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    Modified IEP

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    Amanda Evans
    Nate struggles with reading comprehension, organization, peer relationships, and regulating his emotions. His IEP includes goals in reading comprehension and turning in homework. Services include small group reading instruction, organizational support, social skills training, sensory accommodations, and speech therapy. Keeping Nate in the general education classroom for most of the day with some pull-out support is aimed to help his skills while facilitating peer relationships.

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    Modified IEP

    Uploaded by

    Amanda Evans
    39 views6 pages
    Nate struggles with reading comprehension, organization, peer relationships, and regulating his emotions. His IEP includes goals in reading comprehension and turning in homework. Services include small group reading instruction, organizational support, social skills training, sensory accommodations, and speech therapy. Keeping Nate in the general education classroom for most of the day with some pull-out support is aimed to help his skills while facilitating peer relationships.

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    Mock IEP

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    Nate struggles with reading comprehension, organization, peer relationships, and regulating his emotions. His IEP includes goals in reading comprehension and turning in homework. Services include small group reading instruction, organizational support, social skills training, sensory accommodations, and speech therapy. Keeping Nate in the general education classroom for most of the day with some pull-out support is aimed to help his skills while facilitating peer relationships.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views6 pages

    Modified IEP

    Uploaded by

    Amanda Evans
    Nate struggles with reading comprehension, organization, peer relationships, and regulating his emotions. His IEP includes goals in reading comprehension and turning in homework. Services include small group reading instruction, organizational support, social skills training, sensory accommodations, and speech therapy. Keeping Nate in the general education classroom for most of the day with some pull-out support is aimed to help his skills while facilitating peer relationships.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 6

    Modified IEP Practice Form

    Student Information
    Student Name: Nate Smith Date of IEP: 12/7/2020

    Date of Birth: 5/22/2013 Chronological Age: 7-7

    Grade: 2nd General Education Teacher: Mrs. Rogers

    Name of School: Far Side Elementary School

    IEP Team
    IEP Case Manager: Ms. Evans

    General Education Teacher: Mrs. Rogers

    LEA Representative: Mr. Moneybags

    Parent(s)/Guardian(s): Mr. and Mrs. Tony Smith

    Special Education Teacher: Ms. Evans

    Related Services: Speech and language Mr. Speech Pathologist


    support/services

    Present Level of Educational Performance

    Academic Performance:
    Nate’s 2nd grade teacher, Mrs. Rogers, reports that Nate is an excellent math student and is far
    ahead of the other students in his class. She struggles to keep him active and engaged during
    math and science class because he knows the curriculum as well as she does and becomes
    easily bored in class. Mrs. Rogers reports Nate struggles with reading comprehension. He is a
    fluent and fast reader but is not able to: sequence events to retell the story, name and describe
    the main characters, explain the feelings of the characters, and make logical predictions about
    what might happen next in the story. Mrs. Rogers also reports that Nate prefers to spend time
    by himself doing complex math problems or drawing dinosaurs.
    Nate scored below average on reading comprehension tests and demonstrated low scores in
    retelling a story, sequencing, character description, and inferencing.

    Functional Performance:
    Nate does not understand why he cannot answer all the questions. He will interrupt his peers
    when they answer or correct them when they are wrong. This impacts his peer relationships in
    a negative way. Nate becomes upset and angry when the classroom routine changes. He does
    not have peer relationships and struggles to make and maintain friendships. Mrs. Rogers
    reports that Nate struggles to play games in gym class and will cry, yell, scream at his peers, and
    lie down on the floor when he loses a game. This has impacted his relationships with his peers.
    He often will sit alone at lunch and wanders around the playground during recess; he struggles
    to join in the traditional games his peer play during recess like tag or capture the flag. Mrs.
    Rogers has tried to support the development of peer relationships, but these attempts have not
    been successful.
    Nate spends most of his day alone and by himself. He does not have peer relationships and has
    expressed to his parents that he feels sad and lonely. Nate demonstrates difficulties
    understanding, expressing, and regulating his emotions and he will yell, scream, kick, and throw
    himself on the ground when he is upset. Nate wants to have friends but is not able to develop
    these relationships or understand the thoughts, feelings, and intensions of others.
    Nate demonstrates difficulties with organization and planning. He does not have an
    organizational system and does not use the colored folders his teacher provided him to help
    organize his work. He will lose his papers and does not hand in his work. His grades have
    started to suffer because he is not handing in his work, but Nate told his teacher he does not
    care. He explained to his teacher that grades are not important, and they do not matter to him.
    Nate scored below average in social cognition, self-awareness, social-awareness, and in
    relationship development and management.
    He demonstrated difficulties with sensory stimulation to light and sounds. He also
    demonstrated difficulties with executive functioning in organization, planning, and initiation.
    Strengths:

     strong family support


     strong interest and skill in math
     strong decoding reading skills
     strong memory
     strong artistic skills in drawing

    Needs:

     reading comprehension
     executive functioning skills in planning, organization, and initiation
     social cognition (self-awareness and social awareness)
     sensory regulation to sounds, lights, and changes in routines

    Annual Goals

    Goal 1

    Annual Goal: Nate will be able to sequence events to retell a grade level story with 80%
    accuracy by the end of the year.

    Objectives:
    By week 8, Nate will be able to sequence and retell the beginning of a story.
    By week 16, Nate will be able to sequence and retell the beginning and middle of a story.
    By week 24, Nate will be able to sequence and retell the beginning, middle, and end of a
    story.

    Goal 1

    Annual Goal: Nate will increase his rate of turning in homework by 90% by the end of the
    school year through repetitive instruction and use of an organizational plan.

    Objectives:
    By week 8, Nate will have increased his rate of turning in homework by 60%.
    By week 16, Nate will have increased his rate of turning in homework by 70%
    By week 24, Nate will have increased his rate of turning in homework by 80%

    Progress reporting
    Progress toward annual goals will be measured through:
    Written reports taken during checkpoints set up during certain weeks of the year.
    Percentage increase of homework turned in
    Parents will receive a quarterly written report on Nates progress

    Specifically Designed Instruction (SDI)

    The student will be provided with the following accommodations/modifications

    Accommodation/Modification: Organizational plan creation (including color coded folders,


    binders, reminders of when work is due)

    Frequency: Once a week, 30-minute sessions Location: Far Side Elementary School

    Instructional Setting: Create in resource room, use in all classes

    Duration: Length of IEP 12/7/2020-12/6/2021

    Accommodation/Modification: Social stories to address self-awareness and social


    awareness

    Frequency: Once a week, 45-minute sessions Location: Far Side Elementary School

    Instructional Setting: Created in small groups in a resource room, use in all classes/settings

    Duration: Length of IEP 12/7/2020-12/6/2021

    Accommodation/Modification: Print all materials to help with sensory regulation to


    computer light

    Frequency: When needed Location: Far Side Elementary School

    Instructional Setting: All classes


    Duration: Length of IEP 12/7/2020-12/6/2021

    Accommodation/Modification: Mute nonessential sounds/provide headphones to block out


    noises (sensory regulation to noise)

    Frequency: When needed Location: Far Side Elementary School

    Instructional Setting: All classes and cafeteria

    Duration: Length of IEP 12/7/2020-12/6/2020

    Accommodation/Modification: Create groups of desks/chairs in classes to facilitate Nate’s


    relationships

    Frequency: Daily Location: Far Side Elementary School

    Instructional Setting: All classes

    Duration: Length of IEP 12/7/2020-12/6/2021

    Accommodation/Modification: Small group reading comprehension instruction

    Frequency: Daily, 30-minute sessions Location: Far Side Elementary School

    Instructional Setting: Resource room

    Duration: Length of IEP 12/7/2020-12/6/2021


    Services (what special education services the child will get and for how long)

    Service: Speech and language support Frequency: Twice weekly in 60-minute


    sessions

    Location: Far Side Elementary School Instructional Setting: Resource Room

    Duration: Length of IEP 12/7/2020-12/6/2020

    Participation

    Nate has not responded to Mrs. Rogers attempts to facilitate peer relationships or improve
    organizational skills. Nate’s relationship skills and some functional skills would be best
    facilitated in a general education classroom. Small pull-out time for reading comprehension
    instruction, organizational plan creation, social stories creation, and speech and language
    support will give him the help he needs while keeping him in a general education classroom
    for most of the day. It would also be beneficial to allow Nate to use the resource room when
    he may be overwhelmed by sensory stimulation or changes in routine.

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