Fluent Essays

For this assignment you will be assuming the role of a special educator working with Mr. Franklin and will create important components of an IEP.   Consists of a legal document outlining an assessment-based measurable goals and objectives. Provides more intensive intervention and services. Specifies supports around the student’s specific needs. Involves active collaboration with teachers, support staff, the student, and parents. Dictates progress measurement and monitoring. Bridging this real-life experience with the theories of instruction in the virtual course environment, this assignment mirrors a career building experience. In this course and in previous coursework you have learned about the process of developing an IEP document and the participation in a multidisciplinary team to, in part, plan and collaboratively develop key goals around the student’s areas of strengths and weaknesses. It is important to access previous video examples, discussions, and other coursework as your develop this plan.    In this example, you will focus on components of an IEP that are written by the team and that support the assessment-based functional performance skills. A student in Mr. Franklin’s class has been assessed for special education eligibility and services. This young man, Huang, was determined to be eligible under the primary handicapping condition of high-functioning autism spectrum disorder (ASD) and the secondary handicapping condition of speech/language impairment. A full comprehensive individualized evaluation (including a summative assessment report) has been completed and it is now time for the IEP team, including you serving as the special educator, Mr. Franklin, Huang’s parents, the diagnostic team, and the district administrator to develop an appropriate IEP for him. Instructions Using support from your assigned reading, the Instructor Guidance, and the discussions, as well as a scholarly search for peer-reviewed sources, submit the following for evaluation: Using the provided full Comprehensive Individualized Evaluation Report download and summative assessment information, you will create an assessment-driven IEP document for Huang. Use the below guidelines and attached template download, create the components of the IEP. If you have questions about the assignment or the rubric, please contact your Instructor using the Ask Your Instructor discussion before the due date. Content Expectations: (Note: There are two parts to this assignment.) Part One: IEP Document. Using the attached template download, complete the IEP Document download, save your work, and attach the final product to your assignment submission in Waypoint, (13 pages) to include: Demographic & Participant Information (1 point). Complete the highlighted sections of the IEP document for Huang (i.e., Grade, Case Manager (you), IEP Meeting Date (today’s date), Special Education Teacher (you), any other participants you deem necessary). PLAAFP (4 points). Identify present levels of academic achievement and functional performance (PLAAFP) based on assessment information provided to you, as well as the PLAAFPs you developed in Week One. Statewide Assessment Participation (3 points). List the level of participation and accommodations or modifications recommended in the information provided to you in the assessment report. Annual Academic and Functional Goals and Objectives (4 points). Write two annual measurable goals with objectives on an area recommended in the information provided to you in the assessment report. Services and Participation (2 points). Name the services to include and the level of participation recommended for the student based on what is listed in Huang’s information provided to you in the assessment report. Part Two: Narrative. Submit a separate document (two to three pages) that includes: Evidence-Based Instructional Strategies (2 points). Explain evidence-based materials and strategies that might be used to support the goals you developed in this assessment-driven IEP. Relevancy (1.5 points). Analyze how the process of creating an IEP is relevant to your current profession or future professional goals. Reflection (1 point). Compose a reflection summarizing the process of creating an IEP, including elements of observation, assessment, collaboration, EBP strategies, parent engagement, and student input. The Individualized Education Program Final Project Must be 15 to 16 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.). Must include a separate title page with the following: Title of Final Project Student’s name Course name and number Instructor’s name Date submitted Must use at least five scholarly sources in addition to the course text. FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT DEMOGRAPHICS ___Huang Le_______ __Anytown School District _________________ __ Student Resident District IEP Meeting Date __ Anytown School District _________________ __ Gender: _X_ M ___ F Grade: _____ Attending District Annual IEP Review Date ___xx/xx/xx_________ __ Anytown School ___________ _________________ ___ Date of Birth (mm/dd/yy) Attending School Amendment Date __111-111-111_____ ____________________________ _________________ __ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date AU Autism Spectrum Disorder _SI Speech/Language Impairment _________________ ___ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date INITIAL EVALUATIONS A. the evaluation is conducted in accordance with the procedures in federal and state law, B. the results of the evaluation are used by the IEP Committee in developing an individualized education program (IEP) TIME LINE A written report of a full individual evaluation of a student for purposes of special education services shall be completed not later than the 60th calendar day following the date on which the referral for assessment was initiated by school personnel, the student’s parent or legal guardian, or another appropriate person. The assessment shall be conducted using procedures that are appropriate for the student’s most proficient method of communication. The 60 calendar day time line requirements for the special education department processing and assessment begins from the time that the parent/guardian signs notice and consent for FIE. Data should be gathered and sent to special education assessment person as soon as possible. PURPOSE The purpose of the full individual evaluation is to: A. determine eligibility and the presence or absence of a physical, mental, or emotional disability which may affect the student’s successful participation in the general education curriculum; B. determine the presence or absence of a significant educational deficit and the need for special education instructional and/or related services; C. identify specific learning competencies in instructional and related service areas; D. make recommendations for determining the grading criteria and procedures for participation in extracurricular activities; and E. provide information relative to the appropriate mastery level or levels at which the student should be expected to achieve in order to receive passing grades in all content areas of instruction. EVALUATION DATA: PLAAFP Based on observation and data collected: PRESENT LEVELS OF ACADEMIC PERFORMANCE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE STRENGTHS OF THE STUDENT Huang has shown on or above grade level performance for CCSS in: Various grade-level science concepts, scientific method, mathematical principles and operations, vocabulary development, handwriting. He reads extensive non-fiction literature. Huang shows great attention to detail. He shows strength in making logical decisions. He is a visual learner. Huang shows deep interest in his topics of choice. He is beginning to attend to peer social behavior around his during unstructured activities. EDUCATIONAL INPUT FROM PARENTS, INCLUDING CONCERNS Parents report difficulties in getting Huang to complete his homework. In addition, they are concerned about his frustration with math story problems. Parents report that there is no adherence to self care routines without significant prompting. Huang has few relationships outside his parents. He does not actively participate in extracurricular activities. His leisure skills are limited. He protests changes in routines. RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST RECENT EVALUATION State Literacy Assessment: Passed with Accommodation State Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for noncompliance NEEDS OF THE STUDENT Huang needs support in the areas of: language/communication, social/behavioral skills, reading comprehension, math story problems, classroom management, self help skills, and he is very resistant to changes in topic or routine. Huang has difficulty initiating and maintaining peer interactions. Other areas of need include: Conversation and complex instructions, Social language, Body language. He does not independently interpret unwritten rules or social routines that are more subtle. Self care routines both at home and at school are lacking. Huang does not demonstrate long term goal- setting and planning. He engages in noncompliant behavior. ASSESSMENT OF LEARNING COMPETENCIES (ACADEMIC PERFORMANCE) Huang should take the standard assessments with accessibility supports for statewide and district testing. --------------------------------------------------------------------------------------------------------- Assessment for Related Services and Adapted Physical Education Not recommended for Huang Vocational Assessment Incorporate self-help goals and independence into his IEP goals; no vocational services recommended at this time. Transition planning is recommended. Please develop a goal for Training, Education for him based on his classroom placement. RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction • N/A Related Services • Speech Language Therapy • Transportation Services • Occupational Therapy Supplementary Aids/Accommodations • Visual hourly schedule • Breaks to move within the room when needed • Visual or text available during lessons that require a verbal response • Extended time to take tests and complete activities • Extra wait time for instructions • Seating in the front of the classroom • Visual • Daily or weekly communication between parent and teachers • Social skills training • Paraprofessional//classroom aide assistance in the classroom for communication and social needs Supplementary Aids/Modifications • Reducing the number of questions on a test or homework • Adjusted grading to weighted grading • Using a calculator during a math test • Adapted curriculum in reading • Alternative activities Supplementary Program Modifications/Supports for School Personnel • Provide at least 3 specific training opportunities on specialized instruction for students with ASD per year RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: Huang has made great progress since his last full evaluation. At this time, goals recommended include: Language/communication Huang will initiate communicative interactions with others by asking questions 4/5 opportunities to do so. Huang will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal 4/5 opportunities to do so. Social/behavioral skills Huang will work cooperatively with peers in small group settings (ie. Share materials, allow peers to share different thoughts) 4/5 opportunities to do so. Huang will accept changes in routine/schedule by exhibiting appropriate behaviors given visual and verbal cues 80 % of the time. Huang will follow classroom rules and directives given visual and verbal prompts 80% of the time. Huang will independently take a break given visual prompts 75% of the time. Huang will independently ask to take a break given visual and verbal prompts 80% of the time. Classroom management skills Huang will raise a hand and wait to be called on before talking aloud in group settings 4/5 opportunities to do so. Mathematics Huang will identify what the characters and mathematical operation within a math story problem 4/5 opportunities to do so. Literacy Huang will state the main idea of the story, video or situation 4/5 opportunities to do so. Self-help skills Huang will transition appropriately from tasks and activities and school environments 80% of the time given visual and verbal prompts. NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities. Huang’s teacher will be provided with supports and additional staff if the need should arise. No removal is recommended at this time. Reference Bailey, E. (n.d.). Suggestions for classroom accommodations and modifications for children with autism. Health Central. Retrieved from http://www.healthcentral.com/autism/c/1443/140596/accommodations/. National Association of Special Education Teachers. (n.d.). Examples of IEP goals and objectives: Suggestions for students with autism. Retrieved from https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Go als_Objectives_for_ASD.pdf. http://www.healthcentral.com/autism/c/1443/140596/accommodations/ https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf FULL COMPREHENSIVE INDIVIDUALIZED EVALUATION REPORT DEMOGRAPHICS INITIAL EVALUATIONS TIME LINE PURPOSE EVALUATION DATA: PLAAFP Assessment for Related Services and Adapted Physical Education Vocational Assessment RECOMMENDATIONS FOR SUPPORTS: Specially Designed Instruction  N/A Related Services  Speech Language Therapy  Transportation Services  Occupational Therapy Supplementary Aids/Accommodations Supplementary Aids/Modifications Supplementary Program Modifications/Supports for School Personnel RECOMMENDATIONS FOR GOALS & OBJECTIVES BASED ON PREVIOUS YEAR’S PLAAFP: NONPARTICIPATION JUSTIFICATION: Based on our observations, Huang will receive all his services in the regularly assigned classroom with children that are nondisabled, as well as for all extracurricular activities. Huang’s teacher will be provided with supports and additional staff i... Oregon Department of Education Office of Learning/Student Services 255 Capitol Street NE Salem, OR 97310-0203 Oregon Standard INDIVIDUALIZED EDUCATION PROGRAM DEMOGRAPHICS _______________ ____________ __________________________________ Student Resident District IEP Meeting Date ____________ __________________________________ Gender: __ M ___ F Grade: _____ Attending District Annual IEP Review Date __________________ _____________ __________________________________ Date of Birth (mm/dd/yy) Attending School Amendment Date ________________________ __________________________________ __________________________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date ________ ____ __________________________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date MEETING PARTICIPANTS ______ __ ________________ Student Parent/Guardian/Surrogate Parent/Guardian/Surrogate __________________________________ ____________________________________ ____________ Special Education Teacher / Provider Special Education Teacher / Provider District Representative _________________________ ____________________________________ ____________________ General Education Teacher General Education Teacher Individual Interpreting Instructional Implications of Evaluations ____________________________ ________ Agency Representative, if appropriate Other Other __________________________________ ____________________________________ ____________________________________ Other Other Other NOTE: If required team member participates through written input or is excused from all or part of the IEP meeting, attach documentation of parent’s and district’s agreement to participate by written input or excuse. A district provided interpreter was used for this meeting: YES ( NO ( Name _______________________________________________ PROCEDURAL SAFEGUARD NOTIFICATION 34 CFR 300.504(a) ( * ) To note required team members? SPECIAL FACTORS In developing each student’s IEP, the IEP team must consider (34 CFR 300.324): A. Does the student exhibit behavior that impedes his/her learning or the learning of others? 34 CFR 300.324(a)(2)(i) _____ YES ____ NO If YES, the IEP addresses the use of positive behavioral interventions and supports, and other strategies, to address that behavior(s). B. Does the student have limited English Proficiency? 34 CFR 300.324(a)(2)(ii) _____ YES English Language Proficiency Level____________ ____ NO If YES, the IEP team must consider the language needs of the student as those needs relate to the student’s IEP. C. Is the student blind or visual impaired? 34 CFR 300.324(a)(2)(iii) _____ YES ____ NO If YES, Braille needs are addressed in the IEP, or an evaluation of reading/writing needs is completed and a determination is made that Braille is not appropriate. D. Does the student have communication needs? 34 CFR 300.324(a)(2)(iv) ____ YES _____ NO If YES, the IEP addresses communication supports, services, and/or instruction. E. Is the student deaf or hard of hearing? 34 CFR 300.324(a)(2)(iv) _____ YES ____ NO If YES, the IEP addresses the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. F. Does the student need assistive technology devices or services? 34 CFR 300.324(a)(2)(v) _____ YES __ __ NO If YES, the IEP addresses assistive technology devices or services. G. Does the student require one or more specialized formats (braille, large print, audio, and/or digital text) of educational materials because blindness or other disability prevents effective use of standard print materials? 34 CFR 300.210(b)(3); 300.172(b)(4) _____ YES ____ NO If YES, alternate format(s) is/are identified in the IEP. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE In developing each student’s IEP, the IEP team must consider ( 34CFR 300.324): Student’s overall strengths, interests, and preferences: 34 CFR 300.324 (a)(1)(i) Input from parent(s) in the areas of academic achievement and functional performance, including concerns for enhancing the education of their child: 34 CFR 300.324(a)(1)(ii) Present level of academic achievement (i.e. reading, writing, mathematics, etc), including most recent performance on State or district-wide assessments: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1); 300.324(a)(iii) Narrative and supporting data: Present level of functional performance (not limited to, but may include communication, social skills, behavior, organization, fine/gross motor skills, self-care, self-direction, etc), including the results of initial or most recent formal or informal assessments/observations: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1) Narrative and supporting data: TRANSITION PLANNING Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include: 34 CFR 300.320(b) Results of age-appropriate transition assessments, including student’s preferences, interests, needs and strengths (PINS) 34 CFR 300.320(b)(1); 34 CFR 300.43(a)(2) Transition planning has begun for Huang at an early stage. We are focusing on independent classroom skills that will be prerequisites for a formal transition plan to be assessed when he enters the 9th grade. Appropriate, measurable post-secondary goals based upon age-appropriate transition assessments 34 CFR 300.320(b)(1) Training Education Employment Independent living skills (where appropriate) Transition Services/Activities: Transition Services include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43 TBD by IEP Team Course of Study: (designed to assist the student in reaching the post-secondary goals) 34 CFR 300.320(b)(2) TBD by IEP Team Agency Participation: To the extent appropriate, with consent of the parents or adult student, the school district must invite a representative of any participating agency likely to be responsible for providing or paying for transition services. 34 CFR 300.321(b)(3) TBD by IEP Team Transfer of Rights 34 CFR 300.320(c), 300.520 The student and parent were informed of his/her rights under Part B of IDEA that will transfer to the student at the age of majority: · X YES · Date student was informed: __________ · Date anticipated transfer will occur: __________ The district must also provide written notice of the transfer of rights to the student and the parent when the student reaches the age of majority. Graduation 34 CFR 300.102(a)(3)(i)-(iii) Anticipated Graduation Date: __________ · With Regular Diploma · With Modified Diploma · With Extended Diploma · With Alternative Certificate STATEWIDE ASSESSMENT 34 CFR 300.320(a)(6) Will the student participate in any Statewide Assessments during this IEP period? · No, Statewide Assessment not conducted at student’s grade level (at time of testing) · Yes (student’s grade level at time of testing __________). If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Modified Cut Scores (Only available for standard assessment with or without accommodations) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard: English Language Arts / Literacy ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Mathematics ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Science ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Social Sciences ( Standard without accessibility supports ( Standard with accessibility supports Standard Assessment Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Exemption Decisions (identify appropriate domains) Due to the nature of some students’ disabilities, an IEP team might exempt the student from responding to a particular domain *Explanation Statement why student cannot participate in select domains ( English Language Proficiency Assessment (ELPA) ( Without accessibility supports ( With accessibility supports ( *Listening ( *Reading ( *Writing ( *Speaking ( Kindergarten Assessment (KA) ( Without accessibility supports ( With accessibility supports ( *Early Literacy ( *Early Math ( *Approaches to Learning DISTRICT-WIDE ASSESSMENT Will the student participate in any District-wide assessment during this IEP period? · No, District-wide Assessment not conducted at student’s grade level (at time of testing) · Yes, student’s grade level at time of testing _________. If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ANNUAL ACADEMIC AND FUNCTIONAL GOALS AND OBJECTIVES Goal Area: 34 CFR 300.320(a)(2)(i) Annual Measurable Goal (including conditions and frequency): Objectives (if needed): Related Content Standard(s), if applicable: How progress will be measured: How progress will be reported, including frequency: 34 CFR 300.320(a)(3)(i) Progress Towards Goal 34 CFR 300.320(a)(3)(ii) Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: SERVICES The IEP team must identify and provide appropriate services to enable the student: · To advance appropriately towards attaining the annual goals 34 CFR 300.320(a)(4)(i) · To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(ii) · To be educated and participate with other children with disabilities and nondisabled children in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(iii) & 300.107 Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Accommodations 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Modifications 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Program Modifications/ Supports for School Personnel 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring NONPARTICIPATION JUSTIFICATION 34 CFR 300.320(a)(5) Describe the extent (including amount), if any, to which the child will not participate with nondisabled children in the regular classroom and in extracurricular and other nonacademic activities: Provide explanation justifying the removal, if any: EXTENDED SCHOOL YEAR (ESY) SERVICES 34 CFR 300.106; OAR 581-015-2065 Does the student experience regression on his/her IEP goals and objectives? ( Yes ( No ( More information needed Explanation: Does the student experience a prolonged recoupment period of time to relearn previously learned skills? ( Yes ( No ( More information needed Explanation: Other factors considered by the team: Does the student require ESY services? ( Yes (described below, including goals to be addressed) ( No ( To be determined by _______________________ Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Parent was provided the special education procedural safeguards in his/her native language or other mode of communication YES_X__ NO____ If student is of transition age, he/she was provided the special education procedural safeguards in his/her native language or other mode of communication YES____ NO____ N/A__X__ Form 581-5138b-P 1 10/2014: Oregon Standard IEP Oregon Department of Education Office of Learning/Student Services 255 Capitol Street NE Salem, OR 97310-0203 Oregon Standard INDIVIDUALIZED EDUCATION PROGRAM DEMOGRAPHICS _______________ ____________ __________________________________ Student Resident District IEP Meeting Date ____________ __________________________________ Gender: __ M ___ F Grade: _____ Attending District Annual IEP Review Date __________________ _____________ __________________________________ Date of Birth (mm/dd/yy) Attending School Amendment Date ________________________ __________________________________ __________________________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date ________ ____ __________________________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date MEETING PARTICIPANTS ______ __ ________________ Student Parent/Guardian/Surrogate Parent/Guardian/Surrogate __________________________________ ____________________________________ ____________ Special Education Teacher / Provider Special Education Teacher / Provider District Representative _________________________ ____________________________________ ____________________ General Education Teacher General Education Teacher Individual Interpreting Instructional Implications of Evaluations ____________________________ ________ Agency Representative, if appropriate Other Other __________________________________ ____________________________________ ____________________________________ Other Other Other NOTE: If required team member participates through written input or is excused from all or part of the IEP meeting, attach documentation of parent’s and district’s agreement to participate by written input or excuse. A district provided interpreter was used for this meeting: YES ( NO ( Name _______________________________________________ PROCEDURAL SAFEGUARD NOTIFICATION 34 CFR 300.504(a) ( * ) To note required team members? SPECIAL FACTORS In developing each student’s IEP, the IEP team must consider (34 CFR 300.324): A. Does the student exhibit behavior that impedes his/her learning or the learning of others? 34 CFR 300.324(a)(2)(i) _____ YES ____ NO If YES, the IEP addresses the use of positive behavioral interventions and supports, and other strategies, to address that behavior(s). B. Does the student have limited English Proficiency? 34 CFR 300.324(a)(2)(ii) _____ YES English Language Proficiency Level____________ ____ NO If YES, the IEP team must consider the language needs of the student as those needs relate to the student’s IEP. C. Is the student blind or visual impaired? 34 CFR 300.324(a)(2)(iii) _____ YES ____ NO If YES, Braille needs are addressed in the IEP, or an evaluation of reading/writing needs is completed and a determination is made that Braille is not appropriate. D. Does the student have communication needs? 34 CFR 300.324(a)(2)(iv) ____ YES _____ NO If YES, the IEP addresses communication supports, services, and/or instruction. E. Is the student deaf or hard of hearing? 34 CFR 300.324(a)(2)(iv) _____ YES ____ NO If YES, the IEP addresses the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. F. Does the student need assistive technology devices or services? 34 CFR 300.324(a)(2)(v) _____ YES __ __ NO If YES, the IEP addresses assistive technology devices or services. G. Does the student require one or more specialized formats (braille, large print, audio, and/or digital text) of educational materials because blindness or other disability prevents effective use of standard print materials? 34 CFR 300.210(b)(3); 300.172(b)(4) _____ YES ____ NO If YES, alternate format(s) is/are identified in the IEP. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE In developing each student’s IEP, the IEP team must consider ( 34CFR 300.324): Student’s overall strengths, interests, and preferences: 34 CFR 300.324 (a)(1)(i) Input from parent(s) in the areas of academic achievement and functional performance, including concerns for enhancing the education of their child: 34 CFR 300.324(a)(1)(ii) Present level of academic achievement (i.e. reading, writing, mathematics, etc), including most recent performance on State or district-wide assessments: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1); 300.324(a)(iii) Narrative and supporting data: Present level of functional performance (not limited to, but may include communication, social skills, behavior, organization, fine/gross motor skills, self-care, self-direction, etc), including the results of initial or most recent formal or informal assessments/observations: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1) Narrative and supporting data: TRANSITION PLANNING Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include: 34 CFR 300.320(b) Results of age-appropriate transition assessments, including student’s preferences, interests, needs and strengths (PINS) 34 CFR 300.320(b)(1); 34 CFR 300.43(a)(2) Transition planning has begun for Huang at an early stage. We are focusing on independent classroom skills that will be prerequisites for a formal transition plan to be assessed when he enters the 9th grade. Appropriate, measurable post-secondary goals based upon age-appropriate transition assessments 34 CFR 300.320(b)(1) Training Education Employment Independent living skills (where appropriate) Transition Services/Activities: Transition Services include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43 TBD by IEP Team Course of Study: (designed to assist the student in reaching the post-secondary goals) 34 CFR 300.320(b)(2) TBD by IEP Team Agency Participation: To the extent appropriate, with consent of the parents or adult student, the school district must invite a representative of any participating agency likely to be responsible for providing or paying for transition services. 34 CFR 300.321(b)(3) TBD by IEP Team Transfer of Rights 34 CFR 300.320(c), 300.520 The student and parent were informed of his/her rights under Part B of IDEA that will transfer to the student at the age of majority: · X YES · Date student was informed: __________ · Date anticipated transfer will occur: __________ The district must also provide written notice of the transfer of rights to the student and the parent when the student reaches the age of majority. Graduation 34 CFR 300.102(a)(3)(i)-(iii) Anticipated Graduation Date: __________ · With Regular Diploma · With Modified Diploma · With Extended Diploma · With Alternative Certificate STATEWIDE ASSESSMENT 34 CFR 300.320(a)(6) Will the student participate in any Statewide Assessments during this IEP period? · No, Statewide Assessment not conducted at student’s grade level (at time of testing) · Yes (student’s grade level at time of testing __________). If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Modified Cut Scores (Only available for standard assessment with or without accommodations) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard: English Language Arts / Literacy ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Mathematics ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Science ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Social Sciences ( Standard without accessibility supports ( Standard with accessibility supports Standard Assessment Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Exemption Decisions (identify appropriate domains) Due to the nature of some students’ disabilities, an IEP team might exempt the student from responding to a particular domain *Explanation Statement why student cannot participate in select domains ( English Language Proficiency Assessment (ELPA) ( Without accessibility supports ( With accessibility supports ( *Listening ( *Reading ( *Writing ( *Speaking ( Kindergarten Assessment (KA) ( Without accessibility supports ( With accessibility supports ( *Early Literacy ( *Early Math ( *Approaches to Learning DISTRICT-WIDE ASSESSMENT Will the student participate in any District-wide assessment during this IEP period? · No, District-wide Assessment not conducted at student’s grade level (at time of testing) · Yes, student’s grade level at time of testing _________. If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ANNUAL ACADEMIC AND FUNCTIONAL GOALS AND OBJECTIVES Goal Area: 34 CFR 300.320(a)(2)(i) Annual Measurable Goal (including conditions and frequency): Objectives (if needed): Related Content Standard(s), if applicable: How progress will be measured: How progress will be reported, including frequency: 34 CFR 300.320(a)(3)(i) Progress Towards Goal 34 CFR 300.320(a)(3)(ii) Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: SERVICES The IEP team must identify and provide appropriate services to enable the student: · To advance appropriately towards attaining the annual goals 34 CFR 300.320(a)(4)(i) · To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(ii) · To be educated and participate with other children with disabilities and nondisabled children in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(iii) & 300.107 Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Accommodations 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Modifications 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Program Modifications/ Supports for School Personnel 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring NONPARTICIPATION JUSTIFICATION 34 CFR 300.320(a)(5) Describe the extent (including amount), if any, to which the child will not participate with nondisabled children in the regular classroom and in extracurricular and other nonacademic activities: Provide explanation justifying the removal, if any: EXTENDED SCHOOL YEAR (ESY) SERVICES 34 CFR 300.106; OAR 581-015-2065 Does the student experience regression on his/her IEP goals and objectives? ( Yes ( No ( More information needed Explanation: Does the student experience a prolonged recoupment period of time to relearn previously learned skills? ( Yes ( No ( More information needed Explanation: Other factors considered by the team: Does the student require ESY services? ( Yes (described below, including goals to be addressed) ( No ( To be determined by _______________________ Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Parent was provided the special education procedural safeguards in his/her native language or other mode of communication YES_X__ NO____ If student is of transition age, he/she was provided the special education procedural safeguards in his/her native language or other mode of communication YES____ NO____ N/A__X__ Form 581-5138b-P 1 10/2014: Oregon Standard IEP Oregon Department of Education Office of Learning/Student Services 255 Capitol Street NE Salem, OR 97310-0203 Oregon Standard INDIVIDUALIZED EDUCATION PROGRAM DEMOGRAPHICS _______________ ____________ __________________________________ Student Resident District IEP Meeting Date ____________ __________________________________ Gender: __ M ___ F Grade: _____ Attending District Annual IEP Review Date __________________ _____________ __________________________________ Date of Birth (mm/dd/yy) Attending School Amendment Date ________________________ __________________________________ __________________________________ Secure Student Identifier (SSID) Case Manager Most Recent (re)Evaluation Date ________ ____ __________________________________ Primary Disability Code & Category Secondary Disability Code & Category – OPTIONAL Re-Evaluation Due Date MEETING PARTICIPANTS ______ __ ________________ Student Parent/Guardian/Surrogate Parent/Guardian/Surrogate __________________________________ ____________________________________ ____________ Special Education Teacher / Provider Special Education Teacher / Provider District Representative _________________________ ____________________________________ ____________________ General Education Teacher General Education Teacher Individual Interpreting Instructional Implications of Evaluations ____________________________ ________ Agency Representative, if appropriate Other Other __________________________________ ____________________________________ ____________________________________ Other Other Other NOTE: If required team member participates through written input or is excused from all or part of the IEP meeting, attach documentation of parent’s and district’s agreement to participate by written input or excuse. A district provided interpreter was used for this meeting: YES ( NO ( Name _______________________________________________ PROCEDURAL SAFEGUARD NOTIFICATION 34 CFR 300.504(a) ( * ) To note required team members? SPECIAL FACTORS In developing each student’s IEP, the IEP team must consider (34 CFR 300.324): A. Does the student exhibit behavior that impedes his/her learning or the learning of others? 34 CFR 300.324(a)(2)(i) _____ YES ____ NO If YES, the IEP addresses the use of positive behavioral interventions and supports, and other strategies, to address that behavior(s). B. Does the student have limited English Proficiency? 34 CFR 300.324(a)(2)(ii) _____ YES English Language Proficiency Level____________ ____ NO If YES, the IEP team must consider the language needs of the student as those needs relate to the student’s IEP. C. Is the student blind or visual impaired? 34 CFR 300.324(a)(2)(iii) _____ YES ____ NO If YES, Braille needs are addressed in the IEP, or an evaluation of reading/writing needs is completed and a determination is made that Braille is not appropriate. D. Does the student have communication needs? 34 CFR 300.324(a)(2)(iv) ____ YES _____ NO If YES, the IEP addresses communication supports, services, and/or instruction. E. Is the student deaf or hard of hearing? 34 CFR 300.324(a)(2)(iv) _____ YES ____ NO If YES, the IEP addresses the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. F. Does the student need assistive technology devices or services? 34 CFR 300.324(a)(2)(v) _____ YES __ __ NO If YES, the IEP addresses assistive technology devices or services. G. Does the student require one or more specialized formats (braille, large print, audio, and/or digital text) of educational materials because blindness or other disability prevents effective use of standard print materials? 34 CFR 300.210(b)(3); 300.172(b)(4) _____ YES ____ NO If YES, alternate format(s) is/are identified in the IEP. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE In developing each student’s IEP, the IEP team must consider ( 34CFR 300.324): Student’s overall strengths, interests, and preferences: 34 CFR 300.324 (a)(1)(i) Input from parent(s) in the areas of academic achievement and functional performance, including concerns for enhancing the education of their child: 34 CFR 300.324(a)(1)(ii) Present level of academic achievement (i.e. reading, writing, mathematics, etc), including most recent performance on State or district-wide assessments: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1); 300.324(a)(iii) Narrative and supporting data: Present level of functional performance (not limited to, but may include communication, social skills, behavior, organization, fine/gross motor skills, self-care, self-direction, etc), including the results of initial or most recent formal or informal assessments/observations: · Strengths of the student · Needs of the student · How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1) Narrative and supporting data: TRANSITION PLANNING Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include: 34 CFR 300.320(b) Results of age-appropriate transition assessments, including student’s preferences, interests, needs and strengths (PINS) 34 CFR 300.320(b)(1); 34 CFR 300.43(a)(2) Transition planning has begun for Huang at an early stage. We are focusing on independent classroom skills that will be prerequisites for a formal transition plan to be assessed when he enters the 9th grade. Appropriate, measurable post-secondary goals based upon age-appropriate transition assessments 34 CFR 300.320(b)(1) Training Education Employment Independent living skills (where appropriate) Transition Services/Activities: Transition Services include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43 TBD by IEP Team Course of Study: (designed to assist the student in reaching the post-secondary goals) 34 CFR 300.320(b)(2) TBD by IEP Team Agency Participation: To the extent appropriate, with consent of the parents or adult student, the school district must invite a representative of any participating agency likely to be responsible for providing or paying for transition services. 34 CFR 300.321(b)(3) TBD by IEP Team Transfer of Rights 34 CFR 300.320(c), 300.520 The student and parent were informed of his/her rights under Part B of IDEA that will transfer to the student at the age of majority: · X YES · Date student was informed: __________ · Date anticipated transfer will occur: __________ The district must also provide written notice of the transfer of rights to the student and the parent when the student reaches the age of majority. Graduation 34 CFR 300.102(a)(3)(i)-(iii) Anticipated Graduation Date: __________ · With Regular Diploma · With Modified Diploma · With Extended Diploma · With Alternative Certificate STATEWIDE ASSESSMENT 34 CFR 300.320(a)(6) Will the student participate in any Statewide Assessments during this IEP period? · No, Statewide Assessment not conducted at student’s grade level (at time of testing) · Yes (student’s grade level at time of testing __________). If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Modified Cut Scores (Only available for standard assessment with or without accommodations) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard: English Language Arts / Literacy ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Mathematics ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Science ( Without accessibility supports ( With accessibility supports ( Alternate: Extended Assessment* ( Standard: Social Sciences ( Standard without accessibility supports ( Standard with accessibility supports Standard Assessment Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) Exemption Decisions (identify appropriate domains) Due to the nature of some students’ disabilities, an IEP team might exempt the student from responding to a particular domain *Explanation Statement why student cannot participate in select domains ( English Language Proficiency Assessment (ELPA) ( Without accessibility supports ( With accessibility supports ( *Listening ( *Reading ( *Writing ( *Speaking ( Kindergarten Assessment (KA) ( Without accessibility supports ( With accessibility supports ( *Early Literacy ( *Early Math ( *Approaches to Learning DISTRICT-WIDE ASSESSMENT Will the student participate in any District-wide assessment during this IEP period? · No, District-wide Assessment not conducted at student’s grade level (at time of testing) · Yes, student’s grade level at time of testing _________. If yes, describe participation decisions below: Standard Assessment or Alternate Assessment (select one) Accessibility Supports (includes all accommodations, designated supports, and/or universal tools the team identifies as necessary for statewide assessments) * State why student cannot participate in standard assessment and why particular alternate assessment selected is appropriate for student. ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Standard District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ( Alternate District Assessment: ______________ ( Without accessibility supports ( With accessibility supports ANNUAL ACADEMIC AND FUNCTIONAL GOALS AND OBJECTIVES Goal Area: 34 CFR 300.320(a)(2)(i) Annual Measurable Goal (including conditions and frequency): Objectives (if needed): Related Content Standard(s), if applicable: How progress will be measured: How progress will be reported, including frequency: 34 CFR 300.320(a)(3)(i) Progress Towards Goal 34 CFR 300.320(a)(3)(ii) Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: Date of Progress: ___/___/___ Narrative and supporting data: SERVICES The IEP team must identify and provide appropriate services to enable the student: · To advance appropriately towards attaining the annual goals 34 CFR 300.320(a)(4)(i) · To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(ii) · To be educated and participate with other children with disabilities and nondisabled children in extracurricular and other nonacademic activities 34 CFR 300.320(a)(4)(iii) & 300.107 Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Accommodations 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Supplementary Aids/Services; Modifications 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Program Modifications/ Supports for School Personnel 34 CFR 300.320(a)(4)(i)-(iii) Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring NONPARTICIPATION JUSTIFICATION 34 CFR 300.320(a)(5) Describe the extent (including amount), if any, to which the child will not participate with nondisabled children in the regular classroom and in extracurricular and other nonacademic activities: Provide explanation justifying the removal, if any: EXTENDED SCHOOL YEAR (ESY) SERVICES 34 CFR 300.106; OAR 581-015-2065 Does the student experience regression on his/her IEP goals and objectives? ( Yes ( No ( More information needed Explanation: Does the student experience a prolonged recoupment period of time to relearn previously learned skills? ( Yes ( No ( More information needed Explanation: Other factors considered by the team: Does the student require ESY services? ( Yes (described below, including goals to be addressed) ( No ( To be determined by _______________________ Specially Designed Instruction 34 CFR 300.39 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Related Services 34 CFR 300.34 Anticipated Amount & Frequency Anticipated Location Starting Date Ending Date Provider Role Responsible for Monitoring Parent was provided the special education procedural safeguards in his/her native language or other mode of communication YES_X__ NO____ If student is of transition age, he/she was provided the special education procedural safeguards in his/her native language or other mode of communication YES____ NO____ N/A__X__ Form 581-5138b-P 1 10/2014: Oregon Standard IEP