Individualized Education Plan (IEP)

This Individualized Education Plan (IEP)example provides a comprehensive structure of

goals, services, accommodations, and progress monitoring strategies designed to support the
academic success of a 4th-grade student with dyslexia. It is personalized to meet the student’s
specific needs and includes regular check-ins to ensure progress and adaptation as needed.

Student Name: [Student’s Name]

Date of Birth: [MM/DD/YYYY]
Grade: 4th Grade
IEP Start Date: [MM/DD/YYYY]
IEP Team Members: [List of teachers, specialists, parents, and other relevant team members]
Case Manager: [Name of the Case Manager]

1. Present Levels of Performance (PLOP)

Academic Performance:

 Reading: [Student’s Name] has been diagnosed with dyslexia, which significantly
impacts reading fluency, decoding, and word recognition. Current reading level is below
grade level, specifically struggling with reading comprehension and word retrieval.
 Spelling: The student struggles with spelling and frequently misspells words, even
common ones, due to difficulties in letter-sound correspondence.
 Writing: [Student’s Name] exhibits difficulty organizing thoughts into writing. There are
frequent spelling errors and sentence structure challenges. Written work may be less
coherent due to these struggles.
 Math: The student performs at grade level in math but requires extra time to complete
tasks involving reading word problems or instructions.

Social/Behavioral/Emotional Performance:

 Social Skills: [Student’s Name] interacts well with peers but occasionally becomes
frustrated when reading tasks become too difficult. They may require encouragement and
reinforcement to stay motivated during reading or writing assignments.
 Attention and Focus: Student is generally focused during class but may struggle with
staying engaged during extended reading activities.

Strengths:

 Demonstrates strong problem-solving skills and creativity, especially in areas that do not
require heavy reading.
 Excellent oral communication skills, with the ability to explain concepts and articulate
thoughts clearly.
 Strong understanding of math concepts and ability to apply them in problem-solving.
2. Annual Goals

Goal 1: Improve Reading Fluency and Decoding Skills

Objective: Improve decoding skills to increase reading fluency by at least one grade level by the
end of the IEP period.

 Short-Term Objective 1: [Student’s Name] will decode grade-level words with 80%
accuracy using multisensory phonics strategies (e.g., Orton-Gillingham, Wilson Reading
System) by the end of the first semester.
 Short-Term Objective 2: [Student’s Name] will improve reading fluency by reading
grade-level passages at a rate of 80 words per minute with no more than 5 errors by the
end of the year.

Goal 2: Increase Reading Comprehension

Objective: Improve reading comprehension skills by identifying main ideas, supporting details,
and making inferences in grade-level texts.

 Short-Term Objective 1: [Student’s Name] will answer 80% of comprehension

questions correctly after reading a grade-level passage independently or with assistance
(e.g., read aloud, audio support) within the next 6 months.
 Short-Term Objective 2: [Student’s Name] will summarize a text orally or in writing
using key details with 80% accuracy.

Goal 3: Improve Writing Skills

Objective: Enhance writing skills by increasing spelling accuracy and improving sentence
structure and organization.

 Short-Term Objective 1: [Student’s Name] will spell 80% of grade-level sight words
correctly in weekly spelling tests.
 Short-Term Objective 2: [Student’s Name] will write 3-5 sentences on a given topic
with minimal spelling and grammar errors (80% accuracy) by the end of the IEP period.

Goal 4: Develop Organizational Skills for Learning

Objective: Improve organizational skills to better manage schoolwork and assignments.

 Short-Term Objective 1: [Student’s Name] will organize written assignments with the
help of visual aids, checklists, and reminders to stay on task.
 Short-Term Objective 2: [Student’s Name] will be able to use a planner or digital tool
to track assignments and important due dates with minimal assistance.
3. Special Education and Related Services

Direct Services:

1- 4 sessions per week of 45 minutes each for phonics-based reading

Specialize intervention using the Orton-Gillingham method or Wilson
d Reading System.
Instructio
n
2-Reading 2 sessions per week of 30 minutes each, where texts will be read
Support. aloud to the student, and comprehension will be checked using
graphic organizers or oral summaries.
3-Writing 3 sessions per week of 30 minutes each for spelling instruction,
Support: written expression, and sentence structure exercises.

Related Services:

 Speech and Language Therapy: As needed, 1 session per week of 30 minutes to

address language processing issues that may affect reading and writing.

Accommodations and Modifications:

 Extended Time: Extra time for reading and writing tasks, especially on tests or
assignments.
 Preferential Seating: Sit closer to the teacher to reduce distractions and receive visual
and verbal cues.
 Audio Support: Allow the use of audiobooks or text-to-speech software for reading
assignments.
 Graphic Organizers: Use graphic organizers to help with writing tasks, including mind
maps, outlines, and storyboards.
 Spelling Assistance: Allow the use of spell-check tools or word banks for writing
assignments.
 Small Group Instruction: Reading and writing activities will be conducted in small
group settings to provide more individualized attention.

4. Progress Monitoring

 Frequency: Progress will be monitored monthly, with formal progress reports every 6
weeks.
 Assessment Methods:
o Reading Fluency: Monthly progress checks using oral reading fluency
assessments .
o Comprehension: Reading comprehension quizzes after each text.
o Writing: Weekly writing samples that are analyzed for spelling, sentence
structure, and organization.
 o Observations: Teachers and special education staff will track behavior and focus
during tasks.

5. Modifications and Strategies

Reading:

 Text Simplification: Use of lower-level or adapted texts with visuals to support

comprehension.
 Reading Aloud: Allow [Student’s Name] to hear text before reading it independently.
 Chunking Text: Break reading material into smaller, more manageable sections.

Writing:

 Keyboarding: Allow [Student’s Name] to use a computer or tablet for writing tasks to
avoid the challenge of handwriting.
 Word Processors: Use word processors with speech-to-text software to help with writing
composition.

General Classroom:

 Instructional Support: Provide clear, step-by-step instructions and ensure the student
understands each step before moving forward.
 Breaks: Provide short, frequent breaks to prevent frustration and maintain focus.

6. Parental Involvement

 Home Reading: Parents will be encouraged to read with [Student’s Name] for 15-20
minutes daily, focusing on fluency and comprehension.
 Weekly Communication: The teacher and parents will communicate weekly about
progress and any adjustments needed to the plan.
 Parental Support: Parents will be provided with resources and strategies for supporting
writing and reading at home, such as online tools, games, and other educational apps.

7. Transition Plan (for future)

 Future Considerations: As [Student’s Name] progresses, the IEP will be adjusted to

reflect their transition into middle school, ensuring continued support in literacy and
writing.
8. Signatures

Student's Name: __________________________

Parent/Guardian's Name: __________________________
Date: __________________________

IEP Team Members:

__________________________ (Teacher)
__________________________ (Specialist/HOI)
__________________________ (Parent)
__________________________ (Principal/Administrator)