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While the special education teacher typically serves as the case manager and is responsible for coordinating meetings and ensuring laws, policies, and regulations are followed, all teachers should be knowledgeable about the content of Individualized Education Plans (IEPs) so the needs of students with exceptionalities can be met in all academic environments. Understanding how to read an IEP and how the information from the IEP should be used to plan student-specific interactions and instruction is essential for successful professional practice.
Review the “6 Principles of IDEA” and “The IEP Process” interactive media pieces and read the “Sample High School IEP.” Use the information to complete the “6 Principles of IDEA, the IEP Process, and IEP Scavenger Hunt” template as directed.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
6 Principle of IDEA, the IEP Process, and IEP Scavenger Hunt
Directions: Complete each section below as directed.
Part 1: 6 Principles of IDEA and the IEP Process Reflection
Carefully review the “6 Principles of IDEA” and “The IEP Process” topic Resources.
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In 200-250 words, discuss two key takeaways you learned from the “6 Principles of IDEA” and “The IEP Process” interactive media pieces and explain why it is important to be knowledgeable about the principles and processes that govern education for students with disabilities. |
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Part 2: IEP Scavenger Hunt
Review the “Sample High School IEP” and use the information available in each specified section of the IEP to complete the chart below.
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IEP Section Title |
Summary of Information In 2-3 sentences summarize the information found in each section of the IEP. |
Student-Specific Planning In 2-3 sentences explain how you will use the information provided in planning student-specific interactions and instruction that meets the needs outlined in each section of the IEP. |
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Demographic Information |
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Section 3: Present Level of Academic Achievement |
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Section 4: Functional Performance |
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Parent Input (Found in both the Section 3: Present Level of Academic Achievement and Section 4: Functional Performance sections. |
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Annual Goals |
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Accommodations |
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Student Strengths, Preferences, and Interests and Post-Secondary Transition Goals |
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Coordinated Transition Services |
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Services (including special education services, related services, and supplementary aides/assistive technology) |
© 2024. Grand Canyon University. All Rights Reserved.
© 2024. Grand Canyon University. All Rights Reserved.
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Sample High School IEP
Student Name: S
A
MPLE, HS
Student Data/Cover Sheet (Form A-1) IEP Meeting Date: 8/19/
2
02
3
Student ID: xyz
12
3
DOB: 12/14/2007
Demographic Information
Student Number: Student Name: Birthdate: Gender: Grade:
xyz123 SAMPLE, HS 12/14/2007 Female 10
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Student Address: 1234 ABC Street |
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Parent 1 Name: Mr. Sample |
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Parent 1 Email: |
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Home Phone: 480-800-8000 |
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Parent 2 Name: Mrs. Sample |
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Parent 2 Email: |
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Home Phone: 480-800-8000 |
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Primary Language of Home: English |
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Home District: AZUSD |
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Home School: XYZ High School |
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Vision Screened On: 8/9/2023 |
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Meeting Date: 8/19/2023 Anticipated Duration of IEP: 8/19/2023 To
8/18/2024 |
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Re-evaluation Due: 2/17/2024 |
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Special Education Primary Category #1: Intellectual Disability |
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For students with SLD only, the following area(s) of eligibility was/were previously determined: NA |
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Level of Service: (B) Outside General Class 79%-40% of the day. |
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Type of Meeting: ANNUAL |
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Date Meeting Notice Sent to the Parents: 5/26/2023 8/19/2023 |
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Cover Sheet Signature Section (Form A-2) IEP Meeting Date: 8/19/2023
Student ID: xyz123
DOB: 12/14/2007
The following persons
participated in this conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student’s placement in special education and understand that they have the right to request a review of their child’s IEP at any time.
Position/Relation to Student
Participant
Date (MM/DD/YY)
Parent/Guardian/Surrogate
Special Education
Teacher
General Education Teacher
General Education Teacher
Ind. to interpret instr. implications
District/School Representative
*Student
Transition
Specialist
* If during the IEP year the student turns 16 and if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student’s signature and the date of this review.
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Present Level of Academic Achievement and
IEP Meeting Date: 8/19/2023
Student ID: xyz123
Functional Performance (Form B)
DOB: 12/14/2007
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Section 1: Current IEP Information
Goal Number Written: Goal Number Met:
Summarize the special education services the student is receiving:
HS is a 10th-grade student. HS receives special education services in a resource classroom. HS participates in an inclusive general education or co-taught classroom for the majority of the day. She attends elective classes in general education. The elective classes support opportunities for her to make progress in her social and communication skills. She also participates in breaks and lunch with her non-disabled peers.
She qualifies for these services under the category of Intellectual Disability. According to her Multidisciplinary Evaluation Report, she has a mild intellectual disability.
Section 2: Evaluation Information
HS’s intellectual disability impacts her ability to access grade-level curriculum.
Areas of Eligibility:
Special Education Primary Category: Intellectual Disability
For students with SLD only, the following area(s) of eligibility was previously determined:
Section 3: Present Level of Academic Achievement
Reading
HS has been making progress with recognizing high-frequency sight words, as this is fundamental to developing reading fluency. She struggles with comprehending grade-level texts. She has difficulty with making inferences, identifying main ideas, and connecting information within texts. She requires targeted instruction and practice to expand her content-specific vocabulary and better understand word meanings. HS needs support to enhance her reading fluency, including the ability to read with appropriate pacing and expression.
Writing
HS requires guidance in organizing and expressing ideas coherently in written form. She struggles with paragraph structure, including issues with sentence organization, grammar, and punctuation. Frequent spelling errors and difficulties with proper grammar and mechanics are observed in her writing.
Math
Transferring mathematical concepts to real-world problem-solving scenarios remains challenging for HS. She needs additional practice with algebraic thinking. HS would benefit from targeted interventions to improve this area, including representing and interpreting relationships from an expression.
Parent’s Input on Student’s Current Academic Achievement
The parent(s) expressed their commitment to fostering a supportive home environment that encourages learning and reinforces the importance of education in HS’s life. They noted that they regularly engage in educational activities at home to reinforce classroom learning. The parent(s) have raised concerns about HS’s struggles in reading, particularly in understanding and retaining information from textbooks and other reading materials. They have noticed that she sometimes becomes frustrated when faced with complex texts. The parent(s) indicated that they provide consistent support with homework assignments and reading practice at home. They mentioned that HS occasionally requires additional assistance with assignments, particularly in math and writing.
Current Classroom-Based Data
HS is a 10th-grader at XYZ High School. She is enrolled in the Learning Resource program. She functions academically at the middle sixth-grade/lower seventh-grade level in reading, writing, and math.
State and District
Assessment
s
HS is new to the state. She will be participating in state testing in the spring.
Section 4: Functional Performance
Social Emotional and Behavior
HS is courteous and respectful in all of her classes. She has difficulty with communication and socialization, resulting in challenges with group work. HS works and gets along with her peers and teachers.
Behavior does not significantly and adversely impact the progress in the general curriculum.
Physical Development:
HS has no physical development problems noted at this time.
Communication
HS is able to effectively communicate with people she is familiar with. She tends to be more quiet around people she does not know. HS is receiving speech therapy services outside of school and has benefiteds from working on pragmatic skills in speech therapy.
Parent’s Input on Student’s Current Functional Achievement
The parent(s) shared that HS has been showing increased interest and making steady progress in becoming more independent with daily living skills at home. They are happy with HS’s growing ability to manage personal responsibilities, such as organizing personal belongings, preparing meals, and completing simple household tasks. The parent(s) shared that HS enjoys spending time with family members and that they continue to work on developing social skills, such as initiating conversations, maintaining eye contact, and using appropriate greetings. HS’ parent(s) mentioned that they actively seek opportunities to engage in community outings and activities, providing practical experiences to enhance HS’s independent living skills.
Transition
Student expressed an interest in the following career areas:
Working with children.
Student’s job preference at this time is:
HS does not have a job preference at this time.
Independent
Living
Skills:
HS struggles with socialization, communication, and self-advocacy skills, and there is concern that she can participate appropriately in these areas, despite ongoing enrollment in a Learning Resource class.
Environmental Access/Mobility
HS is able to participate appropriately in this area. No specialized instruction is required.
Self-Determination/Self-Advocacy Skills
Current teachers have reported that HS would benefit from increasing her self-advocacy skills. Self-advocacy will also be addressed in HS’s counseling services with the school counselor.
Sources of Information Regarding Transition
Student interview was conducted by case manager and transition specialist. HS is currently a sophomore starting her third semester in high school with 10 credits and a GPA of 2.75. At this time, HS does not have a specific career choice. She does like to work with young children. We will meet again to complete a career assessment to research careers of interest.
Summary of Work Habits
HS does not participate in class discussions or activities unless prompted to do so. She does not always attempt the work unless the teacher or special education teacher has given her cues to begin working. HS has stated that she has not put much effort into her schoolwork this year. She also stated she needs to put forth more effort into her learning inside the classroom as well as at home for her to be successful.
Section 5: Summary of Educational Needs
Based on the information from the current multidisciplinary evaluation, academic achievement, functional performance, and transition-based data (if applicable), the IEP team has determined that the student has educational needs in the following areas:
Math Problem
Solving
,
Reading Comprehension
., Writing,
Social Skills
, Transition
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Considerations Form (Form C) IEP Meeting Date: 8/19/2023
Student ID: xyz123
DOB: 12/14/2007
ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS
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Considered Not Needed |
Included |
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Individual Transition Plan |
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Statement of Transfer of Parental Rights at Age of Majority |
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For a student whose behavior impedes their learning, or that of others, positive behavior interventions, strategies, and supports have been considered |
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Statement of Language Needs in the Case of a Child with Limited English Proficiency |
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Statement of Provision of Instruction in Braille and User of Braille for a Visually Impaired Child |
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Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child’s Language and Communication Mode |
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Statement of Required Assistive Technology Devices and Services HS may use a text-to-speech program to assist with reading and track progress. |
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Statement of Communication Needs for a Child with a Disability |
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Statement of Health Concerns |
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Student Goals and Performance Objectives IEP Meeting Date: 8/19/2023
Student ID: xyz123
Progress Report DOB: 12/14/2007
Skill Area: Reading Comprehension
Standard: R10-S3C1 – Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
Annual Goals: By 8/18/24, HS will improve her reading comprehension skills as measured by achieving a score of at least 80% on grade-appropriate reading comprehension assessments, including classroom assignments, quizzes, and standardized tests.
Baseline Level of Mastery: HS scores 50% on reading comprehension skills.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional
By 8/18/24, HS will increase her content-specific vocabulary acquisition by correctly identifying and defining 80% of the words from the year-long vocabulary list.
Baseline Level of Mastery: She is able to identify and define 40% of the vocabulary words.
Service Provider(s) for this goal: District staff special education teacher and/or paraprofessional
Skill Area: Writing
Standard: W10-S2C5-01. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.
By 8/18/24, HS will improve paragraph structure by writing complete and grammatically correct paragraphs with appropriate subject-verb agreement and varied sentence types with 80% accuracy.
Baseline Level of Mastery: HS can write complete paragraphs that are grammatically correct with 50% accuracy.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional
Skill Area: Math Problem Solving
Standard: MHS-S3C3. Algebraic Representations: Represent and analyze mathematical situations and structures using algebraic representations.
Annual Goals: By 8/18/24, HS will improve her proficiency in representing single-variable mathematical situations using the basic math operations (addition, subtraction, multiplication, and division) based on real-world problems with 80% accuracy.
Baseline Level of Mastery: HS can represent single-variable math problems with 60% accuracy.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional.
Annual Goal: By 8/18/24, HS will solve real-world, single-variable algebraic word problems and interpret the results with 80% accuracy.
Baseline Level of Mastery: HS can solve real-world, single-variable math word problems and interpret the results with 60% accuracy.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional.
Skill Area: Social Skills
Annual Goal: By 8/18/24, HS will improve her ability to initiate conversations with peers or adults by initiating three conversations
per week
.
Baseline Level of Mastery: HS initiates zero conversations with peers or adults.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional.
Skill Area: Transition
Standard: TR080002 – Develop career awareness and long-term career goals.
Annual Goal: By 8/18/24, HS will be able to identify training/education required for 5 career options related to her area of interest with 90% accuracy as measured by transition assessment data.
Baseline Level of Mastery: HS can identify training/education for career options with 70% accuracy.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional.
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Accommodations (Form E) IEP Meeting Date: 8/19/2023
Student ID: xyz123
DOB: 12/14/2007
ACCOMMODATIONS
Accommodations do not change how much of the curriculum the student is expected to learn. It only changes how students access and express knowledge on a daily basis. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made to provide a student with equal access to learning and equal opportunity to show what they know and can do. Students with disabilities who qualify in one academic area are eligible for accommodations in other areas to the extent that their disability would affect performance in those areas.
Accommodations Type Location
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Teachers will ask HS for clarification of assignments. |
3 | A | ||||||||
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Online notes will be printed and available for HS prior to class lectures. |
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Directions should be given verbally and in writing when possible. Teachers will work with HS to develop this skill so she can do it independently. |
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HS benefits from demonstrations of activities and examples of products when appropriate and possible. |
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HS will utilize the Learning Lab to take tests and quizzes, if refused by HS, notification will be made. |
Legend for Type and Location Fields
Type:
1 – Class work/assignments 2 = Assessments/tests 3 = Both class work/assignments/assessments.
Location:
A = All Subjects B = Language Arts/English C = Reading D = Spelling E = Math
F = Science G = Social Studies H = Health I = Electives J = Physical Education
K = Lunch L = Transition/Vocation M = Library N = Title 1 O = Special/Exploratory
Parental Communication
How will the parent be informed of their child’s academic progress and the extent to which that progress is sufficient to enable the child to achieve annual goals by the end of the year?
Parents will be informed of their child’s academic progress via regular progress reports, annual IEP meetings, teacher/parent conferences, IEP progress reports, web-based student management system, and other communication tools.
Other: Communication will be based on performance level information through HS’s case manager in which parents will be notified when HS’s grades drop into the D range and/or when HS has more than three missing assignments per class. Student grade sheets will be given to HS on Fridays and will be signed by parents and returned on Mondays through her Strategies class. This will provide parents with the most updated copy of HS’s progress in her classes on a weekly basis.
IEP Team Consideration for Extended School Year
Consideration for Eligibility: IEP team considered ESY eligibility in the areas of regression and recoupment factors and essential skills at a critical stage of development. IEP team rejected ESY eligibility in regression/recoupment factor because HS has not shown regression without recoupment after long breaks from school. IEP team rejected ESY eligibility in essential skills at a critical stage of development because HS has not been at a critical stage of development prior to extended breaks from school.
Eligible for ESY: No, student is not eligible for ESY.
Written Explanation as to Why ESY is or is not Needed
Previous school noted that HS’s educational history has shown that she continues to progress each year.
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Assessment (Form F) IEP Meeting Date: 8/19/2023
Student ID: xyz123
DOB: 12/14/2007
ASSESSMENT
Rationale: Students with disabilities will participate in usual district assessments unless indicated by this form. Only those accommodations that are provided for instruction and are required by this IEP should be provided for assessment. All students will be assessed at grade level, other than the few who must be provided alternative assessments (Eligibility Determination Form).
State Assessments
Will participate with accommodations consistent with those below.
Standard Accommodation(s)
Testing in a small group, testing in a separate location, read directions.
District Assessments
Will participate with accommodations consistent with those used in instruction.
Standard Accommodation(s)
Testing in a small group, testing in a separate location, read directions.
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Transition Services (Form G)
IEP Meeting Date: 7/19/2023
Student ID: xyz123
DOB: 12/14/2007
Statement of Needed Transition Services: Beginning with the first IEP to be in effect when the child turns 16, and updated annually thereafter, the IEP Team must identify measurable postsecondary transition goals based on the student’s strengths, preferences, and interests in three areas (training, education, and employment; and if appropriate, independent living skills). If an IEP Team determines that it is appropriate to include transition services before the age of 16, the IEP must meet all transition requirements (CFR 300.320(b)).
Student Expressed an Interest in the Following Career Areas
Working with children.
Student’s Job Preference at This Time
HS does not have a job preference at this time.
TRANSITION ASSESSMENTS
Employment
Career Planning, Parent and Student Reports, Employers Report, ASVAB, Personality Inventory, HS will volunteer or become employed at a child daycare center. Job shadowing at a child daycare center will also be set up.
Training/ Education
ASVAB, Teacher Progress Reports, IEPs. HS will take an interest inventory assessment to indicate possible training she may need before she leaves high school.
Other
Parent Transition Planning
Independent Living Skills
Assessments needed: _x_ Yes __ No (if yes, indicate assessment type)
Ansell-Casey Life Skills Assessment
Assessment of Functional Living Skills (AFLS)
Life Skills Inventory: Independent Living Skills Assessment Tool: Washington State Department of Social and Health Services
Transition Tools for Life
Independent Living Skills (ILS)
Youth Life Skills Assessment
STUDENT STRENGTHS, PREFERENCES, AND INTERESTS
Information about the student’s strengths, preferences, and interests is provided by:
Student Parent(s) Family Member
School
Staff
Service Agency Other
Details/Clarification
HS is a very caring young lady who gets along well with peers and adults. HS loves to be around familiar people and enjoys her friends. HS is often reserved when meeting new individuals or interacting with less familiar people, but is very sociable and outgoing around her close family and friends.
From Interest Inventories, HS’s strengths included:
Preference for working with people influencing and persuading people.
Likes to work with people to help train and teach skills through demonstration.
During a student interview, HS expressed an interest in working with children. She has a goal of going to a university to further her education. She does understand the difficulty of obtaining this type of career. HS wants to get her driver’s license soon so she can get a part-time job and possibly drive herself to her job or volunteer position.
POST-SECONDARY TRANSITION GOALS
Employment Goal
After graduation, HS will work in a daycare center as an assistant.
Training/Education Goal
After graduation, HS will take a child development course at a community college.
COORDINATED TRANSITION SERVICES
Transition services should consider the area of instruction, community experience, related service, employment, and other post-school adult living skills and functional vocational evaluation. Strategies should address activities performed on the school campus and during school hours as well as off-site and during non-school hours (NOTE: The IEP team does not need to address all of these components if not appropriate for the student).
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TRANSITION SERVICES |
NEEDS and ACTIVITIES |
PERSON AND/OR AGENCY |
DURATION |
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| Instruction |
HS will apply research-based strategies to enhance the learning process. HS will receive instruction and have goals for transition to improve her skills. |
High school |
8/18/2024 | ||||||||||||||
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Community Experiences |
HS will continue to stay involved with the community and school. HS will set up a job shadow experience at a daycare center. |
Student, parents, high school |
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| Employment |
HS will practice completing job applications and interview skills. |
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Post-School and Adult Living |
HS will collect information regarding desired residential life beyond high school. |
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Related Services |
HS will investigate counseling options at the community college level that will be available to her. |
HS, Counselor |
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Daily Living Functional Vocational Assessment |
Not needed at this time. |
Student identified these high school courses of interest related to her post-secondary goals:
HS is taking classes necessary to graduate from high school so that she can continue with post-secondary education to work at a daycare center.
Recommendations to assist the student in meeting post-secondary goals:
Enroll in classes of interest, review career goal, research possible jobs, explore entrance requirements for post-secondary education/training, graduate from high school.
TRANSITION GOALS
Goal Description: By 8/18/24, HS will be able to identify training/education required for chosen 5 career options related to her area of interest with 90% accuracy as measured by transition assessment data.
Baseline Level of Mastery: HS can identify training/education for career options with 70% accuracy.
Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional.
PROJECTED COURSE OF STUDY PLANNING
Language Arts – 4.0 Credits | Math – 4.0 Credits | Lab Science – 2.0 Credits | Electives – 10.0 Credits
Social Studies – 3.0 Credits | P.E. – 0.5 Credits | Health – 0.5 Credits
Statement of transition service needs focusing on the student’s courses of study, developed by the age of 16 and updated annually: &300.347(7)(b)(1).
Current and projected high school courses that support the student’s career and post-secondary goals
HS is taking classes necessary to graduate from high school so that she can continue with post-secondary education to work at a daycare center.
Projected courses will include continued child development and communication skills.
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School Year: 22-23 Grade: 9 Semester 1/Semester 2 Reading/Reading Math Year 1/Math Year 1 Health/Intro to P.E. Computer tech/Web design World History/World History Open Resource/LRC |
School Year: 23-24 Grade: 10 Semester 1/Semester 2 English 10/English 10 Math Year 2/Math Year 2 Inv. Science/Inv. Science Strategies/Strategies Art/Art P.E./P.E. Open Resource/LRC |
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School Year: 24-25 Grade: 11 Semester 1/Semester 2 American/AZ History/American/AZ History Graphic Design I/Graphic Design I Spanish I/Spanish I Open Resource/LRC |
School Year: 25-26 Grade: 12 Semester 1/Semester 2 Government/Economics Human Biology/Human Biology Strategies/Strategies |
AGENCY COLLABORATION AND RESPONSIBILITIES (by age 16 or younger if appropriate)
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School Year (YY-YY) |
Grade Level |
Agency and Contact Person |
Who Will Contact and When |
Timeline for Delivery |
Results and Outcomes |
| 24-25 | 11 |
Daycare center |
HS, parents, and case manager |
2024-2025 School Year |
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| 25-26 | 12 |
Community college |
2025-2026 School Year |
If an agency invited to the IEP meeting was unable to attend, did the school take other steps to try to involve this agency? Describe the steps taken.
HS and parents will contact a daycare to set up a “job shadow” opportunity. The first agency will be contacted at the next IEP meeting and if at any time an agency is unable to attend, every effort will be made by the case manager to involve the agency.
STATEMENT OF TRANSFER OF RIGHTS AT THE AGE OF MAJORITY
At least one year before reaching the age of majority (age 18 in Arizona), the student and her parent(s) were informed of the transfer of rights under Part B of IDEA (except for a student with a disability whose rights remain with a court-appointed guardian).
GRADUATION PLAN
High School Graduation Plan Statement (For students 16 years and older)
The student will earn a diploma upon satisfactory completion of:
Plan A: State-mandated graduation requirements (No documentation needed).
High school credits needed for graduation: 22
Total credits earned: 10
Anticipated month and year of graduation: 05/26
Individualized Education Program (IEP)
Student Name: SAMPLE, HS
Services and Environment (Form I)
IEP Meeting Date: 7/19/2011
Student ID: xyz123
DOB: 12/14/1994
SPECIAL EDUCATION SERVICES TO BE PROVIDED
Special Education Program(s) Necessary to Meet Special Education Goals and Objectives During the School Calendar Year.
The child is in need of specially designed instruction in the following areas:
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Special Education Services |
Instructional Setting/Location |
Start Date |
Frequency |
Provider |
Duration/End Date |
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| Transition |
Special education classroom |
8/19/2023 |
20 minutes per month |
Special education | |||||||||||||||||||
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Math Problem Solving |
225 minutes per week |
Teacher | |||||||||||||||||||||
| Reading Comprehension | |||||||||||||||||||||||
| Writing |
150 minutes per week |
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| Social Skills |
General education classroom |
100 minutes per week |
Clarification: HS’s English and math are inclusion support classes with a special educator in the general education classroom for the period. In science, HS has paraprofessional support for the majority of the class period. The special education teacher also periodically checks in with her to make sure she is able to comprehend the material and directions. HS will have the opportunity to take tests and quizzes in the resource room. HS will receive special education services in the Learning Resource Center (special education classroom) class for re-teaching concepts, study skills, and assignment review.
RELATED SERVICES
Educationally Relevant Related Services Are Listed Below.
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Strategies for time management and assignment completion. |
School counseling office |
6-8 sessions of 30 minutes each per academic year |
School counselor |
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Clarification: HS will have 6-8 scheduled counseling sessions with the school counselor throughout the end of the year. These will be scheduled during conference time so HS is not pulled out of class during instruction. Next year HS may make an appointment with her school counselor as she feels is necessary. |
SUPPLEMENTARY AIDS/ASSISTIVE TECHNOLOGY AND SERVICES FOR STUDENTS
Educationally relevant supplementary aides/assistive technology and services are listed below.
|
Text-to-Speech Technology |
General education and special education classroom |
As needed |
Staff | |
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Clarification: A software program that can be used by HS to support completion of assignment and notes. |
SUPPORTS FOR SCHOOL PERSONNEL
Supports for school personnel are listed below.
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Collaboration |
General education classroom with support services |
Ongoing |
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Clarification: The special education staff and general education teachers will discuss ways to meet HS’s learning needs. |
LEAST RESTRICTIVE ENVIRONMENT
Provide an explanation of the extent, if any, to which the student will NOT participate with non-disabled students in the general curriculum, extracurricular and nonacademic activities, and program options. §300.347(a)(4)
HS will not participate with non-disabled students 69% of the school day.
HS participates in the learning resource special education classroom. She attends elective classes in general education. She also participates in breaks and lunch with her non-disabled peers.
Consider any potential harmful effects of this placement for the child or on the quality of services that she needs §300.552(a-b):
Potential harmful effects could involve feelings of lowered self-esteem from having a special education label. The team believes the benefits of the special education services outweigh any possible negative effects. The IEP team considered any potential harmful effects of HS’s placement in the learning resource classroom.
Reason for Different Service School
Not applicable. She is attending her attendance area school.
INSTRUCTIONAL SETTING
Not Applicable; the student is not placed in a public/private day school or other out-of-district alternative or private school, homebound, hospital or institution, or private residential facility.
Parent or Guardian Signature: Date:
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