Individualized Education Program

Written by: Katherine Hewett

Personal Information
Student’s Name: Roger Norman Parent’s Name: Vickie and Trent Norman
Address: 9221 E. 5th St; Marion, IN 46952 Date of Birth: 7/31/2007
Primary Language: English Mode of Communication: Spoken

Mark the primary disability with a 1 and secondary disability with a 2.

_1_ Specific Learning Disability
__ Intellectual Disability
__ Emotional Disability
__ Autism Spectrum Disorder
__ Speech/Language Impairment
__ Orthopedic Impairment
_1_ Other Health Impairment
__ Multiple Disabilities

Describe the ways the disability affects the student’s progress in the general education curriculum:

Roger’s learning disability affects his mathematical computation and problem-solving skills. He can
orally express himself, but struggles to follow the details of spoken information. Roger’s math skills
are generally two years behind grade levels. Due to an early traumatic experience, Roger has a
sensitive “fight/flight/freeze” reaction, which can negatively impact his responses to academic and
social challenges. Due to his ADHD, Roger needs to move frequently, and gets distracted easily.

Describe the student’s comparative and/or relative strengths:

Generally, Roger is a strong student. Roger is a strong visual and tactile learner, and does well with
visual and manipulative cues. Overall, he has a very positive attitude towards school. Roger does
best in class when seated next to supportive, high-achieving peers.

Describe parents’ concerns:

Roger’s parents are concerned that Roger is not meeting his full academic potential due to the fact
that he is behind both mathematically and behaviorally. They believe that if he continues to improve
his skills in these particular areas, Roger will be able to successfully go to college. They want to
make sure Roger’s teacher understands his specific needs while holding him to high standards.

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 Individualized Education Program

Educational Need: Number Sense

Present Levels of Academic and Functional Performance:

Roger has demonstrated his understanding of number sense in these areas:

• counting, writing, and recognizing whole numbers in order
• counting and separating objects placed in various arrangements
• classifying two numbers as being >,<, or =
• representing fractions on a number line
Standard How will progress
Annual Goal toward this goal be
measured?

Given two fractions, Roger will: 3.NS.6 Performance

• identify the fractions as equivalent trials
• explain his reasoning on the basis of the same whole or the same
point on a number line
with 80% accuracy, 4 out of 5 consecutive trials.
Given simple equivalent fractions, Roger will: 3.NS.7 Performance
• identify the fractions as equivalent trials
• explain his reasoning
with 80% accuracy, 4 out of 5 consecutive trials.
Given two fractions with the same numerator or denominator, Roger 3.NS.8 Performance
will: trials
• compare the fractions based on their size using the symbols >,<,
or =
• justify his reasoning
with 80% accuracy, 4 out of 5 trials.
Given place values, Roger will round 2- to 3-digit whole numbers to 3.NS.9 Performance
the nearest 10 or 100 with 80% accuracy, 4 out of 5 consecutive trials
trials.
Given whole numbers up to 1,000,000, Roger will: 4.NS.1 Performance
• read the whole numbers trials
• write the whole numbers
• identify equivalent forms of whole numbers up to 1,000,000 using
words, models, standard form, and expanded form
with 80% accuracy, 4 out of 5 consecutive trials.
Given two whole numbers up to 1,000,000, Roger will compare the 4.NS.2 Performance
numbers using the >,<, or = symbols with 80% accuracy, 4 out of 5 trials
consecutive trials.
Roger will identify fractions as equivalent to given whole numbers 4.NS.3 Performance
with 80% accuracy, 4 out of 5 consecutive trials. trials

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 Individualized Education Program

Given a fraction, Roger will identify the equivalent whole number 4.NS.3 Performance
with 80% accuracy, 4 out of 5 consecutive trials. trials
Given mixed numbers, Roger will represent those numbers using 4.NS.3 Performance
objects or pictures with 80% accuracy, 4 out of 5 consecutive trials. trials
Given mixed numbers, Roger will represent those numbers as 4.NS.3 Performance
improper fractions using objects or pictures with 80% accuracy, 4 trials
out of 5 consecutive trials.
Given tenths and hundredths, Roger will: 4.NS.6 Performance
• write the number as a fraction trials
• write the number as a decimal
with 80% accuracy, 4 out of 5 consecutive trials.
Given decimal numbers to the hundredths, Roger will: 4.NS.6 Performance
• use words to represent the decimal trials
• use models to represent the decimal
• use standard form to represent the decimal
• use expanded form to represent the decimal
with 80% accuracy, 4 out of 5 consecutive trials.
Given halves and fourths, Roger will: 4.NS.6 Performance
• identify fraction equivalents trials
• identify decimal equivalents
with 80% accuracy, 4 out of 5 consecutive trials.
Given a whole number in the range 1-100, Roger will identify all 4.NS.8 Performance
factor pairs for that number with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a whole number, Roger will identify that number as being a 4.NS.8 Performance
multiple of each of its factors with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a whole number in the range 1-100, Roger will identify that 4.NS.8 Performance
number as being a multiple of a given one-digit number with 80% trials
accuracy, 4 out of 5 trials.

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 Individualized Education Program

Educational Need: Computation and Algebraic Thinking

Present Levels of Academic and Functional Performance:

Roger has demonstrated his understanding of computation in these areas:

• addition and subtraction of numbers up to 1,000
• represent multiplication and division of whole numbers using models
• interpret whole-number quotients of whole numbers
• multiply and divide within 100 using appropriate strategies
• fluency of multiplication and division facts of 0 to 10
Standard How will progress
Annual Goal toward this goal be
measured?

Given multi-digit whole numbers, Roger will add the numbers using 4.C.1 Performance
a standard algorithmic approach with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given multi-digit whole numbers, Roger will subtract the numbers 4.C.1 Performance
using a standard algorithmic approach with 80% accuracy, 4 out of trials
5 consecutive trials.
Given a two-number multiplication problem, Roger will: 4.C.7 Performance
• solve the equation using the commutative property trials
• explain how the order in which the numbers are multiplied will
not change the product
with 80% accuracy, 4 out of 5 consecutive trials.
Given a two-number multiplication problem, Roger will: 4.C.7 Performance
• solve the equation using the associative property trials
• explain how the numbers are grouped will not change the product
with 80% accuracy, 4 out of 5 consecutive trials.
Given an expression, Roger will solve the expression using the 4.C.7 Performance
distributive property with 80% accuracy, 4 out of 5 consecutive trials
trials.
Given a dividend up to 4 digits and a one-digit divisor, Roger will: 4.C.3 Performance
• identify the whole-number quotient with remainders trials
• solve the equation using strategies based on place value, the
properties of operations, and/or the relationship between
multiplication and division
• describe the strategy
• explain his reasoning
with 80% accuracy, 4 out of 5 consecutive trials.

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 Individualized Education Program

Given a whole number up to four digits, Roger will: 4.C.2 Performance

• multiply the given number by a one-digit whole number trials
• solve the problem using a strategy based on place value and the
properties of operations
• describe the strategy
• explain his reasoning
with 80% accuracy, 4 out of 5 consecutive trials.
Given a two-digit whole number, Roger will: 4.C.2 Performance
• multiply the given number by another two-digit whole number trials
• solve the problem using a strategy based on place value and the
properties of operations
• describe the strategy
• explain his reasoning
with 80% accuracy, 4 out of 5 consecutive trials.
Roger will multiply fluently within 100 with 80% accuracy, 4 out of 4.C.4 Performance
5 consecutive trials. trials
Given fractions with common denominators, Roger will add the 4.C.5 Performance
fractions with 80% accuracy, 4 out of 5 consecutive trials. trials
Given fractions with common denominators, Roger will subtract the 4.C.5 Performance
fractions with 80% accuracy, 4 out of 5 consecutive trials. trials
Given a fraction, Roger will decompose the fraction into a sum of 4.C.5 Performance
fractions with common denominators with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given fractions with a common denominator, Roger will: 4.C.5 Performance
• add or subtract the fractions trials
• explain the fractions as combining or separating parts referring to
the same whole
with 80% accuracy, 4 out of 5 consecutive trials.
Given mixed numbers with common denominators, Roger will add 4.C.6 Performance
the numbers with 80% accuracy, 4 out of 5 consecutive trials. trials
Given mixed numbers with common denominators, Roger will 4.C.6 Performance
subtract the numbers with 80% accuracy, 4 out of 5 consecutive trials
trials.
Given real-world problems with whole numbers within 1000, Roger 3.AT.1 Performance
will solve the problems using addition with 80% accuracy, 4 out of trials
5 consecutive trials.

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 Individualized Education Program

Given real-world problems with whole numbers within 1000, Roger 3.AT.1 Performance
will solve the problems using subtraction with 80% accuracy, 4 out trials
of 5 consecutive trials.
Given real-world problems with whole numbers within 100, Roger 3.AT.2 Performance
will multiply in situations involving equal groups, arrays, and trials
measurement quantities with 80% accuracy, 4 out of 5 consecutive
trials.
Given real-world problems with whole numbers within 100, Roger 3.AT.2 Performance
will divide in situations involving equal groups, arrays, and trials
measurement quantities with 80% accuracy, 4 out of 5 consecutive
trials.
Given two-step real-world problems, Roger will solve using the 3.AT.3 Performance
four operations of addition, subtraction, multiplication, and division trials
with 80% accuracy, 4 out of 5 consecutive trials.
Roger will interpret a multiplication equation as equal groups with 3.AT.4 Performance
80% accuracy, 4 out of 5 consecutive trials. trials
Roger will represent verbal statements of equal groups as 3.AT.4 Performance
multiplication equations with 80% accuracy, 4 out of 5 consecutive trials
trials.
Given a multiplication equation relating three numbers, Roger will 3.AT.5 Performance
identify the unknown number with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a division equation relating three numbers, Roger will 3.AT.5 Performance
identify the unknown number with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a number pattern using multiplication within 1000, Roger 3.AT.6 Performance
will: trials
• identify an appropriate rule for the pattern
• extend the pattern
with 80% accuracy, 4 out of 5 consecutive trials.

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 Individualized Education Program

Educational Need: Measurement

Present Levels of Academic and Functional Performance:

Roger has demonstrated his understanding of measurement in these areas:

• making comparisons of various measurements (length, capacity, weight, temperature, etc.)
• concepts of time (morning,, afternoon, evening; today, yesterday, tomorrow; day, week, month; etc.)
• estimating mass of objects in various measurements (length, weight, temperature)
• value of coins and bills
• perimeters and areas of rectangles
• perimeters of polygons
Standard How will progress
Annual Goal toward this goal be
measured?

Given an item, Roger will measure the length of the item to the 4.M.1 Performance
nearest quarter-inch, eighth-inch, and millimeter with 80% trials
accuracy, 4 out of 5 consecutive trials.
Roger will identify relative sizes of measurement units within one 4.M.2 Performance
system of units, including: km, m, cm; kg, g; lb, oz; l, ml; hr, min, trials
sec; with 80% accuracy, 4 out of 5 consecutive trials.
Given a large unit within a single system of measurement, Roger 4.M.2 Performance
will identify the given unit in terms of a smaller unit within the trials
given system of measurement with 80% accuracy, 4 out of 5
consecutive trials.
Given a unit of measurement, Roger will record the measurement 4.M.2 Performance
equivalent in a two-column table with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a real-world problem involving distances, intervals of time, 4.M.3 Performance
volumes, masses of objects, and money, Roger will solve the trials
problem using the four operations (addition, subtraction,
multiplication, division) with 80% accuracy, 4 out of 5 consecutive
trials.
Given an addition problem involving simple fractions, Roger will: 4.M.3 Performance
• solve the problem using addition trials
• express the given measurement in terms of a smaller unit
with 80% accuracy, 4 out of 5 consecutive trials.
Given an addition problem involving simple fractions, Roger will: 4.M.3 Performance
• solve the problem using subtraction trials
• express the given measurement in terms of a smaller unit
with 80% accuracy, 4 out of 5 consecutive trials.

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 Individualized Education Program

Given a real-world problem, Roger will solve the problem by 4.M.4 Performance
applying the area and perimeter formulas with 80% accuracy, 4 out trials
of 5 consecutive trials.
Roger will: 4.M.4 Performance
• identify area as additive trials
• explain that the area of complex shapes is composed of rectangles
by decomposing them into non-overlapping rectangles and adding
the areas of non-overlapping parts
with 80% accuracy, 4 out of 5 consecutive trials.
Given a real-world problem involving shapes, Roger will solve the 4.M.4 Performance
problem using the technique of finding the area of complex shapes trials
with 80% accuracy, 4 out of 5 consecutive trials.
Roger will explain that: 4.M.5 Performance
• an angle is measured with reference to a circle trials
• the angle has its center at the common endpoint of two rays
• the angle is considered the fraction of the circular arc between
where the two rays intersect the circle
with 3 or less prompts, 4 out of 5 consecutive trials.
Roger will explain that: 4.M.5 Performance
• an angle that turns through 1/360 of a circle is called a “one- trials
degree angle”
• the one-degree angle can be used to measure other angles
with 3 or less prompts, 4 out of 5 consecutive trials.
Roger will explain that an angle that turns through n one-degree 4.M.5 Performance
angles is said to have an angle measure of n degrees with 3 or less trials
prompts, 4 out of 5 consecutive trials.
Given an angle, Roger will measure the angle in whole-number 4.M.6 Performance
degrees with the appropriate tools with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a specified measure, Roger will sketch the appropriate angle 4.M.6 Performance
with 80% accuracy, 4 out of 5 consecutive trials. trials

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 Individualized Education Program

Educational Need: Geometry and Data Analysis

Present Levels of Academic and Functional Performance:

Roger has demonstrated his understanding of geometry in these areas:

• object and shape position and their direction location
• comparing 2D and 3D shapes by their similarities and differences
• identify common 3D shapes
• creating shapes from objects and/or other shapes

Roger has demonstrated his understanding of data analysis in these areas:

• identifying, sorting, and classifying objects based on certain characteristics
• organizing and interpreting data with up to three choices
• drawing picture and bar graphs to represent data with up to four choices
• solve problems by deconstructing and reconstructing them
Standard How will progress
Annual Goal toward this goal be
measured?

Given the appropriate tools, Roger will: 3.G.3 Performance

• identify points, lines, and line segments trials
• describe points, lines, and line segments
• draw points, lines, and line segments
with 3 or less prompts, 4 out of 5 consecutive trials.
Given two-dimensional shapes, Roger will use the terms points, 3.G.3 Performance
lines, and line segments to describe the shapes with three or less trials
prompts, 4 out of 5 consecutive trials.
Given a two-dimensional shape, Roger will: 3.G.4 Performance
• divide the shape into equal parts trials
• identify the area of each part as a fraction of the whole
with 80% accuracy, 4 out of 5 consecutive trials.
Given a triangle, Roger will classify the shape based on the 4.G.5 Performance
presence or absence of parallel or perpendicular lines with 80% trials
accuracy, 4 out of 5 consecutive trials.
Given a quadrilateral, Roger will classify the shape based on the 4.G.5 Performance
presence or absence of parallel or perpendicular lines with 80% trials
accuracy, 4 out of 5 consecutive trials.
Given a data set collected through observations, surveys, and 3.DA.1 Performance
experiments, Roger will create scaled picture graphs, scaled bar trials
graphs, and frequency tables to represent the data set with 3 or less
prompts, 4 out of 5 consecutive trials.
Given a data set, Roger will solve one- and two-step “how many 3.DA.1 Performance
more” problems based on the data with 80% accuracy, 4 out of 5 trials
consecutive trials.

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 Individualized Education Program

Given a data set, Roger will solve one- and two-step “how many 3.DA.1 Performance
less” problems based on the data with 80% accuracy, 4 out of 5 trials
consecutive trials.
Given a data set, Roger will make predictions based on the data 3.DA.1 Performance
with 80% accuracy, 4 out of 5 consecutive trials. trials
Given an item, Roger will: 3.DA.2 Performance
• measure the item with a ruler trials
• round the measurement to the nearest quarter inch
with 80% accuracy, 4 out of 5 consecutive trials.
Given measurement data, Roger will display the data by creating a 3.DA.2 Performance
line plot where the horizontal scale is marked with appropriate units trials
such as whole numbers, halves, or quarters with 5 or less prompts, 4
out of 5 consecutive trials.

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 Individualized Education Program

Special Education Services

Frequency Explain/Justify the extent, if
Service Location Duration any, to which the student will
be educated in classrooms or
setting other than with
nondisabled peers.

Specialized math instruction Resource room 80 minutes: Daily Roger needs the
20 minutes additional support
(Math
Intervention) in order to make
60 minutes progress towards his
(Math IEP goals.
Workshop)

Related Services
Frequency Explain/Justify the extent, if
Service Location Duration any, to which the student will
be educated in classrooms or
setting other than with
nondisabled peers.

Trampoline Resource room 15-20 minutes Once/ Per the information

twice a
day given, Roger will
focus better as a
result of movement.
Fidget item(s) Resource room All day as Daily Per the information
needed
given, Roger will
focus better as a
result of movement.

Supplementary Aides & Services

Service Location Duration Frequency

Paraprofessional General education All day Daily

classroom

Bike pedals General education Varies Daily

classroom

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 Individualized Education Program

Placement in the Least Restrictive Environment

Please describe this student’s placement in the Least Restrictive Environment, including location on the continuum of
alternative placements, minutes spent in a special education setting per day or week, justification of time spent away from the
student’s nondisabled peers, other placements that were considered, and an explanation of any placements considered but
rejected.

Roger will be placed in the general education classroom with his non disabled peers for all
subjects except math. During math, Roger will receive specialized math instruction in the
special education resource room for 80 minutes each day: 20 minutes during Math
Intervention, and 60 minutes during Math Workshop.

Accommodations (Include supports for staff who will work with this student)
Accommodation Locations in which this modification applies Exceptions or other notes

Flexible seating General education classroom, Not allowed to sit next

Resource room to a window; seated
near supportive and
high-achieving peers
in general education

State and Local Assessments

◻This student will participate in state and local testing with non disabled peers with no
accommodations.
[X]This student will participate in state and local testing with the following accommodations:
• Access to fidget items
• Flexible seating
• Extra time
• Testing in a distraction-reduced environment
• Frequent breaks
◻This student will participate in an alternate assessment.
Specify assessment: ___________________________________________________
Explain/Justify the student’s participation in alternate assessment: _______________
______________________________________________________________________
______________________________________________________________________

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