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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM
Complete the Cover Page:
Student’s Name: Elli Smith
Date of IEP meeting:
(Use date at beginning of school year)
1st September 2019
Most recent evaluation date:
(Use date at beginning of school year)
1st September 2018
IEP Teacher/Manager (Your Name):
The IEP annual review must occur before:
A child proceeds to the next grade to ensure that
he/she has achieved the objectives of the current
grade. It also enables the stakeholders in the child’s
education to reflect on the child’s strengths and
Next re-evaluation (every 3 years) must occur
before determining whether a child still needs IEP
services. It helps in determining if the child’s needs
have changed over the three year period.
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this document is meant to support the
positive process and team approach. The IEP is a working document that outlines the student’s
vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an
IEP is to bring together a team of people who understand and support the student in order to
come to a consensus on a plan and appropriate and effective education for the student. No two
teams are alike, and each team will arrive at different answers, ideas, supports, and services to
address the student’s unique needs. The student and his/her family members are vital
participants, as well as teachers, assistants, specialists, outside service providers, and the
principal. When all team members are present, the valuable information shared supports the
development of a rich student profile and education plan.
The list below indicates that the individual participated in the development of this IEP and the
placement decision; it does not authorize consent. Parent consent is indicated on the “Prior
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the
required participant positions according to IDEA.
Name of Participant
Mr & Mrs. John Smith
Child’s parents to ensure that the best
training services are presented to the child.
They also request for modifications for any
training extended that they deem ineffective
for the child.
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Special education teacher to provide overall
progress of the child’s special needs.
General education teacher for evaluation of
the general studies of the child.
School district representative to ensure that
appropriate resources are allocated to the
individual child needs.
School psychologist to interpret the child’s
Child’s occupational therapist
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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice
suggests that the IEP team documents that the factors were considered and any decision made
relative to each. The factors are addressed in other sections of the IEP if not documented on this
page (for examplesee PLAAFP).
1.Results of the initial ormost recent evaluation of the student:
According to psychological evaluation, Elli demonstrates overall ability in the average range.
She demonstrates substantially less well developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. According to an achievement assessment,
Elli demonstrates average oral language skills, mathematics, and written expression in the low
average range with significant deficits in reading in the borderline to deficient range. According
to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and
auditory cohesion, as well as in pragmatic skills.
2. The strengths of the student:
Math: is very good at adding and subtracting and has caught on well to the strategies she has
3. The academic, developmental, and functional needs of the student:
Please refer to the Present Level of Academic and Functional Performance.
4. The concerns of the parent(s) for enhancing the education ofhis/her child:
Parents indicate concerns with reading skills and difficulty with frustration, attention, and
adaptive skills weaknesses.
These are the concerns reported by the parents. The listing of these concerns in the IEP does not
mean that the concerns are shared by the school division. To the extent the parent concerns are
shared by the school division, they have been addressed in the IEP.
5.The communication needs of the student:
Elli’s speech and receptive/expressive language skills are considered to be within the average
6. The student’s need for benchmarks or short-term objectives:
Short-term objectives and benchmarks are not required.
7.Whether the student requiresAssistive Technology devices and services:
The IEP team has determined that Elli does not require Assistive Technology supports and/or
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8.In the case of a student whose behavior impedes his/her learning or that of others,
considerthe use of positive behavioral interventions, strategies, and supports to address that
Elli does not display behaviors that have been determined to be related toher identified disability
that impact her learning or that of others.
9.In the case of a student with limited English proficiency, consider the language needs of the
student as those needs relate to the student’s IEP:
Elli is not a student with limited English proficiency.
10.In the case of a student who is blind or is visually impaired, provide for instruction in
Braille and the use of Braille, unless the IEP team determines after an evaluation of the student’s
reading and writing skills, needs, and appropriate reading and writing media, including an
evaluation of the student’s future needs for instruction in Braille or the use of Braille, that
instruction in Braille or the use of Braille is not appropriate for the student.When considering
that Braille is not appropriate for the child, the IEP team may use the Functional Vision and
Learning Media Assessment for Students who are Pre-Academic or Academic and Visually
Impaired inGrades K-12 (FVLMA) or similar instrument; and
Elli is not a student with a visual impairment.
11. In the case of a student who is deaf or hard of hearing, consider the student’s language and
communication needs, opportunities for direct communications with peers and professional
personnel in the student’s language and communication mode, academic level, and full range of
needs, including opportunities for direct instruction in the student’s language and communication
mode. The IEP team may use the Virginia Communication Plan when considering the student's
language and communication needs and supports that may be needed.
Elli is not deaf and is not a student with a hearing impairment
12. Extended School Year (ESY)
Elli’s IEP team determined that ESY services are not warranted.
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ELEMENTARYINDIVIDUALIZED EDUCATION PROGRAM
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Date____/____/____ Page ___of___
The Present Level of Academic Achievement and Functional Performance summarizes the
results of assessments that identify the student’s interests, preferences, strengths, and areas of
need. It also describes the effect of the student’s disability on his/her involvement and progress
in the general education curriculum, and for preschool children, as appropriate, how the
disability affects the student’s participation in appropriate activities.This includes the student’s
performance and achievement in academic areas such as writing, reading, math, science, and
history/social sciences. It also includes the student’s performance in functional areas, such as
self-determination, social competence, communication, behavior, and personal management.
Test scores, if included, mustbe self-explanatory or an explanationmustbe included, and the
Present Level of Academic Achievement and Functional Performance mustbe written in
objective, measurable terms, to the extent possible. There mustbe a direct relationship among the
desired goals, the Present Level of Academic Achievement and FunctionalPerformance, and all
other components of the IEP.
Student’s Strengths, Preferences, and Interests
Elli Smith is a 7.8 year old girl currently in the 2nd grade. Elli was found eligible for service for
Specific Learning Disability.
According to psychological evaluation, Elli demonstrates an overall ability in the average range.
She demonstrates substantially less well developed long-term retrieval associative memory and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in the aspect of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), might make the acquisition of reading
difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s
social functioning, as assessed through rating scales, teacher interviews, and direct observation
appears to be a challenging area. According to achievement assessment, Elli demonstrates
average oral language skills, mathematics, and written expression in the low average range with
significant deficient range. Teacher reports indicate that Elli demonstrates an independent
reading level of pre primmer 1...