Individual Education Plan

General Information
Student Name: Mac Case

Grade: 8

Date of Birth: 07-Aug-2006

Teacher(s): Ms. B IEP

Date: 17-Oct-2018 IEP

Review Date: June 2019

Parents/Guardians: Mr and Ms Case

School: ABC Middle School

Designation: Q-Learning Disability

IEP Team: Mac, Mr and Ms Case, Learning Services Teacher, & Math Teacher

Educational Information
Assessments Psycho-educational Assessment, 2015
Shows that he has a learning disability in reading, writing, and math.

School/Medical Mac was previously at another elementary school within the school district. He was
History designated in
grade 4 because he was struggling with reading, writing, and math, even with
interventions. Since
he has been diagnosed he has started to perform better in school.
There are no other know medical problems associated.

Strengths Hard worker

Willing to try new things
Asks for help
Athletic
Stretches Areas of Need
Reading
Writing - written output
Math
Self-advocacy
Adaptations General Adaptations
Use visuals
Decrease work volume
Copy of notes provided by teacher
 Language Adaptations
Books on tape
Pre-teach vocabulary
Use computer
Provide graphic organizers
May use point form
Oral evaluation
Use of scribe

Math Adaptations
Calculator
Needs formula list
Reduce number of questions

Exam Supports
Separate quiet space
Additional time
Reader
Scribe
Computer

Goal Mac will self-advocate for his learning by asking his teacher to use his
accommodations and adaptations of reduced workload, using a reader/scribe for
tests, and a separate environment for tests.
Short Term Mac will learn what his accommodations and adaptations to support his learning by
Objective 1 November 1st.
Short Term Mac will make a self-advocating sheet that lists all of his accommodations and
Objective 2 adaptations needed for him to be successful by December 1st.
Short Term Mac will independently talk to his teachers when he needs to access his
Objective 3 accommodations and adaptations by March 1st.
Baseline Reports from his teachers, parents, and himself strongly suggest that he has not
Measures been asking for accommodations and adaptations when they are needed.
Action Steps 1. Learning support teacher will go over his psycho-educational assessment to help
him better understand his learning profile and his adaptations and accommodations.
2. Mac will talk to his teachers when he needs specific accommodations and
adaptations when they have not already been provided (example, writing test in a
separate environment).
3. Mac will talk with his parents and/or the learning services teacher if he is has
trouble accessing his accommodations and adaptations.
Methods of Self-assessment from Mac
Evaluation Report from teachers
Summary of
Results

Goal Mac will use his table of contents and checklist to help him know what work he
needs to complete, which helps support his executive functioning.
Short Term Mac will complete his table of contents at the beginning of each class with the
Objective 1 support of the teacher/EA.
Short Term Mac will complete his end of class checklist with the support of the teacher/EA
Objective 2
Short Term Mac will give the self-advocacy sheet to all of his teachers by January 15th.
Objective 3
Baseline Reports from his teachers, parents, and himself strongly suggest that he struggles to
Measures know what he needs to do.

Action Steps 1. Mac will bring his binder to class each day and he will keep the table of
contents and checklist in the front of the binder.
2. Mac will copy the table of contents down independently at the beginning of
each class. The teacher/EA will check in on if he has completed it or not.
3. Mac will use the checklist at the end of class to check off what he has
completed and what he will need to complete.
Methods of Self-assessment from Mac
Evaluation Binder checks from teacher/EA
Summary of
Results

Goal Mac will improve his math facts of multiplication and division by participating in a
math intervention.
Short Term Mac will learn his multiplication times tables up to 12 without the use of a calculator.
Objective 1
Short Term Mac will learn his division facts up to 144 without the use of a calculator.
Objective 2
Short Term Mac will give the self-advocacy sheet to all of his teachers by January 15th.
Objective 3
Baseline From Mac’s Psychoeducational assessment it shows he struggles with his multiply
Measures and dividing numbers. This has led to him struggling in math class because he relies
on a calculator.

Action Steps 1. Learning support teacher will plan an intervention for Mac in October/November
that has Mac working on this intervention 3x/week for 20 minutes.
Methods of Tracking of intervention by the LST.
Evaluation Tracking of the intervention by Mac.
Self-assessment of confidence from Mac.
Summary of
Results