IEP Pages 4 and 5 Follow

2

ED 620, Revised February 2009a 2

Student: / Miguel Perez / DOB: / 1/1/2004 / District: / Your Town, CT / Meeting Date: / 4/18/10
Last Name, First Name / mm/dd/yyyy / mm/dd/yyyy

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

(The following information was derived from: report data, documentation from classroom performance, parent/student reports, curriculum based and standardized assessments, observations, including CMT and CAPT results and student samples).

Parent and Student / Mrs. Perez reports that Miguel is an active child. He loves to play video games and plays for many hours. He gets very frustrated when he isn’t
input and concerns / as successful as he thinks he should be. Miguel sometimes has temper tantrums when he doesn’t get his way. For example he may have a tantrum
If he’s not allowed to play with his favorite toys. The children (2 siblings older sister and younger brother) speak English to each other and Spanish to her.
The transition to first grade has been difficult for Miguel. Mrs. Perez reports that Miguel is very unhappy at school and does not seem to be making friends. After six weeks
she is concerned that he simply can’t remember what he is taught. Since Spanish is her first language and she finds speaking English difficult , and interpreter
has been provided for her and all final documents will be provided in Spanish..
Area
(briefly describe current performance) / Strengths
(include data as appropriate) / Concerns/Needs
(requiring specialized instruction) / Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities.
Academic/Cognitive
Language Arts: / Reading pre-primer / Testing shows average intelligence and memory / Articulation errors and lack of / Curriculum will need to be modified and
o Age Appropriate / alphabetic phonemes will make / presented in smaller chunks for
5 sight words / acquisition of basic reading, writing / Miguel to learn sounds and begin to
Doesn’t know alphabet sounds / and reading fluency skills difficult. / read. He will need to progress at his
Writes 13 letters (6 backwards) / own level and rate.
Academic/Cognitive:
Math: / Math
o Age Appropriate / Miguel needs to be able to recognize / Miguel needs an intense, highly
Does not have one to one correspondence / and write numbers 1-20. / individual approach to math to allow
Some written numbers are backwards / He needs to understand the concept of a 1 to 1 relationship/correspondence / him to receive instruction at his own
to begin to acquire basic math / pace. He needs a very structured
readiness skills. / environment.
Other Academic/
Nonacademic Areas: / Language
o Age Appropriate / Imitates other children’s / Miguel’s language difficulties further complicate his emerging social / Miguel’s difficulties in processing
Can follow only one step directions / activities. / relationships. / multiple step directions and maintaining
Needs redirection frequently. / ESOL evaluation is required. / his focus require frequent teacher i
interaction

4

ED 620, Revised February 2009a INDIVIDUALIZED EDUCATION PROGRAM 4

Student: / Miguel Perez / DOB: / 1/1/2004 / District: / Your Town, CT / Meeting Date: / 4/18/10
Last Name, First Name / mm/dd/yyyy / mm/dd/yyyy
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Area
(briefly describe current performance) / Strengths
(include data as appropriate) / Concerns/Needs
(requiring specialized instruction) / Impact of student’s disability on involvement and progress in the general education curriculum or appropriate preschool activities.
Behavioral/Social/Emotional: / Imitates other children’s behavior. / Miguel has difficulty following / Miguel’s inability to follow multiple step
o Age Appropriate / Makes good eye contact. / directions, being part of a group / directions hampers his peer
Difficulty focusing in tasks / Speaks English with siblings/Spanish with Mrs. Perez / and has difficulties with peer / interactions and his attempts to build
Requires frequent redirection / relationships. His is bossy. / positive peer relationships.
Aggressive behavior when excluded from activities at recess / Limits Miguels good decision making skills.
Communication: / Miguel is a willing joke and story teller. / Miguel needs to build his expressive vocabulary, develop his ability to use / Miguel’s expressive and receptive language weaknesses are limiting
o Age Appropriate
Expressive vocabulary 72 / ability to use the correct word, and / his ability to follow directions in
Numerous Articulation errors, inability / Improve his contextual language / class, to understand class content
to express 5 phonemes / usage.. He needs to be able to use / conveyed verbally, to develop
Cannot express alphabet sounds / all type of sentences correctly. / positive peer relationships and to.
Narrative skills exhibit delay in / Miguel needs to be able to make the / interact appropriately with peers.
development of expressive language / alphabet sounds and articulate all
morphology , syntax and semantics / phonemes correctly. He needs to
Receptive skills are delayed as / improve his receptive language so
demonstrated by inability to follow verbal directions of more than 1 step. / he can understand several sentences in sequence.
Health and Development
including Vision And Hearing: / .
o Age Appropriate questions / Hearing screening is necessary
Fine and Gross Motor:
x Age Appropriate Gross motor / Good gross motor skills / Miguel has difficulty writing and / Miguel will need OT support to
Fine motor – difficulties in zipping, / Confident body movement / tires quickly. He incorrectly grips / help develop the necessary skills
buttoning and fastening / the pencil with his entire hand. / including correct pencil grip and
He can’t write on the lines. / writing posture.
Activities of Daily Living:
o Age Appropriate
Messy eater / Miguel doesn’t always manage / Additional OT support is needed to
personnel care skills such as eating / address eating and body
neatly, wiping his face after eating / awareness issues.
Other: / or wiping his nose appropriately.
o Age Appropriate

6

ED 620, Revised February 2009a 6