Facilitator: Hi!

Good afternoon and Welcome, have a set, I start up by welcoming

everybody, Thank you for participating, I am Analyn, Rheybern Special Education
Teacher . Thank you for being here today for Rheybhern Pacudan's Individualized
Education Program meeting. Today, we're here to discuss Rheybern progress and to
develop a plan to support his academic, social, and emotional needs, Before we begin,
let's go around and introduce ourselves for the record."

Sir Niel : I’m Rheybern’s Dad

Ma’am Erdine : hello, good afternoon, I’m Erdine, Rheybern’s mother, nice to see you
guys.

Ma’am Grace : I’m General Education Teacher

Ma’am Eldrid : I’m the local Educational Agency Representative

Review of Student's Demographic Profile:

Teacher : Thank you so much, we are here today because Rheybern is still eligible for an
IEP because of his Autism Spectrum Disorder and Attention Hyperactivity as his
secondary disorder. I will start up by talking about Rheybern’s traits, I know that in my
class he has his own personality with unique strengths and interests that make him such
an awesome young guy. Rheybhern exhibits several notable traits, he can demonstrates
proficiency in learning through visual aids or materials. he shows strength in
mathematical skills. he thrives in structured environments and routines,he excels in
expressing himself through art. he enjoys engaging in structured activities, he finds joy
in dancing and singing. he demonstrates independence in various daily activities, such
as walking, playing, eating, and using utensils,he has shown improvement in behavioral
regulation, with fewer episodes of fidgeting, squirming, and rage, he occasionally
participates in oral recitation, indicating a willingness to engage in verbal
communication activities.he can answer formative questions with True and False choices,
demonstrating his ability to comprehend and respond to simple prompts or inquiries in
the classroom setting. But today we are going to focus on what he can’t do so that we
can make sure that he has exactly the right services to reach his full potential and shine
through as amazing person that you guys and I know him to be.

Parent Input:
Teacher :Now, I'd like to invite Rheybhern's parents to share any insights or concerns
they may have regarding his progress or needs.

Mother: Good morning everyone.

My name is Pacudan , and I am here today as Ralph Calicdan’s mother. Thank you for having me here
today. I am here as my child's primary caretaker and I am excited to be a part of this IEP meeting. As a
parent, I have seen firsthand my child's talents, struggles, and goals. I am hoping that with your
dedicated support, we can create an individualized plan that will help my child succeed both
academically and socially.

Thank you for your time and commitment to our child's education.

Father: Good morning everyone. I am Pacudan. As a father, I have always wanted the best for my child. I
am grateful to be here today to discuss my child's IEP. My child is a very bright and curious student but
struggles with reading and writing. I have seen firsthand the frustration my child feels when trying to
keep up with their peers. I am hoping that together we can create a plan that will help my child succeed
academically and build confidence. I want to thank everyone for their dedication to my child's
education.

Review of Academic and Functional Strengths:

Facilitator: Let's discuss Rheybhern's academic and functional strengths.

1. In the area of Reading, According to Acer Rheybern has a relative strength to select his
response to a comprehension question with true and false choices from a field of two without
verbal prompting. He listens to and answers comprehension questions on a second-grade level
when a story is read, Rheybern can answer simple kindergarten -2nd grade level literal
comprehension which does not require him to compare and predict outcomes. This is a relative
strength as he is comprehending 5 grades below his regular peer. His curriculum- based
measures show that he can identify the main character of the story without prompts with 25%
mastery.
2. In the area of Math, As evidence by functional Independence Skills Modified Assessment
Rheybern is showing 77% in his cognitive skills and has a relative strength to identify numbers
from 0-10. Rheybern can choose the corresponding written number in a field of three with 30 %
mastery and can choose the sum of two given numbers in a field of three with 60% mastery
without verbal prompts.

3. In the area of Writing/Sensory Skills, As evidence by functional Independence Skills Modified

Assessment Rheybern is showing 90% in his sensory motor skills out of three written samples
Rheybern is able to copy and write 5 CVC words with 90% mastery observing proper spacing,
using upper- and lower-case letters in writing with proper positioning of pencil and paper while
writing. According to the proper standards in writing Rheybern shows a relative strength in
writing words through spelling given direct instruction and practice with 30% mastery in 3
attempts with verbal prompts.
4. In the area of Daily Living Skills, As evidence by functional Independence Skills Modified
Assessment Rheybern is showing 72% in his Adaptive skills, teacher task analysis and
observation record indicate that Rheybern relative strength in following instruction in removing
his shoes upon entering the classroom and wearing his slippers inside the classroom, putting his
shoes in its proper place, following the schedule time for handwashing, for taking his recess and
eating his lunch with 50% mastery in 4 out of 5 attempts without verbal prompts.

Discussion of Academic and Functional Needs:

Facilitator: Now, let's address Rheybhern's academic and functional needs.

1. In the area of Reading, based on Rheybern latest assessment in Reading using the ASER
assessment tools in reading, listening and comprehension skills. Rheybern has needs in
comprehension in “wh” questions and vocabulary that impact his reading and listening skills
with 25% mastery level.
2. In the area of Math, as evidenced in the curriculum-based assessment , Rheybern has 30 %
accuracy in number sense identification, and 25% accuracy in the addition concept. Rheybern
has need in area of number identification and addition concept with 60% mastery level.
3. In the area of Writing/Sensory Skills, based in the data collection and student work sample,
Rheybern has a need to practice writing to increase his speed in writing and developed his
writing skills with 30% mastery level with verbal prompts.
4. In the area of Daily Living Skills, functional Independence Skills Modified Assessment
indicates that Rheybern shows 50% accuracy, in using the toilet, using utensils while eating,
wear his clothes alone and putting his things in his bag with verbal prompts.

Impact of Disability on Involvement and Progress:

Facilitator: How does Rheybhern's disability affect his involvement and progress in the
general curriculum?

Rheybern cognitive disabilities negatively impact his ability to learn, at a level as his
same age group peers that would allow him to participate in a general educational
setting in his age. His weaknesses in communication and in all academic and functional
areas greatly affect his progress in comprehension.
Parent/Student Input on Present Levels of Academic Achievement and Functional
Performance (PLAAFP):

Facilitator: What are Rheybhern's strengths and needs, as observed at home and
reported by his parents?

Strengths:

At home Rheybern can eat and play independently, He can do some minimal household
chores and can change his clothes alone. He can eat alone and use the proper utensils.

Needs or weaknesses:

Rheybern needs motivation to proper etiquette in eating, self-care, read, communicate,

self-soothing, and pay attention to social cues. Mother used soothing words to calm
down when he gets agitated.

Findings from Academic and Functional Assessments:

Facilitator: Let's review the findings from Rheybhern's recent academic and functional
assessments.

A.) Academic Achievement Area of Assessment:

1.) Reading

Date: 3/20/2024

Method or Name of Assessment: Standardized based Curriculum Assessment (ASER)

Findings: Rheybern Scored 25% mastery level on the 2nd grade reading list of words and listening
comprehension.

2.) Math

Date: 3/20/2024

Method or Name of Assessment: Standardized based Curriculum Assessment (ASER)

Findings: Rheybern scored 25% accuracy in identifying numbers and 60 % mastery level in basic
addition concept.

3.) Writing

Date: 3/20/2024
 Method or Name of Assessment: Teacher Data Collection and pupils’ sample of writing works

Findings: Rheybern is able to copy words written on the board with 30% accuracy.

B.) Functional Performance Area of Assessment

1.) Daily Living Skills

Date: 3/20/2024

Method or Name of Assessment: Functional Independence Skills Modified Assessment

Findings: Rheybern scored 50% mastery in using the toilet successfully while awake.

Development of Annual Goals and Objectives:

Facilitator: Based on Rheybhern's needs and assessment results, let's develop some
annual goals and objectives for him.

A.) Academic Achievement Area of Assessment:

Goal 1: Reading
Area of Need: Reading
Instructional/Special Education, Transition Start Date: 04-2024 End Date: 04 -2025.
Measurable Goal:
By April 2024 when read a 2nd grade listening comprehension passage without AT devices,
Rheybern will listen to the text and answer ‘wh’ questions by choosing in a field of three
improving from 25% to 45% accuracy on curriculum -based measure.
Objective No. 1
By April 2024, when read a 2nd grade listening comprehension passage without AT devices.
Rheybern will listen to the text and answer “wh” questions by choosing in a field of three
improving from 25% to 35% accuracy on curriculum-based measure.
Objective No. 2
By the next annual review in 2025, when read a 2nd grade listening comprehension passage
without AT devices. Rheybern will listen to the text and answer “wh” questions by choosing in a
field of three improving from 25% to 35% accuracy on curriculum-based measure.
Goal 2: Math
Area of Need: Math
Instructional/Special Education, Transition Start Date : 04 -2024
End Date: 04-2025
Measurable Goal:
By April 2024, without low tech AT devices such as pictures. Rheybern will be able to write and
identify numbers 11-100 by choosing in a field of three improving from 28% to 48% accuracy
and identify the sum of 2-digit number by 1 digit number by choosing in a field of three
improving from 25% to 45% accuracy in basic addition concept on curriculum -based measure.
Objective No. 1
By April 2024, without low tech AT devices such as pictures, Reybhern will be able to write and
identify number 11-100 by choosing ia field of three improving from 28% to 38% and identify
the sum of 2-digit number by 1 digit number by choosing in a filled of three improving from 25%
to 35% accuracy in basic addition concept on curriculum based-based measure.
Objective No. 2
By the next annual review in 2025, without low tech AT devices such as pictures, Rheybern will
be able to write and identify number 11-100 by choosing ia field of three improving from 38% to
48% and identify the sum of 2-digit number by 1 digit number by choosing in a filled of three
improving from 35% to 45% accuracy in basic addition concept on curriculum based-based
measure.
Goal 3: Writing
Area of Need: Writing
Instructional/Special Education, Transition Start Date: 04-2024
End Date: 04-2025

Measurable Goal:
By April 2024, when presented with writing activity on the board Rheybern will be able to copy
the words written on the board with maximum speed and developed his writing skills following
instruction from 5 verbal prompts to 1 verbal prompts in 6 out of 10 opportunities on
curriculum-based measure and student work samples with 30% to 50% mastery level.
Objective No. 1:
By April 2025, when presented with writing activity on the board Rheybern will be able to copy
the words written on the board with maximum speed and developed his writing skills following
instruction from 5 verbal prompts to 3 verbal prompts in 6 out of 10 opportunities on
curriculum-based measure and student work samples with 30% to 40% mastery level.
Objective No. 2:
By the next annual review in 2025, when presented with writing activity on the board Rheybern
will be able to copy the words written on the board with maximum speed and developed his
writing skills following instruction from 5 verbal prompts to 1 verbal prompts in 6 out of 10
opportunities on curriculum-based measure and student work samples with 30% to 50%
mastery level.
B.) Functional Performance Area of Assessment
Goal 4: Daily Living Skills
Area of Need: Daily Living Skills
Instructional/Special Education, Transition Start Date: 04-2024
End Date: 04-2025
Measurable Goal:
By December 2025, when provided with eating utensils, clothes and personal hygiene kit and
pictures of comfort room and verbal prompting, Rheybern will visit the restroom, use
appropriate eating utensils during meals, wear appropriate clothes and personal hygiene device
in an occasion in 3 to 5 attempts and will successfully perform the activity from 50% to 70%
accuracy on the Functional Independence Skills.
Objectives No. 1:
By April 2024 , when provided with eating utensils, clothes and personal hygiene kit and
pictures of comfort room and verbal prompting, Rheybern will visit the restroom, use
appropriate eating utensils during meals, wear appropriate clothes and personal hygiene device
in an occasion in 3 to 5 attempts and will successfully perform the activity from 50% to 60%
accuracy on the Functional Independence Skills.
Objectives No. 2:

By the next annual review in 2025, when provided with eating utensils, clothes and personal
hygiene kit and pictures of comfort room and verbal prompting, Rheybern will visit the
restroom, use appropriate eating utensils during meals, wear appropriate clothes and personal
hygiene device in an occasion in 3 to 5 attempts and will successfully perform the activity from
60% to 70% accuracy on the Functional Independence Skills.

Post-Secondary Considerations:

Facilitator: What are Rheybhern's interests and preferences for post-secondary

education and employment?
1.) Career Assessment Tool Date: 3/20/2024

Findings: The learner showed interest in industrial manufacturing, interest in repetitive

organized activities in factory or industrial setting.

Mechanical Manufacturing interest in applying mechanical principle to practical

situations using machines,hand tools or techniques.

2.) Teacher Interview, Date: 3/20/2024

Findings: According to teacher interview, Rheybern shows interest in watching video. He

enjoys looking closely at things in his surroundings and draws it on his paper and
notebook. He has been working on a sweeping the area where he sits and do simple art
activities. He has shown interest when motivated.

Student’s Interests and Preferences:

The student enjoys doing vlogs aside from looking at the things in his surroundings. He
has been working on a classroom sweeping his area and helping minimal household
chores like putting plates on the table during meals. He has shown interest when
motivated.

Post-School Education/Training Goal

After graduation on June 2029, provided with appropriate academic ang life-skills
training in his home and school environment, Rheybern receive services from 70% of
trainings to 90% to increase his communication skills and improve his vocational
aptitude as measured by the parent interview and teachers data shee

Career Employment Goal

After high school, provided with appropriate life skill trainings in his home and school
environment, Rheybern will receive trainings from home and school environment with
an adult curriculum that will focus on gaining daily living skills, academic skills and
communication skills from 50% to 70% increase as measured by the parent interview
and teachers data records.

Independent Living Skills Goal (when appropriate)

After high school when Rheybern is provided with cleaning materials without verbal
prompting, Rheybern will be able to clean his home and surroundings.
SC Career Cluster: Arts, A/V Technology, and Communication, Architecture, Design and
Construction.

Course of Study: Functional Academic and Occupational Course of Study Recommended

courses to support post-secondary transition.

It is recommended that the student receives specialized instruction on transition in the

self-contained special education classroom.

High School Objective: Certificate of Completion (Diploma)

Month/Year of anticipated graduation/exit: June 2029

Transition services needed to assist student in reaching post-secondary goals:

Service: Instruction

Location: School Setting

Outside Agency: DSWD ( Department of Social Welfare and Development)

Accommodations and Modifications:

Facilitator: Let's discuss the accommodations and modifications that will support
Rheybhern's success in the classroom.

Accommodations:

Rheybern will receive his accommodations and modifications in all educational setting.

Modifications:

The following program modification(s) will be provided to enable the student to

advance toward attaining his/her goals and to make progress in the general education
curriculum:

Large print-font 18-point size or larger to facilitate better visual access. New limited
amounts of visual material should be presented to Rheybern with proper spacing and
distance to facilitate an optimal viewing.
Preferential setting-Rheybern should sit at the back alone 5 to 8 feet from the board to
avoid distractions and facilitate proper vision of materials presented.

Opportunities for Movement during daily routine- Rheybern will be given time for self-
calming and to lessen agitation to arise.

Verbal/verbal cues- can include verbal direction in soft manner to motivate Rheybern to
engage in a desired activities as a transition between non-preferred activities.

Preparation for Transition- Prepare Rheybern for transitions by verbal warnings, non-
verbal cues and or timers. Use the method that is best appropriate for Rheybern given
his communication deficits.

Consult with Parent /Guardian Daily: Gather information about Rheybern mood and
compliance level at home. School Staff should gather information about Rheybern
eating habits and appetite on foods. This information is pertinent in understanding his
mood and compliance level for the rest of the school day.

Modifications

The following modification(s) will be provided to enable the student to advance toward
attaining his/her goals and to progress in the general education curriculum.

Rheybern will be instructed in all achievement standards in all areas aligned with Basic
Education K-12 Curriculum.

Student's Services:

Facilitator: What services will Rheybhern receive to support his academic and functional
needs?

Category: Inclusion

Service: Reading
Location: School

Environment Provider: General Education Teacher

Start Date: 04-2024 End Date: 04 -2025.

Direct/Indirect: Direct Amount: 300 minutes weekly

2.) Category: Inclusion

Service: Math

Location: School

Environment Provider: General Teacher

Start Date: 04-2024 End Date: 04-2025

Direct/Indirect: Direct Amount: 400 minutes weekly

3.) Category: Inclusion

Service: Writing

Location: School

Environment Provider: General Education Teacher

Start Date: 04-2024 End Date: 04-2025

Direct/Indirect: Direct Amount: 300 minutes weekly

4.) Category: Inclusion

Service: Daily Living Skills

Location: School

Provider: General Education Teacher

Start Date: 04-2024 End Date: 04-2025

Direct/Indirect: Direct Amount: 300 minutes weekly

Total No. of Minutes weekly: 1300 minutes

Least Restrictive Environment (LRE):

Facilitator: How can we ensure that Rheybhern's educational placement is the least
restrictive environment for him?

Inclusive classroom placement: Rheybern should be placed in a general education

classroom with appropriate supports and accommodations to address his individual
needs.

Participation in extracurricular activities: Rheybern should have opportunities to

participate in school activities such as art classes, dance clubs, and singing groups
alongside his peers.

Support services: Rheybern may require support services such as speech and language
therapy, occupational therapy, or behavioral interventions to help him succeed in the
general education environment.

Individualized accommodations and modifications: Rheybern should receive

individualized accommodations and modifications to access the curriculum and
participate in classroom activities to the fullest extent possible.

Collaboration and communication: Teachers, parents, and other relevant professionals

should collaborate and communicate regularly to ensure that Rheybern's needs are
being met and that he is making progress in his educational program.

Conclusion:

Facilitator: Thank you all for your contributions to Rheybhern's IEP. We will finalize the
document based on our discussion today and share it with all relevant parties. Together,
we will continue to support Rheybhern's growth and success in his education.