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Individualized Education Program

The document outlines an Individualized Education Program (IEP) for a student, detailing demographic information, current academic performance, special education services, and accommodations. It emphasizes the student's participation in general education settings while receiving targeted support in areas of need, such as math and writing. The IEP also includes provisions for parental communication and considerations for extended school year eligibility.

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muturia069
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0% found this document useful (0 votes)
93 views11 pages

Individualized Education Program

The document outlines an Individualized Education Program (IEP) for a student, detailing demographic information, current academic performance, special education services, and accommodations. It emphasizes the student's participation in general education settings while receiving targeted support in areas of need, such as math and writing. The IEP also includes provisions for parental communication and considerations for extended school year eligibility.

Uploaded by

muturia069
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Special Education Department


Individualized Education Program (IEP)
Student Name: Student Data/Cover Sheet (Form A-1) IEP Meeting Date:
Student ID: DOB:

Demographic Information

Student Number: Student Name: Birthdate: Gender: Grade:

Student Address: Home Phone:

City, State, Zip:

Parent 1 Name: Parent 1 Relationship:

Parent 1 Address: Home Phone:

City, State, Zip: Work Phone:

Parent 1 Email:

Parent 2 Name: Parent 2 Relationship:

Parent 2 Address: Home Phone:

City, State, Zip: Work Phone:

Parent 2 Email:

Primary Language of Home: Primary Language Survey Date: Language of Instruction:


Primary Language Survey Results:
Home District: Service Coordinator:
Attendance District:
Home School: Attending School:
Vision Screened On: Results: Hearing Screened On: Results:
Meeting Date: Anticipated Duration of IEP: Re-evaluation Due:
To Current Evaluation:
Special Education Primary Category #1:

Special Education Eligibility Category #2:

Special Education Eligibility Category #3:

For Students with SLD only, the following area(s) of eligibility was/were previously determined:

Level of Services: (A)


Type: of Meeting:

Date Meeting Notice Sent to the Date Procedural Safeguards given to the
Parent(s): Parent(s):
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Special Education Department


Individualized Education Program (IEP)
The following persons participated in the 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)

*If during the IEP year the student turns 16, 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.
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Special Education Department


Individualized Education Program (IEP)
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Section 1: Current IEP Information

Goal Number Written:

Summarize special education services the student is receiving:

Section 2: Evaluation Information

Areas of Eligibility

Special Education Primary Category:


Special Education Eligibility Category #2:
Special Education Eligibility Category #3:
For students with SLD only, the following area(s) of eligibility was previously determined:

Section 3: Present Level of Academic Achievement


READING

WRITING

MATH
4

Parent’s Input on Student’s Current Academic Achievement:

Current Classroom-Based Data:

State and District Assessments:

Section 4: Functional Performance


Social Emotional and Behavior:

Parent’s Input and Student’s Current Functional Achievement:

Summary of Work Habits:

Section 5: Summary of Educational Needs


5

Special Education Department


Individualized Education Program (IEP)
ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

Consi Included
dered
not
Neede
d
Individual Transition Plan √
For a student whose behavior impedes his/her learning, or that of √
others, positive behavior interventions, strategies, and supports have
been considered.
Statement of Language Needs in the Case of a Child with Limited English √
Proficiency
Statement of Provisions of Instruction in Braille & User of Braille for a √
Visually Impaired Child
Statement of the Language of Needs, Opportunities for Direct Communication √
with Peers in the Child’s Language and Communication Mode
Statement of Required Assistive Technology Devices and Services √
Statement of Communication Needs for a Child with a Disability √
Statement of Health Concerns √

Special Education Department


Individualized Education Program (IEP)

Skill Area: Math Problem Solving


Standard:

Annual Goal: 80%

Baseline Level of Mastery: student will record 50% increase in solving math problems
Service Provider(s) for this goal:
` Special Education Teacher
Math Specialist

Standard: Writing

Annual Goal:90%
Learner’s accuracy in writing will improve to 90%

Baseline Level of Mastery: completing 60% of the writing assignments with complete sentences
6

Service Provider(s) for this goal:


Special Education Teacher
Language Arts Teacher

Skill Area: Social-Emotional/Behavior


Standard:

Annual Goal: 75%


the student will showcase her Behavior Intervention Plan (BIP) methods to reduce inappropriate
behavior.

Baseline Level of Mastery: Student will show 50% improvement in utilizing BIP strategies
Service Provider(s) for this goal:
School Counselor
Special Education Teacher

Skill Area: Math problem solving


Standard:

Annual Goal:90%
Student’s overall performance will improve to 90%

Baseline Level of Mastery: student’s mastery of content will improve to 70%


Service Provider(s) for this goal:
Reading Specialist
Special Education Teacher

Special Education Department


Individualized Education Program (IEP)
ACCOMODATIONS
Date given to Genera Ed. Teacher: Service Coordinator:

Accommodations do not change now 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 in order to provide
a student with equal access to learning and equal opportunity to show what he or she knows and can do.
7

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.

Accommodations Type Location


Extra time on writing assignments 1 A
Use of graphic designs 1 A
Short breaks during the tests to reduce anxiety 2 A
A good setting to reduce distractions 3 A
Access to the correct tools, such as a calculator for math tests 2 E
Orals reading tests 2 A
Assistance with organizing and planning tests 1 A
Use of text-to-speech software for reading assignments 1 C
Notes provided by the instructor 3 A
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 Ed.
K = Lunch L = Transition / Vocation M = Library N = Title 1 Special / Exploratory

Parental Communication

How will the parent be informed of their child’s academic progress and the extent to which that profess is
sufficient to enable the child to achieve annual goals by the end of the year?

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.

Eligible for ESY:

Written explanation as to why ESY is or is not needed:


8

Special Education Department


Individualized Education Program (IEP)
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 the IEP should be
provided for assessment. All students will be assessed at grade level, other than the few who must be
provided alternative assessments.

State Assessments

Standard Accommodation(s):

District Assessments

Standard Accommodation(s):

CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS

Testing Area Test Results Grade Semester Year


Reading
Writing
Math
Science
9

Special Education Department


Individualized Education Program (IEP)
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 needs specially designed instruction in the following areas:
Special Instructional Start Date Frequency Provider Duration /
Education Setting / End Date
Services Location
Math Classroom 8/20/2024 3 times per Special 5/3/2024
Calculation week education
teacher

Written Classroom 8/20/2024 3 times per Special 5/3/2024


expression week education
teacher

Social Counseling 08/20/2024 Once a week School 05/30/2024


emotional/ Room Counselor
behavior

RELATED SERVICES
Educationally Relevant Related Services Are Listed Below
Special Instructional Start Date Frequency Provider Duration /
Education Setting / End Date
Services Location
Written

Clarification:
SUPPLEMENTARY AIDS / ASSISTIVE TECHNOLOGY AND SERVICE FOR STUDENTS
Educationally Relevant Supplementary Aides / Assistive Technology and Services Are Listed Below.

SUPPORTS FOR SCHOOL PERSONNEL


Supports For School Personnel Are Listed Below

Clarification:

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 curricular, extracurricular and nonacademic activities and program options.
§300.347(a)(4):
For the general curriculum, Lesley will participate in the general education curriculum for most of her sessions. She
will be in the mainstream classrooms for subjects such as English and physical education. She will be required to
improve her learning areas that have shown weaknesses. This will allow her to receive the necessary intervention to
address her weaknesses.
10

Regarding extracurricular activities, the parents are advised to enable Lesley to mix with her non-disabled peers in
co-curricular activities freely. She has no restrictions on the memberships in clubs, sports, or any other co-curricular
and extracurricular activities organized in school. To assist her in full participation, schooling, and transformations
that come with these activities, reasonable accommodations like more time and favorable position will be arranged.
Lesley will show her nonacademic experiences with her peers in line with the non-academic activities. This will
include games, lunch, trips and events. The school will offer her the necessary materials and tools to help with this
activity. She will also be required to access all the available programs for all the students who do not have
disabilities. These will include facilities that will enable her to improve her weak areas. This will help improve her
performance.
Consider any potential harmful effects of this placement for the child or on the quality of services that he or
she needs §300.552 (a-b):

Reason for Different Services School:


11

Rationale
By allowing Lesley to take part in the primary classes for subjects such as English, Science, and
Physical Education, she will receive all the care and intervention that she will need to improve in the
areas where she is weak. The reason for selecting this decision is to provide a provider-specific
intervention for Lesley’s weak points, which include math calculation, problem-solving, written
expressions, and behavior expression. Therefore, selecting this intervention for Lesley will gradually
help her improve in these areas. It is important to note that this process will take a long time, depending
on her understanding of a new topic. Furthermore, this is a crucial step in helping to deliver
individualized education and care to students. Secondly, this approach is keen to notice the areas
dragging Lesley down and help develop the necessary interventions to help her overcome these
weaknesses. It is also paramount to note that this approach to helping Lesley provides her with benefits
such as inclusion and being heard in mainstream classrooms. It also makes all other resources available
to her as equally as they are with other students.

While Lesley is encouraged to participate in activities beyond the classroom setting with her
peers without feeling any limitations, it is an essential step in her fulfilment journey. This is because it
presents her an opportunity to interact with the available resources despite their appearance. With this
interaction, Lesley will enjoy a wide range of resources to help her gain more knowledge and improve
her cognitive development. This change will also enable her to improve her self-esteem and her courage
to interact with many students without being overlooked. Thus, the institution giving these adjustments
will be an opportunity to help her develop her learning skills just as other peers at the same level.

Furthermore, allowing this learner to participate in all non-academic activities such as lunch,
recess, field trips, and school events will be an essential step in increasing the inclusivity of this learner.
It is important to understand that integrating social activities with the learning process is vital to
ensuring the wholesome improvement of the learners. Thus, offering all the accommodations for Lesley
will be a practical step to ensuring she can develop her studies from a comprehensive spectrum. She will
be able to practice social skills and feel included in the school practices and activities. Some of the
possible accommodations that will suit Lesley’s case include a quiet area for lunch and areas that ensure
her access to all the amenities in the school. These will help her feel included in the learning process.
they will also give her equal opportunities to the other students, easing her access to non-academic
activities.

Furthermore, giving equal activities and opportunities for Lesley to access program options will
also play an essential role in improving her vocational and training opportunities as a non-disabled
student. Access to various program options is crucial and will help ensure she can explore her interests
without support. This will help cultivate freedom and future aspirations such as talents and goals. Thus,
the school must make all necessary modifications and accommodations to help her improve herself.

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