Running head: IEP

IEP for Susie

David Lord
Liberty University

EDU 521
Jennifer Landrum, PhD
May 28, 2013

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IEP for Susie

Present Levels of Academic Achievement and Functional Performance

"Susie, a fifth grader, as difficulty completing her math assignments in class. Scores on
the Woodcock Johnson indicate that she functioning at the 2.5 grade level. She has difficulty
with regrouping in addition and subtraction. She further has trouble with abstract math concepts
such as fractions and word problems."
Measurable Annual Goal 1
Susie will improve her math functioning level to a grade level of 3.25 according to the
Woodcock Johnson by the end of the new school year.
Benchmark 1
Susie will improve at a rate equivalent to what would be expected of a student without a
learning disability in math of one fourth of a grade level as measured by curriculum based
measures. This will be measured and reported every three months throughout the school year.
Measurable Annual Goal 2
Susie will complete her math assignments in class 80% of the time with 80% accuracy as
measured by teacher observation and curriculum based measures.
Benchmark 1
Susie will, when given 10 addition and 10 subtraction problems that are 3 digit by 3 digit,
solve with regrouping and write 9 out of 10 answers correctly, 3 out of 3 times as measured by
Curriculum-based measures and skills checklist.
Benchmark 2
Susie will, when given 10 addition and 10 subtraction problems that are 2 digit by 2 digit,
solve with regrouping and write 8 out of 10 answers correctly, 3 out of 3 times as measured by

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curriculum-based measures and skills checklist by the end of the second grading period.
Benchmark 3
Susie will, when given 10 addition and 10 subtraction problems that are 3 digits by 3
digits, solve with regrouping and write to 8 out of 10 answers correctly by the end of the fourth
grading period.
Measurable Annual Goal 3
Susie will, when presented with simple word problems, construct the correct equation for
solving the word problem and solve for the correct answer with 80% accuracy in 3 out of 3 trials
with minimum assistance as measured by Curriculum-based measures and teacher observation.
Benchmark 1
Susie will, when presented with simple word problems, construct the correct equation for
solving the word problem without need to solve the problem with 75% accuracy by the end of
the second grading period in 2 out of 3 trials.
Benchmark 2
Susie will, when presented with simple word problems, construct the correct equation for
solving the word problem with 80% accuracy and solve for the correct answer with 75%
accuracy by the end of the fourth grading period in 2 out of 3 trials.
No suggestion is made concerning the trouble that Susie is having with fractions. There
is not enough information given as to the nature of the problems. This could cover converting
numbers to fractions, addition or subtraction of fractions, or finding common denominators.
This would be akin to saying that a student is having trouble with algebra without saying
if this problem was due to not knowing how to simplify, reduce, or factor when working a
problem. Where does the problem seem to be in working with fractions? There isnt enough

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information to ascertain that information. More information is needed and could be obtained
through either testing or with more detailed information contributed by Susie, her teacher, or
parents.