Department of Education
Region X
Pangantucan Central Elementary School
INDIVIDUALIZED EDUCATION PLAN (IEP)
LEARNER/PARENT
INFORMATION:
Learner: ___________________
Sex: Male
Birth Date: _______________
Grade Level: _________________
LRN: _________________
Current School: Pangantucan
Central Elementary School
Address of School: Everlasting
Village, Pob. Pangantucan,
Bukidnon
Mother Tongue Spoken: Cebuano,
Sinugbuanong Binisaya
Address: Riverside Village, Pob.
Pangantucan, Bukidnon
Learner’s Phone (if there is): None
Parent/Guardian/Caregiver:
____________
Work and Workplace: ______
Landline/Mobile/Cellphone Number:
________________
Email: N/A
Mother Tongue Spoken: Cebuano,
Sinugbuanong Binisaya
Interpreter or Other
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Division of Bukidnon
Pangantucan North District
PERSONAL INFORMATION
DIFFICULTIES (select most MEETING INFORMATION:
relevant):
_____ Difficulty in Seeing
DATE OF MEETING: 09-23-2022
DATE OF LAST IEP: FIRST IEP
_____ Difficulty in Hearing
PURPOSE OF MEETING:
_ _ Difficulty in Communicating
_____ Interim IEP
_____ Difficulty in Mobility/Walking
__✓__ Initial IEP
_____ Difficulty in Displaying
_____ Term IEP
Interpersonal Behaviors
_____ IEP Following 3-year
_____ Difficulty in Performing
Reevaluation
Adaptive Skills
_____ Revision to IEP Date:
_____ Difficulty in Basic Skills and
Applying Knowledge
_____ Exit/Graduation: __________
_____ Difficulty in
_____ IEP Revision Without a
Remembering/Concentrating
Meeting:
Accommodations Needed: _____ Others (please specify) At the request of:

Activities that will help develop his __✓__ Parent

motor skills, visual and action cues
for common requests __ _ Medical Diagnosis (If yes, __✓__ School
please specify)

IEP Review Date: _____________

COMMENT/S:

Annual IEP meeting is highly

recommended to review progress
and update the IEP.

IEP TEAM MEMBERS IN ATTENDANCE

Parents/Guardian/ Caregiver: ______________________

Learner: _______________________
Principal/School Head: Eleanor T. Subrado
Other (name and role): Danilo T. Colarte Jr.
Special Education Teacher: Danilo T. Colarte Jr.
Regular Education/Receiving Teacher: None
School Psychologist: ___________________
Guidance Counselor/Designate: ________________
School Nurse: Rhea Gemma Bornales
Therapist/Pathologist/Specialist: Occupational Therapist: _____________________
Developmental – Behavioral Pediatrician: ____________________
Speech/Language Interpreter: None
** Learner must be invited when transition is discussed.
** The IEP team must include at least one regular education teacher (if the learner is
or may be participating in the regular education environment).

______________________________________________
Signature over Printed Name of Parent/Guardian/Caregiver
AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, LEARNER MUST BE INFORMED
OF THEIR RIGHTS UNDER THE LAW AND ADVISED THAT THESE RIGHTS WILL BE
ENJOYED AT AGE 18.

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✓ Not applicable (learner will not be 18 within one year)
__ The learner has been informed of his/her rights under law and advised of the transfer of
rights at age 18.

Distribution: ✓ Learner’s Folder

✓ Parent/Guardian /Caregiver Ed Special Education/Receiving Teacher

Learner: ___________________________ Date:

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE

Results of initial or most recent evaluation and results of school and division
assessments:

School assessment: Psycho-educational assessment

Based on the psychoeducational assessment that was administered by the special education
teacher, his cognitive skills are mostly characterized. In his developmental skills evaluation,
most of it are presently observed. Using the Omnibus Developmental Scale, it was assessed
that his level along with the five developmental areas (Gross Motor, Fine Motor, Psychosocial,
Language and Communication, and Self-help Skills) are slightly evident.

Description of academic, developmental and/or functional strengths:

English – He doesn’t have vocabulary skills in English since he is non-verbal

Mathematics – Since he is non-verbal, the teacher is still on the process of teaching him basic
sign language
Reading – Since he is non-verbal, the teacher is still on the process of teaching him basic sign
language

Description of academic, developmental and/or functional needs:

English – He needs to master the letter-sound relationships. He needs to master the sounds of
G, J, M, W, D, B, C, S.
Mathematics – He needs to master solving single-digit subtraction without confusion.
Reading – He needs to correctly read the CVC words with 80% accuracy 4 of 5 trials because
he has already mastered most of the phonic sounds of the letters.

Parental concerns regarding their child’s education:

Alton’s mother and grandmother is fully concern on the educational stage of the child. He is
enrolled in MCES Sped Center, self-contained non-graded class. If there are development in his

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academic and functional performance, he may be recommended to be enrolled in an inclusion
class ready for mainstreaming (kindergarten level).

Impact of the disability on involvement and progress in the general education curriculum
(for preschool, how the disability affects participation in appropriate activities):

Because of the said medical diagnosis, the student is enrolled in MCES Sped class (self-
contained, non-graded) and attends his OT sessions at Kids Care Therapy and Learning Center
two times a week. The special education teacher conducts one-on-one session due to limited
face to face classes thus, Alton comes to SPED Center every Wednesday 9 to 11 in the
morning. He is a smart student, listens to his teacher but has a short attention span. He easily
gets distracted to his environment. But overall, he is doing an excellent progress in his
academic and functional performance.

I. CONSIDERATION OF SPECIAL FACTORS

a.) Does the learner have difficulty relating with people which ✓ No Yes
impedes his/her learning or the learning of others?
If yes, consider the appropriateness of developing a
Behavior Intervention Plan.

Behavior Intervention Plan developed? ✓ No Yes

Refer to Behavior Intervention Plan for additional information.

b.) Does the learner have difficulty in moving/walking? ✓ No Yes

If yes, consider the mobility needs as related to the IEP
and describe below.

c.) Does the learner have difficulty in seeing or with blindness/ ✓ No Yes
visual impairment?
If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team
determines that instruction in Braille is not appropriate for the learner after an
evaluation of the learner’s reading and writing skills, needs, and appropriate reading
and writing media, including evaluation of future needs for instruction in Braille or the
use of Braille. Describe below.

d.) Does the learner have difficulty in communicating? No ✓ Yes

If yes, consider the communication needs and describe below.

e.) Does the learner have difficulty in concentrating/paying No ✓ Yes

attention?
If yes, consider the attention span needs and describe below.

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 f.) Does the learner have difficulty in remembering/ No ✓ Yes
understanding?
If yes, consider the understanding needs and describe below.

g.) Does the learner have difficulty in hearing or is the learner ✓ No Yes
deaf or hard of hearing?
If yes, consider and describe the learner’s language and communication needs,
opportunities for direct communication with peers and professional personnel in the
learner’s language and communication mode, academic level, and full range of
needs, including opportunities for direct instruction in the learner’s language and
communication mode. Describe communication needs below.

h.) Does the learner need assistive technology devices or ✓ No Yes

services?
If yes, describe the type of assistive technology and how it used.
If no, describe how the learner’s needs are being met in deficit areas.

i.) Does the learner require alternative format for ✓ No Yes

Instructional materials?
If yes, specify format(s) of materials required below.

Braille Large type Auditory Electronic text

SECTION B: DIFFICULTIES, BARRIERS AND ENABLING SUPPORTS

DIFFICULTY ENVIRONMENTA ENVIRONMENTA ACCOMMODATION

(enter all areas of difficulty) L BARRIERS L FACILITATORS S (list items, staff
(describe each (describe each resources and
factor restricting factor enabling infrastructure
participation) participation in changes required to
response to enable participation)
barriers)

Difficulty in Language (.1) Use one language Provide clear,

communicating at a time to avoid explicit, concise,
confusion. (+1) simple language –
repeat and rephrase
instructions if
necessary.

Difficulty in 1. Noisy Engage him in Brain games that will

concentrating/paying environme brain games sharpen his brain
attention nt (.4) activity or play and focus.
peaceful music to
improve Classical music.
concentration (+4)

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 2. Physical Minimize/Remove Have a classroom
classroom distracting visual arrangement
set-up (.4) displays such as strategy to minimize
toys, games, and distractions (refer to
art materials. (+4) classroom
management plan)

Difficulty in Confused Use multi-sensory Fun letter formation

remembering/understandin with the materials, mouth activities for kids,
g letters that formation trick, using visuals in the
has the use visual cues classroom, mouth
same formation trick
stroke
Example: b
and d, m
and w

SECTION C: LEARNER GOALS

To support identification of learner goals, also confirm:

 What opportunities are available at the school to support learner goals?
 What are the student interest areas?
 What disability – specific skills do the learner need to develop to support their
participation/attainment of goals?
Goals (eg – skills to improve participation in education or daily living skills. Goals should be
SMART (STRATEGIC, MEASURABLE, ACHIEVABLE, REALISTIC AND TIME-BOUNDED)
INTEREST GOAL INTERVENTIO TIMELIN INDIVIDUALS REMARK PROGRES
NS E RESPONSIB S S/ NEXT
LE STEPS

Reading When given Write the sight 6 months Student

commonly word on a
used sight whiteboard or Special
words the make it with Education
student will magnetic Teacher
accurately letters. The
read with teacher will do At home,
98% this in front of parents are
accuracy in 3 the student so held
of 4 trials. they can see responsible
the left-to-right for the
construction of learning of the
the word. Tell student.
student the
word and ask
him to look at
each letter. Let
him spell the
word as the

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 teacher points
to each letter in
sequence.

Do this in
repetition for
mastery.

When asked, Use of visual 3 months Student

the student cues - use
will name all visual materials Special
upper and for teaching Education
lowercase letter sounds, Teacher
letters and begin with
identifies mastering At home,
the capital letters of parents are
representati the alphabet held
ve sounds and then move responsible
with 80% forward to for the
accuracy in 4 incorporate learning of the
of 5 trials. lowercase student.
letters as well.

When Use multi- 6 months Student

presented sensory
with a, e, i, o, instruction such
u, and y, the as adding hand
Special
student will motions or
Education
distinguish movements to
Teacher
long and distinguish
short vowel between
At home,
sounds with sounds.
parents are
80%
held
accuracy in 4
responsible
of 5 trials. Keep it simple
for the
and use
learning of the
keywords.
student.

Use sound
pictures and a
mirror for mouth
position.

Reinforce
consistently
through
questions.

When Model reading 6 months Student

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 presented a and writing cvc
list of CVC words during Special
words, the whole class Education
student will instruction Teacher
correctly read
the words At home,
with 80% Guided parents are
accuracy in 4 teaching of cvc held
of 5 trials. words – reading responsible
groups or for the
reading learning of the
intervention student.

Use a range of
hands on and
fun activities for
cvc words.

Practice writing
of cvc words

Use repetition
and
generalization

Language The student Allow the 3 months Student

and will be able to student to
Communicati express speak slowly, Special
on words and give him time to Education
say into construct the Teacher
sentences words into
with 80% sentences. Speech
accuracy in 4 Therapist
of 5 trials.
At home,
parents are
held
responsible
for the
learning of the
student.

The student The teacher 3 months Student

will be able to should ask
know how to open-ended Special
start a questions and Education
conversation encourage turn- Teacher
and keep it taking

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 going with conversation. Speech
80% Therapist
accuracy in 4
of 5 trials. At home,
parents are
held
responsible
for the
learning of the
student.

SECTION D: LEARNER TRANSITION

This section is for learners exiting the school environment and transitioning work.
INTEREST WORK INTERVENTIONS/TRANSITION INDIVIDUALS REMARKS
OPPORTUNITIES SKILLS RESPONSIBLE

Prepared by:

DANILO T. COLARTE JR.

Class Adviser

Noted by:

AILEEN T. LANTONG
Master Teacher II

Approved by:

ELEANOR T. SUBRADO
School Principal II

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