Meeting Date:02-10-2023

Lenawee ISD
Individualized Education Program Team (IEPT) Report
Form 8
FAPE Date: 02-10-2023 Initial/most recent reevaluation IEP Birth Date: 04-19-2013 Gender: Male
Prior IEP Date: 02-24-2022 Date: 02-24-2021 Grade: 4 Meeting Date: 02-10-2023

Purpose(s) of this IEP Team Meeting are to discuss:

✓ To determine or redetermine eligibility for special education programs or services and, if appropriate, to develop an
individualized education program (IEP). That is to develop an Initial or Reevaluation IEP.
✓ Initial ✓ Reevaluation of Eligibility
✓ To review and/or revise the individualized education plan (IEP)
✓ To transfer the individualized education plan (IEP)
✓ To consider the need for a program change/level change
✓ To develop and/or review the individual transition plan (ITP)
✓ To discuss an evaluation plan
✓ To discuss disciplinary action that may result in a change of placement

Parent Contact: Parent(s)/Guardian(s)/Surrogate(s) was contacted to ensure they have an opportunity to attend and to explain
the purpose of the IEP Team meeting and the roles of the participants. Additional contacts should be documented and attached
to this IEP form.
By Siera Camacho Method of Contact Class Dojo Date 2023-01-24
By Siera Camacho Method of Contact Class Dojo Date 2023-01-06

IEP Team Meeting Participants in Attendance:

Special Education Teacher/Provider: Siera Camacho (Special
Education Student Teacher)

Eligibility for Special Education: The IEP Team determined this student to be: ✓ Eligible (Primary: Traumatic Brain Injury
(R340.1716))

Special Consideration/Present Level Statement Section:

Parent input/concerns:

. She is happy with the progress that is being made in math.

Strengths of the student:

In the area of math, has many strengths. able to fluently answer single-digit multiplication problems without using
a multiplication chart. is also able to multiply 2-digit by 1-digit, when given a set of 10 problems. In one minute, he was
able to complete 25 multiplication problems. is also able to add and subtract fluently.

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 Meeting Date:02-10-2023

In the area of reading, is able to verbally recall information from a story/book at his independence level in order to support
comprehension with 100% accuracy. He is also able to depict the story's main idea and at least three key details from the story/
book with about 80% accuracy. Lastly, is able to sequence the events in a story with 100% accuracy.

In the area of Speech and Language, as a means of progress monitoring, Participated in the Clinical Evaluation of
Language Fundamentals Screening tool. It is a criterion-based test, the average criterion score for his age group is 11.
achieved a score of 14 , indicating he is above the criterion requirement for language development for his age.

The following are the evaluations reviewed and considered:

None

Need Area Description of Need Where in the IEP will this be

addressed?

✓ Academic In the area of reading, is able to verbally recall ✓ Goals and Objectives
information from a story/book at his independence level in ✓ Supplemental Aids/Services
order to support comprehension with 100% accuracy. He is
also able to depict the story's main idea and at least three key
details from the story/book with about 80% accuracy. Lastly,
is able to sequence the events in a story with 100%
accuracy. At the beginning of 4th grade, was reading
at a level I, which is approximately an end-of-year first-grade
level. In the middle of the year, is currently reading at
a level K, which is an early to mid-year second-grade level. In
fourth grade, students should be at about a level R during the
middle of the year. When assessed on his ability to verbally
summarize the text within a story, was only able to
provide one key detail rather than summarizing the text as
a whole. was also asked to what the theme of the
text was, was unable to identify it. On the Fastbridge
areading assessment taken in the fall of 2022, scored
472 which falls in the 8th percentile nationally, which is in the
high-risk category. When took the assessment again in
the middle of the year, he scored 470 which still falls in the 4th
percentile nationally, as well as being in the high-risk category.
The deficits impact the student's ability to read grade level text

✓ Academic In the area of math, has many strengths. is able ✓ Goals and Objectives
to fluently answer single-digit multiplication problems without ✓ Supplemental Aids/Services
using a multiplication chart. is also able to multiply
2-digit by 1-digit, when given a set of 10 problems. In one
minute, he was able to complete 25 multiplication problems.
is also able to add and subtract fluently. Currently,
is able to solve single-digit multiplication problems.
When assessed on his ability to solve multi-step multiplication
problems, was able to solve all of them, however, none
of them were solved correctly. In his previous IEP, he was
unable to meet his goal of being able to identify the missing
dividend in an equation. He was also assessed on his ability
to solve multi-step division equations with a single divisor
and a 2-digit dividend; he also received a 0 out of 10. On the
Fastbridge amath assessment taken in the fall of 2022,
scored 196 which falls in the 7th percentile nationally, which
is in the high-risk category. When took the assessment
again in the middle of the year, he scored 197 which still falls
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 Meeting Date:02-10-2023

Need Area Description of Need Where in the IEP will this be

addressed?
in the 7th percentile nationally, as well as being in the high-
risk category. These deficits impact the student's ability to
successfully solve grade level math problems

✓ Extended School Year Reviewed identified student needs and progress toward goals
determining ESY services are not needed.

Rationale: Reviewed identified student needs and progress

toward goals determining ESY services are not needed.As of
current data, ESY is not needed for

Need Area Description of Need Description of why this need does not have
to be addressed by this IEP

✓ Functional Performance is wonderful to have in the resource No demonstrated need is required.

room. He is extremely sweet and kind-
hearted. He is always willing to help his
classmates if they are struggling to grasp a
concept. is very confident and works
extremely hard. he is curious and always
enters the resource room ready to learn with
a smile and a positive attitude. According to
his teacher, is a very hard worker in
his general education classroom. He hands
in all assignments on time and volunteers in
class to answer questions. fluency is
strengthening, and he shows improvement
in answering comprehension questions
after reading, spelling words within his
leveled text and writing short summaries
that include beginning, middle, and end. In
math, ’s memorization of multiplication
facts is improving and he is successful at
completing a math problem when broken
down into smaller steps. He asks lots of
questions. is very nice and gets along
with everyone.

Status of previous need Description of why this is no longer a need area

area

✓ Communication has been receiving speech therapy as a related service since he was found eligible
as a student with a Traumatic Brain injury at his initial IEP in February of 2021. has
met his current speech goals of multi-step sequencing skills, is able to tell a story and
recount an experience with appropriate facts and relevant, descriptive details, placing events
in correct order of occurrence, with 75 -80+% accuracy , with minimal to no support. As a
means of progress monitoring, Participated in the Clinical Evaluation of Language
Fundamentals Screening tool. It is a criterion-based test, the average criterion score for
his age group is 11. achieved a score of 14 , indicating he is above the criterion
requirement for language development for his age. The breakdown of skills examined are as
follows: Recalling sentences Student must repeat the sentence given word for word.
was able to repeat sentences of up to 14 words in length. Following directions Student needs
to point to shapes in the order given or “at the same time” or “before”. was able to
follow two-step directions with modifiers without difficulty. Example: “after you point to the
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 Meeting Date:02-10-2023

Status of previous need Description of why this is no longer a need area

area
white circles, point to the black x’s” Sentence assembly Fragments of a sentence are grouped
together, the student must reorganize the fragments into a sentence that is grammatically
correct. was able to complete this for sentences with up to 5 fragments. He was able
to identify 1 example for each scramble, he had mild difficulty with finding a second example
when it involved negations, such as asking a question or using “Isn’t” as the beginning word
of the sentence. Semantic relationships Student is given a statement with 2 correct answers
Example : A man is bigger than a _______________(Choices: House, Button, Spoon, plane)
demonstrated difficulty with a complex sequencing task and with the vocabulary phrase
“quarter of a century”. was able to identify items that correlated in 5/7 opportunities.
Word classes (no visual supports, only auditory with advanced vocabulary) Student is given a
list of 4 words verbally and must determine which 2 “go together” . was able to identify
4/6 pairs of items that went together. Subjective observations: was pleasant and
cooperative during the assessment and speech sessions. tries hard and wants to do
well in school. Also of note, there are no speech sound error concerns, and his intelligibility
is judged to be within functional limits as indicated by informal conversation. The Michigan
Guidelines for eligibility as speech and Language impaired student require a 1 & 1/3 deficit,
or to be at or below the 10th percentile. According to these guidelines, ’s performance
on this screening tool indicate he is functioning in the average to above average range of
language abilities. no longer meets the eligibility requirements for specialized instruction
in the area of Language Fundamentals. It is recommended that be dismissed from
Speech and Language services at this time.

Areas considered but not identified as need areas

✓ Extended School Year ✓ Students anticipated needs or other matters

✓ Physical Education ✓ Assistive Technology

✓ Physical including accessibility within facilities/community ✓ Braille instruction for students who are blind or visually
impaired

✓ Communication and language for students who are deaf/ ✓ Language needs for students with limited English
hearing impaired proficiency

✓ Behavioral ✓ Personal Care

Annual Goals and Short-Term Objectives

Present Level of Academic Achievement and Functional Performance (PLAAFP):

In the area of reading, is able to verbally recall information from a story/book at his independence level in order
to support comprehension with 100% accuracy. He is also able to depict the story's main idea and at least three key
details from the story/book with about 80% accuracy. Lastly, is able to sequence the events in a story with 100%
accuracy. At the beginning of 4th grade, was reading at a level I, which is approximately an end-of-year first-
grade level. In the middle of the year, is currently reading at a level K, which is an early to mid-year second-
grade level. In fourth grade, students should be at about a level R during the middle of the year. When assessed on
his ability to verbally summarize the text within a story, was only able to provide one key detail rather than
summarizing the text as a whole. was also asked to what the theme of the text was, was unable to identify
it. On the Fastbridge areading assessment taken in the fall of 2022, scored 472 which falls in the 8th percentile
nationally, which is in the high-risk category. When took the assessment again in the middle of the year, he
scored 470 which still falls in the 4th percentile nationally, as well as being in the high-risk category. The deficits
impact the student's ability to read grade level text

Standard Designation: CCSS.ELA-Literacy.RL.4.2

Standard: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Role(s) Responsible: Special Education Teacher

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 Meeting Date:02-10-2023

Annual Goal: is currently reading at a level K, which is an early to mid-second grade level. will increase
his reading level to an early to mid-third grade level with 80% accuracy by February 2024. The following evaluation
procedures will be used: Teacher made test.

Short-Term Objectives Evaluation Criterion Schedules

After reading a story/book/passage, will be able to verbally ● Teacher made test with 80% Monthly
summarize the text in at least 3 sentences. accuracy.

After reading a book/passage/story, will be able to identify the ● Teacher made test with 80% Monthly
theme based on key details and events from the text accuracy.

Present Level of Academic Achievement and Functional Performance (PLAAFP):

In the area of math, has many strengths. is able to fluently answer single-digit multiplication problems
without using a multiplication chart. is also able to multiply 2-digit by 1-digit, when given a set of 10 problems.
In one minute, he was able to complete 25 multiplication problems. is also able to add and subtract fluently.
Currently, is able to solve single-digit multiplication problems. When assessed on his ability to solve multi-
step multiplication problems, was able to solve all of them, however, none of them were solved correctly. In
his previous IEP, he was unable to meet his goal of being able to identify the missing dividend in an equation. He was
also assessed on his ability to solve multi-step division equations with a single divisor and a 2-digit dividend; he also
received a 0 out of 10. On the Fastbridge amath assessment taken in the fall of 2022, scored 196 which falls in
the 7th percentile nationally, which is in the high-risk category. When took the assessment again in the middle of
the year, he scored 197 which still falls in the 7th percentile nationally, as well as being in the high-risk category. These
deficits impact the student's ability to successfully solve grade level math problems

Standard Designation: CCSS.Math.Content.4.NBT.B.5

Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.

Role(s) Responsible: Designated Case Manager

Annual Goal: is currently able to multiply single-digit multiplication problems with 100% accuracy. will
be able to multiply and divide multi-step equations with 80% accuracy by February 2024. The following evaluation
procedures will be used: Teacher made test.

Short-Term Objectives Evaluation Criterion Schedules

will be able correctly solve 8 out of 10 2-digit multi-step ● Teacher made test with 80% Monthly
equations accuracy

will be able to solve 8 out of 10 multi-step division equations ● Teacher made test with 80% Monthly
with remainders, where there is a single number divisor and a 2 and accuracy.
3-digit dividend

Review of Previous IEP's Goal/Objectives:

made immense progress throughout the year. He worked hard, but he was unable to meet one of his goals. We will
continue to work on his ability to divide.

Reporting Progress:✓ The parents will be regularly informed in writing of progress on goals and objectives of this IEP at the
regular reporting periods applicable to general education students (concurrent with report card periods).

Least Restrictive Environment (LRE) - This student will:

●
Fully participate with students who are nondisabled in general education setting except for the time spent in separate special education
programs/services provided outside of the general education classroom as specified in this IEP. ✓ Yes ✓ No

● Be fully involved in and make progress in the general curriculum. ✓ Yes ✓ No

● Have the same opportunity as general education students to participate in nonacademic and extracurricular activities. ✓ Yes ✓ No

Supplementary Aids/Services/Personnel Support

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 Meeting Date:02-10-2023

Supplementary Aids/Service/ Amount of Time/Frequency/ Initiation Duration Location

Support Conditions Date Date

Reduce length and/or complexity of Daily, as needed, in order to reduce 02-10-2023 02-09-2024 Within the educational
assignments student headaches. setting

Provide frequent feedback Teacher check-ins during 02-10-2023 02-09-2024 Within the educational
independent work to ensure setting
understands the directions.

Read test to student When tests are given and reading is 02-10-2023 02-09-2024 Within the educational
not being assessed. setting

Extended time on tests When tests are given and extended 02-10-2023 02-09-2024 Within the educational
time is needed setting

Frequent breaks As needed daily for headaches. 02-10-2023 02-09-2024 Within the educational
setting

Multiplication Charts Access to a multiplication chart 02-10-2023 02-09-2024 Within the educational
during classwork and homework setting
assignments that involve multi-digit
multiplication and division.

Use of graphic organizers As needed to assess the student 02-10-2023 02-09-2024 Within the educational
understanding. setting

Alternative test area When tests are given in the general 02-10-2023 02-09-2024 Within the educational
education setting and a quieter setting
location is needed.

Special Education Programs/Services

Special Ed. Programs/ Type of *Depart *Endorse Frequency Initiation Duration Location
Services (Rule Delivery and Date Date
Number) Duration

Resource Room (ER) Direct N/A N/A 30 minutes 08-28-2023 02-09-2024 General Ed and Special
(R340.1832e) - 1 period Ed classrooms

Resource Room (ER) Direct N/A N/A 20-40 02-11-2023 06-09-2023 General Ed and Special
(R340.1832e) minutes Ed classrooms
per day,
4-5 days a
week
*Departmentalized Program (R 340.1749c)
*Endorsement from a teacher consultant needed?
All programs and services listed above will follow the stated initiation and duration dates in accordance with the approved district
calendar.

Transportation

Special Transportation: ✓ No ✓ Yes, specifics:

Nonpublic School Pupils:

✓ The programs offered by the district are outlined in the IEPT report but not provided because the parent elected to enroll the
child in a nonpublic school.

The student will participate in the Michigan Educational Assessment System (MEAS), and district-wide/NAEP* assessments as follows:

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Student: Birthdate: Meeting Date:02-10-2023

MEAS Assessment Is General If yes, list appropriate assessment accommodations if needed. Standard
Assessment If no, state the reason why the subject area is inappropriate,indicate the appropriate Accomm-
appropriate? alternate assessment, and list appropriate accommodations if needed odations?

yes no yes no

General Assessments (General Assessments) - 4th Grade

English Language Arts ✓ ✓
Accommodation: Alternative test area ✓ ✓

Accommodation: Extended time on tests ✓ ✓

Accommodation: Read test to student ✓ ✓

Mathematics ✓ ✓
Accommodation: Alternative test area ✓ ✓

Accommodation: Extended time on tests ✓ ✓

Accommodation: Read test to student ✓ ✓

District-wide/NAEP Assessment Is District If yes, list appropriate assessment accommodations if needed.

Assessment If no, indicate the appropriate alternate assessment, and list appropriate accommodations if
Appropriate? needed.

yes no

Fountas and Pinnell BAS ✓ ✓ ● No accommodation(s) needed for this assessment.

FastBridge Reading ✓ ✓ ● Read test to student

● Extended time on tests
● Alternative test area

FastBridge Math ✓ ✓ ● Alternative test area

● Read test to student
● Extended time on tests

The WIDA ACCESS for ELLs was considered and not deemed appropriate based on the student's needs.

Operating District Notice Requirements - The superintendent or designee of the operating district assures that:

(a) to the maximum extent appropriate, a person who has a disability, including a person who is assigned to a public or private institution or
other care facility, is educated with persons who do not have disablities.

(b) placement of a person who has a disability in special classes, separate schools, or the removal of a person who has a disability from the
general education environment occurs only when the nature or severity of the disability is such that education in a regular class using
supplementary aids and services cannot be satisfactorily achieved.

(c) the placement for the student is as close as possible to his or her home.

(d) unless the IEP of a student with a disability requires some other arrangement, the student is educated in the school that he or she would
attend if non-disabled.

(e) in selecting the least restrictive environment, consideration shall be given to any potentially harmful effects to the student or the quality of
services that the student needs.

(f) a child with a disability will not be removed from education in age-appropriate regular classrooms solely because of needed
accommodations in the general curriculum.

Additional Comments:

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