IEP - Review of the Preschool Day Template
The Creative Curriculum Classroom
6A:14-3.7 (c) When developing the IEP, the IEP team shall: 11. Review the preschool day to determine what
accommodations and modifications may be required to allow the child to participate in the general education
classroom and activities.
General Education Child Expectations Creative
Curriculum Classroom
Individual IEP Adaptations to Instruction
Modifications to the Curriculum Assistive
Technology Supports for the Teachers Services for
the Child
Arrival
• Child will handle their belongings (example:
backpack / coats) with minimal or
intermittent assistance
• Child can access and identify cubby
• Child can select an independent activity
Arrival
Meals / Snacks
• Child can get to and sit at the table
• Child can manipulate food containers (
example: milk / straws) with minimal or
intermittent assistance
• Child can use individual utensils (example:
spoon/ fork) with minimal or intermittent
assistance
• Child can use serving utensils (example:
family style meals) with minimal or
intermittent assistance
• Child can engage in conversations with peers
and adults
• Child can clean up after meals with minimal
or intermittent assistance
Meals / Snacks
Large Group Meeting time (10-15 minutes)
• Child can get to, find place, and sit in large
group meeting time (example: find place to
sit on carpet) with minimal or intermittent
assistance
• Child can participate in singing songs, finger
plays and sharing news
• Child can attend and respond to teacher
instruction
• Child can select interest area for choice time
Large Group Meeting time (10-15 minutes)
General Education Child Expectations Creative
Curriculum Classroom
Individual IEP Adaptations to Instruction
Modifications to the Curriculum Assistive
Technology Supports for the Teachers Services for
the Child
Choice time (60-90 minutes; substantial portion of
the day)
• Child can engage in child-initiated activity
• Child can remain in interest area to complete
child directed activities
• Child uses a variety of materials and tools in
play with minimal or intermittent assistance
• Play skills reflect developmental expectations
of same age peers
• Child can work appropriately with peers in
interest areas
• Child can initiate and maintain conversations
with adults and peers similar to same aged
peer
• Child can follow expectations; e.g., clean up
routine
Choice time (60-90 minutes; substantial portion of
the day)
Small Group Activities (10-15 minutes)
• Child can participate in Literacy, Math,
Science activities by listening/ responding,
with minimal or intermittent assistance
• Child can participate in Literacy, Math,
Science activities that include fine motor
skills with minimal or intermittent assistance
• Child can participate Literacy, Math, Science
activities that include socialization skills with
minimal or intermittent assistance
Small Group Activities (10-15 minutes)
Group Story Time (10 minutes)
• Child can attend to group story with minimal
or intermittent assistance.
• Child listens and responds to story (answers
questions, identifies rhyming words,
recognizes letters/numbers) with minimal or
intermittent assistance.
• Child can use a variety of materials (felt
pieces, props, and books) to retell the story
with minimal or intermittent assistance.
Group Story Time (10 minutes)
Outdoor
• Child can use outdoor equipment and
Outdoor
General Education Child Expectations Creative
Curriculum Classroom
Individual IEP Adaptations to Instruction
Modifications to the Curriculum Assistive
Technology Supports for the Teachers Services for
the Child
materials as intended (example: climb, pedal,
steer) with minimal or intermittent assistance
• Gross Motor skills reflect developmental
expectations of same age peers
Self - care Skills (throughout day)
• Child can express need to use the bathroom
with minimal or intermittent questioning
• Child can manage own clothing with minimal
or intermittent assistance
• Child can use the toilet with minimal or
intermittent assistance
• Child can wash hands with minimal or
intermittent assistance
Self - care Skills (throughout day)
Rest Time (20-30 minutes in full day program)
• Child can prepare own materials for rest time
(example: put sheet on cot) with minimal or
intermittent assistance
• Child can remain in quiet activity if they are
not resting
• Child can follow resting routine
Rest Time (20-30 minutes in full day program)
Transitions (throughout day)
• Child follows structured classroom routines
with minimal or intermittent assistance
• Child responds to transition cues (example:
songs, lights blinking, chimes) with minimal
or intermittent assistance
Transitions (throughout day)
Communication (throughout day)
• Child can express wants and needs with
minimal or intermittent prompting
• Child can ask questions of a peer or adult
with minimal or intermittent assistance
• Child can answer questions asked of a peer or
adult with minimal or intermittent assistance
• Child can initiate and maintain conversations
with adults and peers similar to same aged
peer
Communication (throughout day)
