IEP for Joshua

Sample IEP for EDEX 790 Joshua- Psychological Report

INDIVIDUALIZED EDUCATION PROGRAM

Information on a Fictional Student for Review and Practice Purposes Only
For class: review and critique based on IEP handouts

Name: Joshua

DOB: 06/30/1992

IEP Initiation Date: 09/08/2000

Primary Disability: Learning Disabled

Other Disabling Conditions: Speech Language Impaired

PRESENT LEVELS OF EDUCATIONAL PERFORMANCE

Areas(s) of Assessment	Method of Assessment	Date_of_test	Findings
Articulation	Curriculum Based Assessment	02/17/00	Joshua is unable to produce the /r/ sound at all levels. He is working on producing the /r/ sound in isolation. He has improved his ability to produce the /th/ sound in words, sentences, and in conversational speech but needs to continue this objective to make sure he is carrying it over into other settings. Joshua has improved his ability to produce the /L/ sound in sentences and in conversational speech but needs some continued monitoring of the /l/ sound and the/L/ sound in blends.
Basic Reading Skills	Woodcock-Johnson-R	08/22/00	Joshua's broad reading score fell at the 1.7 grade level. Letter-word identification was at a 1.6 grade level. Joshua exhibits weak decoding skills as he made numerous word errors such as "run for in", "got for get", "when for then". Passage comprehension most likely fell at a 1.7 grade level due to Joshua's weakness in decoding and lack of sight vocabulary. Joshua would benefit from small group instruction in this area as he falls below grade peers in the area of basic reading skills.
Written Expression	Woodcock-Johnson-R	08/22/00	Written expression skills fell below grade placement with a broad written languages writing samples subtest fell at a 1.5 level. Joshua had difficulty forming complete sentences. Sentences on the whole lacked punctuation and capitalization. Numerous reversals were noted for letters b, d. Joshua would benefit for small group instruction in the area of written expression.
Math	Woodcock-Johnson-R	08/22/00	Joshua's broad math score revealed a relative strength at a 2.6 level. Calculation problems were performed at a 2.8 level and applied math problems fell at a 2.3 level. Joshua should find the area of math manageable in the regular classroom but this area should be monitored in the future for possible small group intervention.
Basic Reading Skills	Curriculum Based Assessment	08/29/00	When presented reading material at a 1.7 reading level, Joshua was able to read 45 words per minute compared with peers who on the average read 79 words per minute on grade level. Joshua was able to read 32/40 sounds represented by symbols. The most common errors made were vowel sound recognition errors. An instructional program that stresses decoding strategies would best meet Joshua's needs at this time.

*Indicate name of test, observation/checklist, or other method of assessment.

Describe how the student's disability affects involvement and progress in the general curriculum.

Joshua's disabilities in the areas of reading and written expression affect his involvement and progress in the regular classroom as he is functioning below grade peers in these areas. Joshua’s articulation skills are below grade level peers which interferes with his overall ability to communicate.

Goals and Objectives

GOAL: Joshua will improve basic reading skills by achieving 80% of short term objectives at a 1.6-2.2 reading level. *???*

LOCATION OF SERVICES: Resource Classroom

Short Term Objectives:	Criteria for Mastery	Evaluation Method	Evaluation Schedule	Review Date(s)
Joshua will say the sounds represented by symbols for both long/short vowels a, e, i, o, u, and for w, th, ing, y, y, er, oo, qu, ar, al, ee, ea.	18/22 Post Test	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Joshua will read a list of sight words at this level.	103/129 Post Test (80%)	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Joshua will orally read a passage at this level for one minute.	Maintain/Increase 45 Words per Minute	Curriculum Based Measurement-Reading	Every 9 weeks	Oct, Jan, Mar, May
Joshua will complete daily vocabulary/sight word activities.	80% Accuracy	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Joshua will read short selections both orally and independently and will answer factual recall questions about the selections.	80% Accuracy	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May

RESULTS KEY: M–Mastered P–Progressing SP–Slowly Progressing N–Not Taught R–Regression NP–No Progress

GOAL: Joshua will improve written expression skills by achieving 80% of short term objectives at a 1.5-2.0 grade level. *???*

LOCATION OF SERVICES: Resource Classroom

Short Term Objectives:	Criteria for Mastery	Evaluation Method	Evaluation Schedule	Review Date(s)
Joshua will study and spell a list of words that follow a phonetic pattern.	80% Average	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Joshua will identify the irregular plural form of a list of nouns.	11/13 Post Test	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Given two words, Joshua will write the contraction that stands for the two words.	14/17 Post Test	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Given a model sentence, Joshua will copy the sentence with proper capitalization and punctuation.	80% Accuracy	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May
Given a prompt, Joshua will write a complete sentence that contains both proper capitalization and punctuation.	80% Accuracy	Curriculum Based Assessment	Every 9 weeks	Oct, Jan, Mar, May

RESULTS KEY: M–Mastered P–Progressing SP–Slowly Progressing N–Not Taught R–Regression NP–No Progress
**How would you be able to measure progress of these objectives?**

Return to EDEX 790: http://www.ed.sc.edu/caw/edex790.html

URL: http://www.ed.sc.edu/caw/bio.html

Maintained by Dr. Cheryl A. Wissick, Associate Professor

Department of Educational Psychology, College of Education.

Last updated: August, 2004