IEP Guidance Document Sample



Individual Education Program (IEP)Kentucky County Public Schools500 Main StreetRiverview, KY 40000Plan InformationMeeting Date: 2/2/12 Start Date: 2/2/12 End Date: 2/1/13Special Ed Status: Active Special Education Setting: (age 6-21) 40-80% of day in general ed. programsPrimary Disability: Mild Mental Disability Student InformationStudent Name: Candace L. Newstatt DOB: 7/15/03Student Number: 122033Address: 2232 South 3rd Street # 14, Riverview, KY 40000 District of Residence: Kentucky County School of Attendance: Westside Elementary Grade: 03Gender: F Race (Ethnicity Code): WPresent Level of Academic Achievement and Functional PerformancePresent Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum:(For preschool children include the effect on participation in appropriate activities; Beginning in the child’s 8th grade year or when the child has reached the age of 14, a statement of transition is included.)Communication Status FORMCHECKBOX Performance commensurate with similar age peersCandace’s articulation, voice, and fluency skills are within normal limits. Per formal language assessment, Candace demonstrates strength in identifying word relationships by pointing to pictures. Given formal assessment, results of language interventions and observation, Candace demonstrates severe language deficits in comprehension of basic concepts (0%), attributes (adjectives describing color, size, shape, etc. at 25%), prepositional phrases (i.e., on, under, behind 25%), sorting and labeling a category (40%), following oral directions (20%), answering /wh/ questions (who/where/when - 40% to 60%, what/why 10 to 40%), and formulating sentences (44%). Expressively, Candace uses past tense – ed in sentences at 0% . Candace’s language disorder negatively affects her ability to follow teacher directions, communicate in the classroom and in social settings, comprehend classroom instruction, understand and use a variety of words in her oral speech and written work. Academic Performance FORMCHECKBOX Performance commensurate with similar age peers Reading Candace is a beginning reader. In November 2011, she scored a Level 2 on the Developmental Reading Assessment (DRA2) which is the Kindergarten level of reading ability. She enjoys looking at picture books and listening to picture books on tape/CDs at the classroom listening station. She often listens to the same book multiple times. Given multisensory, direct instruction in phonological awareness, phonics, vocabulary, fluency and comprehension, Candace recognizes upper and lower case letters (90%), demonstrates letter/sound correspondence (65%), identifies single syllable consonant/vowel/consonant words (62%), identifies high frequency sight words (Dolch words at 42% at the Kindergarten level). Given a guided reading passage on her instruction level, and following multiple exposures to the passage, Candace reads 50 words with 18 miscues, responds to literal questions at 70% (e.g., main idea and key details, retell story), and inferential questions (e.g., making prediction, making connections between events, characters, ideas) at 45%. Candace listens to the oral reading of grade level texts across core content areas. She does not volunteer during text discussion. With teacher prompting, she answers basic factual questions (main character, setting - 30%) and is unable to answer questions requiring deeper meaning (e.g., point of view, moral, theme, cause/effect - 0%). Severe deficits in phonemic awareness, phonics, word recognition, comprehension and reading fluency significantly impact Candace’s ability to gain information and demonstrate knowledge from grade level reading materials. MathCandace reports that math is her favorite subject. Given daily direct instruction using manipulatives, Candace demonstrates slow but steady progress in the domains of Counting and Cardinality and Operations and Algebraic Thinking (basic addition and subtraction) at an entry-Kindergarten level. Candace counts objects 1-20 (100%), recognizes numerals 1-20 (80%), and adds sets 1-10 using manipulatives or her fingers (no regrouping - 80%, regrouping 30%). Subtraction poses greater challenge. She performs one digit subtraction problems with objects 1-10 (no regrouping - 60%). She demonstrates minimal understanding of math attributes of less than, greater than and equal (0%). Candace’s math fluency in counting beyond 20, problem solving and understanding math concepts is significantly and consistently below that of age peers thus affecting involvement in and progress in the third grade math curriculum. Written Language Given direct instruction in written language focusing on writing production and conventions of Standard English, Candace demonstrates beginning writing skills. Given a teacher prompt, Candace produces upper (85%) and lower case letters (90%) when an alphabet strip is on her desk. Without the alphabet strip on her desk, Candace produces the letters but looks about the room for letter examples (80% upper and lower case). Candace copies single syllable words given a copy of the word at her desk (70%) and she is starting to copy a sentence including capital letter and end punctuation (40%) when given a copy of the sentence at her desk. She categorizes familiar nouns (person, place, thing 80%) and acts out familiar action verbs (80%) and constructs a simple sentence using a sentence strip and picture prompts (The boy/walks - 75%). Candace does not independently generate a simple sentence (at least one noun, one verb, capital letter, and end punctuation). When given a grade level writing prompt and teacher assistance, Candace will write a series of letters and pictures (scribbles). With multiple teacher prompts, Candace will explain her piece and dictate sentences to the teacher. Candace’s deficits in writing adversely impact her ability to produce different types of written products for varied purposes as required by grade level curriculum (e.g., opinion pieces, informative and explanatory texts, and narratives). Health, Vision, Hearing, Motor Ability FORMCHECKBOX Performance commensurate with similar age peersCandace wears prescription glasses. Her mother reports that Candace has been diagnosed with asthma and allergies. She takes medication for asthma. Social and Emotional Status FORMCHECKBOX Performance commensurate with similar age peersCandace is a quiet, compliant student. Her adaptive skills are significantly below same age peers. Candace appears hesitant to join small group student conversations given language deficits. She requires specific role assignments to participate in cooperative group activities (e.g., distribute materials, match labels to diagram). In large group activities, Candace follows the lead of others (e.g., looking at reading passage, working quietly during independent seatwork, listening during class discussion). She is unable to read grade level materials, seatwork tasks are often blank, and she is unable to respond to comprehension checks during a listening activity (see baseline references in Communication and Academic sections above). Candace struggles to follow oral teacher directions announced to the class. She requires individual repetition of the directions and teacher prompting (see baseline in Communication section). Deficits in adaptive skills significantly impact classroom participation in small and large group activities, following teacher directions, and peer interaction. General Intelligence FORMCHECKBOX Performance commensurate with similar age peersCandace performed in the well below average range score on a cognitive assessment administered in January, 2012 (Mental Processing Index of 65). Candace demonstrated a relative strength on one subtest which requires the students to integrate parts of a picture to make a whole. Assessment subtests revealed that Candace has significant deficits in problem solving involving the sequencing of information and the ability to plan and solve non-verbal problems. Further, she demonstrated significant deficits in the ability to store and retrieve new or previously learned information. Reflecting on cognitive, language, academic and social deficits in total, Candace requires a variety of supports for learning (See Communication Status, Academic Performance and Social Emotional Status sections for specific skill deficits and baseline references). In order to follow teacher directions, Candace benefits from peer and adult models and teacher prompts. She needs visual supports to promote understanding and retention of new concepts (e.g., real objects for categorizing, manipulatives for counting, alphabet/word/sentence models for writing, pictures to enhance understanding of reading materials). She requires multiple models, ongoing review and multiple practices to master and retain a skill (e.g., Consonant Vowel Consonant (CVC) words). She requires specific instruction and examples to generalize a concept (e.g., written letters). Candace is more successful when a complex concept is broken into smaller chunks (e.g., CVC word family>present CVC words randomly; generate>letter>word>sentence). Candace’s deficits in general intelligence adversely impact all areas of learning including acquisition of information through verbal communication and print, storage of information over time, demonstration of competence through oral and written communication.Transition Needs FORMCHECKBOX Not an area of concern at this time (Checking this box is not an option when the student is in the 8th Grade or 14 years or older because transition must be addressed for these students) FORMCHECKBOX Instruction FORMCHECKBOX Related Service FORMCHECKBOX Community Experience FORMCHECKBOX Employment FORMCHECKBOX Daily Living Skills FORMCHECKBOX Post School Adult Living Objectives FORMCHECKBOX Functional Vocational EvaluationFunctional Vision/Learning Media Assessment FORMCHECKBOX Not an area of concern at this time Consideration of Special Factors for IEP Development(The ARC must address each question below and consider these issues in the review and revision of the IEP)Does the child’s behavior impede his/her learning or that of others? FORMCHECKBOX Yes FORMCHECKBOX NoIf Yes, include appropriate strategies, such as positive behavioral interventions and supports in the statement of device and services below.Does the child have limited English proficiency? FORMCHECKBOX Yes FORMCHECKBOX NoIf Yes, what is the relationship of language needs to the IEP?Is the child blind or visually impaired? FORMCHECKBOX Yes FORMCHECKBOX No If Yes, the team must consider:Is instruction in Braille needed? FORMCHECKBOX Yes FORMCHECKBOX NoIs use of Braille needed? FORMCHECKBOX Yes FORMCHECKBOX NoWill Braille be the student’s primary mode of communication? FORMCHECKBOX Yes FORMCHECKBOX No(See evaluation data for supporting evidence)Does the child have communication needs? FORMCHECKBOX Yes FORMCHECKBOX No If Yes, please specify below: FORMCHECKBOX See Present Levels for Communication Status FORMCHECKBOX Other (Specify):Is the child deaf or hard of hearing? FORMCHECKBOX Yes FORMCHECKBOX No If Yes, the team must consider:The child’s language and communication needs; Describe: FORMCHECKBOX See Present Levels for Communication Status FORMCHECKBOX Other (Specify):Opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level and full range of needs; Describe:Any necessary opportunities for direct instruction in the child’s language and communication mode. Describe:Are assistive technology devices and services necessary in order to implement the child’s IEP? FORMCHECKBOX Yes FORMCHECKBOX NoIf Yes, include appropriate devices in the ‘Statement of Devices/Services’ below. Statement of Devices/Services: If the ARC answered Yes to any of the above, include a statement of services and or devices to be provided to address the above special factors. FORMCHECKBOX See Specially Designed Instruction FORMCHECKBOX See Supplemental Aids and Services FORMCHECKBOX See Behavior Intervention Plan FORMCHECKBOX Other (Specify):Measurable Annual Goals and BenchmarksAnnual Measurable Goal (#1):Given oral classroom instruction, Candace will follow verbal directives regarding basic concepts of attribute, space, and category with 80% accuracy over 3 consecutive sessions. Method of Measurement:Direct Measure: checklist, probes Specially Designed Instruction:Direct instruction using modeling, manipulatives, pictures Guided practice Prompt fadingBenchmarks/Short Term Instructional Objectives1. Given objects or pictures of objects that differ in only one attribute, and asked “show me the adjective one” (e.g., big, yellow, long, round), Candace will do so with 80% accuracy over 3 consecutive sessions. 2. Given objects or pictures of objects that differ in only their location in space, and asked “show me the one that is preposition,” (e.g., on, under, behind) Candace will do so with 80% accuracy over 3 consecutive sessions.3. Given 6-8 objects or pictures of objects and asked to sort into 2 sets by either function (i.e., all the things we eat) or category (i.e., put all of the animals here), Candace will do so with 80% accuracy over 3 consecutive sessions.Annual Measurable Goal (#2):Given a 4-step auditory command, Candace will complete all steps in the correct sequence, with 80% accuracy over 3 consecutive sessions. Method of Measurement:Direct Measure: checklist Specially Designed Instruction:Direct instruction Teacher modeling Guided practice Benchmarks/Short Term Instructional Objectives1. Given a 1-step auditory command, Candace will follow the directive to completion, with 80% accuracy over 3 consecutive sessions. 2. Given a 2-step auditory command, Candace will follow the sequential directions to completion, with 80% accuracy over 3 consecutive sessions. 3. Given a 3-step auditory command, Candace will follow the sequential directions to completion, with 80% accuracy over 3 consecutive sessions. Annual Measurable Goal (#3):When auditorally presented with a “wh-question,” Candace will verbally answer the question with 80% accuracy over 3 consecutive sessions. Method of Measurement:Direct Measure: checklistSpecially Designed Instruction:Direct instruction including modeling, guided practice, and generalization practiceUse of real objects, pictures, diagrams, word banks/word wall/personal dictionary to promote understanding of sentence parts Benchmarks/Short Term Instructional Objectives1. Given a picture scene and asked a “who/whose-question,” Candace will verbally answer the question by identifying the correct person in the scene, with 80% accuracy over 3 consecutive sessions. 2. Given a picture scene and asked a “where-question,” Candace will answer the question by pointing and/or verbally answering the question with 80% accuracy over 3 consecutive sessions.3. Following a short description of a picture scene, and asked a “why-question” about the picture, Candace will verbally answer the question using a 4+ word sentence, with 80% accuracy over 3 consecutive sessions.4. When read a story aloud and asked “wh-questions” related to the story, Candace will verbally answer the questions with 80% accuracy over 3 consecutive sessions. Annual Measurable Goal (#4):Given a controlled text reading passage at her instructional level, Candace will read aloud a 50 word passage with 2 miscues or less on 3 out of 4 reading assessments. Method of Measurement:Direct Measure: running recordSpecially Designed Instruction:Drill and practice of word types Use of controlled text passages that have repeated sentence patterns, vocabulary words used repeatedly, pictures to enhance comprehension Pre-teaching of new vocabulary words prior to reading a text Modeling (e.g., multiple exposures to the same text by teacher reading aloud, peer reading aloud, recording of the text)Benchmarks/Short Term Instructional Objectives1. Candace will distinguish long and short vowel sounds in single syllable words. 2. Candace will read single syllable words with consonant blends. 3. Candace will read words with common consonant diagraphs. 4. Candace will read high frequency sight words. Annual Measurable Goal (#5):Given a controlled text reading passage at her instructional level including literature and informational texts, Candace will independently read the passage and respond orally to literal and inferential comprehension questions with 80% accuracy over 3 out of 4 reading assessments. Method of Measurement:Direct Measure: teacher made tests Specially Designed Instruction:Direct instruction in identifying key details, sequencing story parts, identifying main characters, setting, and major events in a story. Use of controlled text passages that have repeated sentence patterns, vocabulary words used repeatedly, pictures to enhance comprehension. Pre-teaching of new vocabulary words prior to reading a text. Modeling (e.g., multiple exposures to the same text by teacher reading aloud, peer reading aloud, recording of the text)Benchmarks/Short Term Instructional Objectives1. Candace will answer comprehension questions about main idea and key details.2. Candace will retell the story including key details. 3. Candace will make prediction and connections between events/characters/ideas within a text. Annual Measurable Goal (#6):Given 10 addition or subtraction problem with regrouping (two and three digit numbers), Candace will solve the problems with 80% accuracy over 3 consecutive sessions. Method of Measurement:Indirect Measure: permanent product (math problems), teacher made testsSpecially Designed Instruction:Direct instruction in addition, subtraction using strategies of counting, and decomposingDirect instruction in math concepts of adding to, taking from, putting together, taking apart, and matching Provision of teacher modeling, drill and practiceExplicit instruction in the use of manipulatives, drawings, and picturesBenchmarks/Short Term Instructional Objectives1. Candace will add and subtract numbers from 11 to 19 (no regrouping). 2. Candace will add and subtract numbers from 11 to 19 (regrouping). 3. Candace will add and subtract numbers from 20 to 100 (regrouping). Annual Measurable Goal (#7):Given access to word banks and following a writing prompt, Candace will construct 10 complete simple sentences (capital letter, end punctuation, at least one noun/one verb) with at least 8 out of 10 sentences correct in four 4 out of 5 sessions. Method of Measurement:Indirect Measure: permanent product, teacher made testsSpecially Designed Instruction:Instruction in nouns, action verbs, state of being verbsInstruction use of capital letters, end punctuationInstruction in simple sentence constructionInstruction in use of an editing routine (checking simple sentence for capital letter, end punctuation, one noun, one verb)Benchmarks/Short Term Instructional Objectives1. Candace will identify action verbs and state of being verbs. 2. Candace will use capital letters at the beginning of a sentence. 3. Candace will use end punctuation at the end of a sentence.4. Candace will construct simple sentences with at least one noun and one verb. 5. Candace will apply an editing routine to check the components of a simple sentence. Reporting Progress FORMCHECKBOX Concurrent with the issuance of Report Cards FORMCHECKBOX Other, specifySupplementary Aids and ServicesStatement of Supplementary Aids and Services, to be provided to the child on behalf of the child.Auditory output of text grade level materials (e.g., text reader, tape, human reader)Audio presentation of grade level text for assessments (text reader/ human reader)Taped materials for select instructional level reading materials to provide opportunities for repeated exposuresCalculator Concrete objects (e.g., manipulatives for counting, geometric shapes, real objects)Visual supports (e.g., pictures, diagrams, symbols to support instruction, word cards, word lists, alphabet strip, copy of word or sentence at desk, highlighting of sentence parts) Verbal prompts/cues Alternate ways to demonstrate competence on grade level test requiring greater than one sentence response (e.g., oral response, diagram response, scribe) Paraphrasing of text and directions ReinforcementAccommodations for Administration of State Assessments and Assessments in the ClassroomIn order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations must be used consistently as part of routine instruction and classroom assessment as well as meet all additional requirements established by the Inclusion of Special Populations in the State-Required Assessment and Accountability Programs,703 KAR 5:070 document. FORMCHECKBOX ARC determined no accommodations needed. FORMCHECKBOX Readers FORMCHECKBOX Scribes FORMCHECKBOX Paraphrasing FORMCHECKBOX Reinforcement and behavior modification strategies FORMCHECKBOX Prompting/cueing FORMCHECKBOX Use of technology FORMCHECKBOX Manipulatives FORMCHECKBOX Braille FORMCHECKBOX Interpreters FORMCHECKBOX Extended time FORMCHECKBOX Other: specify FORMCHECKBOX Student has been determined eligible for participation in the Alternate Assessment Program. Complete the Participation Guidelines for the KY Alternate Assessment form if selecting this checkbox. If determined eligible for the Alternate Assessment, the ARC must also determine if the student is Dimension A or Dimension B. FORMCHECKBOX Dimension A FORMCHECKBOX Dimension BProgram Modifications/Supports for school personnel that will be providedSupports for school personnel:Training for teachers in the use of visual supports (e.g., schedule, simple diagrams, pairing picture prompts with words). FORMCHECKBOX Not needed at this timeLeast Restrictive Environment (LRE) and General EducationExplain the extent, if any, to which the student will not participate in general education (content area):Special Education: Reading, Written Language, Math, Speech Co-Teaching: Class Meeting (Social Skill Instruction) , Guided Reading Regular Education: Science, Social Studies, Related ArtsSpecial Education ServicesType of ServiceAnticipated Frequency and Duration of ServiceService Provider(by Position)Location(e.g., Regular Classroom, Resource Room, Separate Class)Service Minutes(Per Service Frequency)Service Frequency(Number of times provided per Service Period)Service Period(Daily, Weekly, Monthly, Annually)Start DateEnd DateSpecial Education60 minutes1 timeDaily2-2-122-1-13Special Education TeacherResource Class for ReadingSpecial Education60 minutes1 timeDaily2-2-122-1-13Special Education TeacherResource Class for WritingSpecial Education50 minutes1 timeDaily2-2-122-1-13Special Education TeacherResource Class for MathSpecial Education30 minutes1 timeDaily2-2-122-1-13Special Education Teacher/Regular Education Teacher Regular Class for Social Skills & Guided Reading Related ServicesType of ServiceAnticipated Frequency and Duration of ServiceService Provider(by Position)Location(e.g., Regular Classroom, Resource Room, Separate Class)Service Minutes(Per Service Frequency)Service Frequency(Number of times provided per Service Period)Service Period(Daily, Weekly, Monthly, Annually)Start DateEnd DateSpeechLanguage Therapy30 minutes2week2-2-122-1-13SpeechLanguage PathologyResource RoomExtended School YearAre extended school year services required for this student? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX More data neededIf the ARC determines ESY services are to be provided, describe the service and indicate to which annual goal or goals the service is related. If the ARC determines no ESY services are to be provided, please document the reason(s) for this decision. Initial placement. Extended School Year is to be discussed at the Annual Review meeting or earlier if necessary. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download