Individualized Education Program (IEP): An

Example
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By S.A. Raver — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

Excerpts from Andre Weiss’ IEP when Andre was in second grade 

Individualized Education Program (IEP)

Student Name: Andre Weiss Date: 7/5/XX

Student ID Number: 23XXX50 Grade: 2

DOB: 9/5/XX

Age: 8 yrs 2 months Disability: Specific Learning Disability

Participants Involved:

Name Of Participant :  Position

Kathy and R. J. Weiss:   Parents

Mr. Bill Sullivan:   Asst. Principal

Peggy Histtery:   Physical Therapist

Suzanne Sutner:   Second Grade Teacher

Mariana Putney:   Special Ed. Resource Teacher

Martha Weiss :  Grandmother

Present Level of Performance:

Andre’s is a second grade student whose disability inhibits his ability to read and write on grade
level. He is able to perform on grade level in science and history when the material is read to him
while no modifications are necessary for math, his preferred subject. He would benefit from
intensive reading and written language instruction and the services of an occupational therapist
to support his handwriting and balance needs. His parents report they would like to see him
become more social with peers as well.

Assessment Information and Instructional Needs:

Andre passed the kindergarten literacy standards. Although he passed the first grade standard
assessments in science, social studies, and mathematics (with scores of 170-200), he has not
passed the first grade reading standards due to his difficulty with reading and reading. His sight
reading vocabulary is at the l.8 grade level. Recent standardized testing revealed that he
continues to perform below average in reading skills and he has particular difficulty with
decoding, fluency and comprehension. His performance on these tests is consistent with the
difficulties he experiences in class when independent reading is expected.

Additionally, Andre has difficulties with fine motor skills (particularly in handwriting), and
dynamic and static balance. He benefits from taped readings of class material, computer-based
books and programs for decoding and comprehension, repeated readings, and intensive reading
instruction provided in the resource room. His teachers report he benefits from frequent
reminders about what he should be doing. He prefers routines that allow him to track his own
progress such as the computer reading program. He enjoys talking to adults over peers. He seems
to appreciate when social interactions with peers are structured (e.g., group projects) and appears
to require regular encouragement to join activities during physical education.

Measurable Annual Goals

(1) Annual Goal: Andre will increase his reading fluency to the 2.5 grade level September,
XXXX.

(2) Annual Goal: Andre will increase reading comprehension to the 3.0 grade level by
September, XXXX.

How will progress toward this annual goal be measured? (check all that apply)

__X_ Classroom Participation

_X__ Observation

__X Criterion-referenced test: teacher–made

__X_ Checklist

____ Special Projects

__X Norm-referenced test: State Reading Assessment

__X_ Classwork
_X__ Tests and Quizzes

__X__Other: Fluency Evaluation

__X_ Homework

____ Written Reports

(page 2)
By S.A. Raver — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

Short Term Objectives/Benchmarks

Annual Goal (1)

Objective/Benchmark #1: When given a story at the first grade level, Andre will read the story in
2 minutes with 40 or more words correct.

Objective/Benchmark #2: When given a story at the first grade level, Andre will read the story in
2 minutes with 50 or more words correct.

Objective/Benchmark #3: When given a story at the second grade level, Andre will read the story
in 2 minutes with 55 or more words correct.

Annual Goal (2)

Objective/Benchmark #1: When given a story at the first grade level, Andre will read the story
independently and answer 10 inferential questions with 80% accuracy.

Objective/Benchmark #2: When given a story at the second grade level, Andre will read the story
independently and answer 10 factual questions with 90% accuracy.

Objective/Benchmark #3: When given reading in science, social studies, and language arts at the
second grade level, Andre will read the material using the POSSE strategy (predict, organize,
search, summarize and evaluate) at least 50% of the time.

Services – Least Restrictive Environment – Placement:

Andre will receive more than 60% of his education in the general education classroom. It will be
modified to support his below-grade level reading and written language skills.

Services will be provided in:

_X_ general education class(es)

_X_ resource room

___ special class(es)

___ special education day school

___ state special education program/school

___ residential facility

___ home-based

___ hospital

___ other (describe): 

Duration m/d/y to
Service(s) Frequency Location
m/d/y
30 min/every 2 Liberty
Physical Therapy wks Elem.
8/30/XX-8/30/XX
Special Education Resource Class 1 hr/5 days wk Rm. 108
8/30/XX-8/30/XX
Collaboration/consultation with 2nd M/W 3:15-4:15 Rm. 108
9/3/XX-9/3/XX
grade team
   

State and District-Wide Assessments:

Will the student be at an age or a grade level for which the student is eligible to participate in a
state or district-wide assessment? ___No _X_Yes

Accommodations/Modifications:

Accommodation(s)/Modification(s) Frequency Location Duration

Classroom: At least 3 X a Rm. 115 8/30/XX-
week; when 8/30/XX
 Taped instructions before lesson needed
 instructions re-read
 assignments will be given ahead to
family so they can help student prepare
 additional time for in-class quizzes, tests
(taken in resource room)
  ensure that appropriate books and
assignments are in backpack
 written assignments may be taken home
to complete when unfinished at school
 graphic organizers for science, social
studies chapters
 assistance in outlining chapters in
resource room

State /District Assessments:

 instructions read to student

 double time for all reading related
sections 8/30/XX-
As needed TBA
 answers written directly in testing 8/30/XX
booklet
 reading comprehension sections will be
read to student