INDIVIDUALIZED EDUCATION PLAN (IEP)

PRESENT LEVEL OF PERFORMANCE (PLOP)Strengths Deficits/

Weaknesses

Evaluation Tools

Evaluation Results

Interest

• Outstanding ability in drawing• Can understand visual sequence easier than information presented • Memorize everything she sees

• She has hearing impairment• Unable to finish or continue a task if interrupted• social skills• cannot translate fractions to decimal

• PAT – R

• (TOLD-I)

• She shows errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/, /l/• shows significant delays on all the subtests with the exception of grammatical completion w/c was at the 84th percentile

• She loves to solve story problems• She likes to read the picture and the story books• She likes drawing rather than watching heard

Strengths Deficits / Weakness

es

Evaluation Tools

Evaluation Results

Interest

• can communicate through drawing • could draw in perspective

• does not read sentences longer than 8 words• errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/, and /i/ • hesitant to talk without a picture cue

• Observation Language Sample

• TAC

• hesitant to talk w/o a picture cue, and had difficulty using English temporal markers• did poorly in the section requiring figure ground discrimination, further audio logical testing is recommended

PLOP #1: hearing impairmentMeasurable Goal

At the end of 2 months, Mwajabu will be able to communicate with the use of American Sign Language (ASL)

Short-Term Objectives: At the end of 1 week, upon given instruction,

Mwajabu will be able to memorize the signs of alphabet and numbers

At the end of 3 weeks, upon given instruction, Mwajabu will be able to memorize the signs of basic sight words

At the end of 4 weeks, upon interaction, Mwajabu will be able to construct simple sentences

PLOP #2: unable to finish or continue a task if interrupted

Measurable GoalAt the end of 2 months, Mwajabu will be able to finish or continue a task even if interrupted

Short-Term Objectives: At the end of 5 weeks, upon given a task,

Mwajabu will be able to finish or continue a task with at least 2 or more interruption only

At the end of 3 weeks, upon given a task, Mwajabu will be able to finish or continue a task with at least 1 interruption only

PLOP #3: social skillsMeasurable Goal

At the end of 4 months, Mwajabu will be able to socialize

Short-Term Objectives: At the end of 3 weeks, upon interaction, Mwajabu will

be able to initiate conversation At the end of 3 weeks, upon interaction, Mwajabu will

be able to say “hi or hello” At the end of 3 weeks, upon interaction, Mwajabu will

be able to introduce herself At the end of 3 weeks, upon interaction, Mwajabu will

be able to say polite expression At the end of 3 weeks, upon interaction, Mwajabu will

be able to show emphaty

PLOP #4: cannot translate fractions to decimalMeasurable Goal

At the end of 3 months, Mwajabu will be able to convert fractions to decimal

Short-Term Objectives: At the end of 3 weeks, upon given instruction,

Mwajabu will be able to familiarize the fractions and decimal

At the end of 4 weeks, upon given instruction , Mwajabu will be able to apply basic operation in fractions and decimal

At the end of 5 weeks, upon given simple conversion of fractions to decimal to solve , Mwajabu will be able to answer it correctly

PLOP #5: does not read sentences longer than 8 words

Measurable GoalAt the end of 2 months, Mwajabu will be able to read 2-3 paragraph

Short-Term Objectives: At the end of 4 weeks, upon given

instruction, Mwajabu will be able to read simple word

At the end of 4 weeks, upon given instruction , Mwajabu will be able to read sentences

PLOP #6: errors in production of the sounds /s/, /z/, /s blends/, /r/, /r blends/ and /l/

Measurable GoalAt the end of 2 months, Mwajabu will be able to pronounce correctly the /s/, /z/, /s blends/, /r/, /r blends/ and /l/

Short-Term Objectives: At the end of 3 weeks, upon given instruction,

Mwajabu will be able to pronounce correctly the /s/ and /z/

At the end of 3 weeks, upon given instruction , Mwajabu will be able to pronounce correctly the /s blends/ and /r blends/

At the end of 2 weeks, upon given instruction, Mwajabu will be able to pronounce correctly the /l/ and /r/

PLOP #7: hesitant to talk without a picture cueMeasurable Goal

At the end of 3 months, Mwajabu will be able to talk without a picture cue

Short-Term Objectives: At the end of 3 weeks, upon interaction, Mwajabu

will be able to communicate with at least 3-4 picture cues only

At the end of 4 weeks, upon given instruction , Mwajabu will be able to use 1-2 picture cues only

At the end of 5 weeks, upon given instruction, Mwajabu will be able to interact without using picture cues

RELATED SERVICES AND SUPPLEMENTARY AIDS (PLOP 1-7) A referral to Speech Language Pathologist to assess &

treat the child who have communication disability A referral to Audiologist to determine the exact nature of an

individual’s hearing problem A referral to English Tutor A referral to Guidance and Counselor A referral to Applied Behavior Analysis (ABA) to develop

the child’s behavioral skills and to cope with the challenges of everyday life.

Request for the assistive device if appropriate for Mwajabu:Assistive Device

Hearing Aid more likelyCalculator more likely

Mwajabu will be integrated to the special education set up with special classroom accommodations and program modifications. She will mainstreamed in English subject as well as in extra curricular activities in the school.

Component no.4 (PLOP 1-7) Explanation for

Exemption from Non-disabled peer

activities

COMPONENT NO. 5 PLOP #1 HEARING IMPAIRMENTACCOMMODATIONS AND MODIFICATIONS

Class discussion

Use of hearing aid and sign language

Seating Arrangement

She will be seated in front

One – on – one tutorial of ASL

Given 2 times a week for 1 hour by her

Sped Teacher

Component No. 6

COMPONENT NO. 5 PLOP#2 UNABLE TO FINISH OR CONTINUE A TASK IF

INTERRUPTEDACCOMMODATIONS AND MODIFICATIONS

Activities Chunking of activities and giving of assignmentExample:Continuation of activities as an assignment

COMPONENT NO.6 PLOP #2 UNABLE TO FINISH OR CONTINUE A TASK IF INTERRUPTED

Accommodations and modifications

One –on – one teaching with ABA

Given 3 times a month for 1 hour

Parental Training Given to Mwajabu’s parents for once a

week and conducted by

Mwajabu’s Sped Teacher

COMPONENT NO.5 PLOP #3 SOCIAL SKILLS

STATEMENT OF INDIVIDUAL MODIFICATIONS FOR STATE AND DISTRICT WIDE-ASSESSMENTS

ACCOMMODATIONS AND MODIFICATIONSDiscussion in Group Activity Group Activity (e.g.

Mwajabu will be joined in different groups & share her insights & feelings to others.

School Program Mwajabu should cooperate and interact to her partners and follow members

Outcampus Program Mwajabu should initiate conversation and say polite expression to new people/friends

Playtime/Circle time Mwajabu should show emphaty to her playmates and build friendship

Mainstreaming Mwajabu will be mainstreamed for math subject for her to socialize to other in regular class.

COMPONENT NO.6 PLOP #3 SOCIAL SKILLS

ANTICIPATED FREQUENCY LOCATION AND DURATION OF ANY

SERVICES AND PROGRAM MODIFICATIONS

ACCOMMODATIONS AND MODIFICATIONSOne –on – one

session with the Guidance Counselor

Given 3 times a month for 1 hour by Mwajabu’s Guidance Councelor

Parental Training Given to Mwajabu’s parents for once a week and conducted by Mwajabu’s Sped Teacher

One to One Observation Behavior

Given 5 times a week for 1 hour by Mwajabu Sped teacher

COMPONENT NO. 5 PLOP #4 CANNOT TRANSLATE FRACTIONS TO DECIMAL ACCOMMODATIONS AND MODIFICATIONS

Time Duration When Mwajabu takes the assessment test a longer time is provided & required

Manner of Answering Mwajabu may use the calculatorEnough time is given to Mwajabu to answer the test

Component no.6 One to one teaching in

MathematicsGiven 5 times a week for one hour by Mwajabu’s Sped Teacher

Parental Training Given to Mwajabu’s parents for once a week for 3 hours & conducted by Mwajabu’s Sped Teacher

COMPONENT NO. 5 PLOP #5 DOES NOT READ SENTENCES LONGER THAN 8 WORDS

ACCOMMODATIONS AND MODIFICATIONS

Class Routine Students will be assigned to read saying provided by the teacher before the English subject stated

Buddy Strategy Mwajabu will be paired with her classmate who is good in reading

Component no.6 One on one tutorial with

English TeacherGiven once a week for 1 hour by Mwajabu’s English Teacher

COMPONENT NO.5 PLOP #6 ERRORS IN PRODUCTION OF THE SOUNDS /S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/

ACCOMMODATIONS AND MODIFICATIONSClass discussion By presenting a different

words that produced /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds

Video Presentation of /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds

After class discussion the teacher will play a video and Mwajabu will imitate the /s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds on the video

Manner of Answering The teacher will present a words, then allow Mwajabu to give enough time to read the words that produced/s/, /z/, /s blends/, /r/, /r blends/ and /l/ sounds on the video

COMPONENT NO. 6 PLOP #6 ERRORS IN PRODUCTION OF THE SOUNDS /S/,/Z/, /S BLENDS/, /R/, /R BLENDS/ AND /L/ ACCOMMODATIONS AND MODIFICATIONS

One to one teaching in English

Thrice a week (M-W-F) and ½ hour a day with English teacher.

One to one with Speech language Pathologist

Given twice a week (M & F) for 1 hour by Mwajabu’s Speech Language Pathologist

Parental Training Given to Mwajabu’s parent for once a week for 1 hour in conducted by Mwajabu’s Special Education teacher

COMPONENT NO. 5 PLOP #7 HESITANT TO TALK WITHOUT A PICTURE CUE ACCOMMODATIONS AND MODIFICATIONS

Class discussion The teacher will use body gesture to start a conversation

Component no.6 PLOP #7 anticipated frequency location and duration of any services and program modificationsAccommodations and

modificationsOne on one tutorial with English Teacher

Given once a week for 1 hour by Mwajabu’s English Teacher

MODE OF PERFORMANCE OF EVALUATION (PLOP 1-7)

Mwajabu will be assessed by her Sped Teacher and General education teacher on daily basis to maintain progress with respect to short – term objectives. Assessment tools such as quizzes, exercises, assignment, checklist and observation will contributes the bulk of the evaluation of quarterly report will be made to summarize the result of the quarterly evaluation program. This will be given to Mwajabu’s parent every quarterly through local arrangement. The annual progress report will be based on quarterly assessment report and shall be given Mwajabu’s parent at final quarter of the academic year.