Running head: FINAL IEP EDUC 521

Final IEP: ZZ

Dona Thanushi N S Hettipathirana

Liberty University

EDUC 521 – Foundations of Exceptionality

Dr. David Gorman

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Running head: FINAL IEP EDUC 521

FINAL IEP

Name: ZZ Date of birth: mm/dd/yyyy

School: Assigned Local School Age: 10 Grade: 3

Primary language-Student: Unspecified in the Primary language-Home: Unspecified in the

student’s scenario student’s scenario

Primary classification: Language-Based Learning Special Ed teacher: Unspecified in the

Disability student’s scenario

Present Levels of Performance, Goals, and Objectives

Skill Area: Reading Recognition

Present level of educational performance: According to the Peabody

Individual Achievement Test- Revised (PIAT – R), ZZ’s skills in Reading
Recognition are at a 1.8 grade level. She is 2 years below her grade level in
reading recognition. She has quite a good receptive vocabulary. Her word
recognition is close to early first grade level and she is able to use letter-sound
correspondence rules to pronounce only the most basic (CVC) words. She is
beginning to be able to sight-read numerous irregular words.

Annual Goal: When assessed on the PIAT – R at the end of the school year, ZZ
will improve her reading recognition skills to 3.5 grade level.

Short-term objective: In 10 weeks, ZZ will use her knowledge and skills in the
following reading recognition competency areas: word recognition, sight-reading,
high-frequency words, letter-sound correspondence and phonological
awareness, to read and recognize words at a 2.5 grade level in at least 90% of
the instances, using skills checklists and curriculum-based measurements.

Short-term objective: In 20 weeks, ZZ will use her knowledge and skills in the
following reading recognition competency areas: word recognition, sight-reading,
high-frequency words, letter-sound correspondence and phonological
awareness, to read and recognize words at a 3.0 grade level in at least 90% of
the instances, using skills checklists and curriculum-based measurements.

Short-term objective: In 30 weeks, ZZ will use her knowledge and skills in the
following reading recognition competency areas: word recognition, sight-reading,
high-frequency words, letter-sound correspondence and phonological
awareness, to read and recognize words at a 3.5 grade level in at least 90% of
the instances, using skills checklists and curriculum-based measurements.

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Running head: FINAL IEP EDUC 521

Skill Area: Reading Comprehension

Present level of educational performance: According to the Peabody

Individual Achievement Test- Revised (PIAT– R), ZZ’s skills in Reading
Comprehension are at a 1.3 grade level. She is 2 years below her grade level in
reading comprehension. Given an array of pictures or words from a story, she is
able to point to the picture or words which best depict an object, event, or
description. She will attend to remember and follow three-step instructions as
well.

Annual Goal: When assessed on the PIAT– R at the end of the school year, ZZ
will improve her Reading Comprehension skills to 3.5 grade level.

Short-term objective: In 10 weeks, ZZ will use her knowledge and skills in the
following reading comprehension competency areas: word recognition, word
meaning, high-frequency vocabulary and inference and deduction, to read and
answer comprehension questions at a 2.5 grade level with at least 90% success
rate, using word banks and state-mandated assessments for reading.

Short-term objective: In 20 weeks, ZZ will use her knowledge and skills in the
following reading comprehension competency areas: word recognition, word
meaning, high-frequency vocabulary and inference and deduction, to read and
answer comprehension questions at a 3.0 grade level with at least 90% success
rate, using word banks and state-mandated assessments for reading.

Short-term objective: In 30 weeks, ZZ will use her knowledge and skills in the
following reading comprehension competency areas: word recognition, word
meaning, high-frequency vocabulary and inference and deduction, to read and
answer comprehension questions at a 3.5 grade level with at least 90% success
rate, using word banks and state-mandated assessments for reading.

Skill Area: Spelling

Present level of educational performance: According to the Peabody

Individual Achievement Test- Revised (PIAT– R), ZZ’s skills in spelling stands at
a 1.4 grade level. She is 2 years below her grade level in spelling. She is able to
spell words following basic CVC rules.

Annual Goal: When assessed on the PIAT– R at the end of the school year, ZZ
will improve her spelling skills to 3.5 grade level.

Short-term objective: In 10 weeks, ZZ will use her knowledge and skills in the
following spelling-related competency areas: whole-word recognition, high-
frequency words, letter-sound correspondence, phonological awareness and
spelling rules, to spell at a 2.5 grade level with at least 90% accuracy, in 2/2
consecutive trials, using standardized spelling tests.

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Running head: FINAL IEP EDUC 521

Short-term objective: In 20 weeks, ZZ will use her knowledge and skills in the
following spelling-related competency areas: whole-word recognition, high-
frequency words, letter-sound correspondence, phonological awareness and
spelling rules, to spell at a 3.0 grade level with at least 90% accuracy, in 2/2
consecutive trials, using standardized spelling tests.

Short-term objective: In 30 weeks, ZZ will use her knowledge and skills in the
following spelling-related competency areas: whole-word recognition, high-
frequency words, letter-sound correspondence, phonological awareness and
spelling rules, to spell at a 3.5 grade level with at least 90% accuracy, in 2/2
consecutive trials, using standardized spelling tests.

Skill Area: Speech and social communication

Present level of educational performance: According to Wechsler Intelligence

Scale for Children – Revised (WISC-R), ZZ’s verbal IQ is 78, in the below
average range. She has quite a good receptive vocabulary, but has deficits in
expressive vocabulary. She is slow to verbalize and has trouble interacting with
peers due to difficulty in verbalizing thoughts.

Annual Goal: When assessed on functional communication skills at the end of

the school year, ZZ will improve her oral communication skills to 3rd grade level.

Short-term objective: In 10 weeks, ZZ will use her knowledge and skills in the
following speech-related competency areas: articulation, use of vocabulary,
sentence structure, pronunciation, and interactive communication, to engage in
group and one-on-one oral communication interactions at a 2.5 grade level in at
least 90% of instances, as determined by speech pathologist using informal
assessments and general education teacher through monitoring ZZ’s peer
interactions.

Short-term objective: In 20 weeks, ZZ will use her knowledge and skills in the
following speech-related competency areas: articulation, use of vocabulary,
sentence structure, pronunciation, and interactive communication, to engage in
group and one-on-one oral communication interactions at a 3.0 grade level in at
least 90% of instances, as determined by speech pathologist using informal
assessments and general education teacher through monitoring RR’s peer
interactions.

Short-term objective: In 30 weeks, ZZ will use her knowledge and skills in the
following speech-related competency areas: articulation, use of vocabulary,
sentence structure, pronunciation, and interactive communication, to engage in
group and one-on-one oral communication interactions at a 3.5 grade level in at
least 90% of instances, as determined by speech pathologist using informal
assessments and general education teacher through monitoring ZZ’s peer
interactions.

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Running head: FINAL IEP EDUC 521

Special Education and Related Services

Type of Service, Aid or Time per

Modification Location day/week Begin date Duration

Direct/ special Resource 5 times per September 30

instruction with reading room week – At the minutes
specialist beginning
of the
school year

Speech services with Speech 5 times per September 15

speech pathologist therapy room week – At the minutes
beginning
of the
academic
year

Assistance in reading General As needed September As

directions and other education – At the needed
daily reading – related classroom beginning
work with in-class of the
special education academic
teacher or instructional year
assistant

Instructional modifications/accommodations:
➢ Allow additional time to complete assignments/tasks/tests.
➢ Provide assistance in reading related assignments/tasks/tests with in-
class special education teacher or instructional assistant.
➢ Assisted technology with word-processors, spell-checkers and grammar-
checkers.
➢ Use modified spelling lists.
➢ Use of cooperative group teaching/learning strategies.
Non-participation in the general curriculum
Regular classes or general curriculum: ZZ will be pulled out for 45 minutes daily
for speech and reading related services. All other academic work will be provided
in the general education classroom.
Extracurricular/nonacademic: ZZ will participate along with her general education
classmates/peers.

Transition planning (for students age 14 and over)

___ Transition planning will be addressed through the Student's Advisement.
___ Transition planning is addressed on the IEP addendum.

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Running head: FINAL IEP EDUC 521
_X_ Transition planning is not needed due to the age of the student.

Participation in statewide or district assessments

_X_Modified: _x_timing/scheduling ___setting ___response format ___presentation forms
__Alternative:
Reason for alternative: Not relevant

Scheduled reports to parents

Frequency: Parents will receive progress reports every five weeks on the
progress made on IEP goals.
Method: Progress reports are sent home via the take-home file or email as
preferred by the parents.

Signature Position Date

Parent

Special education director

School psychologist

Regular education teacher

Thanushi Hettipathirana Special education teacher 10/10/2013

School principal

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