Department of Education
Individualized Educational Plan (IEP)
Learner’s Name: [Initials: A.M.]
Age: 14 years old
Sex: Female
Grade Level: Grade 7 (SPED/Inclusive Education)
School Year: 2025–2026
School: Capiz National High School
Teacher: [Name of Teacher]
Date Started: June 2025
Classification: Learner with Manifestation of Learning Disability
I. Background Information
Learner’s Condition Learner exhibits manifestation of learning
disability; unable to read and write simple
words. Can identify objects, follow oral
instructions, and engage in conversation.
Health Condition No known physical impairment; verbal
communication is clear.
Social/Emotional Behavior Friendly and cooperative; shy at first but
responds well when encouraged.
Sometimes absent due to lack of
transportation allowance or food (baon).
Attendance Record Irregular attendance (attends 2–3 times a
week). Teacher and class adviser
coordinate with parent for improvement.
Family Background Lives with mother; family has limited
financial means. Parent is supportive but
unable to provide daily allowance.
Interests/Strengths Enjoys drawing, coloring, and doing simple
chores. Responds well to verbal praise and
group activities.
II. Present Level of Performance
Cognitive/Academic Can identify colors, shapes, and numbers
1–10; cannot read CVC words or write her
name independently. Can copy short words
with assistance.
Communication Can express needs verbally; can follow one-
step and two-step oral instructions.
Motor Skills Fine and gross motor skills are age-
appropriate. Can cut, paste, color, and hold
pencil properly.
Social/Behavioral Participates in group games; easily
distracted but can refocus with guidance.
Responds well to positive reinforcement.
Emotional Shows frustration when unable to complete
tasks but calms down with encouragement.
Daily Living Skills Independent in self-care (eating, dressing).
Helps at home.
III. Annual Goals
1. Goal 1 (Reading): By the end of the school year, the learner will recognize and read at
least 10 CVC words and her own name with 80% accuracy.
2. Goal 2 (Writing): The learner will be able to copy and write her full name and simple
familiar words (e.g., “mama,” “bag,” “book”) legibly with minimal assistance.
3. Goal 3 (Attendance and Behavior): The learner will attend school at least 4 times a week
and participate actively in class with minimal prompting.
4. Goal 4 (Communication): The learner will express thoughts, needs, and opinions using
simple complete sentences with 80% consistency during interactions.
IV. Short-Term Objectives / Benchmarks
Reading 1. Recognize all uppercase Teacher observation, oral
and lowercase letters of the reading checklist, flashcard
alphabet. drills
2. Identify beginning sounds
of simple words.
3. Read simple CVC words
(e.g., cat, bag, sun).
Writing 1. Trace and copy letters Writing exercises, portfolio
accurately. samples
2. Write own name
independently.
3. Copy and spell simple
words from visual aids.
Attendance 1. Motivate learner to Attendance log, teacher-
attend class regularly parent communication
through positive
reinforcement and home
coordination.
2. Provide catch-up
activities for missed days.
Communication 1. Participate in pair or Teacher observation,
group conversation. checklist, oral recitation
2. Follow two-step
directions orally.
3. Answer “who,” “what,”
and “where” questions in
short sentences.
V. Support Services Needed
Service/Support Responsible Person Frequency
Home visitation and Class adviser / SPED Monthly
coordination coordinator
Remedial Reading Sessions SPED / Reading teacher 3x a week
Peer tutoring Assigned peer buddy Daily
Learning materials Teacher Continuous
(flashcards, alphabet chart)
Counseling / motivation Guidance Counselor As needed
VI. Teaching and Learning Adaptations
Use of oral instructions and demonstrations instead of written directions.
Provide visual aids and pictures during lessons.
Allow extra time for reading and writing tasks.
Give verbal praise and tangible rewards for participation.
Simplify worksheets with large print and minimal text.
Seat learner near teacher and away from distractions.
Coordinate with parents to support home practice using flashcards.
VII. Progress Monitoring
Month Reading Writing Attendance/ Remarks
Progress Progress Behavior
June Recognized 10 Can trace Attends twice a Needs follow-
letters letters week up
August Recognized all Can copy short Improved On track
letters words attendance
October Reads 3 CVC Writes name Attends 3–4 Showing
words independently times a week progress
January Reads 10 Writes simple Regular Goal nearly met
simple words phrases attendance
March Reads familiar Writes short Consistent Goal achieved
texts sentences attendance
VIII. Signatories
Name Designation Signature/Date
[Teacher’s Name] Class Adviser / SPED
Teacher
[Parent’s Name] Parent/Guardian
[Principal’s Name] School Principal
[Guidance Counselor] Guidance Counselor