Mock (IEP)

Individual Education Plan

Karen I Villatoro
Gonzalez
EDU203
 Professor Vicki L. Rieger
M. Ed.

Villatoro County School District

Miami, Florida

Student Support Services Division

Date: 11/14/2016

Student and Parent Information

Student Name: Howard J. Johnson Sex: M Birth Date: 5/7/2004 Grade: 8
Student ID: 159876234 Student Primary Language: English
Address: 2525 Home Depot Drive Las Vegas, NV 89121 Phone Number: (702)123-6677
Parent or Guardian: Chelsey I. Johnson Parent Work Number: (702) 321-7766
Email: chelseyijohnson@aol.com Primary Language Spoken at Home: English
Interpreter or Other Accommodations Needed: N/A Emergency Contact: Mother
Current School: Yeizha Sunshine Middle School Zone School: Yeizha Sunshine Middle School
Eligibility
Primary: Specific Learning Disability Other:
Eligibility Date: 1/9/2016 Anticipated 3 year reevaluation: 1/9/2019
Meeting Information
Date of Meeting: 11/14/16 Date of last IEP Meeting: 11/13/2015
Purpose Of Meeting:
Interim IEP Annual IEP Revision to IEP Dated
Initial IEP IEP Following 3 year Reevaluation Exit/Graduation Reason: ______
IEP Revision without a meeting Other:
At the request of: Parent or School District
IEP Services will begin: 11/14/2016 Anticipated duration of Services: 11/14/2017 (one year)
IEP Review Date: 11/14/2017 Comments:

Assessments Conducted Present Levels Of Performance Effect on Students

Participation In Test Involvement

MDT: Multidisciplinary According to the MDT

Team Report report, Howard is
 impacted by a Intellectual
Disability. He
demonstrates significant
deficits in all levels of
Reading functioning.
Word recognition done
Writing along with other peers
where he scored as
follows:
Upper and lower Case
letters student recognized
26/26. Sounds 21/21.
When tested on use of
Math
pencil and paper, the
findings where that
Howard being left handed,
has a functional grip of
the pencil though he has
a difficult time holding his
paper with the right hand.
He can write the alphabet
and numbers correctly.
During testing with other
peers, Howard was able
to recognize and read up
to 100 but the problem
solving is at a second
grade level based on
problem solving
assessment.
Assessments Conducted Present Levels Of Performance
Participation In Test
Oral and Social Howard is extremely social and
Skills loves having conversations with
adults and peers. He gets along
well with others.
8th grade students are
able to identify and
interpret literal and
figurative language
text. Howard has a
deficit in reading
comprehension with
limit ability to complete
grade level tasks.
8th grade students are
able to consistently
adhere to the rules of
writing. They can write
paragraphs and
express their ideas.
They are able to read a
research paper and
write a review or essay
about it.
8th grade students are
able to add, subtract,
multiply, divide,
fractions, decimals, and
percentages.
Effect on Students
Involvement
8 grade students
th
are able to
participate in social
conversations with
typical peers and
Daily living and adults appropriately.
adaptive skills
Howard is able to follow small
directions. When tested, he was 8th grade students
limited to 1 or 2 directions given are capable of
at a time with hand signals or navigating the
prompts. He walks with a walker campus
and can walk around the independently and
classroom in order to get accessing learning
materials with assistance. He materials on their
loses his balance and trips. He own.
needs assistance to go through
the school but is very
independent. He has fallen a
Other skills/Special dew times while exiting the bus.
Classes He needs assistance with his
backpack to hold it during
transition. He needs assistance
in getting materials out but is
able to zip up and open the
backpack 8th graders are able
to understand and
apply movement
During motor skills observation
concepts and
and testing, Howard is able to
principles in order to
string small beads and complete
develop their motor
a jig saw puzzle. He can screw
skills. They can
and unscrew, hold a pencil and
demonstrate
can use scissors.
understanding of the
He is able to perform in Physical movements needed
Education class with verbal cues in order to perform in
and physical prompts. a Physical Education
Class.

Annual Goals Benchmarks

Howard will read multi-syllabic Will understand and apply grade
words achieving at least an 80% level phonics and word analysis
accuracy in decoding words

Will get more one on one

Howard will be able to use a assistance in order to achieve
 pencil and crayon as well as
appropriately hold his paper with
the right hand.
Howard will engage in a variety
of moderate to vigorous physical
activities activities under the
supervision of the Adapted PE
teacher and the general
education PE teacher.
Howard will also determine the
main idea of a text and explain
how the idea is used to support
the story
goal set
Will walk with assistive device
and look where he is going to
avoid falling and running into
others.
He will understand the explicit
information is stated directly in
the informational text
Will recall his full date of birth
and address

Howard will recall personal Howard will be fluent in addition

information to be utilized to and subtraction within 100 and
complete a job application in the will be able to solve two step
future. problems.

Add and subtract within 1000

using strategies and algorithms.

Special Education and Related Services

Specially Designed Beginning Ending Date Time of Service Location

Instruction Date
PE same as peers 11/14/16 11/14/2017 1 hour every other School
day
Written Language 11/14/16 11/14/17 3 hours per week School
Functional Reading 11/14/16 11/14/17 5 hours per week School
Independent living skills 11/14/16 11/14/17 8 hours per week School

Modifications or Accommodations

Modification. Beginning Ending Time of Service Location

Accommodation or Date Date
support to student
Howard will be provided 11/14/16 11/14/20 When in classroom General Education
with parallel activity 17 Classroom
needed
Adult to assist for all 11/14/16 11/14/17 When in classroom General Education
emergency procedures Classroom
and transition to safe
locations
One on one adult 11/14/16 11/14/17 When in classroom General Education
assistance Classroom and self-
contained classroom
New vocabulary words to 11/14/16 11/14/17 When in classroom Self-Contained
be presented in visual and classroom
teaching formats
Appropriate models for 11/14/16 11/14/17 When in classroom General Education
language and social Classroom and self-
interactions contained classroom

IEP Participation
Parent or Guardian: Chelsey I. Johnson
Student: Howard J. Johnson
LEA Representative: Dr. Vicki Reiger
Special Education Teacher: Ms. Maritza Boulevard
Regular Education Teacher: Mrs. Nury Gonzalez

Procedural Safeguards
I have received a statement of procedural safeguards under the
Individualized with Disabilities Education Act (IDEA) and these rights have
 been explained to me in my primary language
I received the Middle/High School Graduate profile
o N/A prior to 14 years of age
Parent/Guardian Signature:

Note to professor:

For this IEP, a real IEP was looked at and studied yet the name and information is all
fictional. No bearing in a real life situation unless coincidental. Thank you for
allowing us to practice on an IEP. Didnt know it was so many pages long but very
educational. Thank you again.