IEP present level of performance and individual need

Introduction

An IEP describes the personalized learning aims of a child learner who has been verified to have learning disabilities.  The IEP is planned to assist children in attaining specific educational goals without difficulty than they otherwise do. Besides, the IEP is custom made to meet individual learners’ needs as recognized through the student observation process. The IEP is also meant to assist related service providers like paraprofessional educators and teachers to understand student’s disability and how the limitations affect the process of learning.  The IEP also describes student learning, how the learner reveals best the learned concepts and what the service providers and teachers will do to assist the learner study more efficiently. When generating an IEP, there is the requirement that the student is assessed in all known disability-related areas. It is also important to consider how the disabled learner can access the general curriculum.  Below is an example of an Individual Education Plan specifically designed for Mike, a fourteen-year-old high school student.

Individualized Education Program (IEP)

Current Performance

Mike has lots of strengths.  Mike gets along well with his peers and is respectful towards his teachers. Mike is always on time and has a good class attendance and also respects the school rules. Mike is helpful in class and likes to help the teacher to hand out class materials. At times, Mike can lose his focus and starts to talk with other students in the class, but he is quick to revert to attentiveness when asked to stop. Mike also responds well to techniques about reading comprehension strategies. Mike also responds well to the use of classroom technology.

Mike also displays some weaknesses. He does not always complete his homework on time and functions below grade level in subjects like Math. Mike needs some extra time to complete his assignments and always requires instructions to be repeated when performing multi-step tasks. Mike also has a limited vocabulary, and this affects his ability to understand word texts. Mike also has a second-grade level word recognition sight, as such; he has challenges reading an entire paragraph. Mike processes information at a plodding pace. Mike also prefers to read picture books. He also has an impaired verbal expression and has other difficulties in using proper grammar and syntax word order when constructing sentences.

At this point, Mike needs a specially designed instruction that will impact his instructional delivery method, instructional content among other performance criteria and methods that are appropriate to help Mike make any meaningful educational growth. For Mike’s case, the teacher is to get him to finish his assignments on time. At this stage, Mike can be assigned to a small-group student instruction in the classroom to help him complete the tasks on time, especially in Math and language-based assignments.  The teacher is also to use manipulatives and other classroom technology to present information to him. Mike also needs specialized counseling to help him harness attention during classes.  The main idea here is to get Mike improve his grade levels through encouragement and other positivity talks.  The teacher is also to plan more field trips that are class rated to get him more enthusiastic with the classes.  For his particular case, the teacher can also decide to teach the only important concepts and then change the evaluation criteria and activities to go with the modification of content.