- Aaron Fosu Rex is a 12-year old male student with a hearing impairment. He attends St. Cyprince Anglican school and is in grade JH2. - His IEP covers the period from January 25, 2010 to January 25, 2011. It outlines his present levels of performance, annual goals, accommodations and modifications, and specially designed instruction he will receive. - Aaron communicates orally and uses some sign language. He has difficulty with vocabulary, grammar, and comprehending text without support. The IEP establishes goals and support to improve his language and reading skills.

1. INDIVIDUALISED EDUCATION PROGRAM
ST. CYPRINCE ANGLICAN
IEP TeamMeetingDate: 21th Jan
2010
IEP ImplementationDate: 25th
Jan 2010
AnticipationDurationOf Services
and Programs:1 year
StudentName:AaronFosuRex Age:12 Date Of Birth: Sex:Male
Grade: JH2 AnticipatedYear
Of Graduation:
2013
School District:
Atwima
FatherName:
George Nsiah
Mother Name:
AsherMarfo
Address:Plot9
blockr
Phone number:
0234567892
CountryOf
Residence:Ghana
Disability:Hearing
Impairment
SSID:2347
Signature onthisIEP documentsattendance,notagreement.
NAME: MR ADASAHNKRUMAH POSTION:FORMAL CLASSTEACHER
SIGNATURE: FATHER: SIGNATURE:
REGULAR TEACHER: SPECIALTEACHER:
SCHOOLPSYCHOLOGIST: OTHER TEACHER:
SPECIALCONSIDERATION THEIEP TEAM MUST CONSIDERBEFORE DEVELOPING THE IEP.
 Doesthe childbehaviorimpedehis/herlearningorthatof others? No Yes
If yes,include appropriate strategies,suchaspositive behavioralinterventionsandsupports.
 Doesthe childhave limitedEnglishproficiency? No Yes
If Yes, whatis the relationshipof language needstothe IEP?
 Doesthe childhave communicationneeds? No Yes If Yes the specifybelow
See PresentLevelsforcommunicationstatus.
Other(Specify):
 Is the childdeaf or hard of hearing? No Yes If Yes,IEP mustconsider
1. The child’slanguage andcommunicationneeds;Describe
See presentlevelsforcommunicationstatus
Other(Specify):
 Anynecessaryopportunitiesfordirectinstructioninthe child’slanguage andcommunication
mode.Describe:
Aaronreceivesservice fromateacherof the deaf and hard of hearingwhousesspoken
language,signsandgestures.Inregularclassroom, Aaronneedmaterial readtohimanduse

2. signsor gesturestoclarifyinformation.
STUDENT’S PRESENTLEVELS OF EDUCATION PERFORMANCE:HOW STUDENT’SDISABILTY
AFFECTSINVOLVEMENTANDPROGRESSIN GENERAL EDUCATION CURRICULUM
Communication
Status
Performance communicationwithsimilarage peers
Aaronhas a bilateral hearinglossandwears2 personal hearingaids.He
communicatesorallyandoccasionallyusessignsto clarifyhisspeech.
LANGUAGE: Aaronscoredwell below average range.Forreceptively,Aaron
strengthswere notedinhisabilitytoaskfor repetition andtoidentifyfamiliar
itemsquickly.
SPEECH: Aaron’sspeechisintelligible tomost listenerswhenthe contextis
knownandtheylistencarefully.Hisvoice qualityhasa hypernasal resonance.
He speaksrapidlyandwithaloudvoice
Transition
Needs
Notarea of concern at tistime
Checkareas of needas identifiedbyadmissions
Instruction
Relaxedservice
Communityexperience
Employment
Functional
Vision
Not an areaof concernat thistime
GOALS ANDOBJECTIVES:MEASURABLE ANNUALGOAL SHORT TERM OBJECTIVE/BENCHMARK
EXPECTED LEVEL OF ACHIEVEMENT METHOD OF EVALUATION:
Measurable Annual Goals and Benchmarks
Annual Measurable Goal:
Givengrade level text,he will demonstratethe understandingof the meaningof wordsand
phraseswith85% accuracy over3 consecutive trials.
Methodof Measurement:
AuthenticAssessment:WorkSamples
IndirectMeasures:Teacherobservationanddata
SpeciallyDesignedInstruction:
Instructioninvocabularyandgrammar,instructioninreadingstrategies,adultmodeling,guided
practice and repetition,instructionvisualsupports(picture,signlanguage)
Benchmarks/Shorts-Term Objectives
1. Aaronwill use wordanalysisskillstofigure outmeaningoif unfamiliarwordshe
encountersintext(rootword,affixes,suffixes,etc)
2. Aaronwill identifyanddegfine multiple meaningwords,idiomsorfigurative
language
3. Aaronwill identifyanduse contextareavocabulary
ACCOMODATIONSandMODIFICATION andSPECIALLYDESIGNED INSTRUCTION:

3. ACCOMMODATIONS:
In orderto justifyappropriatenessof accommodationforanystate mandate tests,the testing
accommodationsmustbe usedconsistentlyaspartof routine instructionandclassroom
assessmentaswell asmeetall additional requirementestablishedbythe inclusionof special
populationsinthe state-requiredassessmentandaccountabilityprogram, 703 KAR5:070
document.
Readers Scribes Paraphrasing Prompting Braille
Use of technology Extendedtime
MODIFICATIONS:
Teacherof the Deaf and Hard of Hearingwill consultwithAaron’sclassroomstaff regarding
understandingof hishearingloss,use andmonitoringof hisFMsystem, personal hearing aids,
listeningstrategies,classroomaccommodations,use of technology,specializedmaterialand
resourcesweekly.
Special education:languagearts,speech
Co-teaching:language arts,social studies
General education:language arts,maths,science,social studies,electives
Special
educati
on
Anticipatedfrequencyanddurationof service
Service
provide
r
(by
position)
Location
(e.g.
regular
classroo
m,
resource
room,
separate
class)
Servic
e
Minut
es
(per
service
frequenc
y)
Service
frequen
cy
(number
oftime
provided
per service
period)
Service
period
(daily,
weekly,
monthly,
annually)
Start
date
End
date
30 minutes 5 Time
s
per
Week
ly 5/16/20
12
5/15/20
13
Teacher
s of
deaf
and
hard of
hearing
Resource
s room
for
language
art
instructio
n

4. 55 minutes 5 Time
s
per
Week
ly
5/16/20
12
5/15/20
13
Special
educati
on
teacher
regular
educati
on
teacher
Regular
classfor
language
arts
instructio
ns
ExtendedSchool Year: Yes No More Date Needed
If the ARCdeterminesESYservice are tobe provided,describethe serviceandindicate towhich
annual goal or goalsthe service isrelated.If the ARCdeterminesnoESYservice are to be
provided,please documentthe reason(s) forthisdecision.
Aarondoesnot showdifficultywithregressionof skillsoverschedulebreaksinschool calendar