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Theresa Walker

November 29, 2016


Individualized Education Plan
Name: Jack
Student ID: 451826
Date of Birth: 5/30/2001
District of Residence/ LEA (Local Education Agency): Indian Creek School District
Parents: Kim and Andrew Smith
Address: 453 Maple Ave. Wintersville, OH
Future Vision
Jack has expressed ideas of wanting to become an expert in is basketball and ATV racing. Jack is
also passionate about car mechanics and fixing cars. When Jack enjoys a topic or activity, he is
very motivated to succeed.

Individual Interests
Jack likes to spend his time with friends, listening to music, and technology such as TV and
DVDs and video/computer games. Jack enjoys being outdoors, dirt biking and four-wheeling,
and many other sports. Along with being outdoors, Jack enjoys hunting as well. He enjoys
volunteering and sleeping.
Jacks talents are:
* Athletic: Basketball
* Mechanical skills: Working on cars
* Technology: IT Tech
* Other: Quad racing
Jack enjoys:
* Gym class and sports
* He prefers to do writing and research, * Jack prefers working in groups
* Likes to plan things, * He is good at planning
* Enjoys drawing and creating things, * Prefers working alone
*He prefers to draw pictures
* Jack enjoys sports, does not like being home alone, and enjoys ATV racing
*Jack loves animals and his family
*Jack learns best by hands on activities
*Its About Me: Jacks family loves sports and animals

Transition Plan
Jack is in 10th grade and wants to become a car mechanic. Jacks teachers will need to guide Jack
along his educational goal, which is to obtain his high-school degree. By using strategies and
educational practices, Jacks teachers will be able to enhance his motivation and be able to place
a goal at the end of his schooling. Also, some mechanics may require a college degree as well.
Therefore, Jacks teachers need to incorporate strategies to enhance Jacks reading level and to
provide the interventions that are needed for each set of educational goals listed below.

Goal #1 (Executive Functioning Skill)


Present Level of Performance:
Based upon the Executive Skills Questionnaire, Jack scored himself a three on the emotional
control section. This exemplifies that Jack does not have the emotional control that is needed to
succeed in challenging assignments.
Goal Statement:
Jack will ask help from the English teacher and inquire about any clarifications of the given task,
5 out of 5 days of the week, 100% of the time, by the end of this IEP, with a gradual decrease in
prompts.
Specially Designed Instruction:
Jack will receive instruction which is modified in content to meet his needs in a small group
setting, with frequent opportunities to practice skills and receive feedback in the language arts
areas of reading and written expression. Each time that Jack inquires about the given assignment
without any prompting, he will be rewarded the opportunity to receive study hall on day per
week. Jack will create a self-regulated checklist that he will use to list ways that he can inquire
about clarifications.
How will progress be assessed?
The general education teacher will assess Jack based on the observation checklist.
Goal #2 (Executive Functioning Skill)
Present Level of Performance:
Based upon the Executive Skills Questionnaire, Jack scored a four on the planning and
prioritization section. Jack is showing that he is unable to prioritize or plan for assignments and
set previous priorities for bigger assignments.
Goal Statement:
Jack will create a drawn out plan to complete given homework assignments and will do this 5 out
of the 5 days of a week, 100% of the time, until the end of the IEP, with a limit of one verbal
prompt.
Specially Designed Instruction:
Jack will receive direct instruction on stop and think strategies, self-management, and how to

respond to adults when a direction is given or a request is made. He will be provided


opportunities to practice these skills within the general education setting. Immediate feedback
and recommendations for additional practice time will be monitored by the paraprofessional and
classroom teacher.
How will progress be assessed?
Progress will be assessed by anecdotal notes by the special education teacher within the general
education classroom.

Goal #3 Literacy/Pre-Reading
Present Level of Performance:
Jack is unable to provide thoughtful ideas of a text before reading and therefore, his
comprehension lacks.
Goal Statement:
Jack will be able to analyze a nonfiction or fictional text and be able to provide a summary based
on the title with a 90% accuracy level, 3 out of 5 days of instruction, until the end of the IEP,
with no prompts.
Standard:
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and it shaped, and refined by specific details; provide an objective
summary of the text.
Specially Designed Instruction:
Jack will have the opportunity to practice the Probable Passage strategy that allows Jack to create
a brief summary of the article before reading. During small group instruction, the teacher will
present words from the article/text, allowing Jack to predict what he thinks will happen. The
main points that will be a focus are the setting and the problem that are present within the
text. If Jack is able to complete this task 4 out of the 5 days of reading instruction, Jack will be
able to use a computer or iPad to write his summary.
How will progress be assessed?
The teacher will assess Jack based on his summary that he creates from the text.
Goal #4 Literacy/During Reading
Present Level of Performance:
Jack has a very difficulties comprehending texts and often reads without realizing what the text is
saying. He reads at grade level, however Jack is unable to analyze and produce thoughtful
discussions about the reading.
Goal Statement:
Jack will be able to use strategies that are provided by the teacher, to enhance his comprehension
during reading, enabling him to switch from learning to read, to reading to learn and also
focusing on providing thoughtful, verbal explanations of the text, with only one verbal prompts
from the teacher, 95% of the time, 3 out of the 5 days, until the end of the IEP.
Standard:
RI.9-10.5: Analyze in detail how an authors ideas or claims are developed and refined by

particular sentences, paragraphs, or larger portions of a text.


Specially Designed Instruction:
The teacher will teach Jack to use the Say Something strategy during
reading. This strategy will be implemented individually with one on one
attention from the teacher. As Jack continues to read, he will have the
opportunity to pause to say something about what he is reading. This will
clarify confusion and open up discussion on the selected text. If Jack
completes this task 4 out of the 5 days of a week, the teacher will allow Jack
to use this strategy within a small group setting, rather than individually with
the teacher.
How will progress be assessed?
Progress will be assess based upon Jacks engagement in the strategy. The teacher will observe
his level of engagement, along with his thoughts upon the reading.
Goal #5 Literacy/Vocabulary
Present Level of Performance:
While reading words within a text that Jack does not understand, he skims over them, not
realizing how important vocabulary and word meaning is, in order to comprehend the text. Jack
is unable to link the meaning of words within a sentence to produce a clear idea.
Goal Statement:
Jack will be able to be given a text and be conscious of unknown words and their meanings,
while reading, he will circle words that he does not know, and ask the teacher if he could use a
dictionary to look them up and Jack will be able to use the words in context to how he is reading
them within the text at a 85% accuracy level, with one verbal prompt, 4 out of 5 days of reading
instruction, until the end of the IEP.
Standard:
L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on reading and content. a) Use context as a clue to the meaning of a word or
phrase.
Specially Designed Instruction:
While focusing on reading in the right context of the word or phrase, Jack will receive small
group instruction during this strategy. While reading, Jack will circle each unknown word that be
able to look up the definition of the word in the dictionary. Following this research, Jack will
create index cards for each word and link it on a key ring to access later. If Jack is able to attain
this 3 out of 5 days of reading instruction, he will be given the option of using his phone as a
dictionary rather than using a hard copy of a dictionary.
How will progress be assessed?
Jack will be assessed through a observation checklist from the teacher.
Goal #6 Literacy/Spelling
Present Level of Performance:
Jack is an efficient speller and will be able to use his memory to recall the letters in a word.
However, when he writes, Jack will often misspell simple words about a text because he is
unable to produce a clear and vivid description of a topic or text.

Goal Statement:
Jack will create his own word wall using information from the texts and articles being read and
will use this to provide long-term memory for certain words and their spelling, and Jack will
complete this task with a 90% accuracy, 3 out of 5 days per week until the end of the IEP, with
no prompts.
Standard:
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Specially Designed Instruction:
The teacher will focus on thematic spelling. Therefore, will focus on spelling and words from a
theme, a genre, or topic. In a whole class setting, each student will be given the task to create a
word wall that the students will establish through a given topic or text. This will be a hand
written word wall, with definitions of each word. If Jack is able to do this 3 out of 5 days of
instruction per week, the teacher will give Jack the opportunity to create an online word wall
using online resources.
How will progress be assessed?
Jack will be assessed based upon his engagement and his inquiring on the topic. After the
assignment is completed, Jack will also be graded upon his finished word wall that will be
submitted as a final project at the end of the semester.
Goal #7 Written Expression
Present Level of Performance:
Based upon the information gathered from Jack, he is not able to produce efficient writing and
often becomes very overwhelmed with ideas that seem too complex for him to break down into
steps.
Goal Statement:
Jack will be able to write a full, detailed paragraph about what he learned after reading a nonfiction text, 3 out of 5 days of instruction per week, obtaining a 95% accuracy for completing this
assignment in a small group setting by the end of the IEP, with no prompting.
Standard:
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis
of content.
Specially Designed Instruction:
Jack will be allowed to participate in this strategy in a small group setting. The students will
complete dialogue journals, an after reading strategy that allows students to write what he/she
learned in a detailed summary. Jack will be given a graphic organizer provided by the teacher
that lists the key elements of a paragraph. This will enable Jack to complete each step of the
project. If Jack completes 95% of this assignment for 4 out of 5 days per week, he will be
rewarded with the opportunity to pick his own material to read with the teachers approval.
How will progress be assessed?
The teacher will assess Jack based upon how efficient his dialogue journals are per week. Jack
will also have the opportunity to self-correct his own word by being provided with the checklist
on the graphic organizer.