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College of Southern of Nevada

IEP Paper: Numbers 1-30

Raiden Richardson

Education 203-3001

Ms. Jacqueline Sgobba

12/5/20
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IEP (Individualized Education Plan)

Student: Grayson B. Richmand

Student Information:

 Sex: M

 Birth Date: 05/06/2003

Areas of Strength:

Grayson’s Eligibility Category is: Autism Spectrum Disorder (ASD)

1) Grayson’s academic strengths lie in math and science. Grayson is good at being able to

recall facts from previous science units.

2) Grayson can follow directions and often volunteers to participate during class.

Areas of Need:

3) Grayson needs improvement on his focus during independent work and staying on track.

4) Grayson needs improvement in complex math word problems and reading

comprehension.

Writing Skills:

5) The complexity of the written task will be carefully explained and will give Grayson

ample time to respond.

6) Allow more time for written tasks including note taking, copying and tests for Grayson.

Arithmetic:

7) Instructor will keep sample math problems on the board for Grayson.
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8) Instructor will list and color code steps and procedures for Grayson.

Word Problems:

9) Instructor will incorporate Smart Board for visual learning and help Grayson break sown

the sequence of the question.

Reading Comprehension:

10) Instructor will provide Grayson with a list of important vocabulary words before reading

test.

11) Instructor will provide Grayson with a study guide of the test.

Cognitive Learning Skills:

12) Instructor will give prompts to Grayson to remain on task.

13) Grayson needs repetition of new concepts.

Environmental Accommodations:

14) Instructor needs to prompt Grayson with verbal and non-verbal cues to stay on task

throughout the day (will use a timer to keep Grayson on task).

15) Grayson will be actively involved in lesson plans.

Assessment Accommodations:

16) Instructor will shorten and modify, to instructional level, tests for Grayson.

17) Grayson will be given additional test taking time.

Social Skills:
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18) Grayson will engage in appropriate group activity, like academics, classroom discussion,

small group, etc.

19) Grayson will be given reminders to use vocal volume appropriate for the environment.

20) Grayson will be given reminders to look at and orient body toward the parson speaking.

Benchmarks

Manuscript Writing:

21) By Annual review date of the year 2019-2020, in a classroom setting, Grayson will write

legibly, using manuscript writing one paragraph that contains 5 sentences, achieving

criteria of 80% accuracy, measured by observation, documentation, and teacher-made

tests, as implemented special education Teacher, General Education Teacher, and

Teaching Staff.

Cursive Writing:

22) By Annual review date of the year 2019-2020, in a classroom setting, Grayson will write

legibly, using cursive writing will write her name on all her papers, achieving criteria of

90% accuracy, measured by student work samples, observation, and documentation, as

implemented by the special education Teacher, General Education Teacher, and Teaching

Staff.

Arithmetic:

23)  By Annual review date of the 2019-2020 school year, in a classroom setting, Johnny will

write legibly using cursive writing in upper and lower case on his papers, achieving

criteria of 80% accuracy, measured by observation, documentation, and teacher-made

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tests, as implemented by the Special Education Teacher, General Education Teacher, and

Teaching Staff. Benchmark or Short-Term Objective: #1 Grayson will be able to

verbally explain how to solve a multi-step equation by listing the order of operations

when solving multi-step math problems. #2 Grayson will be able to use pictures, models,

diagrams, and/or symbols to show main mathematical concepts when solving multi-step

math problems. #3 Grayson will be able to solve simple multi-step math problems in 8

minutes.

Reading Comprehension:

24) By the Annual review date of the 2019-2020 school year, in a classroom setting, and

when given an instructional level text, Grayson will increase reading comprehension

skills achieving a criterion of 80% as measured by observation, documentation, and

teacher-made tests, as implemented by the special education Teacher, General Education

Teacher, and Teaching Staff.

Written Expression:

25) By the Annual review date of the 2019-2020 school year, in a classroom setting,

Grayson will increase his ability to demonstrate command of the conventions of standard

English punctuation, capitalization, and spellings when writing, to produce clear and

coherent paragraphs achieving a criteria of 75% as measured by observation,

documentation, and teacher-made tests, as implemented by the special education Teacher,

General Education Teacher, and Teaching Staff. Benchmark or Short-Term Objective:

#1 Grayson will be able to identify various punctuation symbols and their functions. #2

Grayson will be able to edit writing samples identifying the proper capitalization. 3#
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Grayson will bel able to edit writing samples by using commas within the writing sample

to separate a series of items listed, like dates or clauses.

Cognitive Learning Skills:

26) By the Annual review date of the 2019-2020 school year, in a classroom setting,

Grayson will be able to work independently on modified homework completing

assignments and understanding the importance of turning the assignments in on time,

achieving criteria of 80%, measured by observation, documentation, and teacher-

made tests, as implemented by the special education Teacher, General Education

Teacher, and Teaching Staff.

Social-Emotional/Behavioral:

27) By the Annual review date of the 2019-2020 school year, in a classroom setting, and

when participating in an independent activity, Grayson will decrease the action of getting

out of his seat and walking around the classroom, achieving a criteria of 4/5 trails as

measured by observation, documentation, and teacher-made tests, as implemented by the

special education Teacher, General Education Teacher, and Teaching Staff. Benchmark

or Short-Term Objective: #1 Grayson will be able to stay in his seat during independent

work time for 1/5 trials. #2 Grayson will be able to stay in his seat during independent

work time for 2/5 trials. #3 Grayson will be able to stay in his set during independent

work time for 3/5 trials.

Implementing and Monitoring:

28) Grayson will be able to his mother everything he did with appropriate verbal social

skills.
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29) Mr. Smith will work with Patrick twice a day for 30 minutes beginning April 10th, 2020.

Grayson will be in a low stress environment and will be working on his communication

skills in a group setting in the self-contained classroom.

30) Grayson will be able to share new learned concepts with his sister.
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Works Cited:

I used my brother’s past IEPs for reference, along with the examples that were given