Republic of the Philippines
Department of Education Recent
22
Region III 2x2
San Jose City Division
Picture
San Jose West Central School
INDIVIDUALIZED EDUCATION PLAN (IEP)
School Year 2023-2024
Overview: This IEP is a systematic, purposive, and developmental educational programming document of curricular and instructional priorities and contents to
meet the learner’s special needs and ensure mastery of learning for target skills and behavior. This will serve as one of the references and basis to show the
learner’s progress in a specific component or part of the curriculum or program and will serve as the daily lesson log/plan of the Special Education (SPED)
Teacher.
SECTION A: PERSONAL INFORMATION
LEARNER/ PARENT INFORMATION DIFFICULTIES (CHECK THE MEETING INFORMATION
APPROPRIATE MANIFESTATION
OBSERVED)
Learner: ANIECKA REIGN F. Sex: FEMALE Difficulty in Seeing Date of Meeting:
BEBIS
Birthdate: Grade NON- Difficulty in Hearing Date of Last IEP:
Level: GRADED
LRN: 105718210017 Religion ROMAN Difficulty in Communicating Purpose of Meeting:
: CATHOLIC
(Please check the blank)
School: SAN JOSE WEST CENTRAL SCHOLL Difficulty in Moving/ Walking
School Address: CADHIT ST., BRGY. CANUTO RAMOS, SAN Difficulty in Concentrating/ _______ Initial IEP
JOSE CITY, NUEVA ECIJA Paying Attention
Learner’s Contact No. Difficulty in Remembering/
_______ Annual IEP
Understanding
(if any)
With Medical
Assessment/Diagnosis _______ IEP Following 3-Year Re-
Please, specify AUTISM Evaluation
SPECTRUM DISORDER
_______ Revision of IEP/ Date: ___________
_______ Exit for Inclusion
Parent/ Guardian/ ROSE ANN F. BEBIS IEP Review Date:
Caregiver:
Work and Workplace: HOUSEWIFE
Landline/ Mobile/ Cell
Number:
Email: NONE Recommendation/s:
Mother Tongue FILIPINO
Spoken:
Agreement/s:
IEP TEAM MEMBERS IN ATTENDANCE
Parents/ Guardian/ Name:ROSE ANN F. BEBIS School Principal: Name: JOEL G. PONTELA,PhD
Signature: Signature:
Caregiver
*Learner: Name: Signature: Master Teacher: Name: Signature:
Special Education Name:IMEE CAMILLE R. DELOS REYES Guidance Name: Signature:
Teacher Signature: Counselor/Coordinator:
*Regular Education/ Name: Signature: Others (Name and Role) Name: Signature:
Receiving Teacher
*The IEP Team must include at least one regular education teacher of the learner (if the learner is or may be participating in the regular education
environment)
I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND/OR FUNCTIONAL PERFORMANCE
Instruction: Refer to Progress Report Card Annex 2 of DepEd Order No. 44, S. 2021
Results of initial or most recent evaluation and results of school assessments:
1. Can perform ADLS
2. Can follow simple commands(like put down you bag)
3. Can read cvc pattern and count 1 up to 100
Description of academic, developmental, and/or functional strengths:
1. Can write her ones name
2. Can follow 2-3 steps instruction
3. Can eat by herself
Description of academic, developmental, and/or functional needs:
1. Identify the days of the week/ month of the year
2.Develop longer sitting span and reduce inappropriate behavior during lesson.
3.Familiarize coin-bill up to 20Php
4.Recogize hazards present at home,school and community
Parental concerns regarding their child’s education:
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects
participation in appropriate activities):
II. CONSIDERATIONS OF SPECIAL FACTORS
INSTRUCTION: Indicate all difficulties and assistive technology/devices needed.
DIFFICULTY/IES ASSISTIVE TECHNOLOGY/DEVICE/S NEEDED
N/A N/A
SECTION B: DIFFICULTIES, BARRIERS, AND ENABLING SUPPORTS
DIFFICULTY (enter all areas of LEARNING BARRIERS- anything LEARNING FACILITATORS- a group of ACCOMMODATIONS (list
difficulty) that prevents a learner from being fully people to work together to better understand their items, staff resources, and
engaged in the learning process common objectives and plan how to achieve them.
infrastructure changes
(describe each factor restricting
(describe each factor enabling required to enable
participation)
participation in response to barriers) participation)
Difficulty in communication Mild barrier Mild Barrier SPET and parents
● Difficulty in Remembering or
The learner is none verbal Special Education Teacher
Concentrating Has short attention span parents
Selection of Barriers and Qualifiers for Learning Barriers and Facilitators (Based on the teacher's observation use the table below)
DIFFICULTIES (select all relevant categories) Qualifier for Learning Barriers Qualifier for Learning Facilitators
1. No barrier - no manifestation
● Difficulty in Displaying Interpersonal
2. Mild barrier- 1-2 manifestations No barrier - no manifestation (Parents)
Behavior 3 Moderate barrier 3-4 manifestations Mild barrier- 1-2 manifestations
4. Severe barrier 5 and beyond (SPET/OT)
● Difficulty in Basic Learning &Applying
(Characteristics manifestation) Moderate barrier 3-4 manifestations
Knowledge (SPET, Reg. Teacher, Parents)
Severe barrier 5 and beyond (Multi-
● Difficulty in Communicating
Disciplinary Team)
● Difficulty in Mobility
Note: Needed Facilitator depends upon the
Doctor's recommendation.
● Difficulty in Hearing
● Difficulty in Seeing
SECTION C: ● Difficulty in Remembering or
LEARNER’S Concentrating
GOALS
● Difficulty in Performing Adaptive Skills
NON-
GRADED LEVEL
Life Skills/Moral Development
Annual Goal/Long Term: At the end of the quarter Aniecka is able to identify the distinction of right from wrong or good and bad
ENROUTE INTERVENTIONS /
OBJECTIVES ACTIVITIES
INDIVIDUAL/S PROGRESS/INSTRUCTIONAL REMARKS
(Harvest from /PROCEDURE TIMELINE/MINS/SESSION
RESPONSIBLE EVALUATION
K-12 (Harvest from K-12
Curriculum) Curriculum)
Video lessons Year-round Sped
Teacher
Understand the Coloring
distinction of right parent
from wrong or good
and bad
SAMPLES:
Care skills
Annual Goal/Long Term: at the end of the year Aniecka is able to recognize hazards present at home, school and community
ENROUTE INTERVENTIONS /
OBJECTIVES ACTIVITIES
INDIVIDUALS PROGRESS/INSTRUCTIONAL REMARKS
(Harvest from /PROCEDURE TIMELINE/MINS/SESSION
RESPONSIBLE EVALUATION
K-12 (Harvest from K-12
Curriculum) Curriculum)
Recogize hazards Video lessons Year round Sped
present at Teacher
Picture
home,school and
parent
community activitysheets
TPCS_PS-sp-NG-2
Functional Academic/MATHEMATICS
Annual Goal/Long Term: At the end of the year Aniecka is able to identify coins bills up to 20Php
INTERVENTIONS /
ENROUTE ACTIVITIES
OBJECTIVES PROGRESS/ REMARKS
/PROCEDURE INDIVIDUALS
TIMELINE/MINS/SESSION INSTRUCTIONAL
(Harvest from K- RESPONSIBLE
(Harvest from K-12 EVALUATION
12Curriculum)
Curriculum)
1.Recognize coins bills Play money QUARTER 4(WEEK 1-8) Sped Teacher
up to 20Php
Video lesson 50 MINS PER DAY
TP_MFP-nv-NG-31
acivitysheets
2.Write the a amount of
coins and bills up to
20Php
TP_MFP-nv-NG-31.1
Prepared by: Checked and Reviewed:
___________________________________________________ ___________________________________________________
SPED Teacher School Head/Principal
