IEP Matrix - University of Pittsburgh



Sample IEP Matrix (PDE 430)

This should be completed for EACH student in the class with an IEP.

Do not write the name of the student. Rather, use initials or pseudonyms.

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|Student’s Initials or Pseudonym: M |

|Strengths: Pleasant, cooperative, and inquisitive; possesses a strong desire to succeed, great comprehension skills, enjoys reading and is good at it, great sight word retention, shows |

|appropriate articulation, voice, and fluency skills. |

|Weaknesses: When given writing assignments, M demonstrates a short attention span by getting out of his seat and wandering, but will return to his chair if given verbal cues. M's |

|distractibility and short attention span prevent him from completing tasks in a timely manner. |

|Current Achievement Levels: M averages 90% on spelling tests, 95% on grammar, 88% on fluency reads (on a 1st grade level) per week. M is very close to being on-level in reading. Dibels |

|scores, PSI, and PASI screener scores indicate that the student is progressing with phonics and phonemic awareness. M can add and subtract single digit numbers with 100% accuracy and is able|

|to count by 2’s, 5’s, 10’s and 25’s. M can tell time to the hour and half hour (often has to count by 5’s to tell time but is improving in this skill and in counting coins). The student is |

|also learning , and = and understands these concepts very well. M can order #s from least to greatest and greatest to least. |

|IEP Goals: |

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|1. During interactions with others, the student will appropriately attend to and contribute to the interaction 4/5 times for 3 consecutive sessions (asking relevant questions, reducing |

|redundancy in conversation, taking turns in conversation) with 85% accuracy. |

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|2. M will be able to use key listening skills and respond appropriately to auditory questions such as, who, what, when, where, why and how 80% of the time for 3 consecutive sessions. |

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|3. M will be able to copy 2-3 sentences from another source accurately w/ good spacing between words on 2/3 attempts. |

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|4. Given a list of non-sense words with C-V-C patterns, M will be able to demonstrate the alphabetic principle by applying phonics skills, including letter sound correspondence and the |

|ability to blend letters into words in which letters represent their most common sounds with 85% accuracy. |

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|5. M will be able to complete written classroom work legibly with attention to lines and boundaries with 85% accuracy. |

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|6. M will follow directions of increasing complexity on 4/5 trials with 80% accuracy. |

|Specially Designed Instruction (SDI): Behavior plan and visual reminder of ‘responsibilities’, preferential seating, frequent breaks, structured routine and environment, verbal cues and |

|reminders, extended time on assignments and tests, redirection and positive reinforcement, opportunity to choose a preferred activity after a non-preferred activity, present material |

|auditorily and visually when possible, shortened assignments with same objectives (as needed), break tasks down into smaller segments with shorter work periods. |

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|Student’s Initials or Pseudonym: K |

|Strengths: Strong organizational, handwriting, and math reasoning skills; wants to learn and eager to participate, helpful, easy to get along with, and respectful. |

|Weaknesses: Expressive/receptive language, reading comprehension. |

|Current Achievement Levels: K struggles with expression of ideas, blending sounds, with reading and is slightly delayed in receptive vocabulary skills. The student presents below |

|age-appropriate sentence imitation, but shows average decoding skills, as well as average skills with picture vocabulary, relational vocabulary, oral vocabulary and grammatical completion. K|

|is good at understanding the meaning of spoken words, expressing the relationship between two words, defining given words, understanding the meaning of sentences and understanding the use of |

|morphological markers. K has difficulty with comprehension and in imitating sentences, often omitting words or grammatical markers in modeled sentences. Tests have revealed a weakness in |

|auditory memory skills and retaining simple sequences of auditory information. When attempting to make the l sound, the student substitutes the y sound; sh sound, substitutes s sound. The |

|student’s reduced intelligibility interferes with the ability to understand the student in academic and social settings. K presents age-appropriate pragmatic/expressive language voice and |

|fluency skills, but presents articulation and receptive language deficits and sometimes has difficulty expressing the need for help. K presents average ability in solving/analyzing math |

|problems and low-average completion of math articulation problems. K has average written language and spelling skills and struggles with combining 2 simple sentences into compound sentences.|

|IEP Goals: |

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|1.Using vocabulary from the classroom curriculum, E will identify and use vocabulary with 90% accuracy averaged over a 9 week grading period by: |

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|-identifying and using word associations, similarities, and differences, antonyms, synonyms, analogies, absurdities, 90% of the time over a 9 week grading period |

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|-composing complete sentences using targeted vocabulary 90% of the time over a 9 week period. |

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|2. During structured/unstructured interactions with others, E will appropriately attend to and contribute to the interaction 4/5 times for 3 consecutive sessions. |

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|3. Given a list of 5 sight words each week, E will orally produce words with 90% accuracy across the school year. |

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|4. Given a fluency prompt on E’s instructional level, the student will read the prompts with 80% accuracy across the span of the IEP. |

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|5. When presented with coins, E will correctly identify the values on 5/5 trials with 100% accuracy. |

|Specially Designed Instruction (SDI): Provide alphabet and number line at desk. Read directions to the student and check for understanding (repeat and rephrase as needed). Break down tasks|

|into shorter work periods, scheduling shorter work periods. Use verbal cues and reminders. Visual, auditory and tactile cues will be used to facilitate sound acquisition. Highly structured |

|daily routine and environment. Frequent breaks. Extended time on assignments and tests. Opportunity to choose a preferred activity after completion of a non-preferred activity. Present |

|material auditorily and visually. Shortened assignments with the same objectives. |

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|Student’s Initials or Pseudonym: E |

|Strengths: Helpful, pleasant and cooperative, improving social skills, nice handwriting, good speller, good letter/sound recognition and improved blending of words. |

|Weaknesses: Limited attention span, ability to work independently, reading fluency/comprehension, basic math concepts. |

|Current Achievement Levels: E has a very short attention span, is slow at understanding directions, and usually looks to peers to see what they are doing. E appears to be strengthening |

|spelling skills but seems to have poor sight word and vocabulary retention. E needs to strengthen oral reading fluency and comprehension. E presents a lot of difficulty with basic math |

|concepts and with money, time and skip counting. E is below grade level in math and reading. |

|IEP Goals: |

| |

|1.Using vocabulary from the classroom curriculum, E will identify and use vocabulary with 90% accuracy averaged over a 9 week grading period by: |

| |

|-identifying and using word associations, similarities, and differences, antonyms, synonyms, analogies, absurdities, 90% of the time over a 9 week grading period. |

| |

|-composing complete sentences using targeted vocabulary 90% of the time over a 9 week period. |

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|2. During structured/unstructured interactions with others, E will appropriately attend to and contribute to the interaction 4/5 times for 3 consecutive sessions. |

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|3. Given a list of 5 sight words each week, E will orally produce words with 90% accuracy across the school year. |

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|4. Given a fluency prompt on E’s instructional level, the student will read the prompts with 80% accuracy across the span of the IEP. |

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|5. When presented with coins, E will correctly identify the values on 5/5 trials with 100% accuracy. |

|Specially Designed Instruction (SDI): Preferential seating. Provide alphabet and number line at desk. Read directions to the student and check for understanding (repeat and rephrase as |

|needed). Break down tasks into smaller segments. Provide visual, auditory and tactile cues will be used to facilitate sound acquisition. Highly structured daily routine and environment. |

|Frequent breaks. Extended time on assessments, assignments and tests. Opportunity to choose a preferred activity after completion of a non-preferred activity. Present material auditorily |

|and visually. Shortened assignments with the same objectives. Redirection and positive reinforcement. Testing in the learning support classroom. |

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______ Low Incidence

___X___ High Incidence

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