart Board in
credit for class
product participation and group settings and I
• Change the
demands of
effort Pad for individual
learning
writing rate • Modify
• Allow more time for written physical
education
• Notes
tasks including note taking
program
• Additional
copying and tests test taking
• Alter location time
• 5 of personal or • Audio Text Books
classroom • Use
• 6 supplies for positive
easier access reinforcem
Arithmetic: (Add 2) ents
or to minimize (rewards)
• Allow extra time on tests distraction
• Use
• Provide frequent • Seat Rita negative
checks for accuracy away from reinforceme
when students are doorsand nts
doing classwork window (consequences)
• List and color code steps s • Establish a
and procedures weekly progress
• Keep sample math • 14 report with
problems on the board --
• 15_ signature required
• 7 by Rita's mother for
a accountability of
• 8
home/school
Word Problems: (Add 1) communication
• Incorporate smart and behavior
board for visual monitoring
learning
• Write a contract
• 9 for child
behavior
Reading Comprehension: 16
(Add 2) • --
• Provide Rita with a list • 17
of important vocabulary
before
reading the test
• Provide Rita with a
study guide of the
test
• Allow her to use
sticky notes,
highlighter tape and
highlighters to mark
important information
• 10

• 11
4
Cognitive Learning Skills: (Add 2)
• Repetition of new
concepts
• Prompts to remain on
task
• Positive praise
• Study guides for tests
• 12
•
13

Social Skills: (Add 3}

• Rita will practice working
with a variety of peer tutors
for each task
• Participate in peer
support group
• 18

-
19
•
-
• 20

Individualized Equipment x_ Yes (List Below) No

-
Electronic Dictionary, I Pad, Wii (in Resource Room with Mr. Frank as reward) and a Timer.

Accommodation and Exemptions for Provincial Assessments:

N/A

Accommodations: _Yes (List Below) L N

o

Exemptions: _ Yes (State educational rationale) L No

Accommodations and Modifications:

(Assume common to all subjects unless indicated)

Special Education Program

To be completed for each subject/course with modified expectations Student ID# 1234567
and/or alternative expectations.

SUBJECT/COURSE/ALTERNATIVE PROGRAM:

Current Level of Achievement: Current Level of Achievement for Alternative Program:

(Describes starting point for plan development) 5 rd

Below current 3 grade level
 Curriculum Grade Level is 1.5
Letter Grade/Mark is 60%

Annual Program Goal(s}: A goal statement describes what a student can reasonably be expected to
accomplish by the end of the school year in a particular subject, course or alternative program.

WRITING SKILLS

Annual Goal: Rita will write legibly, using manuscript writing, one paragraph consisting of 10
sentences with 90% accuracy and compose a one page book report using cursive writing with
75% accuracy by 1/1/2013

Benchmarks:

Manuscript writing:
• Rita will trace 5 letters using a stencil
• Using a white board Rita will copy 10 letters in upper and lower case
• Rita will write 10 words legibly using manuscript form
• Writes legibly a paragraph consisting of 5 sentences
• Rita will compose a 2 paragraph paper using manuscript writing with 90% accuracy
• 21
Cursive writing:
• Using a cursive workbook Rita will trace 5 cursive letters
• Using an individual white board Rita will copy 10 letter using cursive writing in upper and
lower case
• Rita will write legibly using cursive writing in upper and lower case on her papers
• Rita will write her name using cursive writing on all her papers
• Rita will legibly compose a paragraph consisting of 5 sentences with 80% accuracy
• 22.

ARITHMATIC

Annual Goal: Rita will be able to solve mathematical problems including multiplication, subtraction,
and addition with 80% accuracy by 6/1/2013

Benchmarks:

•
Be able to solve 20 addition problems in 7 minutes
•
Be able to solve 20 subtraction problems in 7 minutes
•
Be able to solve 20 multiplication problems in 5 minutes
•
Be 85% fluent in addition on Reflex Math Game
•
Be 80% fluent in subtraction or Reflex Math Game
• _ _ _ _ _ _ _ _ _ _ _23_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

WORD PROBLEMS

Annual Goal: Rita will be able to solve mathematical word problems with 75% accuracy by
6/1/2013

Benchmarks:

• Be able to solve 10 mathematical word problem equations in 30 minutes with the

assistance of a peer tutor
• Be able to incorporate basic money solving skills and will learn rounding to the nearest
whole number
• Will learn roundina to the nearest whole number

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 • Rita will demonstrate common knowledge with the basic symbols for multiplication,
subtraction and addition
• Rita will learn basic knowledge with place value and decimals by using classroom dollars

and a hundreds chart .24

•

READING COMPREHENSION

Annual Goal: Rita will read fiction and non-fiction passages from the third grade reader, identify who,
what, when and why and answer reading comprehension questions with 9-% accuracy by 6/1/013

Benchmarks:

• Using the SQ3R method Rita will explain a passage in a third grade textbook with 80%
accuracy
• After reading a third grade level story, Rita will answer 4 out of 5 comprehension
questions
• Using the Inspiration software Rita will create a story map to compare the differences
between fiction and non-fiction with 90% accuracy
• Working in a small group Rita will discuss a third grade level short story with her peers and
then paraphrase who, what, where, why, and how of the story
• Using music as a topic Rita will compose a one page fiction or non-fiction short story using 5
out of 10 spelling words with 90% accuracy
• 25_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

COGNITIVE LEARNING SKILLS

Annual Goal: Rita will express verbally basic sentence structure and understand concepts with 80%
accuracy by 6/1/2013

Benchmarks:

• Rita will be able to work independently on modified homework completing assignments and
understanding the importance of turning the assignments in on time
• Rita will be allowed to use study guides while taking tests
• With use of peer tutors and groups, Rita will be able to complete in classroom
assignments
rd
• With prompts by the 3 Grade Teacher and Resource Teacher, Rita will be able to
answer questions in classroom discussions
• _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 26_ _ _ _ _ _ _ _ _ _ _ _
_

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SOCIAL SKILLS

Annual Goal: Rita will work in small peer groups or in pairs with each assigned task throughout the
day at 75% accuracy by 6/1/2013

Benchmarks:

• Rita will show interaction and initiative while participating in the classroom learning
setting
• Rita will choose to participate in outside games and activities during recess and not sit
alone
• Rita will verbally interact with her peer tutor each day while working on assignments
• Rita will participate in non-preferred discussions
• Rita will choose a topic of discussion 3 times a week out of 5 school days and the other 2
days will participate in non-preferred topic

• _ _ _ _ _ _ _ _ _ _ _ 27

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Learning Expectations Teaching Strategies Assessment Methods
(Knowledge and/or skills to (List only those that are (For expectations for
be assessed by reporting different for this student each reporting
period, including Grade and specific to the learning period)
level) expectations for the
subject/course/
program)

• Annual Goal: Rita

will write legibly, • Peer assistance
using • Color coded
workbooks, list • Teach spot checks
manuscript writing, and • Resource spot
one paragraph color code steps checks
consisting of 10 and procedures
sentences with
• Short quizzes
• Modified seating • Weekly
90% accuracy and
compose a one
• Study guides for progress
reports
tests
page book report • Teacher visually
using cursive • Modified homework spot checks work
• Time in class to done in
writing with 75% start homework groups and
accuracy by
1/1/2013
• Use of individually
mechanical documenting
• Annual Goal: Rita devices progress and
will be able to • Provide Rita with a participation
solve list of important
mathematical vocabulary before
problems including reading the test
multiplication, • Provide Rita with a
study guide of the
subtraction, and
addition with 80% test
accuracy by • Allow her to use
sticky notes,
6/1/2013 highlighter tape
• Annual Goal: Rita
will be able to
and highlighters to
mark important
solve information
mathematical word
problems with 75% • Allow extra
time on tests
accuracy by
6/1/2013 • Keep sample math
problems on the
• Annual Goal: Rita board
will read fiction
and non-
• Use individual
dry erase
fiction passages from boards
the third grade • Reduce the
reader, identify who, number of
what, when and why assigned math
problems
and answer reading
comprehension • Incorporate
smart board for
questions with 9-% visual learning
accuracy by 6/1/013
• Provide dictionary
• Annual Goal: Rita
will express • Reduce the
verbally basic number of
assigned math
sentence structure problems
and understand
concepts with 80% • Reduce the
number of
accuracy by assigned math
6/1/2013 problems
• Annual Goal: Rita
will work in small
peer
groups or in pairs
with each assigned
task throughout the
day at 75% 9
accuracy by
6/1/2013
 IEP Developed by: Sources Consulted in the Development of
Staff Member Position the IEP: {check)
Mrs. Riceberg Principal IEP Statement of Decision (if aoolicable}
Mr. Mild 3rd Grade Teacher Provincial Report Card
Mrs.OK Special Ed Teacher Previous IEP
Mr. Frank Resource Teacher X Parents/Guardian
Ms. Honest 4th Grade Teacher X Student
Ms. Good School Other(List Below)
PsycholoQist
Mrs. G Mother Other
Sources: I

Date of Placement in Special Education Program: {select and appropriate option and
provide date)

1} First day of attendance in new special education proaram

2) First day of the new school year or semester in which the student is continuing in a placement

3) First day of student's enrollment in a special program that he/she begins mid-year or mid-
semester as

a result of a change in placement

Completion Date of IEPI November

Date of Placement: 1, 2012
Development I
December 18, 2013

Phase:
(Within 30 school days followinq the Date of Placement)
Transition Plan:For Student who are 14 years of age or older, unless solely identified as gifted.

Transition
Goal

Specific Goal(s) for Transition to Postsecondary Activities:

Due to Rita's strengths and use of language, the team has set goals:
• At 12 years old Rita will be able to participate in group activities
• Class readings and discussions
• Rita will begin working with two to three peers in a group setting. She will gradually work
her way toward a group setting with 20 or more peers.
• By 6/9/2013, Rita will maintain communication 75% of the time with two to three peers
in
a qroup settinq.
Actions Required Name of Person(s) Responsible Timelines

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 • Rita will be able
to communicate
Rita will be able to express 1. Mr. Mild 3
rd
in
with confidence while Grade Teacher groups of 5
participating communication 2. Mrs. OK Special people 75% of the
skills in a social setting Education time by the end of
teacher year 2013.
3. Mr. Frank • Rita is
Resource Teacher working
1h toward
4. Ms. Honest 4 Grade communicating
Teacher with 20 or more
5. Mrs. G. Rita's Mom students in a
group setting
• Rita will complete
her communication
task 80% of the
time by 12 years of
aQe.

Implementation and Monitoring:

Human Resources: (Teaching/non-teaching)

Include service, initiation date, fre uenc or intensi , and location.

Mr. Frank will work with Rita once a day for 1 hour beginning November 1st 2012 . Rita will be in a low
stress environment and will be working on her communication skills in a group setting in the Resource
Room.

Mrs. OK will .L28_) _

Reportina Dates: I 4-30-2013

Reportina Format: (olease check) X School Report Card Alternative Report

(Required if student has

modified expectations
and/or accommodations
Evaluation

Log of Parent/Student Consultation and staff Review/Updating

Date Activity Outcome
(Indicate Parent/Student Consultation or Staff Review)

Rita will be able to tell her

11/7/13-1/10/13 mother everything she did with
appropriate verbal skills 75% completion outcome

Rita will 29
1/15/13 - 3/22/13
75% completion outcome

Rita will 30

3/25/13 - 6/1/13 75% completion outcome

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 The Principal has the legal requirement to implement and monitor the IEP.

The plan has been developed according to the IEP standards, addresses the student's strengths and
needs, and the learning expectations will be reviewed and student progress monitored at least once
every reporting period.

Principal's Signature: _J_a_n_i_s_R_..ic_e b_e

_ -'r_g _ _ _ _ Date: Today

Parent/Guardian/Student Involvement:
I was consulted in the develooment of this IEP
I declined the onnortunitv to be consulted in the development of this IEP
I have received a coov of this IEP

Parent/Guardian/Student Comments:

I feel that Rita's social skills are very important to her long term as well as short term educational
goals. I believe Rita will improve academically if she feels more comfortable communicating and
interacting with her peers.

Paren/Guardian Signature: Date:

Student Signature: Date:

(If 16 or older)

Answer Sheet for IEP

Name Nicole Joy S. Leonida

Date 12/19/21

Student's Strengths and Needs:

Areas of Strength (add 2)
1. Rita is excellent of following instructions
2. Rita is exceptionally curious and has eagerness to learn

Areas of Need
3.Rita experiences issues with perusing understanding freely when higher than 2nd grade level
4. Rita needs improvement with spelling. 12
 Instructional Accommodations
Writing Skills
5. Use highlighter to write for Rita to follow the words in cursive and compositions
6. Permit Rita to utilize an inclination board during any task requiring composing

Arithmetic
7. Rita should utilize graphing paper for her to have better lining up her numbers for math problems
8. Rita ought to be given instances of numerical statements to reference,
notwithstanding contact math

Word Problems
9. Rita would be better obliged whenever furnished with the composed word problems on paper or
whiteboard so she could track.

Reading Comprehension:
10. To improve Rita’s reading comprehension, should once again introduce low vocabulary’ and
exorbitant interest books
11. Prepare Rita with additional time on test.
Cognitive Learning Skills
12. Give Rita agreeable learning lessons more regularly
13. Give Rita one-on-one guidance when required

Environmental Accommodations
14. While doing classwork, place Rita in a little gathering with the goal that they would all be able to
figure out together on issues with class.
15. Place Rita in front of the class

Assessment Accommodations:
16. Permit Rita to make her own shading coded reference sheet to use for evaluations. This will
expand her trust in herself and her learning as her grades improve.
17. Give Rita a thing to assist with keeping her engaged

Social Skills
18. Place Rita into a social environment all the more frequently
19. Urge Rita to work with her peers
20. Place Rita in agreeable circumstances frequently
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Benchmarks:
Manuscript Writing:
21. Rita will actually want to compose a brief story incorporating her spelling words into the story

Cursive Writing:
22. Rita will finish a cursive composing task at home every night with 95% precision.

ARITMATIC
Benchmarks:
23. Rita will actually want to finish 20 math (5 additions, 5 subtractions, 5 multiplications, and 5
divisions) quickly.

WORD PROBLEMS
Benchmarks:
24. Rita will actually want to tackle word problems without visuals being given

READING COMPREHENSION
Benchmarks:
25. Rita will read low vocabulary, high-interest books and dictate what she read with 50% accuracy

COGNITIVE LEARNING SKILLS

Benchmarks:
26. Rita will be provided with a planner to help her with organizing skills.

SOCIAL SKILLS
Benchmarks:
27. Rita will engage with her peers without being encouraged 3 out of 5 school days.

Implementing and Monitoring:

28. Continue to tutor and assess Rita once a week in arithmetic and reading comprehension to help
her keep her on track
29. Let Rita know about the upcoming test two days prior so that she can recreate a color-coded
study guide. Review the study guide one-on-one the day before to correct any errors.
30. Learn organizing skills to become more organized, forgetting less often.

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