IEP

Please read the instructions in the attach document and the answers for the IEP.

The IEP also lists the accommodations and modifications that must be made so that the student with a disability can have the greatest access to the general education curriculum.

Assignment (50 points) 5 points each

Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.

Examine the example of a completed Individualized Education Program (IEP) provided on the next pages.
Type each statement and then your response.
Review the document and determine the following information:

Type the student’s name and date of birth

1. Identify and describe the strengths of the student.

2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.

3. What concerns do the parents have for enhancing the education of the student?

4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.

5. Describe the results of the initial or most recent evaluations of the student.

6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.

Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.

(Hint: What did each person contribute to the development of the IEP?)

Conduct additional research to completely describe each role.

1. General education teacher

2. Special education teacher

3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)

4. Speech therapists

Any School

Individualized Education Program

Students Name: _J.J._____________________________________________________________

DOB: __10/10/1998_____________ School Year: __2005____ – _2006____ Grade: ____1_____

IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________

This IEP will be implemented during the regular school term unless noted in extended school year services.

Student

Profile

J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.

On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) assessment, J.J. scored in the intensive range in all areas. By the end of the year his scores had improved to the strategic range.

J.J. lives with his parents and two younger brothers. He participates in activities at the YMCA including swimming, t-ball, and football. He is very friendly and interacts appropriately with his peers. His parents are concerned about his delayed progress in acquiring reading skills.

His classroom teacher indicated that he is eager to learn to read, but has difficulty recalling letter identification skills. He works hard to complete classwork.

Individualized Education Program

Students Name: _J.J._____________________________________________________________

SPECIAL INSTRUCTIONAL FACTORS

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

Items checked “YES” will be addressed in this IEP:

• Does the student have behavior which impedes his/her learning or the learning of others?

YES

[ ]

[x]

• Does the student have limited English proficiency?

• Does the student need instruction in braille and the use of braille?

• Does the student have communication needs (deaf or hearing impaired only)?

• Does the student need assistive technology devices and/or services?

• Does the student require specially designed P.E.?

• Is the student working toward alternate achievement standards and participating in an Alternate Assessment?

Are transition services addressed in this IEP?

TRANSPORTATION AS A RELATED SERVICE

[ ]

YES

[x]

[ ]

YES

[x]

[ ]

Does the student require transportation as a related service?

Does the student need accommodations or modifications for transportation?

If yes, check any transportation accommodations/modifications that are needed.

Bus driver is aware of student’s behavioral and/or medical concerns

Wheelchair lift

Restraint system.

Specify:

Other.

Specify: ______________________________________________________________________________

NONACADEMIC and EXTRACURRICULAR ACTIVITIES

[x]

[ ]

Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers?

YES.

YES, with supports. Describe: _________________________________________________

NO. Explanation must be provided: _____________________________________________

METHOD/FREQUENCY FOR REPORTING PROGRESS OF ATTAINING GOALS TO PARENTS

Annual Goal Progress reports will be sent to parents each time report cards are issued (every 9 weeks).

INDIVIDUALIZED EDUCATION PROGRAM

Students Name: _J.J._____________________________________________________________

AREA:
Reading/Language______________________________________________________________

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

Curriculum-based assessments reveal that J.J. is able to provide basic details of a story, but is only able to answer comprehension questions in 2/10 trials (R.K.5). In the classroom, he is typically unable to answer “who”, “what” and “where” questions (R.1.4.2) which limits his progress in first grade reading materials.

MEASURABLE ANNUAL GOAL related to meeting the student’s needs:

By May 2006, J.J. will demonstrate comprehension of reading materials by answering “wh” questions (R.1.4.2) on 8/10 trials as measured by work samples and classroom assessments.

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Financial Support for Project IDEAL is provided by the Texas Council for Developmental Disabilities, with Federal funds* made available by the United States Department of Health and Human Services, Administration on Developmental Disabilities. *$599,247 (74%) DD funds; $218,725 (26%) non-federal resources.

The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.

Page 6 of 6

[ ] Curriculum Based

Assessment

[ ] Teacher/Text Test

[x] Teacher Observation

[x] Grades

[x] Data Collection

[x] State Assessment(s)

[ ] Work Samples

[ ] Other: ____________________________________________________________________________

DATE OF MASTERY: ____________________

BENCHMARKS:

Date of Mastery: _________________

1. By the end of the first grading period, J.J. will answer “what” questions after listening to a story on 8/10 trials.		Date of Mastery: _________________
2. By the end of the second grading period, J.J. will answer “where” questions after listening to a story 8/10 trials.
3. By the end of the third grading period, J.J. will answer “who” questions after listening to a story on 8/10 trials.
4. By the end of the fourth grading period, J.J. will answer “what”, “where” and “who” questions after reading a story on 8/10 trials.	Date of Mastery: ________________

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

General Education Classroom

	Type of Service(s)		Anticipated Frequency of Service(s)		Amount of time	Beginning/ Ending Date	Location of Service(s)
Special Education Supplementary reading instruction intervention program.	3 times weekly	30 min.		8/14/05 to 5/25/06		General Education Classroom
Supplementary Aids and Services SLP will consult with the classroom teacher regarding J.J.’s ability to answer “wh” questions and follow directions during classroom activities.	1 time weekly	10 min.	8/14/05 to 5/25/06
	Program Modifications
	Accommodations Needed for Assessments
	Related Services
	Assistive Technology
	Support for Personnel

INDIVIDUALIZED EDUCATION PROGRAM

Students Name: _J.J._____________________________________________________________

AREA:
Articulation______________________________________________________________

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

J.J. scored in the strategic range on the DIBELS. Reduced speech intelligibility interfered with correct production of speech sounds during the phoneme segmentation task. J.J. was unable to correctly produce /g,k,f,v/ (R.1.2.2). He correctly produced all vowel sounds and 8 consonants (R.K.2). The articulation errors noted during DIBELS were also evident in formal articulation assessment. These errors impact his ability to be understood by his peers, teachers and family.

MEASURABLE ANNUAL GOAL related to meeting the student’s needs:

By May 2006, J.J. will produce the most common sound associated with individual letters /g,k,f,v/ with 80% accuracy in structured activities as documented in SLP progress monitoring (R1.2.2).

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

[ ] Curriculum Based

Assessment

[ ] Teacher/Text Test

[ ] Teacher Observation

[ ] Grades

[x] Data Collection
[x] State Assessment(s)
[ ] Work Samples

[ ] Other: _____________________________________________________________________________

[ ] Other: _____________________________________________________________________________
DATE OF MASTERY: ____________________

BENCHMARKS:

Date of Mastery: _________________

1. By the end of the first grading period, J.J. will produce /g,k,f,v/ in words with 80% accuracy.	Date of Mastery: _________________
2. By the end of the second grading period, J.J. will produce /g,k,f,v/ imitative phrases and sentences with 80% accuracy.
3. By May 2006, J.J. will produce /g,k,f,v/ in structured classroom activities with 80% accuracy.

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

Type of Service(s)

Anticipated

Frequency of Service(s)

Amount of time

Beginning/

Ending Date

Location of Service(s)

8/14/05 to 5/25/06

General Education Classroom

Program Modifications

Accommodations Needed for Assessments

Related Services

Assistive Technology

Support for Personnel

Special Education

Speech Therapy

2 x/week

30 minutes

Resource Room

Supplementary Aids and Services

SLP will collaborate with classroom teacher concerning carryover of recently acquired sounds into the general education classroom.

2 x/month

20 minutes

1/15/05 to 5/25/06

INDIVIDUALIZED EDUCATION PROGRAM
Students Name: _J.J._____________________________________________________________

GENERAL FACTORS

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

[x]

[ ]

HAS THE IEP TEAM CONSIDERED:	YES	NO
• The strengths of the child?
• The concerns of the parents for enhancing the education of the child?
• The results of the initial or most recent evaluations of the child?
• As appropriate, the results of performance on any State or districtwide assessments?
• The academic, developmental, and functional needs of the child?
• The need for extended school year services?

LEAST RESTRICTIVE ENVIRONMENT

Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if nondisabled? [x] Yes [ ] No

If no, justify: _______________________________________________________________________

Does this student receive all special education services with nondisabled peers? [ ] Yes [x] No

If no, justify (justification may not be solely because of needed modifications in the general curriculum):

Due to J.J.’s need for intensive articulation services, therapy will be provided in the speech resource room.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[x] 6-21 YEARS OF AGE [ ] 3-5 YEARS OF AGE

02-99%to 80% of the day inside the general education environment.

Secondary LRE (only if LRE above is Private School-

Parent

Placed): _____________________________________________________________________________________________

COPY OF IEP

COPY OF SPECIAL EDUCATION RIGHTS

Was a copy of the IEP given to parent at the IEP meeting? [x] Yes [ ] No

Was a copy of the Special Education Rights given to parent at the IEP meeting? [x] Yes [ ] No

If no, date sent to parent: ____________________

___

If no, date sent to parent: ____________________

Date copy of amended IEP provided/sent to parent : ______________________________________

THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP THIS IEP.

5/20/05

	Position		Signature	Date
Parent	Mrs.Mother of J.J.			5/20/05
LEA Representative	Mrs. Principal
Special Education Teacher	Ms. Resource Room
General Education Teacher	Miss Classroom Teacher
Student
Career/Technical Education Rep
Other Agency Representative
Therapist: Speech	Ms. Speech Therapist	05/20/05

Information from people not in attendance

Position

Signature

Date

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