INDIVIDUALIZED EDUCATION PROGRAM

Student’s Name: ANDREA ZUBIRI Date of Birth: 1993 Disability Category: Attention Deficit Hyperactivity Disorder
ID # : ___________ Grade Assigned: College Parent/Guardian: ANDREA’s Mom
AGE : 23 YEARS OLD School or Program: De La Salle College of St. Benilde Inclusive Education – Diversely Gifted Learner in a Regular Class
Address: ________________________________Telephone #: __________
Andrea was 11 years old when found with high stress levels (symptom of ADHD). She is going to graduate on March, 2016. (Supposed Current Condition) Today June 1, 2015; Andrea
belongs to a Regular English Class meeting on Mondays and Thursdays. Their examination is scheduled on September.
PRESENT LEVEL OF PERFORMANCE (PLOP) HELP/SERVICES GOALS AND OBJECTIVES
1. Andrea gets distracted by little noises a. Students in the English Class must be familiarized LONG TERM GOAL
of pen and by people who come in and to Andrea’s difficulties in a classroom meeting. Everyone a. By the end of August, Andrea will be able to
go out. must be encouraged to help by minimizing noises made by finish writing a 20-sentence essay within the
pens, chairs, all other objects and movements. given last 45 minutes of her 2-hour English Class.
Inferred PLOP: b. The Teacher must seek assistance from the b. By the end of July, Andrea will be able to finish
Andrea finishes writing only 3 teacher/s of their previous period/s - to always remind writing a 15-sentence essay within the given last
sentences of the required 15- students to already meet their calls of nature and make 30 minutes of her 2-hour English Class.
sentence essay intended within the their toilet and other outside the classroom visits, before c. Andrea will always be able to logically answer all
last 30 minutes of her 2-hour English they go to their English Class. questions thrown to her, to show her focus in
class. c. The Teacher must give plus points as the entire 2-hour class discussions and
reinforcement of good work - when class manages to be activities.
2. Andrea manifests disruptive behavior silent and to those who never leave the classroom while SHORT TERM INSTRUCTIONAL OBJECTIVES (STIO)
when her focus on the lesson is class is going on. Objective a
diverted to the distractions. d. The Teacher must set a rule for all to be silent Andrea will be able to finish writing a 4-sentence
when silence is asked especially during teacher-centered answer to the essay question, within the given last
She needs to stay interested and discussions and in time for writing activities. He/she must 30 or 45 minutes of her 2-hour English Class first
occupied in the class to overcome her always remind the students that their level of focus to the meeting; with an increase of 1 more sentence per
irrelevant and sometime disruptive lesson will determine much whether they will do well or next given time per class. Until, Andrea would be
hyperactivity. not in the graded activities before the end of the class. able to create a 15-sentence essay by the end of
e. The Teacher must ask questions to Andrea in the July. This will be kept on increasing at the same rate
middle of her discussions to call her attention often and as to reach the 20-sentence essay goal for August; or
Rationale: There is less focus on needed. He/she must do the same to others. And must more.
traditional teacher centered frequently allow students to also talk. Objective b
discussions and focus on the teacher f. The Teacher must give an essay question to be Andrea will be able to render 1 creative
is easily diverted to the noises. answered through a 15-sentence writing within 30 homework/presentation of her advance on-topic
minutes before the end of every class; and essay question study (original videos, dioramas, posters,
Normal attention span of an adult is as homework- as a means of assessing what the students PowerPoint presentation) with 5-sentence answer
said to be 20 minutes and up; have learned from the recent discussion or as a means of to an essay question (oral and written) on the next
probably the longer is the time span, advance studies; and as a means of developing Andrea’s Monday meeting; increasing by 2 sentences per next
the more individual effort is done to ability to focus. The thought of having this graded activity Monday meeting. Until, Andrea would be able to
focus. that would rely on how well they have listened and how create a 15-sentence essay by the end of July. This
much they have learned can motivate Andrea and her
PRESENT LEVEL OF PERFORMANCE (PLOP)
Rationale: …(continued)
It is advisable that this education
program should be utilized for the
whole class. This will prepare Andrea
and all students to answer the essays
in their September exams.
As of today, there are 3 more weeks
left before the end of June - 22
meetings more including the last of
August.
HELP/SERVICES
classmates to indeed focus on what the teacher discusses
and or participate in whatever activity she is trying to
facilitate. Else, there is a big possibility that they would not
have anything or not much to write to reach a five to -
sentence essay.
g. Every meeting, the teacher must return previously
checked/scored activities and complement high scores
while encouraging the others to do even better next time.
h. The Teacher must give an essay question to be
answered through a 20-sentence writing within the given
45 minutes before the end the last meeting on August.
THE FOLLOWING COULD BE DONE AS A ROUTINE OR AS
NEEDED
May be applicable not only for Andrea but for everyone
(except letter “f”) especially those who might tend to have
low grades in essay. The students could alternately do this
by group or individually. Having commonness and equality
is the essence of inclusive education and also creates the
feeling of belongingness to the individual with special
needs.
i. Allow the use of speech-to-text software, such as
the free tool in Google Docs or Dragon Dictation.
j. Assignments, Classroom Individual/Group
outputs including the post-discussion essay must make up
the highest percentage of the final grade.
k. Allow substitute written papers or essays
substitutes such as original videos, dioramas, posters,
PowerPoint presentations, etc.
The teacher must give these as a wide array of
methods to choose from, to present their ideas/output
derived from advance study assignment for the next class,
with the most part of their grade lies on the creativity and
content. The content must also be presented/elaborated
within 5 to 20 sentences that should be spoken in front of
the class. Those who might not have the time to present
GOALS AND OBJECTIVES
will be kept on increasing at the same rate to reach
the 20-sentence essay goal for August; or more.
Objective c
Andrea can work with a group and will be able to
render with a group, 1 creative output/presentation
of their advance on-topic study (original videos,
dioramas, posters, PowerPoint presentation) with
each member helping to make an essay, every
Thursday. Each must give 3-sentences at first (all
cohesive, oral and written) on the first coming
Thursday. Increasing by 2 sentences per member
per Thursday. Until each member/ Andrea would be
able to create a 15-sentence essay by the end of
July. This will be kept on increasing at the same rate
to reach the 20-sentence essay goal for August; or
more.
Objective d
Andrea will be able to answer with complete
sentences during her 1.5 – hour class discussions:
one complete sentence per question, increasing by
1 more question per meeting and 2 more sentences
per meeting. Until, she will be able to create 15
answers and more if possible (15 sentences and
more if possible) to questions per meeting and keep
up such habit every meeting so her focus will always
be in the class.
PRESENT LEVEL OF PERFORMANCE (PLOP) HELP/SERVICES GOALS AND OBJECTIVES
will either present the next meeting or just submit their
outputs anyway depending on the time allotment for each
topic.
Teachers and students must employ innovative
ways to present lessons and/or ideas every meeting. The
creation of these innovative outputs will give Andrea more
venues to stimulate the habit of focusing and to making an
essay and thus, is more likely to increase her and her
classmates writing abilities.
These methods diverse as they are will also
appeal to the various interests and the various senses of
the audience. Thus they are more likely to arouse
attention and increase the learnings of the students. Such
that the presentations must also be fortified and
reinforced by the teacher himself/herself.
l. Allow typing instead of writing by hand.
Whichever would interest the students/Andrea.
m. Offer oral assessments instead of written.
n. Give the student writing templates that model
correct writing forms (e.g., a persuasive essay, a narrative)
and scaffold the writing process with prompts.
o. Offer a framework for essay organization — like a
graphic organizer, mind map, story map, timeline,
the POWER (Plan, Organize, Write, Edit, Revise) method.
During post-discussion essay writing, teacher
must drift by to see how his/her students are doing
(especially Andrea). When needed he/she must give
guides or hints so that construction of the sentences will
be eased.
p. Break writing assignments into small steps. Such
as the teacher can give several questions which will lead
to the construction of the 5 to 15 sentences.
ASSESSMENT TOOL for ANDREA’S PERFORANCE PER MEETING OF ENGLISH CLASS (JUNE)
Mon Thu Mon Thu Mon Thu
JUNE 4 sentences 5 sentences 6 sentences 7 sentences 8 sentences 9 sentences
Objective a 30 min. before end of class 30 min. before end of class 30 min. before end 30 min. before end of class 30 min. before end 30 min. before end of class
of class of class
Remarks for
Objective a

Objective b 5 sentences 7 sentences 9 sentences

and solo creative homework and solo creative and solo creative
homework homework
Remarks for
Objective b
Objective c 3 sentences 5 sentences 7 sentences
and cohesive to groupmates and cohesive to groupmates and cohesive to groupmates
output/creative homework output/creative homework output/creative homework

Remarks for
Objective c
Objective d 1 question :1 sentence 2- question :3- sentence 3- question :5- 4- question :7- sentence 5- question :9- 6- question :11 sentence
answer answer sentence answer answer sentence answer answer
Remarks for
Objective d
ASSESSMENT TOOL for ANDREA’S PERFORANCE PER MEETING OF ENGLISH CLASS (JULY)

Mon Thu Mon Thu Mon Thu Mon Thu – ends July
JULY 10 sentences 11 sentences 12 sentences 13 sentences 14 sentences 15 sentences 16 sentences 17 sentences
Objective a 30 min. before 30 min. before 30 min. before 30 min. before 30 min. before 30 min. before 30 min. before 30 min. before end
end of class end of class end of class end of class end of class end of class end of class of class
Remarks for
Objective a
Objective b 11 sentences 13 sentences 15 sentences 15/>15 sentences
and solo creative and solo and solo and solo creative
homework creative creative homework
homework homework -allowance for
more practice in
case objective b is
not met promptly
Remarks for
Objective b

Objective c 9 sentences 11 sentences 13 sentences 15 sentences

and cohesive to and cohesive to and cohesive to and cohesive to
groupmates groupmates groupmates groupmates
output/creative output/creative output/creative output/creative
homework homework homework homework
Remarks for
Objective c
Objective d 7- question :13- 8- question :15- 9- question :15- 9- question :15- 9- question :15- 9- question :15- 9- question :15- 9- question :15-
sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer
Remarks for
Objective d
ASSESSMENT TOOL for ANDREA’S PERFORANCE PER MEETING OF ENGLISH CLASS (AUGUST)
Mon Thu Mon Thu Mon Thu Mon Thu

AUGUST 18 sentences 19 sentences 20/>20 sentences 20 />20 sentences 20 />20sentences 20 />20sentences 20/>20sentences 20/>20sentences
Objective a 30 min. before 30 min. before end 30 – 45 min. before 30 – 45 min. before 30 – 45 min. before 30 – 45 min. before 30 – 45 min. 30 – 45 min. before
end of class of class end of class end of class end of class end of class before end of class end of class
-allowance for more -allowance for more -allowance for more - allowance for -allowance for
practice in case practice practice more practice more practice
objective a
is not met promptly

Remarks
for
Objective a
Objective b 17 sentences 19 sentences 20 />20 sentences 20 />20 sentences
and solo creative and solo creative and solo creative and solo creative
homework homework homework homework
allowance for more allowance for
practice in case more practice
objective b
is not met promptly
Remarks
for
Objective b

Objective c 17 sentences 19 sentences 20/>20 sentences 20 />20 sentences

and cohesive to and cohesive to and cohesive to and cohesive to
groupmates groupmates groupmates groupmates
output/creative output/creative output/creative output/creative
homework homework homework homework
Remarks
for
Objective c
Objective d 10- question :17- 11- question :19- 12- question :20- 12- question :20- 12- question :20- 12- question :20- 12- question :20- 12- question :20-
sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer sentence answer

Remarks
for
Objective d