My First I.E.P. :))

STUDENT NAME: Sample Student Date: May 3, 2011

PROGRAM [ ] CASA [X]Special Class [A] [B] [C] [PSTP] [ ] Full Mainstreaming [] Resource Class [A] [B]

Regular School Level Placement: Grade 6

Performance Area: Behavioral / Social Skills

· Present Level of Performance (PLOP Can do’s)

- Talks properly and politely to classmates and teachers.

- Respect teachers and classmates.

- Participate in classroom activities.

- Demonstrate appropriate social behaviors in variety settings: schools, community etc.

· The following goals will be targeted for this first semester

Goals	Criteria
Talks properly and politely to classmates, teachers, staff and school administrators.	-Within 7 out of 10 trials -With 50% focus -With minimal promptings
Respect classmates, teachers, staff and school administrators.	-Within 7 out of 10 trials -With 50% focus -With minimal promptings
Participate in classroom activities.	-Within 7 out of 10 trials -With 50% focus -With minimal promptings
Demonstrate appropriate social behaviours in a variety settings: school, community etc.	-Within 7 out of 10 trials -With 50% focus -With minimal promptings

Performance Area: Language and Communication

· Present Level of Performance (PLOP Can do’s)

- Attend to tasks given such as answering seat works and going to big school.

- Recall details such as important events, locations, places and persons.

- Recall daily activities in Sped class and in big school.

- Answer teacher’s questions directly and accurately.

· The following goals will be targeted for this first semester.

Behavior	Criteria
- Attend to tasks given such as answering seat works and going to big school.	-With 60% of the time during Sped class and regular class -With minimal cues given
-Recall details such as important events, locations, places and persons.	-With 7 out of 10 trials during activities -With 50% focus -with minimal cues given
-Recall daily activities in Sped Class and in big school.	-With 7 out of 10 trials during activities -With 50% focus -with minimal cues given
-Answer teacher’s questions directly and accurately.	-With 7 out of 10 trials during activities -With 50% focus -with minimal cues given

Performance Area: Fine Motors Skills

· Present Level of Performance (PLOP Can do’s)

- Art Making: Assemble wood craft

- Pour substance from the container to another without spilling.

- Continue folding paper/ clothes properly

· The following goals will be targeted for this second semester.

Behavior	Criteria
Identifies the different kinds of lines	-with 6 out of 10 trials during activities
Continue folding clothes properly	-with 6 out of 10 trials during activities
Art work: Do the color disk	-Produce a good and presentable product -With 60% focus on the activity -Moderate to minimal assistance

Performance Area: Gross Motor Skills

· Present Level of Performance (PLOP Can do’s)

- Execute the following games correctly duting P.E. class and gross motor activities: Hide and Seek, Patintero, Jumping Rope, Hula Hoop and Relay Games.

- Do simple loco motor movements such as crawling, walking, running and jumping

- Do simple movements such as standing, bending, squatting, leg swinging, and upper body twist

· The following goals will be targeted for this first semester.

Behavior	Criteria
Execute the following games correctly during P.E. class and gross motor activities: Passing the ball and throwing the ball.	-With minimal verbal prompt. -With modelling of the action -With 60% focus on the activity -With 50% tolerance to physical contact
Do bouncing a ball	-With minimal verbal prompt. -With modelling of the action -With 60% focus on the activity -With 50% tolerance to physical contact
Do kicking the of the ball	-With minimal verbal prompt. -With modelling of the action -With 60% focus on the activity -With 50% tolerance to physical contact

Performance Area: Selp Help Skills

· Present Level of Performance (PLOP Can do’s)

- Choosing clothes to buy/ washing and ironing clothes

- Sweeping and mopping the floor

- Wiping the shelves and cleaning the furniture

- Cleaning the kitchen area

- Table Setting

- Achieve table manners

· The following goals will be targeted for this first semester.

Behavior	Criteria
Passes the food to another with assistance	-With demonstration of the action -With 60% focus on the activity -Moderate to minimal prompting
Pours liquid without spillage	-With demonstration of the action -With 60% focus on the activity -Moderate to minimal prompting
Unbutton one’s garment correctly and independently	-With demonstration of the action -With 60% focus on the activity -Moderate to minimal prompting
Button garments correctly and independently	-With demonstration of the action -With 60% focus on the activity -Moderate to minimal prompting

Performance Area: Independent Skills

· Present Level of Performance (PLOP Can do’s)

- Continue handling money during buying activity

- Safe keeping or proper handling of personal things

- Identify basic cooking utensils

· The following goals will be targeted for this first semester.

Behavior	Criteria
-Continue handling money during buying activity	-With 70% focus on the task -Independently
-Safe keeping or proper handling of personal things	-With 70% focus on the task -With minimal cues given
-Demonstrating the proper eating habits and table manner independently	-With 60% focus on the task -With minimal cues given

Performance Area: Pre Vocational Skills

· Present Level of Performance (PLOP Can do’s)

(Just included in Domains Activities)

· The following goals will be targeted for this first semester.

Behavior	Criteria
-Clean room/ house using non electrical tools systematically	-With demonstration of the action -With 50% focus on the activity -Moderate to minimal prompting
-Sweeping, waxing and polishing several rooms	-With demonstration of the action -With 50% focus on the activity -Moderate to minimal prompting-With demonstration of the action -With 50% focus on the activity -Moderate to minimal prompting
-Scrubbing floors with soap and using floor maps	-With demonstration of the action -With 50% focus on the activity -Moderate to minimal prompting
-Drying floors with clean rags	-With demonstration of the action -With 50% focus on the activity -Moderate to minimal prompting