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INDIVIDUALIZED EDUCATION PROGRAM (IEP)STUDENT NAME: Scott ChinDATE OF BIRTH: 10/26/2013 LOCAL ID #:  123456 DISABILITY CLASSIFICATION:  ATTENTION DEFICIT HYPERACTIVITY DISORDER               
PROJECTED DATE IEP IS TO BE IMPLEMENTED: 10/30/2018 PROJECTED DATE OF ANNUAL REVIEW:      10/30/2019
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDSDOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL, AND FUNCTIONAL NEEDSEVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS) SCOTT CHIN PORTRAYED DIFFICULTY IN ATTENTION AND SELF-REGULATION. AS A FORM OF DESTRUCTION, SCOTT SHOWED AGGRESSION IN WHICH TEACHERS CONCLUDED IS AS A RESULT OF SKILL DEFICIT AND STRESS. STATE ASSESSMENT; SCOTT CHIN IS GENERALLY AN ABOVE- STUDENT IN READING RECOGNITION, READING COMP AND SPELLING. HE IS AVERAGE IN MATHEMATIC, THUS HAVING A TOTAL SCORE OF ABOVE AVERAGE. 
 ACADEMIC ASSESSMENT: SCOTT CHIN IS AN ABOVE-AVERAGE STUDENT AND DEMONSTRATED WEAKNESS IN MATHEMATICS WHERE HE SCORED AVERAGELY.  SCOTT CHIN HAS NOT ATTENDED ANY SPECIAL SCHOOL BUT HOWEVER, SHOWS HE IS AN ABOVE-AVERAGE STUDENT.HOWEVER, SCOTT WAS NOT INTERESTED IN WRITING AND THUS, THREE WRITING SAMPLES WERE OBTAINED. HE GOT UPSET WHEN HE COULD NOT COMPLETE THE TASK PERFECTLY, THE WRITING WAS IMMATURE WITH LARGE FONT, GANGLY STICKERS, INCORRECT SPELLING, AND NO PROPOSITIONS. IN ADDITION,HE CAN IDENTIFY SHAPES, RETELL A THREE-EVENT STORY, AND ANSWER COMPREHENSION. HE LIKES LEARNING FROM PICTURES, AND CAN COUNT UP TO 30. HE ALSO UNDERSTANDS THE CALENDAR, AND DAYS OF THE WEEK, AND CAN MANAGE SIMPLE ADDITION AND SUBSTRUCTION. HOWEVER, IN WRITING, HE GETS POTRAYS DEFIANCE BEHAVIORS SUCH IS YELLING AND THROWING OBJECTS IF HE CAN’T ANSWER CORRECTLY OR REFUSES TO HANDLE THE GIVEN TASKS. BEHAVIORAL ASSESSMENT. SCOTT HAS DIFFICULTY FOLLOWING INSTRUCTIONS AND RELATING WITH HIS PEERS. HE PREFERS TO ENGAGE IN ACTIVITIES THAT EXCITE HIM AND DISLIKES BEING IN A GROUP EVEN THOUGH HE LIKES A NORMAL CLASSROOM. HE HAS A TENDENCY TO YELL, VERBAL OUTBURSTS AND THROW ITEMS AT HIS PEERS OR TEACHERS WHEN ANGERED OR ANNOYED. IN ADDITION, HE IS ADAPTABLE AND RECEPTIVE TO CHANGE IN THE NUMBER OF OUTBURSTS AND YELLING.        
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICSLEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:
STUDENT STRENGTHS, PREFERENCES, INTERESTS: 
SCOTT ENJOYS WORKING ALONE AND LEARNING THE HISTORY OF BUILDINGS, HOW THEY WERE BUILT AND WHEN. IN ADDITION, HE CAN RETELL THREE EVENT STORIES, ANSWER COMPREHENSION AND IDENTIFY PICTURES.      
ACADEMIC, DEVELOPMENTAL, AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE ...