1 Term 3/2025-2026 INDIVIDUALIZED EDUCATIONAL PLAN (IEP) ACADEMIC YEAR 2025-2026 Standard-Based Individualized Learning Plan (IEP)
2 Term 3/2025-2026 STUDENT PROFILE Reports Available in Student File Name of Student: Saeed Khalifa IEP Issues on: October 2025 IEP Update: Jan 2026 Term 3 review May 2026 Esis: 1367544 Grade: KG 2D Parents: Mr and Mrs ALSUWAIDI Physical: N/A Head of Inclusion: Mariam AIhajeri Vision: N/A General Education Teacher(s): Ms Kundai Hearing: N/A Learning Support Teacher :Ms Belinda Allergies: N/A Inclusion Assistant: Ms Esther Medication: No active medications Therapist: Ms Sana and Ms Lina Diagnosis: Autism Spectrum Strength: Saeed has strong skills in areas of numbers, letters, colors, and technology Demonstrates attention to detail Excellent visual learner – understands and remembers information better with pictures, charts, and visuals. Student voice: Internal School and or /Psycho-Educational Assessment Summary: Saeed present significant difficulties in self-regulation, compliance, and attention, which impact his ability to consistently access academic instruction. His strengths in visual learning and Teacch style routines can be used to support him. Targeted interventions in behavior regulation, sensory strategies, and structured academic engagement will be necessary to promote progress. We recommend ABA Commented [KN1]: Please complete these details. Therapist provider, diagnosis, grade,
3 Term 3/2025-2026 Base Line /Current Level:Saeed standardized test scores in UFLI letter identification and phoneme sounds are in the average range for all subtests 60th percentile. His math areas of ,rote counting ,1;1 correspondance and geometry enable him to complete KG grade level activities in the general education classroom he earned a composite score in the average 54 percentile . and writing standardized test scores are in the below average range of 30 percentile RIT Map SCORE Math 142 Reading 142 Testing Accommodations: • Extended time • Small/special grouping • Breaks when needed. • Preferential seating Student progress measured by: • Observations and intervention data • Work samples • Baseline assessments • • • Student Placement / Support Services A regular class with direct support -The student is placed in a regular class for most of the day and receives specialized instruction, individually or in a small group, within the regular classroom. A regular class with pull-out assistance -The student is placed in a regular class and receives instruction outside the classroom, individually or in a small group, for less than 50 percent of the school day. One-to-one setting -The student is placed in a setting in which the student-teacher ratiois1to1, for at least 90% of the school day. Nonparticipation Justification -The student is removed from the General Education classroom during all subject matter. If yes, why is removal considered critical to the student’s program? Confidential Integration and Support Department Domain 1: Behavior / Self-Regulation (linked to Academic Readiness) Current Level: A-Approaching
4 Term 3/2025-2026 Annual Goal: By the end of the IEP year, Saeed will reduce head-banging, screaming, and shouting by using a calming strategy (deep breathing, sensory toy, quiet area) in 4/5 opportunities, enabling him to rejoin learning tasks within 3 minutes. Expressive Language Goal: By the end of the IEP year, Saeed will improve expressive language skills to communicate wants, needs, ideas, and information clearly and appropriately in classroom settings. Procedures to Evaluate Goal: Data Collection: Use observation checklists, recordings of classroom interactions, and teacher assessments to track progress. Regular Review: Evaluate the student's progress at each IEP meeting and adjust goals as necessary based on development Evaluation Schedule: quaterly Short Term Objectives / Benchmarks Strategies and Materials Outcome Benchmark 1: Attempt a calming strategy with adult prompt in 2/5 opportunities, return to task within 6 minutes. Benchmark 2: Interpreting Social Cues Saeed will identify and appropriately respond to basic social cues (e.g., facial expressions, body language, tone of voice) in structured role-plays or natural settings in 3 out of 4 weekly sessions. Sentence Construction: Saeed will use 4–6 word sentences to express needs, describe events, or answer questions in 4 out of 5 daily opportunities. 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: 6. Group Activities: Visual Options: Sit quietly Deep breathing • Hug toy Walk Puzzle break speech therapy plan Benchmark 1: Calming Strategy • 35% success • Approaching Benchmark 2: Social Cues • 40% accuracy • Approaching Sentence Construction • 20% use of 4–6 word sentences Approaching IEP Benchmark By the end of 2nd Term, Benchmark 1: Using Self-Regulation Strategies Saeed will independently use a self-regulation tool (e.g., breathing technique, quiet space, visual card) to manage frustration or overstimulation in 3 out of 5 occurrences per week. 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: 6. Group Activities: Visual Options: Sit quietly Deep breathing Hug toy Walk Puzzle break speech therapy plan Weekly Observation Data Week Successful Use of Strategy Total Occurrences Result Week 1 2 5 Not Met Week 2 3 5 Met Week 3 2 5 Not Met Week 4 3 5 Met Week 5 3 5 Met Progress Computation Successful weeks meeting benchmark = 3 Total monitored weeks = 5 3 5 × 100 = 60%
5 Term 3/2025-2026 Outcome: 60% – Developing IEP Benchmark By the end of 3 rd Term, Benchmark 1: Using Self-Regulation Strategies Saeed will independently use a self-regulation tool (e.g., breathing technique, quiet space, visual card) to manage frustration or overstimulation in 3 out of 5 occurrences per week. 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: 6. Group Activities: Visual Options: Sit quietly Deep breathing Hug toy Walk Puzzle break speech therapy plan Term 3 Observation Data Week Successful Use Total Occurrences Result 1 2 5 Not Met 2 3 5 Met 3 2 5 Not Met 4 3 5 Met 5 3 5 Not Met 6 2 5 Met 7 3 5 Met 8 2 5 Not Met 9 3 5 Met 10 2 5 Not Met Progress Computation • Successful weeks: 5 • Total weeks: 10 5 ÷ 10 × 100 = 80% Outcome 50% – Achieved Outcome Key: A: Approaching
6 Term 3/2025-2026 Confidential Integration and Support Department Domain 2: Compliance / Following Directions (linked to Literacy/Math Tasks) Basic Level A: Approaching Out of Class Annual Goal: By the end of the IEP year, Saeed will follow one-step academic directions (e.g., “write your name,” “point to the number”) in 4/5 opportunities with no more than one prompt. Academic Alignment: Compliance with directions will increase his participation in phonics (UFli routines), literacy writing, and numeracy problem-solving tasks. Procedures to Evaluate Goal: Data Collection: Use assessments, quizzes, and observations to track progress. Regular Review: Monitor progress at each IEP meeting and adjust goals as needed based on the student’s development Evaluation Schedule: Quarterly Short Term Objectives / Benchmarks Strategies and Materials Outcome Term 1: Benchmark 1: Follow 3-step direction with verbal + visual prompt in 2/5 opportunities during literacy/math. Benchmark 2: Multi-sensory approach Visual aids Benchmark 1 • 40% (2/5) • Approaching Benchmark 2 • 20% (3/5) IEP Benchmark 2nd Term, Phonics (UFLI Routines) Goal By the end of the term, when provided with UFLI phonics routines and grade-level standardized class activities, Saeed will complete phonics tasks (letter–sound identification, blending, and decoding) with at least 80% accuracy, with no more than two adult prompts, in 4 out of 5 opportunities, as documented by teacher records. Literacy Writing Goal By the end of the term, when given standardized classroom writing activities (e.g., sentence writing, labeling, or guided writing tasks), Saeed will independently complete the assigned task Multi-sensory approach Visual aids Arrival → Circle Time → Literacy → Math → Snack → Art → Play → Home . Clear Expectations. Consistent Routine: Behavior Contracts: Modeling Behavior: Social Stories: Coping Strategies: Data Tracking: Peer Support: Frequent Breaks: Session Data Phonics Session Accuracy Prompts (≤2) Met 80%? Result 1 75% 2 Not Met 2 82% 2 Met 3 85% 1 Met 4 78% 2 Not Met 5 88% 1 Met Progress: 60% – Meeting Session Data Writing
7 Term 3/2025-2026 using appropriate letter formation and spacing, with at least 80% task completion, and no more than two prompts, in 4 out of 5 opportunities, as documented through work samples. Numeracy Problem-Solving Goal By the end of the term, when presented with grade-level standardized numeracy problem-solving tasks, Saeed will solve problems using appropriate strategies (manipulatives, visuals, or number lines) with 80% accuracy, and no more than two prompts, in 4 out of 5 opportunities, as recorded through teacher observation and assessments. Map TargetsOperations and algebraic thinking Gold (141-150): "I can add and subtract numbers up to 10, and I can explain what I'm doing." GeometryGold (141-150): "I can name and describe several 2D and 3D shapes and tell how they're different." UFLI sound wall (mouth picture + letter + keyword) Blending strip (sound → blend → read) “My turn / Your turn” cards for routine predictability Step-by-step phonics routine strip (1. Say sound → 2. Tap → 3. Blend → 4. Read) Literacy Writing – Purpose: Support structure, clarity, and task completion Visual Supports Writing checklist strip: “Trace slowly → stay on the line → stop “Look → Copy → Check” Sentence starter strip (I see ___ / I like ___) Numeracy Problem-Solving – Visual Strategies Problem-solving mat: Session Task Completion Prompts Met 80%? Result 1 70% 2 Not Met 2 80% 2 Met 3 85% 1 Met 4 75% 2 Not Met 5 82% 2 Met Progress: 40% – Developing Session Data Math Session Accuracy Prompts Met 80%? Result 1 72% 2 Not Met 2 80% 2 Met 3 85% 1 Met 4 78% 2 Not Met 5 82% 2 Met Progress: 60% – Meeting Cross-Curricular Task Completion Goal Goal: By the end of the term 3, the student will complete assigned curriculum tasks in phonics, mathematics, writing, and science with 60% independence and accuracy across 4 out of 5 opportunities, using appropriate supports as needed Numeracy Problem-Solving – Visual Strategies Problem-solving mat: Writing checklist strip: “Trace slowly → stay on the line → stop Term 3 Observation Data Week Successful Task Completion Total Opportunities Result 1 2 5 Not Met 2 3 5 Not Met 3 3 5 Not Met 4 4 5 Met 5 3 5 Not Met 6 4 5 Met
8 Term 3/2025-2026 “Look → Copy → Check” Sentence starter strip (I see ___ / I like ___) Arrival → Circle Time → Literacy → Math → Snack → Art → Play → Home . Clear Expectations. Consistent Routine: Behavior Contracts: Modeling Behavior: Social Stories: Coping Strategies: Data Tracking: Peer Support: Frequent Breaks: 7 4 5 Met 8 4 5 Met 9 5 5 Met 10 4 5 Met Progress Computation • Successful weeks meeting benchmark: 6 • Total monitored weeks: 10 6 ÷ 10 × 100 = 60% Outcome 60% – Meeting Outcome Key: A: Approaching M: Meeting E: Exceeding Domain : Attention / Engagement in Academic Tasks Current Level: D= Developing Annual Goal: By the end of the IEP year, Saeed will remain engaged in a small-group academic task (phonics, writing, math) for 10 consecutive minutes in 4/5 sessions, with no more than 2 prompts for redirection. Academic Alignment: Engagement will allow him to access grade-level content in short, structured activities. Procedures to Evaluate Goal: Data Collection: Use observation checklists, recordings of classroom interactions, and teacher assessments to track progress. Regular Review: Evaluate the student's progress at each IEP meeting and adjust goals as necessary based on development Evaluation Schedule: quaterly Short Term Objectives / Benchmarks Strategies and Materials Outcome
9 Term 3/2025-2026 Benchmark 1: Term 1: Stay engaged for 3 minutes with 2–3 prompts Benchmark 2: Using Self-Regulation Strategies Saeed will independently use a self-regulation tool (e.g., breathing technique, quiet space, visual card) to manage frustration or overstimulation in 3 out of 5 occurrences per week. Benchmark : Reduction in Disruptive Behavior Saeed will reduce incidents of calling out, leaving his seat, or interrupting peers from a baseline average to no more than 2 incidents per activity across 3 consecutive days. Benchmark 4: Positive Peer Interaction Saeed will engage in cooperative play or group work with peers by taking turns, sharing, or using polite words in 3 out of 5 structured group sessions per week. 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: occupational therapy plan Lots of positive reinforcement. • Use visual cues and sand timers to help Obaid stay on task. Benchmark 1: Engagement • 3 min with 2–3 prompts • Developing Benchmark 2: Self-Regulation Tools • 20% (3/5) • Approaching Benchmark 3: Disruptive Behaviors • 4–5 incidents → 2 target • Approaching Benchmark 4: Peer Interaction • 30% (3/5) Approaching IEP Benchmark By the end of Term 2, Saeed will demonstrate improved self-regulation and social engagement by staying engaged for 10 minutes with 2–3 prompts, independently using a self- regulation tool in 3 out of 5 occurrences per week, reducing disruptive behaviors to no more than 2 incidents per activity across 3 consecutive days, and engaging positively with peers in 3 out of 5 structured group sessions per week. Map Targets: Language and Writing Gold (141-150): "I can share my ideas and feelings using complete sentences." Vocabulary Gold (141-150): "I can sort things that are alike, like fruits or animals." 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: occupational therapy plan Lots of positive reinforcement. • Use visual cues and sand timers to help Obaid stay on task. 2. Clear Expectations. Consistent Routine:. Behavior Contracts:. Modeling Behavior:Social Stories: Coping Strategies: Data Tracking: Peer Support:Frequent Breaks:Deep pressure hug and ignore head banging Session / Weekly Data Skill Area Opportunities Met Total Opportunities Percentage Progress Task Engagement (10 min) 3 5 60% Developing Self- Regulation Tool Use 3 5 60% Developing Reduced Disruptive Behaviors 4 5 80% Progressing Positive Peer Engagement 2 5 40% Developing Overall Progress Computation Total successes = 12 Total opportunities = 20 12 20 × 100 = 60% Overall Outcome: 60% – Developing
10 Term 3/2025-2026 IEP Benchmark By the end of Term 3, Saeed will demonstrate improved self-regulation and social engagement by staying engaged for 10 minutes with 2–3 prompts, independently using a self- regulation tool in 3 out of 5 occurrences per week, reducing disruptive behaviors to no more than 2 incidents per activity across 3 consecutive days, and engaging positively with peers in 3 out of 5 structured group sessions per week. Map Targets: Language and Writing Gold (141-150): "I can share my ideas and feelings using complete sentences." Vocabulary Gold (141-150): "I can sort things that are alike, like fruits or animals." 1. Modeling Behavior: 2. Role-Playing: 3. Social Stories: 4. Direct Instruction: 5. Peer Buddy Systems: occupational therapy plan Lots of positive reinforcement. • Use visual cues and sand timers to help Obaid stay on task. 2. Clear Expectations. Consistent Routine:. Behavior Contracts:. Modeling Behavior:Social Stories: Coping Strategies: Data Tracking: Peer Support:Frequent Breaks:Deep pressure hug and ignore head banging Term 3 Observation Data Week Successful Outcomes Total Opportunities Result 1 2 5 Not Met 2 3 5 Met 3 3 5 Met 4 2 5 Not Met 5 3 5 Met 6 2 5 Not Met 7 4 5 Met 8 2 5 Not Met 9 4 5 Met 10 3 5 Not Met Progress Computation • Successful weeks meeting benchmark: 5 • Total monitored weeks: 10 5 ÷ 10 × 100 = 50% Outcome 50% – Partially Achieved
11 Term 3/2025-2026 RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES Type of Service Anticipated Frequency of Service Beginning Date DURATION Location intensive instruction Daily 15/9/25 30 mins EIH room Push In Intervention To be confirmed Additional Behavior intervention As needed To be confirmed To be confirmed To be confirmed Counselor In School Therapy Services Occupational Therapy 2xWeekly 22/9/25 60mins Therapy room Therapist SpeechTherapy 3xWeekly 22/9/25 90 mins Therapy room Therapist ln-class Support 5x Weekly 08/09/25 Ongoing GR1 CA/class teacher IEP TEAM (SUPPORT STUDENT DEVLEOPMENT AND WELL-BEING) ROLE CONTACT PERSON EMAIL SIGNATURE Class Teacher Ms.Kundai Kundai.kaundo@charterschools.ae Inclusion Assistant Ms Esther Chioma.ihegboro @charterschools.ae Head of Inclusion Ms Kikar kikar@charterschools.ae SEN Teacher Ms Belinda Belinda.mapfumo@ charterschools.ae Parent / Guardian Father Commented [KN2]: Commented [BM3R2]: