Iep

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME DOB

10-10-2008

Clara Jones SCHOOL YEAR

IEP INITIATION/DURATION DATES

FROM

2017

10/01/2017

2018

GRADE TO

3rd

-

05/25/2018

This IEP will be implemented during the regular school term unless noted in extended school year services. EXTENDED SCHOOL YEAR SERVICES (ESY) The IEP Team has considered, for the child, based on AAC 290-8-9.05(6)(9), if ESY services are necessary for the provision of FAPE. ESY services will be provided: [ x ] ESY services are not necessary for the child: [ ] STUDENT PROFILE – WILL INCLUDE GENERAL STATEMENTS REGARDING:

Strengths of the student – Include information regarding the student’s strengths in academic and functional areas. Clara is well adjusted socially. Clara engaged in conversation when prompted by the examiner. She was able to establish and maintain rapport during her evaluations. Clara thrives on the use of visual cues. Clara’s teacher reports that Clara is well behaved and able to stay on task. Parental concerns for enhancing the education – Include all information regarding the parental concerns for enhancing the education of their child. Parents did not express any concerns at this time. Student Preferences and/or Interests – This area includes information obtained from parent, teacher(s), and the student regarding preferences and interests. Include all information concerning student preferences and/or interests including transition information. Clara enjoys looking at picture books. She prefers interacting with her peers over spending time on the computer in the classroom. Clara favors working in small groups over whole group instruction. Clara is highly visual and likes to draw pictures in her free time. Clara would like to be an artist when she grows up. Clara’s mother noted that Clara does better in well-structured environments with clear rules and boundaries. Results of the most recent evaluations – Include all information concerning evaluation results. This information should be written in meaningful terms so that the parent and service providers have a clear understanding of the evaluation results Results of the current intelligence tests suggest Clara’s intellectual functioning is in the lower extreme range. Clara’s achievement test scores place her in the very low category for reading, math, and writing. Clara is unable to comprehend materials on a kindergarten level. The Vineland Adaptive Behavior Scales, completed by Clara’s mother and teacher, place Clara in the moderately low category for adaptive behavior. While Clara is a very outgoing and personable child, her internalized behavior scores on the BASC-3 show Clara at risk for anxiety and/or depression. The Adverse Effect of Articulation, Voice, Fluency or Language assessment shows that Clara also demonstrates language deficits and has trouble understanding information presented orally. The academic, developmental, and functional needs of the student – Include all information concerning how the student’s disability affects his/her involvement and progress in the general education curriculum, and, for preschool age children, how the disability affects his/her participation in age-appropriate activities. Clara does not read any material, not even on a kindergarten level. She is unable to identify the letters R and Y. Clara cannot perform math calculations that require regrouping. She also struggles to work independently. Clara needs step by step instruction to complete classroom tasks. Additionally, Clara needs supplementary support when materials are abstract in nature. Clara also has difficulty demonstrating understanding of information presented to her orally. Other – Include any information pertinent to the development of the IEP that was not included anywhere else on the Student Profile page. Page

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Clara previously received services under the exceptionality of Developmentally Delayed. This is a reevaluation of educational needs. For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the child’s 3rd birthday – This should only be completed if the child is not being served under IDEA on the child’s third birthday. (e.g., if a child’s birthday is during the summer or holiday(s) justification is required). Not applicable to this child’s situation. INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

Clara Jones

DOB: 10/10/2008

SPECIAL INSTRUCTIONAL FACTORS Items checked “YES” will be addressed in this IEP: • • • • • • • •

Does the student have behavior which impedes his/her learning or the learning of others? Does the student have a Behavioral Intervention Plan? Does the student have limited English proficiency? Does the student need instruction in Braille and the use of Braille? Does the student have communication needs? Does the student need assistive technology devices and/or services? Does the student require specially designed P.E.? Is the student working toward alternate achievement standards and participating in the Alabama Alternate Assessment? • Are transition services addressed in this IEP?

YES [ ] [ ] [ ] [ ] [X] [ ] [ ]

NO [X] [X] [X] [X] [ ] [X] [X]

[X] [ ]

[ ] [X]

TRANSPORTATION Student’s mode of transportation: [X] Regular bus [ ] Bus for special needs [ ] Parent contract [ ] YES Does the student require transportation as a related service? If yes, check any transportation needs: [ [ [ [ [

] ] ] ] ]

Bus assistance: [ ] Adult support Preferential seating Behavioral Intervention Plan Wheelchair lift and securement system Restraint system Specify type:

[ ] Other:

[X] NO

[ ] Medical support

[ ]

Other. Specify:

[ ]

Bus driver and support personnel are aware of the student’s behavioral and/or medical concerns.

NONACADEMIC and EXTRACURRICULAR ACTIVITIES Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers? [X] YES. Page

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[ ]

YES, with supports. Describe:

[ ]

NO. Explanation must be provided: METHOD/FREQUENCY FOR REPORTING PROGRESS OF ATTAINING GOALS TO PARENTS

Annual Goal Progress reports will be sent to parents each time report cards are issued (every

9

weeks).

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

CLARA JONES

DOB: 10/10/2008

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and functional skills) must be addressed. AREA:

Reading/Language Arts

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in ageappropriate activities. Recent achievement tests indicate that Clara consistently recognizes the majority of the alphabet. However, testing also revealed that Clara is reading below kindergarten level and is unable to recognize the letters R and Y with any consistency. Clara needs to increase her understanding of letter recognition. Clara’s limited ability to read affects her educational performance in the general education curriculum in the area of language arts. (Link to Curriculum Guides)

(Link to Extended Standards)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs: Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year. Clara will match pictures with phrases when read a story aloud. She will correctly sequence pictures from the story in the correct order with 100% accuracy (10 out of 10 trials) by the end of the school year (W. ES 3.1) DATE OF MASTERY: TYPE(S) OF EVALUATION FOR ANNUAL GOAL: Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.) [ ] Curriculum Based Assessment [ ] Teacher/Text Test [X] Teacher Observation [ ] Grades [X] Data Collection [ ] State Assessment(s) [ ] Work Samples [ ] Other: [ ] Other:

BENCHMARKS: Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year. 1. 2. Page

CLARA WILL MATSER 5 OUT OF 10 TRIALS BY THE END OF THE SECOND QUARTER. of

Date of Mastery: ALSDE Approved Feb. 2017

CLARA WILL MASTER 10 OUT OF 10 TRIALS BY THE END OF THE SCHOOL YEAR

Date of Mastery:

3.

Date of Mastery:

4.

Date of Mastery:

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

CLARA JONES

DOB: 10/10/2008

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and functional skills) must be addressed. AREA:

Mathematics

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in ageappropriate activities. Clara’s achievement tests indicate that Clara is able to complete single digit addition and subtraction. However, while Clara can perform single digit addition and subtraction she is unable to do so without the use of counters. Clara needs to increase her understanding of mathematical equations. Clara’s incomplete understanding of mathematical equations affects her educational performance in the general education curriculum in the area of mathematics. (Link to Curriculum Guides)

(Link to Extended Standards)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs: Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year. Clara will add and subtract single digit numbers when presented with groups of objects from one to twenty. Clara will complete this goal with 100% accuracy (12 out of 12 trials) by the end of the school year. (M.3 7.4) DATE OF MASTERY: TYPE(S) OF EVALUATION FOR ANNUAL GOAL: Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.) [ ] Curriculum Based Assessment [X] Teacher/Text Test [X] Teacher Observation [ ] Grades [X] Data Collection [ ] State Assessment(s) [X] Work Samples [ ] Other: [ ] Other:

BENCHMARKS: Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year. 1. 2. 3. 4. Page

CLARA WILL COMPLETE 3 OUT OF 12 TRIALS BY THE END OF THE FIRST SEMESTER. CLARA WILL COMPLETE 6 OUT OF 12 TRIALS BY THE END OF THE SECOND SEMESTER. CLARA WILL COMPLETE 9 OUT OF 12 TRIALS BY THE END OF THE THIRD SEMESTER. of

Date of Mastery: Date of Mastery: Date of Mastery: ALSDE Approved Feb. 2017

CLARA WILL COMPLETE 12 OUT OF 12 TRIALS BY THE END OF THE SCHOOL YEAR.

Date of Mastery:

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

CLARA JONES

DOB: 10/10/2008

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and functional skills) must be addressed. AREA:

Functional Skills

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in ageappropriate activities. Recent Teacher input describes Clara as on task and focused on the work in front of her. However, Clara has difficulty understanding information presented orally and typically observes her peers to make sense of what she should be doing. Clara needs to learn to perform functional listening skills. Clara’s inability to comprehend oral communications affects her functional performance in the general education setting in the area of functional skills. (Link to Curriculum Guides)

(Link to Extended Standards)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs: Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year. Clara will perform functional listening skills by identifying pictures from verbal descriptions with 80% accuracy (8 out of 10 trials) by the end of the school year. DATE OF MASTERY: TYPE(S) OF EVALUATION FOR ANNUAL GOAL: Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.) [ ] Curriculum Based Assessment [ ] Teacher/Text Test [X] Teacher Observation [ ] Grades [X] Data Collection [ ] State Assessment(s) [X] Work Samples [ ] Other: [ ] Other:

BENCHMARKS: Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year. 1. 2. 3. 4. Page

CLARA WILL COMPLETE 2 OUT OF 10 TRIALS BY THE END OF THE FIRST SEMESTER. CLARA WILL COMPLETE 4 OUT OF 10 TRIALS BY THE END OF THE SECOND SEMESTER. CLARA WILL COMPLETE 6 OUT OF 10 TRIALS BY THE END OF THE THIRD SEMESTER. of

Date of Mastery: Date of Mastery: Date of Mastery: ALSDE Approved Feb. 2017

CLARA WILL COMPLETE 8 OUT OF 10 TRIALS BY THE END OF THE SCHOOL YEAR.

Date of Mastery:

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

CLARA JONES

DOB: 10/10/2008

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and functional skills) must be addressed. AREA:

Functional Skills

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in ageappropriate activities. Recent achievement tests indicate that Clara is able to list some words in print. However, Clara’s inability to fully grasp words as a whole, puts her at risk in emergency situations. Clara needs to have a general understanding of safety letters and signage. Clara’s incapacity to understand safety letters affects her educational performance in the general education setting in the area of functional skills. (Link to Curriculum Guides)

(Link to Extended Standards)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs: Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year. Given safety signs and letters, Clara will choose the best picture word response that best describes the meaning of the symbol and what action should be taken when encountering this symbol with 100% accuracy (10 out of 10 trials) by the end of the school year. DATE OF MASTERY: TYPE(S) OF EVALUATION FOR ANNUAL GOAL: Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.) [ ] Curriculum Based Assessment [ ] Teacher/Text Test [X] Teacher Observation [ ] Grades [X] Data Collection [ ] State Assessment(s) [X] Work Samples [ ] Other: [ ] Other:

BENCHMARKS: Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year. CLARA WILL COMPLETE 5 OUT OF 10 TRIALS BY THE END OF THE 1. SECOND SEMESTER. Date of Mastery: 2.

CLARA WILL COMPLETE 10 OUT OF 10 TRIALS BY THE END OF THE SCHOOL YEAR.

3. 4. Page

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Date of Mastery:

INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

DOB: 10/10/2008

Clara Jones

SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.)

Special Education Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Daily

25

10/1/17 to 05/25/17

Special Education Classroom

Daily

25

10/1/17 to 5/25/17

Special Education Classroom

2x weekly

20

10/1/17 to 5/25/17

Special Education Classroom.

3x weekly

20

10/1/17 to 5/25/17

Special Education Classroom.

Academic MATH- The special education teacher will work with Clara in a small group setting presenting groups of objects from one to twenty to remediate her deficits in single digit addition and subtraction through the use of manipulatives and kinesthetic based programs.

Academic READING-The special education teacher will work with Clara to match pictures and phrases when read a story aloud, to remediate her deficits in letter recognition through the use of sequencing and repeated practice in a small group setting.

Functional The special education teacher will work with Clara in a small group setting to remediate her deficits in the understanding of safety letters and signage. The special education teacher will prompt Clara to choose the best picture word responses that best describe the meaning of the symbols and what action should be taken when encountering these symbols through the use of scaffolding and repeated practice.

Functional The special education teacher will work with Clara in a small group setting to perform functional listening skills by identifying pictures from verbal descriptions to remediate her deficits in the comprehension of oral communication through the use of visual cues. Page

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Location of Service(s)

ALSDE Approved Feb. 2017

Related Services

[X] Needed

[ ] Not Needed

Anticipated Frequency of Service(s)

Amount of time

The speech therapist will work with Clara on general language skills in a small group setting to stimulate verbal responses with without the repetition of directions.

3 x weekly

20

Supplementary Aids and Services

[X] Needed

[ ] Not Needed

Anticipated Frequency of Service(s)

Amount of time

Service(s)

Service(s)

Beginning/Ending Duration Dates

10/1/17 to 5/25/17

Beginning/Ending Duration Dates

Clara will be allowed to use the following accommodations in science and social studies: Preferential seating, additional time to complete assignments and tests, the ability to demonstrate learning orally, use of the resource room to complete assignments and tests. As well as, general education modified work including: limited choices on answers and verbal directions for tests and assignments.

Daily

Program Modifications

[ ] Needed

[X] Not Needed

Anticipated Frequency of Service(s)

Amount of time

Service(s)

10/1/17 to 5/25/17

Beginning/Ending Duration Dates

Location of Service(s)

Speech Therapy Room

Location of Service(s)

General Education Classroom.

Location of Service(s)

to

Accommodations Needed for Assessments Service(s)

[ ] Needed

[X] Not Needed

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to to

Assistive Technology Service(s)

[ ] Needed

[X] Not Needed

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to to

Support for Personnel Service(s)

[ ] Needed

[X] Not Needed

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to to

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INDIVIDUALIZED EDUCATION PROGRAM STUDENT’S NAME:

CLARA JONES

DOB: 10/10/2008 TRANSFER OF RIGHTS

(Beginning not later than the IEP that will be in effect when the student reaches 18 years of age.) Date student was informed that the rights under the IDEA will transfer to him/her at the age of 19

LEAST RESTRICTIVE ENVIRONMENT Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if nondisabled? [X] Yes [ ] No If no, explain: Does this student receive all special education services with nondisabled peers? [ ] Yes [X] No If no, explain (explanation may not be solely because of needed modifications in the general curriculum): Due to Clara’s need for individual intensive instruction in reading strategies and mathematical equations, instruction is best delivered in the resource classroom to allow her more focused learning in a quiet environment with additional supports. [X] 6-21 YEARS OF AGE

[ ] 3-5 YEARS OF AGE

Least Restricted Environment: 01-100% to 80% of the day inside the regular education environment. COPY OF IEP

COPY OF SPECIAL EDUCATION RIGHTS

Was a copy of the IEP given to parent/student (age 19) at the IEP Team meeting? [X] Yes [ ] No

Was a copy of the Special Education Rights given to parent/student (age 19) at the IEP Team meeting? [X] Yes [ ] No

If no, date sent:

If no, date sent:

Date copy of amended IEP provided/sent to parent/student (age 19): THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP THIS IEP.

Position Parent Parent General Education Teacher Special Education Teacher LEA Representative Someone Who Can Interpret the Instructional Implications of the Evaluation Results Student Career/Technical Education Representative Other Agency Representative

Signature Stephanie Cleary Sheryl McNeely Rebecca Lankford Heather Ehrenhaft Julia Schroeder

Date

Danielle Burke

10/01/2017

10/01/2017 10/01/2017 10/01/2017 10/01/2017 10/01/2017

INFORMATION FROM PEOPLE NOT IN ATTENDANCE Page

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Position

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Name

Date

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