Individualized Education Program

Written by: Katherine Hewett

Personal Information
Student’s Name: Seth Miller Parent’s Name: Brenda and Shaun Miller
Address: 3982 W. 24th St.;Marion IN 46953 Date of Birth: 3/23/2006
Primary Language: English Mode of Communication: Spoken

Mark the primary disability with a 1 and secondary disability with a 2.

__ Specific Learning Disability
__ Intellectual Disability
__ Emotional Disability
_1_ Autism Spectrum Disorder
__ Speech/Language Impairment
__ Orthopedic Impairment
__ Other Health Impairment
__ Multiple Disabilities

Describe the ways the disability affects the student’s progress in the general education curriculum:

Seth’s autism mainly affects his social outcomes in general education. He struggles to engage with his
peers in a positive and appropriate way, resulting in a lack of friendships. When something is out of
place in the classroom, Seth will interrupt the teacher to point this out; he has frequently had to move
his behavior clip for interrupting. Seth also struggles to cope with stress, both academically and
socially. He does not deal well with frustration. When he encounters an assignment he does not
understand or is unsure of how to begin, he tenses up, sometimes tears or hides his paper, puts his
head down, and is unresponsive for several minutes. On the playground, when peers make fun of him,
especially for his affinity with trains, Seth becomes very angry, and pushes and sometimes punches
other students.

Describe parents’ concerns:

Seth’s parents are mainly concerned with his socio-emotional skills. He doesn’t have friends the same
way that his peers do, and struggles to initiate friendship with peers on the playground at recess. When
other students make fun of him, especially about his affinity for trains, Seth becomes very angry, and
pushes and punches others.

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Describe the student’s comparative and/or relative strengths:

Overall, Seth is a strong student. He loves math, and his math skills are a year above grade level. He is
eager to please his teacher and others around him, and wants to do well in school. He is a very
organized student.

Educational Need: Reading Foundations

Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of reading foundations in the following areas:
• use major syllable patterns to decode unknown words
• read grade appropriate root words
• read related prefixes and suffixes
• read irregular contractions
Standard How will progress
Annual Goal toward this goal be
measured?

Seth will read unfamiliar multi-syllabic words in context accurately 5.RF.4.6 Performance
by apply knowledge of the following: trials
• letter-sound correspondences
• syllabication patterns
• morphology
with 2 or fewer prompts, 4 out of 5 consecutive trials.
Seth will: 5.RF.5 School-
• orally read grade-level appropriate texts with expression adopted
• read with expression that connotes comprehension at the assessment
independent level
measured by a school-adopted assessment by the time grade cards
are sent home.

Educational Need: Reading Literature

Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of reading literature in the following areas:
• ask and answer questions about main topics and key details in a text or story
Standard How will progress
Annual Goal toward this goal be
measured?

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After reading a literary text at his instructional reading level, Seth 4.RL.2.1 Performance
will refer to at least 3 details and examples in a text when: trials
• explaining what a text says explicitly
• drawing inferences from the text
with 2 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 4.RL.2.2 Performance
will: trials
• paraphrase or retell at least 3 main idea events in a story, myth, or
legend
• identify the theme
• provide at least 3 pieces of evidence for the interpretation
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 4.RL.2.3 Performance
will: trials
• describe at least 1 character
• identify at least 3 details in the text
• explain how the character affects the plot
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 4.RL.2.3 Performance
will: trials
• describe at least 1 setting
• identify at least 3 details in the text
• explain how the setting affects the plot
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 4.RL.2.3 Performance
will: trials
• describe at least 1 event
• identify at least 3 details in the text
• explain how the event affects the plot
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 5.RL.3.1 Performance
will explain how a series of chapters, scenes, or stanzas fits together trials
to provide the overall structure of a particular story, play, or poem
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 5.RL.3.2 Performance
will identify how a narrator’s/speaker’s point of view influences trials
how events are portrayed with 2 or fewer prompts, 4 out of 5
consecutive trials.

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After reading a literary text at his instructional reading level, Seth 5.RL.4.1 Performance
will analyze how visual and multimedia presentations and trials
representations can enhance the meaning of a text with 2 or fewer
prompts, 4 out of 5 consecutive trials.
After reading a literary text at his instructional reading level, Seth 5.RL.4.2 Performance
will compare at least 3 stories in the same genre on their approaches trials
to similar themes and topics with 3 or fewer prompts, 4 out of 5
consecutive trials.
After reading a literary text at his instructional reading level, Seth 5.RL.4.2 Performance
will contrast at least 3 stories in the same genre on their approaches trials
to similar themes and topics with 3 or fewer prompts, 4 out of 5
consecutive trials.

Educational Need: Reading Nonfiction

Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of reading nonfiction in the following areas:
• ask and answer questions about important elements of a text with support
Annual Goal Standard How will progress
toward this goal be
measured?

After reading a nonfiction text at his instructional reading level, 4.RN.2.1 Performance
Seth will refer to at least 3 details and examples in a text when: trials
• explaining what a text says explicitly
• drawing inferences from the text
with 2 or fewer prompts, 4 out of 5 consecutive trials.
After reading a nonfiction text at his instructional reading level, 4.RN.2.2 Performance
Seth will: trials
• identify the main idea of the text
• explain how it is supported by at least 3 key details
• summarize the text
with 3 or fewer prompts, 4 out of 5 consecutive trials.
After reading a nonfiction text at his instructional reading level, 4.RN.2.3 Performance
Seth will identify the relationships between at least 3 events, trials
procedures, ideas, or concepts in a historical, scientific, or technical
text, based on specific information in the text with

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After reading a nonfiction text at his instructional reading level, 4.RN.4.1 Performance
Seth will: trials
• distinguish between fact and opinion
• explain how an author uses reasons and evidence to support a
statement or position in a text
with 2 or fewer prompts, 4 out of 5 consecutive trials.
After reading a nonfiction text at his instructional reading level, 4.RN.4.2 Performance
Seth will combine information from two texts on the same topic in trials
order to demonstrate knowledge about the subject with 2 or fewer
prompts, 4 out of 5 consecutive trials.

Educational Need: Reading Vocabulary

Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of reading vocabulary in the following areas:
• understand how context clues and text features may be used to define unknown words
• define and sort words into categories
• identify relationships among words
• recognize the authors use words to provide rhythm and meaning in a story, poem, or song
Annual Goal Standard How will progress
toward this goal be
measured?

After reading a text at his instructional level, Seth will apply context 5.RV.2.1 Performance
clues and text features to identify the meaning of unknown words trials
with 2 or fewer prompts, 4 out of 5 consecutive trials.
Seth will identify relationships among the following types of words: 5.RV.2.2 Performance
• multiple meanings trials
• synonyms
• antonyms
• homographs
• metaphors
• similes
• analogies
with 3 or fewer prompts, 4 out of 5 consecutive trials.
Seth will apply his knowledge of the following to identify word 5.RV.2.4 Performance
meaning: trials
• word structure elements
• known words
• word patterns
with 3 or fewer prompts per word, 4 out of 5 consecutive trials.

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Seth will consult at least 3 print and/or digital materials to: 5.RV.2.5 Performance
• identify the pronunciation of a given word trials
• clarify the precise meaning of a given word or phrase
with 2 or fewer prompts, 4 out of 5 consecutive trials.
Educational Need: Writing
Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of writing in the following areas:

• write uppercase and lowercase letters of the alphabet
• write logically connected sentences to make a proposal to a particular audience
Standard How will progress
Annual Goal toward this goal be
measured?

In the context of his own writing, Seth will write a persuasive 3.W.3.1 Performance
composition that: trials
• states the opinion in an introductory sentence or section
• supports the opinion with at least 3 reasons in an organized way
• connects opinion and reasons using at least 3 connecting words or
phrases
• provides a concluding sentence or section
with 4 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will write an informative 3.W.3.2 Performance
composition that: trials
• states the topic
• develops a main idea for the introductory paragraph
• groups related information together
• develops the topic with at least 5 facts and/or details
• connects ideas within categories of information using at least 3
connecting words and/or phrases
• includes at least 2 text features, when appropriate
• provides a concluding sentence or section
with 3 or fewer prompts, 4 out of 5 consecutive trials.

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In the context of his own writing, Seth will write a narrative 3.W.3.3 Performance
composition that: trials
• establishes an introduction
• includes at least 5 specific descriptive details
• includes at least 3 clear event sequences
• includes at least 5 instances of dialogue
• connects ideas and events using at least 5 introduction and/or
transition words
• provides an ending
with 3 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will: 5.W.4 Performance
• generate a draft by developing, selecting, and organizing ideas trials
relevant to a topic, purpose, or genre
• revise at least 2 times to improve writing
• use at least 3 appropriate reference materials
• edit writing for format and conventions
with 4 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will conduct at least 1 short 5.W.5 Performance
research assignment/task on a topic by doing the following: trials
• formulate a research question, with support
• identify and acquire information through at least 3 reliable
primary and/or secondary sources
• summarize and paraphrase at least 3 important ideas and at least 3
supporting details
• include direct quotations, when and where appropriate
• cite the sources of the information
• avoid plagiarism by following copyright and citation guidelines
• choose to present the information from a variety of formats
with 3 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will: 4.W.6.1a Performance
• write at least 3 sentences that include at least 3 relative pronouns trials
• write at least 3 sentences that include at least 3 reflexive pronouns
• explain the functions of relative and reflexive pronouns in the
context of their respective sentences
with 3 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will: 4.W.6.1b Performance
• write at least 3 sentences that use the progressive verb tense trials
• identify and correct at least 3 inappropriate shifts in verb tense
• use at least 3 modal auxiliaries
with 3 or fewer prompts, 4 out of 5 consecutive trials.

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In the context of his own writing, Seth will: 5.W.6.1c Performance

• write at least 3 sentences using relative adverbs trials
• explain the functions of relative adverbs in the context of their
respective sentences
with 2 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will: 5.W.6.1d Performance
• write at least 3 sentences that contain prepositional phrases trials
• explain the functions of prepositional phrases in the context of
their respective sentences
with 2 or fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will write at least 3 simple 5.W.6.1e Performance
sentences of the following types correctly: trials
• declarative
• interrogative
• imperative
• exclamatory
and include at least 1 correlative conjunction per sentence with 2 or
fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will write at least 3 5.W.6.1e Performance
compound sentences of the following types correctly: trials
• declarative
• interrogative
• imperative
• exclamatory
and include at least 1 correlative conjunction per sentence with 2 or
fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will write at least 3 complex 5.W.6.1e Performance
sentences of the following types correctly: trials
• declarative
• interrogative
• imperative
• exclamatory
and include at least 1 correlative conjunction per sentence with 2 or
fewer prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will: 4.W.6.2b Performance
• correctly use apostrophes to form possessives and contractions trials
• correctly use quotation marks and commas to mark direct speech
with 80% accuracy, 4 out of 5 consecutive trials.

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In the context of his own writing, Seth will use a comma before a 4.W.6.2b Performance
coordinating conjunction in a compound sentence with 1 or fewer trials
prompts, 4 out of 5 consecutive trials.
In the context of his own writing, Seth will use at least 1 of the 4.W.6.2c Performance
following spelling patterns and generalizations in writing single and trials
multi-syllable words:
• word families
• position-based spellings
• syllable patterns
• ending rules
• meaningful word parts
• homophones/homographs
with 2 or fewer prompts per word, 4 out of 5 consecutive trials.

Educational Need: Social Skills

Present Levels of Academic and Functional Performance:

Seth has demonstrated his understanding of social skills in the following areas:
•
How will progress
Annual Goal toward this goal be
measured?

At recess, Seth will: Observed trials

• approach a group, maintaining personal space
• make eye contact
• ask, “Can I play with you?”
• If the peer responds with yes, join and begin to play according to the
established rules.
• If the peer answers no:
• say “Okay”
• walk away
• try this process with another group
independently, 4 out of 5 observed attempts.
Given an image of a facial expression, Seth will: Performance
• correctly identify the emotion represented in the given expression trials
• explain his reasoning
with 2 or fewer prompts, 4 out of 5 consecutive trials.

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When frustrated with a peer, Seth will: Observed trials

• choose a coping strategy
• employ chosen coping strategy
resulting in fewer instances of pushing and/or punching others per school
day, 4 out of 5 consecutive days.
When finding something that is out of place, Seth will: Observed trials
• nonverbally signal to the teacher with a predetermined signal that
something is out of place
• wait in his seat until the teacher walks over to him
• If the teacher immediately fixes the problem, continue working on the
assigned activity
• If the teacher says “Not right now”, continue working until the teacher
comes back to fix the problem
resulting in fewer instances of interruption per school day, 4 out of 5
consecutive days.
When frustrated with an assignment, Seth will: Observed trials
• choose a coping strategy
• employ chosen coping strategy
• ask for help with a question, if needed
resulting in fewer instances of
• tearing his paper of hiding it
• putting his head down
per school day, 4 out of 5 consecutive days.

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Special Education Services

Frequency Explain/Justify the extent, if
Service Location Duration any, to which the student will
be educated in classrooms or
setting other than with
nondisabled peers.

Specialized Language Special education 120 minutes Daily

Arts instruction resource room (Language
Arts)
Specialized social skills Special education 30 minutes Daily Meet goals for peer
instruction resource room (Morning interaction and
Activity) coping with
frustration

Related Services
Frequency Explain/Justify the extent, if
Service Location Duration any, to which the student will
be educated in classrooms or
setting other than with
nondisabled peers.

Weighted vest General education 30 minutes, Daily Has shown to be

classroom, Special as needed helpful, is
education resource hyposensitive to
room pressure
Sensory break General education 10-15 Daily Has shown to be
classroom, Special minutes, as helpful
education resource needed
room

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Placement in the Least Restrictive Environment

Please describe this student’s placement in the Least Restrictive Environment, including location on the continuum of
alternative placements, minutes spent in a special education setting per day or week, justification of time spent away from the
student’s nondisabled peers, other placements that were considered, and an explanation of any placements considered but
rejected.

Seth will be placed in the general education classroom with his non disabled peers for all
subjects except Language Arts. During LA, Seth will receive specialized LA instruction in the
special education resource room for 120 minutes each day during Language Arts. In addition,
Seth will receive social skills instruction in the special education resource room for 30 minutes
each day.

Accommodations (Include supports for staff who will work with this student)
Accommodation Locations in which this modification applies Exceptions or other notes

Visual schedule chart General education classroom, Special Should help reduce
education resource room anxiety

State and Local Assessments

◻This student will participate in state and local testing with nondisabled peers with no
accommodations.
[X]This student will participate in state and local testing with the following accommodations:
• Access to a weighted vest, use as needed
• Frequent sensory breaks
• Extra time
• Visual schedule for each testing subject
◻This student will participate in an alternate assessment.
Specify assessment: ___________________________________________________
Explain/Justify the student’s participation in alternate assessment: _______________
______________________________________________________________________
______________________________________________________________________

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