INDIVIDUAL EDUCATIONAL PLAN (IEP)

Name: Age: 11 Years Old

Birth date:February 6, 2009 Program Started: June 1, 2020
Diagnosis: ASD Level 1, At Risk for Specific Learning Disorder Program Ended: August 30, 2020
(Impairment in Reading and Written Expression)
Recommended Educational Placement: Grade 5 Homeschooling with Individualized Education Program and Adaptation of Curriculum-
Accommodation and Modification

Learning Areas:
 Communication
 Social
 Cognitive-Reading, Math
 Writing- Fine Motor
 Self-Care

History of the Child

Cardo is currently receiving Inclusive Education Program in Grade 4 with Learning Support Program. He likes Filipino Subject, planets, magnets, and mini craft. He also shown
skills in video and image editing.
Based on Omnibus Development Scale, in Physical Health-Gross Motor, he evidently, possesses good health, and normal height and weight, normally balanced and coordinated,
performs activities such rhythmic, dancing, aerobics, and calisthenics with ease, participates in games, sports recreation actively and discriminates and avoids dangers. He uses
age-appropriate play facilities with highly evident.
In Fine Motor skills, he shows highly evident in performing visual motor tasks such as assembling Lego pieces following patterns, forming puzzles objects in series
according to certain rules, and replicating block arrangement and bead patterns, wipes surfaces efficiently, and pours liquids/sand/beads/seeds into glass
container. He evidently performs simple visual-motor tasks such as building blocks, sorting beads, putting forms in form board and pegs in pegboard, opens and
closes bottles/jars, wraps and unwraps objects/food, molds clay into different shapes/images, sharpens pencil using sharpener, holds the pencil/crayon correctly,
color drawings within the lines, traces shapes/forms letters/numbers, draws objects/persons/and others, copies shapes/forms/letters/numbers/words accurately.
In Language-Communication, he listens attentively, repeats sound listened to, converses with peers fluently, describes pictures/things/persons adequately and
relates own simple stories and incidents evidently.
In Writing, he evidently uses lower and upper cases/punctuation marks and observes grammatical rules and slightly evident in choosing correct words, uses
references properly including the dictionary, observes correct sentence conclusion, writes and composes words, phrases and sentences.
In Reading, he evidently follows directions, discriminates words correctly and reads words, phrases and sentences and slightly evident in noting details or getting
the main idea or theme of a selection read, sequencing, summarizing a selection, making inferences and conceptualizing ideas.
In Selfcare, he shown highly evident in eating independently, removing shoes and socks, brushing his teeth properly and regularly, cleans his ears thoroughly,
washes himself after defecating, and baths himself independently.
 READING COMPREHENSION
BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs  To increase  To be able to use  Reading varied
improvement in reading background stories.
reading readiness and knowledge and  Discriminating fact
comprehension comprehension prior experience to and fiction stories.
skills through skills using interpret stories.  Predicting stories.
reading varied variety of printed  To be able to  Telling and
printed materials such discriminate retelling Stories.
materials. as phonemics, between fact and  Sequencing of
print awareness, fiction. events in the story.
letter  To be able to
knowledge, recognize that
decoding, word stories have a
recognition, and beginning, middle,
comprehension. and end.
 To be able to
predict what
happens next in a
story.
 To be able to make
predictions and
discuss stories that
have been read.
 To be able to tell a
story from pictures
(to match
illustrations).
 To be able to retell
stories that have
been read aloud
(e.g., character
identification,
setting, problem,
solutions, and
 sequence of
events).
 To be able to
identify sequence of
events, main ideas,
and details or facts
in literary and
informational text.
 To be able to
respond to readings
in many ways (e.g.,
story mappings,
topic webbings,
etc.).
 To be able to reads
(or memorizes)
books with simple
repetitive language
patterns.
 To be able to
identify and use
reference materials
and nonfiction
sources (e.g.,
library, picture
dictionary, and wall
charts to locate
information).
 To be able to read
and follow
directions for
completing
assignments.
 To be able to take
notes from a variety
of sources and
 preview a selection
in content area ten
using titles, topic
headings, pictures
and questions and
identify a purpose
for reading.
 To be able to
locate, read and
interpret maps,
Illustrations, tables,
and graphs.
 To be able to use a
dictionary to find
word spelling,
syllabication,
pronunciation,
and/or meaning.
 To be able to use
word- learning
strategies such as
context clues and
structural cues (root
words, suffixes,
prefixes, etc.).
 To be able to use
reference materials
and resources (e.g.,
dictionary,
thesaurus,
encyclopedia, and
internet).
 To be able to use
information found in
parts of a book
(e.g., title page,
 table of contents,
footnotes, glossary,
bibliography,
appendices, and
index).
 To be able to find
the main idea or
topic sentence of a
selection and
organize
information in a
visual graphic (i.e.,
mapping, graphs,
charts, etc.).
 To be able to use
prereading
strategies such as
making predictions,
using prior
knowledge,
skimming for
organization,
locating difficult or
unfamiliar
vocabulary, etc.
 To be able to
summarize in
writing the main
ideas of a selection
and use the QAR
(question, answer.
relationship) for
locating and
summarizing
information.
 To be able to use
 RCRC {read. cover
recite and check)
when reading or
studying
information.
 To be able to use
SQ3R (survey,
question, read,
recite, review) for
reading and
studying expository
text.
 To be able to use
visual/organizational
reading strategies
when reading
difficult material.
 To be able to
paraphrase written
passage in own
words and
summarize
information
presented orally.
 To be able to reread
a section to locate
the answer to a
question.
 To be able to use
study skills for test
preparation (e.g.,
mnemonics, visual
organizers,
rehearsing,
categorizing, etc.).
 To be able to use
 various test taking
strategies related to
the format of the
test.
 To be able to read
the test questions
watching for key
words (e.g., always.
never, all, every.
often, only or
usually).
 To be able to check
work for
completeness,
accuracy, and
mechanical errors.
 To be able to use
reciprocal teaching
strategies of
clarifying,
questioning,
summarizing, and
predicting to
increase
comprehension of
text.
 To be able to adjust
reading rate when
reading a variety of
material when
reading difficult
material.
 MATH
BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs  To improve  To be able to use manipulatives  Measuring using
improvement mathematical as measurement tools to tools.
in skills using explore measurement.  Naming of
measuring tools
understanding measurement  To be able to name and explore
and its functions.
mathematical to compare, scales, rulers, measuring cups,  Comparing
concepts in represent and money, thermometers, and objects.
measurement. describe clocks.  Sequencing of
relationships  To be able to identify the daily activities and
to objects. function of scales, rulers, time schedule
measuring cups, money,  Predicting
thermometers, and clocks. upcoming events
 To be able to fit one ordered
set of objects to another
through trial and error (e.g.
small cup-small saucer, medium
cup medium saucer, big cup-big
saucer).
 To be able to use appropriate
terminology when comparing
size, quantity, height/length,
weight, and volume (e.g., tall-
taller, tallest, large-larger-
largest, short-shorter-shortest,
heavy-heavier, heaviest, more,
most, all some, full, empty,
etc.).
 To be able to measure height,
weight, length, time. and
money using comparisons of
"greater than, less than, equal
to.'
  To be able to identify sequence
of daily activities using a
picture/concrete calendar.
 To be able to identify activities
that occur in the morning,
afternoon. evening, and
nighttime.
 To be able to predict upcoming
events using environmental
cues (e.g. bells, scheduled
activities, TV programs,
picture/concrete calendar).
 To be able to use terms relative
to time sequences (e.g., before,
after, first, next, last, yesterday,
today, tomorrow, etc.).
 Shown  To improve his  To be able to identify problems  Describing in
difficulty in mathematical that need a solution. simple math
understanding problem-  To be able to define a problem, terms.
mathematical solving skills choose information to solve the  Identifying
problem (readiness) problem and gather additional problems in
solving. through information, if needed. math problem
demonstrating  To be able to clarify a problem solving.
the concept of using questions.  Solving math
problem  To be able to solve problems problems using
solving by using manipulative/role variations of
following a set playing/guess and strategies or
of systematic check/drawing. options.
strategies.  To be able to solve problems
using strategies (e.g., guessing
and checking, looking for a
pattern, making systematic
lists, making a drawing or
model, eliminating possible
answers, or solving a simpler
related problem.
  To be able to describe in simple
math terms how a solution was
reached, and any obstacles
encountered.
 To be able to report how a
problem was solved using
manipulatives/oral reporting
(first state problem, strategy
and procedures, and end with
solution and verification.
 Needs  To improve his  To be able to review solutions  Computing and
improvement mathematical to see if they are accurate and applying models
in ability to problem- reasonable. in math solving
understand solving skills  To be able to accurately problems.
mathematical through compute and/or apply models  Solving math
strategies in increasing his to solve problems. problems
solving ability to  To be able to identify problems involving money,
problems in design, use that need a solution. measurement,
math. and  To be able to use pictures, and data
communicate models, diagrams, and symbols presented in
a variety of to show main mathematical graphs, tables,
mathematical concepts in the problem. and charts.
strategies to  To be able to clarify a problem  Solving math
solve using questions. problems using
problems.  To be able to select and use additions,
relevant information in a subtraction,
problem to solve it. multiplication,
 To be able to identify multiple and division
approaches to solve problems. concepts.
 To be able to solve one step  Adding and
and multiple step word subtracting
problems. decimals.
 To be able to solve problems  Multiplying and
using manipulative/role dividing
playing/guess and decimals.
check/drawing.  Applying
 To be able to solve problems concepts of
using strategies (e.g., guessing ratio, proportion,
and checking, looking for a and percent in a
pattern, making systematic wide variety of
lists, making a drawing or practical
model, eliminating possible mathematical
answers, or solving a simpler situations.
related problem).  Adding,
 To be able to solve one step subtracting,
and multiple step word multiplying, and
problems involving money, dividing one to
measurement, and data four digits
presented in graphs, tables, number.
and charts.
 To be able to create word
problems to match additions,
subtraction, multiplication, and
division concepts.
 To be able to create and solve
word problems to match whole
number, fraction, and decimal
number sentences.
 To be able to select and use
mathematical strategies to
solve problems (e.g., guess and
check, patterns, systematic
lists, drawing, etc.
 To be able to select, use, and
complete appropriate
mathematical strategies.
 To be able to use ration and
proportion to identify, invent, or
create problems that can be
solved.
 To be able to apply graphic
and/or numeric and/or abstract
 models to solve the problem.
 To be able to review/check the
process and strategy to solve
problems.
 To be able to present the
problem's main idea clearly with
supporting details to show
reasoning.
 To be able to add and subtract
money into pesos and cents.
 To be able to multiply and
divide pesos and cents by a
whole number.
 To be able to add and subtract
decimals involving
tenths/hundredths/thousandths.
 To be able to multiply and
divide decimals to thousandths
by decimals and whole
numbers.
 To be able to demonstrate an
understanding of the
relationship between common
fractions and simple percent.
 To be able to apply concepts of
ratio, proportion, and percent in
a wide variety of practical and
other mathematical situations.
 To be able to demonstrate
concepts of addition,
subtraction, multiplication, and
division with and without
calculators, using models or
diagrams.
 To be able to multiply single
digit numbers using a variety of
 strategies.
 To be able to multiply by 2's
through 5's.
 To be able to multiply by 6 s
through 10's.
 To be able to know and use the
multiplication facts through
10's.
 To be able to solve
multiplication problems (i.e.,
jumps on a number, counting
squares on a grid, combing rods
to indicate products) using a
variety of strategies.
 To be able to relate basic
division facts to inverse of the
basic multiplication facts.
 To be able to know and use the
division facts through 10's.
 To be able to divide whole
numbers with/without
remainders, with 2-digit divisor,
and with/without concrete
objects.
 To be able perform calculations
on whole numbers, fractions,
decimals, percent, and integers
using paper and pencil,
calculators and/or computers.
 Select and use appropriate
operations such as addition,
subtraction, multiplication, and
division to solve problems of
rational numbers.
 To be able to know when and
how to use calculators to solve
 problems.
 To be able to explain and use
strategies to mentally add,
subtract, multiply and divide.
 To be able to model, explain
and calculate addition.
subtraction and simple
multiplication with commonly
used fractions and decimals
using paper and pencil and
calculators.
 To be able to add, subtract,
multiply and divide rational
numbers using mental
arithmetic, paper and pencil
and calculators.

WRITING
BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs more To improve his writing  To be able to  Writing full name.
improvement his skills in a functional print/write first  Writing numerals.
copying and context with/without name and
 Copying and writing
writing functional assistance. print/write first and
words. last name. common words.
 To be able to write  Filling in personal
numerals from 0 information.
to 1,000,000.  Writing notes and
 To be able to copy messages.
commonly used  Writing of letters.
words and write
commonly used  Writing emails, events,
words. and reminders.
 To be able to fill in  Writing amounts of
 personal money.
information on a
form, write a list
and write
complete
sentences.
 To be able to write
notes or
messages to
friends, family
and/or teachers.
 To be able to write
letters to friends,
family and/or
teachers.
 To be able to write
e-mail and write
events/reminders
on a personal
calendar.
 To be able to
address
envelopes suitable
for mailing.
 To be able to write
a journal/diary
entry.
 To be able to write
money amounts in
pesos, coins, and
cents.
 Needs  To improve his  To be able to write Spelling activities
improvement in writing and words that follow  Writing words following
writing his spelling skills spelling patterns the patterns.
ideas and through variation in the context of
 Correcting spelling
spelling of of writing and writing.
words. spelling  To be able to spell errors.
activities. 100 high-  Editing and correcting
frequency words grammar.
in the context of  Marking grammar
writing.
errors in context of
 To be able to
correct spelling writing.
errors in context of  Correcting grammar
writing using a errors in context of
variety of sources writing.
(e.g., dictionary,  Editing and writing
adults, other
using paragraph form.
written work,
peers, Franklin
Speller, word
processing, etc.).
 To be able to edit
writing to use
correct
capitalization and
ending
punctuation.
 To be able to
mark grammar
errors in context of
writing.
 To be able to
correct grammar
errors in context of
writing, using a
variety of sources
(e.g., peers,
adults, other
written material,
etc.).
 To be able to edit
writing to correct
some punctuation,
 grammar, and
most spelling.
 To be able to
demonstrate
correct use of
grammar and
punctuation in
writing.
 To be able to edit
writing for correct
use of commas
and quotation
marks.
 To be able to edit
writing for correct
punctuation,
pronoun use,
subject-verb
agreement, and
apostrophe
placement.
 To be able to use
various strategies
and resources
during editing to
correct errors
(e.g., rewrites,
dictionaries, word
banks, peers,
spell check, etc.).
 To be able to edit
writing to use
paragraph form
(e.g., indentation,
time sequence,
main idea, and
details.
  To be able to take
responsibility for
proofreading and
editing written
work to a standard
on the final draft.
 To be able to
recognize and
demonstrate
control over
conventions of
written English
(e.g.,
capitalization,
spelling, grammar,
punctuation, and
paragraphing).
 To be able to
independently use
appropriate
conventions of
English language
on a final draft.
 To be able to use
and cite
references and/or
sources for
documentation in
written text using
a standard format

SOCIAL SKILLS
BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs  To improve his  To be able to identify  Identifying
improvement social emotional behaviors that cause behaviors
in dealing his skills through others to become angry related to
feelings and identifying and (i.e., calling other names, emotions.
self- managing tattling, making unkind  Expressing
awareness. feelings (i.e., remarks and discussing anger
anger, anxiety, others). appropriately.
stress,  To be able to express  Asking for help.
frustration) on a anger appropriately by  Controlling
daily basis. using words to state temper in
feelings. conflict
 To be able to ask adult for situations.
help or move away to a  Receiving
quiet place (voluntary time feedback.
out).  Listening to the
opinion of a peer
 To be able to control
or adult without
temper in conflict
interrupting.
situations with adults.
 Distinguishing
 To be able to receive between fact,
feedback appropriately. rational belief.
 To be able to listen to the  Naming
opinion of a peer or adult alternative,
without interrupting or appropriate
walking away. ways to express
 To be able to seek help emotions.
appropriately.  Describing
 To be able to state how his feelings or
behavior affects others mood.
and identify way(s) to ease  Accepting NO
frustration in hypothetical for an answer.
situations.
 To be able to identify signs
of frustration in self and
name ways to people to
show
approval/disapproval.
 To be able to describe
situation's) in which
student experiences a
given emotion and
describe condition(s)
which make the student
feel angry.
 To be able to distinguish
between fact, rational
belief, and irrational belief.
 To be able to name
alternative, appropriate
ways to express emotions
(pleasure, anger, and/or
frustration) and express
emotions appropriate to
given situations.
 To be able to describe
feelings or mood when
asked and correctly
identify emotions (happy,
scared, angry, sad) from a
set of pictures.
 To be able to continue to
maintain appropriate
behavior even when
frustrated and identify
signs of anxiety and stress
in self and others.
 To be able to practice
methods to reduce anxiety
and stress in real and
simulated situations and
use appropriate methods
to reduce anxiety and
stress in real and
 simulated situations.
 To be able to demonstrate
self-control as directed by
the teacher in role playing
situation and identify
situations which lead to
stress.
 To be able to name
alternative ways to handle
frustration and identify
behaviors which
demonstrate self-control.
 To be able to state a
complaint appropriately
and answer a complaint
appropriately.
 To be able to respond to
persuasion appropriately
and respond to failure
appropriately.
 To be able to accept NO
for an answer and say NO
in inappropriate and
unreasonable request(s).
 Needs  To improve his  To be able to state feelings  Stating feelings
improvement social self- by using affective by using
in knowing awareness skills vocabulary and non-verbal affective
and through cues. vocabulary and
expressing his identifying and  To be able to make non-verbal cues.
feelings to expressing positive self-affirmations  Making positive
others. feelings/strength and identify/state the statement about
s about self and accomplishments of the qualities and
others. others. accomplishment
 To be able to make s of self.
positive statement about  Engaging social
the qualities and stories.
 accomplishments of self  Making friends
and make positive online.
statement about the
qualities and
accomplishments of
others.
 To be able to identify
areas of improvement and
act respectfully toward an
individual with different
qualities and
characteristics i.e.,
accepting the person
without derogatory
comment, hurtful, teasing
and actions.
 To be able to show
understanding of another's
feelings and name things
the student likes and
dislikes about self.
 Needs more To improve his social  To be able to greet people  Initiating and
improvemen communication skills and demonstrate mention responding to
t in through demonstrating to others appropriately. greetings
expressing appropriate  To be able to ask for spontaneously.
his ideas, communication/social assistance appropriately  Requesting and
opinions, interaction to others. and contact others when following
and needed. directions.
thoughts to  interacting with
 To be able to follow
others. others without
directions, request,
clarification as necessary diminishing
and cooperate with others productivity.
as necessary to complete  Seeking
assistance on
works.
the job.
 To be able to interact with
 Responding to
others without diminishing
 productivity and cooperate relevant social
with group procedures and cues
directions and accept
supervision.
 To be able to seek
assistance on the job for
problem solving and wait
appropriately for
assistance.
 To be able to use please
and thank you with
request for assistance and
indicate what type of
assistance is needed.
 To be able to anticipate
need for assistance by
monitoring environment
and accept compliments.
 To be able to accept
criticism from others and
accept responsibility for
mistakes.
 To be able to attempt new
tasks and discriminate
between public and private
places, items, and actions.
 To be able to provide
positive and appropriate
reinforcement to others
and respond appropriately
to negative behavior of
others.
 To be able to reject
inappropriate behavior and
report inappropriate
behavior and proximity of
 others.
 To be able to respond to
relevant social cues and
help others and tolerate
proximity.
 To be able to discriminate
between personal and
general information and
provide additional
information requested.
 To be able to answer
general information
questions and make eye
contact.
 To be able to shake hands
on introduction, able to
introduce self and others
and able to close social
contact appropriately and
leave area.

COMMUNICATION SKILLS
BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs  To improve his  To be able to give  Giving information
improvement expressive and information by using to others verbally or
in receptive words/pictures/sign, written.
maintaining language, indicate the first name,
 Answering general
his social indicate full name,
conversation communication indicate age, indicate information
to others. skills through birthday, indicate phone questions.
sustaining number.  Expressing
conversation  To be able to provide personal feelings in
to others. additional information as a socially
requested. acceptable manner.
 To be able to answer
 general information  Responding
questions. appropriately with
 To be able to express yes/no to question.
personal feelings in a
 Responding to "wh"
socially acceptable
manner, compliment questions and
appropriately, express seeking out
appreciation appropriate
appropriately, apologize reference/person.
appropriately, and  Engaging verbal
console another.
turn-taking on
 To be able to use
specific topic.
sign/words/augmentative
communication to ask  Requesting
questions. clarification and
 To be able to respond following simple
appropriately with yes/no commands.
to question.  Listening and
 To be able to respond to
responding
"wh" questions and seek
out appropriate alternately with
reference/person. other in
 To be able to request conversation.
clarification and follow
simple commands.
 To be able to follow 1-
part directions, follow 2-
3-part directions and
paraphrase oral
message.
 To be able to remain in
proximity of other and
make or maintain eye
contact with other.
 To be able to listen and
respond alternately with
other in conversation.
 To be able to use
words/sign to answer
and ask follow-up
questions.
 To be able to ask,
answer, comment and
stay on topic.
 To be able to
appropriately initiate and
close interaction.
 To be able to verbalize
about people, objects,
and events not present.
 To be able to engage in
verbal turn-taking on
specific topic and
recognize when a
conversation is
terminated.
 To be able to finish and
close a conversation.
 To be able to identify
appropriate and
inappropriate times to
talk.
 To be able to use
volume or rate
appropriate to situation.
 To be able to identify
appropriate and
inappropriate words and
topics.
 To be able to greet
others and respond to
greeting.
 To be able to bid or
respond to farewell and
 use appropriate tone
and facial expression.
 To be able to use age
appropriate speech and
language and maintain
appropriate social
distance.
 To be able to wait for
pause in conversation
before speaking and
relate a sequence of
events.
 To be able to describe
and relate an experience
or events.

SELF CARE SKILLS

BASELINE LONG TERM GOAL SHORT TERM GOALS ACTIVITIES PROGRESS REPORT
 Needs more  To improve his  To be able to  Bathing.
improvement in independence identify throughout  Washing and dry hand.
level of skills in grooming the day/week
 Wiping nose using
independence in and hygiene when grooming
doing grooming activities daily. activities need to tissue.
activities at be done.  Combing hair.
home.  To be able to  Brushing teeth.
complete
grooming activities
as needed.
 To be able to
wash and dry
hands after
toileting.
 To be able to wipe
 and blow nose
and dispose of
tissue.
 To be able to
brush and comb
hair.
 To be able to
wash hair, bathe
frequently and use
a deodorant.
 To be able to
check appearance
in mirror several
times daily and
make corrections
to clothing or
grooming as
needed.
 To be able to
wash face and
hands as needed.
 To be able to
brush and
maintain clean the
teeth.

Prepared by: Nino Ricky S. Tumadiang, M.A.Ed., SPED, LPT

SPED Specialist