INDIVIDUALIZED EDUCATION PLAN (IEP) Overview – This IEP has been designed in accordance with the World Health Organisation International Classification of Functioning Disability and Health. In accordance with this approach Disability is defined as an impairment in interaction with a wide range of environmental barriers. In this IEP, teachers are asked to identify the learner’s impairment in combination with their school environment. The learning barriers should be documented alongside accommodations designed to remove the participation barriers and improve educational success. SECTION A: PERSONAL INFORMATION LEARNER/PARENT INFORMATION: Learner: Jhonalyn D. Esteban Birth Date: 1/15/2014 DIFFICULTIES (select most relevant): Sex: F __ Grade Level: Grade 1 LRN: __ Difficulty in Seeing MEETING INFORMATION DATE OF MEETING: NOVEMBER 24, 2021 DATE OF LAST IEP: None Difficulty in Hearing PURPOSE OF MEETING: Current School: Centro Escolar University-Malolos Address of School: Malolos City, Bulacan Mother Tongue Soken: Tagalog Address: Heritage Village, Malolos City, Bulacan Learners: Phone (if there is): 09058449120 Parent/Guardian/Caregiver: Laura Juliana Esteban Work & Workplace: Landline/Mobile/Cell Phone No.: Email: Mother Tongue Spoken: Tagalog Interpreter or Other Accommodations Needed: None __ Difficulty in Communicating __ Intern (IEP** __ Difficulty in Displaying Interpersonal Behaviors Intial IEP __ Difficulty in Performing Adaptive Skills __ Term IEP __ Difficulty in Basic Skills and Applying Knowledge __ IEP Following 3-Yr Reevaluation** Difficulty in Remembering/Concentrating __ Revision to IEP Date _____ Others (Difficulty in Mathematics Problem Solving __ Exit/Graduation_________ Skills) __ Medical Diagnosis (If yes, please specify) __ IEP Revision Without a Meeting: At the request of __Parent __ School IEP Review Date______________ COMMENTS: _________________________________ IEP TEAM MEMBERS IN ATTENDANCE Parent/Guardian/Caregiver: Laura Juliana Esteban School Psychologist** Harold Benedicto *Learner: Jhonalyn A. Esteban Guidance Counselor/Designate: Loise Karen M. Campos Principal/School Head: Theresa J. Ramirez School Nurse: Other (name and role): Therapist/Pathology/Specialist: Special Education Teacher: Frances Julianne Salanguit Speech/Language Interpreter: *Regular Education /Receiving Teacher: Eliza Erika Villanueva *Learner must be invited when transition is discussed. **The IEP team must include at least one regular education teacher of the learner (if the learner is or may be participating in the regular education environment) Signature over Printed Name of Parent/Guardian/Caregiver: AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, LEARNER MUST BE INFORMED OF THEIR RIGHTS UNDER THE LAW AND ADVISED THAT THESE RIGHTS WILL BE ENJOYED AT AGE 18. ____ Not Applicable (learner will not be 18 within one year The learner has been informed of his/her rights under law and advised of the transfer of rights at age 18. Distribution: ____ Learner’s Folder ____Parent/Guardian/Caregiver Ed Special Education/Receiving Teacher LEARNER: Jhonalyn D. Esteban DATE: November 26,2021 I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Results of Initial or most recent evaluation and results of school and division assessments: When motivated, Jhonalyn works hard and does quality work. Jhoanlyn is creative and resourceful. Jhonalyn also participates in different activities in the class especially when it involves arts. Jhonalyn likes colourful objects and use different art materials to express her feelings. Description of academic, developmental and/or functional strengths: Jhonalyn tries to explore different information/ideas on her own. Jhonalyn always exhibits creativity in her work. Jhonalyn is curious about something she keeps asking until she finally gets the answer. Description of academic, developmental and/or functional: Jhonalyn can’t determine/ recognize what number is asked in the flashcards. Jhonalyn ramble/skip numbers when counting 1-20 Jhonalyn has difficulty answering one-digit addition problem. Jhonalyn can’t determine left and right direction. Jhonalyn is unable to write numbers. Jhonalyn tears up her math activities sheet during class. Parental concerns regarding their child’s education: Improve counting skills and number recognition. Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities): Jhonalyn can’t follow more than one instruction in individual/class activity. Jhonalyn can’t participate in addition board activities Jhonalyn is unable to number items 1-10 in her paper during quiz. Jhonalyn has difficulty in determining less and more quantities. II. CONSIDERATION OF SPECIAL FACTORS a) Does the learner have difficulty relating with people which impedes his/her learning or the learning of others? [] No [ ] Yes b) If yes, consider the appropriateness of developing a Behavior Intervention Plan Behavior Intervention Plan developed? Yes [ ] No [ ] Refer to Behavior Intervention Plan for additional information. Does the learner have difficulty in Moving/Walking? If yes, consider the mobility needs as related to the IEP and describe below. [] No [ ] Yes Does the learner have difficulty in seeing or with blindness/visual impairment? [] No [ ] Yes If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille is not appropriate for the learner after an evaluation of the learner’s reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future needs for instruction in Braille or the use of Braille. Describe below. Does the learner have difficulty in communicating? [] No [ ] Yes If yes, consider the communication needs and describe below. Does the learner have difficulty in concentrating/paying attention? [] No [ ] Yes If yes, consider the attention span needs and describe below. Does the learner have difficulty in remembering/understanding? [ ] No [] Yes If yes, consider the understanding needs and describe below. Does the learner have difficulty in hearing or Is the learner deaf or hard of hearing? [] No [ ] Yes If yes, consider and describe the learner’s language and communication needs, opportunities for direct communication with peers and professional personnel in the learner’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the learner’s language and communication mode. Describe communication needs below. [ ] No [ ] Yes Does the learner need assistive technology devices or services? If yes, describe the type of assistive technology and how it is used. If no, describe how the learner’s needs are being met in deficit areas. Does the learner require alternative format for instructional materials? [ ] No If yes, specify format(s) of materials required below. Braille Large Type Popsicle sticks, blocks, flashcards, 2D and 3D shapes, manipulatives, Auditory Electronic Text [ ] Yes SECTION B: DIFFICULTIES, BARRIERS AND ENABLING SUPPORTS DIFFICULTY (enter all areas of difficulty) Recognizing numbers one to twenty Connecting numerical symbols with their corresponding words ENVIRONMENTAL BARRIERS (describe each factor restricting participation) -Lack of mathematical resources (flashcards, number charts) -Lack of representation ENVIRONMENTAL FACILITATORS (describe each factor enabling participation in response to barriers) -Display posters and flashcards on the walls. ACCOMMODATIONS (list items, staff resources and infrastructure changes required to enable participation) - Provide larger print size of worksheets -Provide a copy of the number chart. Lose track when counting -Lack of repetition - Count using teddy bear counters, pattern blocks, rekenrek and real objects -Practice counting orally Learning basic math functions: addition -Lack of practice -One-on-one instruction -Resource room Answering individual worksheet -Time limit -Remove/add time limit -Resource room -Peer partners SECTION C: LEARNER GOALS By the end of the quarter Jhonalyn will be able to recognize numbers 1-20 in General classroom with Sped Support as measured by number recognition checklist with 90% accuracy, 4 of 5 trials, on 3 of 4 observed opportunities. By the end of the quarter Jhonalyn will be able to identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group in classroom setting as measured by the regular teacher with 90% accuracy with visual prompts/cues support. At the end of the quarter Jhonalyn will be able to count 1-20 in the General classroom as measured by the regular teacher with 90% accuracy with partial physical prompt support. At the end of the quarter Jhonalyn will be able to apply one to one correspondence in the General classroom as measured by Sped teacher with 90% accuracy with visual cues support. At the end of the quarter Jhonalyn will be able to read and write numbers 1-20 in the General classroom as measured by the regular teacher with 90% accuracy with visual cues support. Long term By the end of the school year Jhonalyn will be able to answer individual worksheets without assistance in the General classroom as measured by the teacher and report with 90% accuracy with observed opportunities. INTEREST GOALS INTERVENTION TIMELINE Uno cards To recognize numbers 1-20 1-20 Flashcards -Pairing up same numbers Bracelets and necklace To determine objects which are less and more than -To be able to count 1-20 -Apply one to one correspondence. Baking cupcakes -To be able to read and write numbers - To be able to add one-digit addition INDIVIDUALS RESPONSIBLE REMARKS 3 months Special ed teacher -Note if Jhonalyn is not able to say the right number? Making bracelets and necklace -Count the beads before making bracelets and necklace -Make bracelets and necklace to determine which needs more beads -Make a list of number of beads when the making necklace and bracelet 3 months Special ed teacher -Note if Jhonalyn is not able to say the number names in the standard order. Not able to match the number and its quantity. Reading numbers and counting ingredients -Show the list of number of the 3 months Special ed teacher Note if jhonalyn writes numbers in reverse Note if Jhonalyn put right quantity PROGRESS/NEXT STEPS ingredients then Jhonalyn will write on the flour CTION D: LEARNER TRANSITION This section is for learners exiting the school environment and transitioning into work. INTEREST WORK OPPORTUNITIES INTERVENTIONS / TRANSITION SKILLS INDIVIDUALS RESPONSIBLE REMARKS
