Implementation of IEP

This article discusses the implementation of IEP in a special education classroom. It includes lesson plans and strategies for teaching English reading, writing, and grammar. The article also covers assessments, classroom management, and data collection for IEP progress reports.

Running head: Implementation of IEP 1
Implementation of IEP

Implementation of IEP 2
Intervention plan matrix
The intervention matrix will help in incorporating the designed lesson into the
student environment to ensure that their needs are met by giving the correct information
and content. It is the device that will define the lesson designs and teaching strategies in
line with IEP learning goals.
Goals/objectives Schedule or Activity
Opening Reading Math Lunch
Share a story
• Erasto uses
pictures to share
a story.
Initiating a
communication
with the peers
• Using a
story card, tell a
peer read
• Using
picture cards to
put events in
order.
• Us of
pictures to
communicate
with a friend
regarding an
activity done in
lunch hour time.
Get a Response
From the student
• Erasto hold flash
cards and reads
words(e.g., one
lunch card, one
item from home
to talk about)
• Counting of
objects to
answer simple
questions.
(one digit) +
Or – Playing
games using
• Take the items
that are used
during lunch
break such a
plate & one
spoon, take a
tray, eggs, milk

Implementation of IEP 3
the board
game.
during lunch
time.
Questions are
answered
• Prepare and
evaluation an
atmosphere for
the student to
answer questions
regarding the
subjects being
taught. The use
of AT and cards
in incorporated.
• Choice of the
correct answer in
response to the
questions asked.
• Student
Makes uses of
Flashcards
devices and
engages peers in
questions
Goals/objectives Schedule or Activity
Language
Arts
Math PE Special
Education
Class
Doing and selecting
the correct math’s
Through the
use of the
Utilizing a
standard

Implementation of IEP 4
operations with 3
digits.
calculator, the
student
completes a
math problem
calculator, the
student completes
a simple math’s
problem
Appropriate use of
social and
interpersonal skills in
socialization.
Greets teacher &
peers. Respects
personal space
and boundaries.
Ability to greet
the teacher and
peers.
Demonstrate
the
understanding
of personal
space and
respects social
boundaries.
Greets teacher
and peers
while showing
understanding
of personal
boundaries.
Respects
them.
Greets teacher &
peers. Respects
personal space
boundaries(This
makes the student
become more
social and
confident)
Upgrading
comprehension skills
through reading and
answering knowledge
questions
Reads literature
and demonstrates
comprehension
through various
questioning
techniques
(Evaluates their
reading and
writing skill.
Read and
understands
words
problems that
require
comprehension.
Reads rules
and evaluation
is done
through
various
techniques of
questioning
and
assessment.
Reading the text
and demonstration
of comprehension
through answering
questions and
prompts.

Implementation of IEP 5
Erasto needs
improvement in
these areas)
1Lesson Preparation 1
Grade Level: Grade 2.
Subject Area: English
Location of the Instruction: Special education classroom
Grouping: small group
Lesson Topic: English reading, writing.
What will IEP goal(s) the lesson address? (Read the feedback from your prior
assignments on SMART IEP goals. State an observable and measurable SMART IEP
goal below.)
Earsto improves his typing skills by typing 20/25 words correctly in five minutes as
measured by the class’s word-per-minute testing software on a weekly.
What background knowledge do the students have? What will you do if students lack
this knowledge?
The students understand the Basic English skills or reading, writing. Erasto, one of the
students who need attention is below the standard grade level in reading and writing. In
other subjects, he is also finding it hard to cop up with the peers.
How will you assess students’ learning – pre, during and post?

Implementation of IEP 6
I will diversify the testing software so that orally, written and spelling is done differently. I
will provide a setting that allows different methods of providing responses on tests done.
What classroom and behavior management/grouping issues do you need to consider?
The considerations for management of the class will be based on student performance,
alertness in class, participation, and activity. I will also need to consider the learning
patterns of the students and their academic needs such as particular special needs.
What Strategies will you use to teach new content? (I Do)
Motivation strategy, Hook strategy, Activation of learners’ prior knowledge (Employed to
students that have background knowledge)
How will the students show you what they learned (this could be a product) (We Do)
The students will need to write several words that we have learned as a confirmation of
their comprehension.
How will students practice the new skills they have learned? Independent Practice:
What will this look like? Is there homework? Completion of a product? Practice a
skill learned in class?
Doing word puzzles and writing stories will enable the students to practice the learned
writing, grammar and English lessons. They will also play card games that involve
learning of the writing.
Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
I will engage illustrations and examples that will require the student to get involved in the
lesson. They will include the use of answer cards and question cards, this gives the students
liberate and eager to learn as well as asking and answering questions by writing.

Implementation of IEP 7
How/where will students be able to integrate (generalize) their learning?
The students will engage in different activities that build on the skill learned during the
English classes. This will improve their comprehension of the skills in the subject aligned
with their learning. This will help counter any stress experienced. (Ahnert, Harwardt-
Heinecke, Kappler, Eckstein-Madry & Milatz, 2012).
How will you evaluate student learning from this lesson and build review into ongoing
instruction?
Evaluation will be done through test questions. This will cover all the aspects of English as
learned in the lesson. The tests are relevant to the learning process and give an insight into
the learning process of the class. The electronic Daily Behavior Report Cards (DBRC) will
be incorporated
Indicate how you will collect data for IEP goal progress reports and include a data
collection document.
The use of electronic Daily Behavior Report Cards will be used in monitoring the progress
of the students. Data will be collected consistently and analyzed appropriately. Analyzed
data will be instrumental in ensuring that the teacher gets insights into the student progress.
Lesson plan 1
Lesson Title: English reading and writing.
Planning
CDE Standards:

Implementation of IEP 8
The student should be able to relate the writing and composition of words as well as phrase.
This should help the student improve on English knowledge, comprehension skills as well
as communication using the already grasped knowledge. (Bateman & Bateman, 2014).
Learning Objectives: Lesson objectives
1- Students will be able to improve their typing skills by typing 20/25 words correctly
in five minutes.
2- Students will be able to interpret several English words correctly as well as
understand their contextual use
3- Students will be able to apply learned words in different phrases and also write their
spellings correctly.
4- The students should be able to pronounce the learned English grammar words
correctly.
Accommodations:
These include adding more time for assignments, extensions to learning concepts, complete
an activity. Lessons alterations some time will be incorporated to engage in activities that
are useful but not given consistent chances in the lesson plans. Such activities include
Holiday adjustments, revision and lesson engagement time (Echevarria, Vogt & Short,
2008).
Differentiation
I will group students according to their abilities in the classroom work. Those with
difficulties in reading and writing will be grouped together. Those with challenges in

Implementation of IEP 9
comprehension and communication will be placed together. Additionally, all difficulties
noted in individual students will be addressed.
Materials: Calculators, Flashcards, answer cards and books, typing software kit.
Teaching
Expectations:
I expect you to perform exceptionally in all discipline areas of your life.
1. Academically – You have to show positive improvement in reading and writing.
2. Behaviorally – You must maintain respect for your teacher and your peers. You
must display good manners at all times and in respect to where you are and what
you are doing. Improvement of communication skills is anticipated.
The relevance of the lesson.
Engaging the IEP and give them ideas for beginning to adopt the teaching style for
the IEP program, the student will improve in his writing. What is of assistance and
great consideration in regard to learning the English language is the adaptation to
the lesson design already adopted into the program (Fish, 2008).
Opening: Illustrations by the use of answer and question cards.
Review: The normal lessons require less energy and intensity of commitment as compared
to the IEP program lesson.
Procedures:
I do dictation, modeling, illustration, speaking practice, pronunciation exercises and recaps
the English language.
Assessing
Assessments

Implementation of IEP 10
The assessments will involve engaging the students in a question and answer forum.
The electronic DBRC will be used for the assessments.
Informal
Check for Understanding
High-level questions
1. What happened after the main character began writing the English story?
(Knowledge level)
2. Can you provide a definition of what it means to be “mustered” according to the
context of the story? (Comprehension level)
3. What do you think about the circumstances that transpired in the story?
(Evaluation level).
Low-level questions:
1. Who spoke about “mustering” in the story written by the main character?
(Knowledge level)
2. What do you think of the story within the main story we read? What does it depict?
( comprehension level)
3. What factors would you consider to have led the main character to write the English
story?(Application level)
Formal (State: formative or summative):
Guided Practice: We do classroom work through illustration, learning, comprehensive
reading, writing and storytelling.
Independent Practice: Homework and playing with other peers.
Closure: Formally END the lesson.

Implementation of IEP 11
The lesson ends here. The next lesson we shall learn the use of types of words in English
grammar.
1Lesson Preparation 2
Grade Level: Grade 2.
Subject Area: English
Location of the Instruction: Special education classroom.
Grouping: small group
Lesson Topic: English Grammar
What will IEP goal(s) the lesson address? (Read the feedback from your prior
assignments on SMART IEP goals. State an observable and measurable SMART IEP
goal below.)
Erasto will correctly read with 80% accuracy 4 of 5 cards as measured by observational
data weekly
What background knowledge do the students have? What will you do if students lack
this knowledge?
The students understand the Basic English skills or reading, writing. Erasto, one of the
students who need attention is below the standard grade level in reading and writing. In
other subjects, he is also finding it hard to cop up with the peers.
How will you assess students’ learning – pre, during and post?
I will incorporate the eDBRC tool that helps in the continuous assessments for the students
as well as ensuring that the teacher monitors the students’ progress.
What classroom and behavior management/grouping issues do you need to consider?

Implementation of IEP 12
Considerations in the division of the class will fall on the aspects of student performance
and reading abilities.
What Strategies will you use to teach new content? (I Do)
Hook strategy, Activities, and procedures, Activation of learners’ prior knowledge.
How will the students show you what they learned (this could be a product) (We Do)
Answering grammar questions in paper and doing exercises will show the level of
compression that the students have achieved.
How will students practice the new skills they have learned? Independent Practice:
What will this look like? Is there homework? Completion of a product? Practice a
skill learned in class?
Doing word puzzles and reading stories will enable the students to practice the learned
grammar and English lessons and improve their reading.
Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
If the students fail to understand the concepts I will employ direct tactics that involve
progressively leading the students in each portion of the lesson and ascertaining that they
become conversant with all the elements of the lesson.
How/where will students be able to integrate (generalize) their learning?
Incorporating games during classroom work will integrate the students learning and
diversity their classroom experiences. Activities outside the classroom such as playing card
games, Puzzles and brain games will be efforts of integration in the learning environment.

Implementation of IEP 13
How will you evaluate student learning from this lesson and build review into ongoing
instruction?
Test questions will be employed in the evaluation process. This will cover all the aspects of
English as learned in the lesson (Gal, Schreur & Engel-Yeger, 2010). The electronic Daily
Behavior Report Cards (DBRC) will be incorporated help in assessment, progress
monitoring and evaluation of the student behavior.
Indicate how you will collect data for IEP goal progress reports and include a data
collection document.
I will use the Daily Behavior Report Cards will be used in monitoring the progress of the
students in reading.
Lesson plan 2
Lesson Title: Reading
Planning
CDE Standards
The lesson has to achieve a high standard of reading exploration and satisfy the standards
for international IEP learning environment (Kelley, Bartholomew & Test, 2013).
Second standard.
Learning Objectives: Lesson objectives
1- Students will be able to correctly read with 80% accuracy 4 of 5 cards.
2- Students will be able to read the story.
3- The student should be able to pronounce words with accuracy.
Accommodations:

Implementation of IEP 14
These include adding more time for assignments, extensions to learning concepts, complete
an activity. Lessons alterations some time will be incorporated to engage in activities that
are useful but not given consistent chances in the lesson plans. (Ong-Dean, 2009).
Differentiation
Having different class and grades is an important aspect that keeps the student within their
learning domains hence they can easily become affiliated with their lesson designs. The
groupings also help in meeting the needs of the students who share the same level of
knowledge
Materials: Paper charts, Puzzles, Flashcards models, and pictures.
Teaching
Expectations:
I expect you to perform exceptionally in all discipline areas of your life.
3. Academically – You have to perform to the best of your ability; you entry points
will act as a blueprint for your academic performance
4. Behaviorally – You must maintain respect for your teacher and your peers. You
must display good manners at all times and in respect to where you are and what
you are doing (Perry & Lewis, 2009).
The relevance of the lesson.
The lesson adds a myriad of ideas and knowledge of reading skills. This is an important
part for Erasto. Getting to know the different elements of reading is a fundamental step in
the whole learning process.

Implementation of IEP 15
Opening: Asking a question that prompts the minds of the students to start thinking in line
with the lesson.
Review: Reading lessons require memory alertness and are lively if the teacher keeps
within the lesson objectives and often uses humor.
Procedures: Cutting, Modelling, Drawing, Cutting and coloring pictures.
Assessing
Assessments
The use of questions for a test of understanding will be undertaken by the student. I will
also incorporate the electronic daily behavior report cards to assist in assessment and
overall monitoring of the student behavior.
Informal
Check for Understanding
High-level questions
1. What happens to the character in the story we read? (Knowledge level)
4- What do you think could have happened if the character had not reacted to the
matter in question? (_Comprehension level)
5- How would you have handled this situation if you were the main character?
(Evaluation level).
Low-level questions:
1. Who called the situation in order? (Knowledge level)
2. What do you consider as a hero in the story? ( comprehension level)

Implementation of IEP 16
3. What reasons could you give for considering your choice in question 2 above?
(Application level)
Formal (State: formative or summative):
Guided Practice: Word charts, word games, word puzzles
Independent Practice: reading skills.
Homework Closure: Formally END the lesson.
The lesson has ended. The next lesson we look at the use of auxiliary verbs in reading.
The rationale for the lesson plans
The choice of strategies in the lesson plans was dependent on the
effectiveness of those strategies in regard to the IEP environments. The objectives have to
be in line with the CDE standards and this requires a clear evaluation of the main ideas and
forms in the lesson plans (Courey, Tappe, Siker, & LePage, 2013). This is an important
consideration and requires a teacher’s awareness of the needs of the student. I basically
considered the needs of Erasto and related them with the available options in the strategies.
IEP requires that the lesson plans be an adaptation of the program so that they meet the
essential learning needs of the students. The various accommodations in the IEP classroom
considered the needs and the unique behaviors of the students. These accommodations are
important as they give the special needs students a chance to be autonomous and achieve
the best of their performance (Vannest, Burke, Payne, Davis & Soares, 2011).
In the lesson plans, I considered the objectives and the lessons division and
their compatibility with the classroom environment. The instruments and tools employed
for the betterment of the lesson designs should have a clear sense of meaningfulness and

Implementation of IEP 17
relevance to the IEP class. The expectations that I chose for the students also help in
waiting for their efforts to meet the objectives of the IEP class as outlined in the IEP legal
provisions (Banks & Banks, 2010). The academic and behavioral expectation motivate the
students to be aligned with their objectives. The choice of planning strategies affects the
teaching techniques that the teacher's employees in the classroom environment. It also
helps the students to integrate their learning with the teachers work hence it becomes easy
to interact and share with the teacher regarding any matters in the learning environment.
(Dettmer, Knackendoffel & Thurston, 2013).
The classroom is prone to having different student capabilities. This was a
consideration in both lesson plans because they involved the English language. This means
that I will be able to assist students in their capacities through closely relating to the issues
that they face. Having students in different grades is the first evidence of the progressive
learning activities that take place within the intervention plan schedule. All lesson
objectives are assured to be met if I engage students in vigorous exercising to develop their
skills and knowledge in order to handle complex classroom tasks in their future grades.
Further, the lesson plans are a display of the conceptual frameworks embedded in the
lesson preparations (Causton‐Theoharis, Theoharis & Trezek, 2008). I intended that both
lessons be associated with English learning hence they contained similar strategies in some
sense. However, the disparities that exist in these lesson plans and preparations are entirely
intended to fit the relevant subject area of English learning. Both class lesson plans have
strategies incorporated to assist in interaction with the learning materials as well as teacher
environment in a manner that appropriately satisfies the needs of the students (Jung,
Gomez, Baird & Keramidas, 2008).

Implementation of IEP 18
The main goal in all strategies is to motivate the student to be at peace with
the learning process hence open up to learn freely and actively. I choose the strategies that
will marry the concerned lesson topic and trigger as well as seek the students’ attention
without any much effort as regards to teacher’s activity. The process of learning is
contained in ensuring that the students are conversant with some basic entities of the class
subject. Throughout the lesson preparation and planning, I have selected the activities,
materials, and strategies that work in the effort to achieve the generalized IEP goals.

Implementation of IEP 19
References
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teacher relationships and classroom climate in first grade: how do they relate to students’
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John Wiley & Sons.
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design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27.
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for students with special needs. Upper Saddle River, NJ: Pearson.
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exceptional children, 41(1), 26-33.

Implementation of IEP 20
Kelley, K. R., Bartholomew, A., & Test, D. W. (2013). Effects of the self-directed IEP delivered using
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US?. Journal of Educational Change, 10(4), 365-391.
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