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Elementary Individualized Education Program

COVER PAGE

Complete the Cover Page

Student’s Name: Elli Smith	Grade: 2nd grade	Disability:Specific learning disability
Date of IEP meeting: 02/25/2014	The IEP annual review must occur before: 03/01/2015
Most recent eligibility date: 02/25/2014	Next re-evaluation must occur before: 02/25/2015
IEP Teacher/Manager: Ava Pupuhi

 

The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to consensus on a plan and appropriate and effective education for the student. No twoteams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.

 

PARTICIPANTS INVOLVED

The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.

 

Include all participants that are required by IDEA to attend an IEP meeting. You can make up the names.

 

Name of Participant	Position
Ava Pupuhi	Special education teacher
Lisa Smith	Regular teacher
Eli Smith	Student
Mr. and Ms Smith	parent
Conny White	School psychologist
Tom Wall	LEA  Representative

 

Elementary Individualized Education Program

FACTORS FOR IEP TEAM CONSIDERATION

During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page (for examplesee PLAAFP).

 

1.Results of the initial ormost recent evaluation of the student:

According to psychological evaluation, Elli demonstrates overall ability in the average range. She demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. According to achievement assessment, Elli demonstrates average oral language skills, mathematics,and written expression in the low average range with significant deficits in reading in the borderline to deficient range. According to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and auditory cohesion, as well as in pragmatic skills.

 

2. The strengths of the student:

Math: is very good at adding and subtracting and has caught on well to the strategies she has been taught.

 

3. The academic, developmental, and functional needs of the student:

Please refer to the present Level of Academic and Functional Performance.

 

4. The concerns of the parent(s) for enhancing the education ofhis/herchild:

Parents indicate concerns with reading skills and difficulty with frustration, attention, and adaptive skills weaknesses.

These are the concerns reported by the parents. The listing of these concerns in the IEP does not mean that the concerns are shared by the school division. To the extent the parent concerns are shared by the school division, they have been addressed in the IEP.

 

5.The communication needs of the student:

Elli’s speech and receptive/expressive language skills are considered to be within the average range.

 

6. The student’s need for benchmarks or short-term objectives:

Short-term objectives and benchmarks are not required.

 

7.Whether the student requiresAssistive Technology devices and services:

The IEP team has determined that Elli does not require Assistive Technology supports and/or services.

 

8.In the case of a student whose behavior impedes his/her learning or that of others, considerthe use of positive behavioral interventions, strategies, and supports to address that behavior:

Elli does not display behaviors that have been determined to be related toher identified disability that impact her learning or that of others.

 

9.In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student’s IEP:

Elli is not a student with limited English proficiency.

10.In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student. When considering that Braille is not appropriate for the child, the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired inGrades K-12 (FVLMA) or similar instrument; and

 

Elli is not a student with a visual impairment.

 

11. In the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct communications 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. The IEP team may use the Virginia Communication Plan when considering the student's language and communication needs and supports that may be needed.

 

Elli is not deaf and is not a student with a hearing impairment

 

12. Extended School Year (ESY)

Elli’s IEP team determined that ESY services are not warranted.
ElementaryIndividualized Education Program

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE

Student Name_____Elli Smith_____________________________________________________ Date__02__/_25___/__2014__ Page _4__of__11_

 

The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective, measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and FunctionalPerformance, and all other components of the IEP.

_______________________________________________________________________________________________

Student’s Strengths, Preferences, and Interests

Elli Smith is a 7.8 year old girl currently in the 2ndgrade. Elli was found eligible for service for Specific Learning Disability.

According to psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less well developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging area. According to achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre primmer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

 

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability related deficits include:

Decoding

Reading

Spelling

Written language

 

Effect of Disability on Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test- Third Edition (WIAT-III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79,

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90,

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93,

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency-Addition 83, Math Fluency-Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average,

Oral Discourse Comprehension 103 Average,

Sentence Composition

Sentence Combing 98 Average, Sentence building 84 Below Average,

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average,

Sentence Repetition 97 Average, Oral Language 91 Average,

Total Reading 69 Low, Basic Reading 75 Below Average,

Written Expression 85 Average,

Mathematics 85 Average, Math Fluency 86 Average,

Total Achievement 82 Below Average

 

Teacher Educational Information

Reading instructional level (1^st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She is able to recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak.She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); she has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: she follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE; appears to love Art and Library and works well with other students.

Elementary Individualized Education Program (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

You will use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 4 standard based goals. They must be different than the goals you wrote for your IEP Goals and Objectives that you submitted during Module/Week 2. Make sure to include all goal components.

 

1.  MEASURABLE ANNUAL GOAL: Write the SOL numberrelated to this goal:	SOL Number:2.4b -Decoding
GOAL:Give a list of 10 CVS words, Elli will read 10 CVS words with 90% accuracy 4/out of 5 times per grading period.

 

 

2.  MEASURABLE ANNUAL GOAL: Write the SOL number related to this goal:	SOL Number:2.8j-Reading
GOAL: Give Elli a book to read corally and tracking with her finger, Elli, will demonstrate an understanding of the passage with 85% accuracy. One passage per week at primer level.

 

 

3.    MEASURABLE ANNUAL GOAL: Write the SOL number related to this goal:	SOL Number:2.5b spelling
GOAL: Give Elli a list of ten spelling words with short and long, r-controlled vowel patterns to decode and practice her spelling. At the end of the week she should be able to spell with 85% accuracy, 3/3 consecutive trials

 

 

4.    MEASURABLE ANNUAL GOAL: Write the SOL number related to this goal	SOL Number:2.12a Writing
GOAL: Using a variety of graphic organizer. Elli will write a 3-4 word sentence about a topic, with 85% accuracy. 3/3 trials over 3 consecutive weeks

 

 

How will progress toward these annual goals be measured? (Check all that apply)
__x__ Classroom Participation ____ Checklist _x___ Class work __x__ Homework	___x_ Observation ____ Special Projects __x__ Tests and Quizzes ____ Written Reports	____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:teacher  made test___________________________________

ElementaryIndividualized Education Program (IEP)

ACCOMMODATIONS/MODIFICATIONS

Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate.

 

Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response. The impact of any modifications listed should be discussed.

 

ACCOMMODATIONS/MODIFICATIONS

 

List a minimum of 5 accommodations/modifications which would be appropriate for Elli.

Accommodation(s)/Modification(s)	Frequency	Location (name of school *)	Instructional Setting	Duration m/d/y to m/d/y
Teacher can read the test questions for her	Once per week	Murrah elementary	school	02/25/2014-02/25/2015
Elli can be assigned to a peer partner during reading.	Twice per week	Murrah elementary	school	02/25/2014-02/25/2015
Teacher can work one on one with Elli	Twice per week	Murrah elementary	school	02/25/2014-02/25/2015
Reduce reading level	Twice per week	Murrah Elementary	school	02/25/2014-02/25/2015
Give her extra time when Elli is taking a test	Three time per week	Murrah Elementary	school	02/25/2014-02/25/2014

 

Elementary Individualized Education Program (IEP)

PARTICIPATION IN THE STATE AND DIVISION-WIDE ACCOUNTABILITY/ASSESSMENT SYSTEM

Check the assessment(s) chosenfor student’s participationin Virginia’s accountability system and any needed accommodations and/or modifications.

 

Check if Elli would participate in Virginia’s SOL State Assessments or if she would need an alternative assessment. You should be able to determine this through your readings and review of the Gibbs &Dyches workbook.

 

 State Assessments:

q  SOL Assessments and retake (SOL) xoReading o Math o Science oHistory/Social Science ox Writing

 

q  Other State Approved Substitute(s):______________________________

 

Elementary Individualized Education Program (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT

 

Least Restrictive Environment (LRE)

 

When discussing the least restrictive environment and placement options, the following must be considered:

·      To the maximum extent appropriate, the student is educated with children without disabilities.

·      Special classes, separate schooling or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

·      The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he/she would attend if he or she did not have a disability.

·      In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs.

·      The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP.

Free Appropriate Public Education (FAPE)

 

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

 

Educational Programs and Services Proper Functioning of Hearing Aids Assistive Technology Transportation

·      Nonacademic and Extracurricular Services and Activities ·      Physical Education ·      Extended School Year Services ·      Length of School Day

Identify the service(s), including frequency, duration, and location that will be provided to or on behalf of the student in order for the student to receive free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology, supports for personnel*, accommodations and/or modifications* and extended school year services.* The student will receive that will address area(s) of need as identified by the IEP team. Address any needed transportation and physical education services including accommodations and/or modifications.

 

Service(s)	Frequency	Location (name of school **)	Instructional Setting	Duration m/d/y to m/d/y
Physical Education	twice per week	Murrah Elementary	school	02/25/201-02/25/2015

 

Elementary Individualized Education Program (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

 

Student Name___Elli Smith______________________________________________________ Date_02___/25____/2014____ Page _9__of_11__

 

Student ID Number__1234567_________________________________

PLACEMENT

No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel. In considering the placement continuum options, check those the team discussed. Then, describe the placement selected in the PLACEMENT DECISION section below. Determination of the Least Restrictive Environment (LRE) and placement may be 1or a combination of options along the continuum.

 

Placement Continuum Options Considered (check all that have been considered):

 

Check the services provided in the correct placement.  Make sure to review LRE.

 

__x_ general education class(es)

_x__ special class(es)

___ special education day school

___ state special education program / school

___ residential facility

___ home-based

___ hospital

___ other (describe):

 

Based upon identified services and the consideration of Least Restrictive Environment (LRE) and placement continuum options, describe in the space below the placement. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. Attach additional pages as needed.

 

Effect of Disability on the Student

From the PLAAFP, you should address the effect the disability has on Elli.

Elli is a 2^nd grade student, On a 1^st grade reading level. She can comprehend if you read the information to her. She understand different types of elements in a story. She knows words, but sometimes it is hard for her to put certain words together.  She can memorized information and is an excellent speller, but have a hard time identifying certain words. She is very good in adding and subtraction. She also does well in Social Studies and Science. She enjoys Physical Education and gets along well with her peers. Elli needs help in Decoding, Reading, Spelling Written language. By the end of the school year Elli should improve in the areas where she is having problems,by following the goals that is given above.

ElementaryIndividualized Education Program (IEP)

PRIOR NOTICE

The school division proposes to implement this IEP. This proposed IEP will allow the student to receive free appropriate public education in the least restrictive environment. This decision is based upon a review of current records, current assessments, and the student’s performance as documented in the Present Level of Academic Achievement and Functional Performance. Other options considered, if any, and the reason(s) for rejection are attached or can be found in the Placement Decision section of this IEP. Additionally, other factors, if any, that are relevant to this proposal are attached. Parent and adult student rights are explained in the Procedural Safeguards. If you, the parent(s) and adult student, need another copy of the Procedural Safeguards or need assistance in understanding this information please contact the principal.

 

 

PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign below.

 

_X__ I give permission to implement this IEP.

 

___ I do not give permission to implement this IEP.

 

Mrs. Natalie Smith

____________________________________________________ _02___/25____/__2014__

Parent Signature                                                                                                  Date

 

 

Attachments:

• 1505032512-20150629132334521_final_iep_grading_rubric_final_for_bb__1_.docx
• 1505032522-20150629132254iep_assignment_1_.pdf
• 1505032553-20150629132310final_iep_instructions_2__1_.docx