St.

Alexius College
Grade School Department

Individualized Educational Plan (IEP)

Teachers: Teacher Glenda June 2013-March 2014

Student: Placement:

Fahad C. Hurtado Special Education (Self Contained/One on One Scheme)

STATUS Achieved TERMINAL OBJECTIVES ENROUTE OBJECTIVES INTERVENTION PROGRESS Modify DEVELOPMENTAL AREAS Reinforce MODIFICATIONS

At the end of the year, Fahad should be able to: A. use polite expressions and greetings. Polite Expressions: Thank you Youre welcome Please Im Sorry Excuse me I. Behavior Management Greetings: Good morning Good bye Good afternoon Hi/Hello B. perform actions songs Bo Bow Belinda Jump Wiggle to the rhythm My toes, my knees

1. 2.

To greet when cued for five consecutive sessions. To use appropriate greetings and polite expressions when cued for five consecutive sessions To use greeting and polite expressions appropriately and independently for five consecutive sessions

a.

Start by letting the child imitate the target greeting or polite expression. Expose the child to varied situations where he can practice using the target greetings and polite expressions. Gradually reduce cues until the child is able to say polite expression and greetings. Teach another target polite expressions and greetings.

b.

3.

c.

d.

1.

To imitate teacher in performing action songs for five consecutive sessions. To cooperate in performing action songs with verbal prompt for five consecutive sessions. To perform action songs

a. b.

Show the proper way of performing the action song. Prompt the child to imitate you in performing action songs. Gradually reduce prompt as the child learns the proper way of performing action songs. Page 1 of 6

2.

c.

3.

St. Alexius College

Grade School Department with minimal verbal prompt for five consecutive sessions. 4. To participate in performing action songs independently for five consecutive sessions. To play different toys properly with verbal prompt for five consecutive sessions. To play different toys properly with minimal verbal prompt for five consecutive sessions. To play different toys with children at his age cooperatively for five consecutive sessions. Imitate the teacher in saying the social scripts. To say the correct social script. b. Teacher, Im Done. Lets play Help me pack way Teacher .may I go to the washroom. At the end of the year, Fahad should be able to; A. Cut with ease for five consecutive sessions 3. To use appropriate social scripts without being cued. c.

Individualized Educational Plan (IEP)

At the end of the year, Fahad should be able to: A. play with other kids Target games: Lego Bowling Throwing and catching Ring Toss Completing Puzzles B. Use the following social scripts in appropriate situations.

1.

a.

Initially model how to play the game. Give brief and concise instruction Initially prompt the child to play the toys properly and play with other kids. Gradually reduce prompts until the child is able to play with other kids without assistance. Teach the next game. Choose one social script to be introduced. Prioritize the one that he needs to say often, Train him to say the target social script. Train him to use social script in appropriate situations.

b. 2.

3.

c. a.

II.

Psychosocial

1. 2.

1. 2.

To hold scissor properly for five consecutive sessions. To cut straight line with thick border for five consecutive sessions To cut vertical and diagonal line with thick border for five consecutive sessions. To cut shapes for five

a. b.

Show her how to cut straight thick lines. Initially employ hand-overhand instruction in cutting straight lines. Praise her whenever she attempts to follow the line when cutting. Gradually reduce help until the child finally learns to cut within the line. Gradually decrease the thickness of Page 2 of 6

III.

Motor (Fine and Gross)

3.

c.

4.

St. Alexius College

Grade School Department consecutive sessions. 5. To cut pictures independently for five consecutive sessions. d. lines that she needs to cut. Gradually increase the length of lines that she needs to cut. Gradually reduce the size of shapes that she needs to cut. Incorporate cutting in functional activities like cutting strings and yarns, opening food wrappers, making art work, and the like. Employ hand-over-hand intervention at first. Gradually reduce help as the child learns to trace her name with ease. Gradually reduce the size of letters to be traced, letter boxes, and spaces within line guides. Incorporate writing in various activities to keep the child from being bored. Intersperse writing activities with activities that the child likes to keep her from getting frustrated. Use an apron properly before painting. Use large paint brush. Use a large paintbrush in painting large shapes with thick borders. Paint large shape with thick borders at first then decrease the size and thickness as he gain mastery. Page 3 of 6

Individualized Educational Plan (IEP)

e.

f.

B.

Write his name on grade 1 paper following line guide.

1.

To trace the letters of his name for five consecutive sessions. To write the letters of her name inside letter boxes for five consecutive sessions To write her name following line guides for five consecutive sessions. To write her name on Grade One pad for five consecutive sessions.

a.

2.

b.

3.

c.

4.

d.

C.

Paint large picture within border

1.

To wear apron independently for five consecutive sessions. To hold paint brush properly for five consecutive sessions. To paint large shape for five consecutive sessions. To paint from left to right and from top to bottom for five consecutive sessions.

a. b.

2.

c.

3. 4.

d.

St. Alexius College

Grade School Department

Individualized Educational Plan (IEP)

5. To paint within large simple pictures for five consecutive sessions To describe an object by answering the following question What is this? What is the color of __? What is the shape of ___? for five consecutive sessions. To complete texts describing the attributes of an objects shown for five consecutive sessions. To describe an objects independently for five consecutive sessions. a. Let the child imitate you to describe the color of objects shown. Use the following sentence patterns. Use strips in introducing the sentence. This is_____. It is color_____. Proceed to telling the shape of the object only after he has mastered telling the name and color of objects shown. Use the following sentence pattern for describing shape. Its shape is _______. d. e. Use the target sentences in his daily routine. Praise him or give him a reward every time he can describe the objects in sentence. a. Incorporate music in teaching counting by rote. b. State the numbers slowly and clearly so the child could imitate you. Incorporate counting in the childs activities to make it functional. Use real objects when introducing number concepts. Use 2D materials for reinforcement only. Use sand paper when introducing the names of the numbers. Page 4 of 6

IV.

Cogniti ve(Co mmuni cation, Readin g, and Quantit ative)

At the end of the year, Fahad should be able to: A. correctly describe the following objects known in complete sentences pencil crayons scissors glue paper bag book ruler socks shoes tissue towel toothbrush toothpaste

1.

b.

2.

c.

3.

B.

associate numerals with the correct numbers of objects.

1.

To consistently count by rote from one to ten for five consecutive sessions. To correctly count up to 10 objects with one on one correspondence for three consecutive sessions. To correctly recognize the numerals one to ten for five consecutive sessions. To correctly tell the number of objects shown for five consecutive sessions.

2.

c.

3.

d.

4.

e. 5. To give the number of object that is asked for five

St. Alexius College

Grade School Department consecutive sessions. f. Provide varied activities when reinforcing number concepts. Show him how to wear and remove shoes. Initially employ hand- over hand instruction in wearing and remove socks and shoes. Gradually reduce help until the child learns to wear and remove socks and shoes.

Individualized Educational Plan (IEP)

At the end of the year, Fahad should be able to: A. wear and remove socks and shoes properly.

1.

To wear and remove socks and shoes with physical and verbal prompt for five consecutive sessions. To wear and remove socks and shoes with minimal physical and verbal prompt for five consecutive sessions. To wear and remove socks and shoes independently for five consecutive sessions. To properly hold spoon and fork for three consecutive sessions. To use spoon and fork without spillage for three consecutive sessions. To pierce food with a fork for three consecutive sessions. To use spoon and fork simultaneously when eating soft food for three consecutive sessions. To use spoon and fork when eating moderately for three consecutive sessions.

a. b.

2.

c.

3.

B. V. SelfHelp

Use spoon and fork correctly when eating.

1.

a. b.

Show him the proper way of handling spoon and fork. Initially employ hand-overhand instruction. Gradually reduce verbal and physical prompt as he learns to use spoon and fork correctly. Schedule the food that you wish to introduce one week in advance so the primary caregiver could prepare for it. Target soft food first.

2.

3.

c.

4.

5.

Recommendation: Prepared by: _____________________________ Glenda E. Sinarimbo Special Education Teacher Page 5 of 6 Noted by: _____________________________ Nanette P. Franco, MD, FPARM Grade School Directress

St. Alexius College

Grade School Department

Individualized Educational Plan (IEP)

The following signatories have participated in the development of this Individualized Educational Plan (IEP). They also agree to participate in its implementation and in the evaluation of the childs progress. IEP TEAM MEMBERS NAME 1. 2. 3. 4. 5. Sara Camsa-Hurtado Johanah Damaso Joyce Perez Mother Sped Coordinator Sped Consultant ROLE SIGNATURE

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