Cep 840 marty iep (2)[2]

Revised March 2012

IEP DATES

IEP Team Meeting Initial IEP

Offer of a FAPE:

Implementation:

Annual/Review IEP

Offer of a FAPE:

Implementation:

Redetermination IEP

Offer of a FAPE:

Implementation:

Individualized Education Program (IEP)Demographic Information

StudentLast: Smith First: Marty M: R. Birth Date:

1/22/2002Gender: M Grade: 7th UIC:

Native Language or Other Communication Mode:

Address: 1234 Silver Moon Drive City: HowellState:

MI

Zip:

48843

Resident District: Howell Operating District: Howell Attending Building: Howell Elementary

ParentLast: Smith First: Elizabeth M:

A.Relationship to Student: Mother

Native Language or Other Communication Mode: English

Address (if different): City: State: Zip:

Home Phone: Work Phone: Pager/Cell:

Email:

PURPOSE OF MEETING

Check one of the following:

Initial IEP

Annual/Review IEP

Redetermination IEP

Check all others that apply:

Change of Placement

Suspension/Expulsion

Graduation/Age 26

Other:

Secondary Transition

Change of Eligibility

Other:

OFFICE USE

PARENT CONTACT

Parent/guardian/surrogate invited and explained purpose of meeting by: Person Method Date

Follow-up contact by: { Person Method Date

Results:

Revised March 2012

IEP MEETING PARTICIPANTS IN ATTENDANCE

Check the box indicating the IEP participant(s) who can explain the instructional implications of evaluation results.

Student (must invite at age 16 and older) District Representative/Designee

Elizabeth Smith

Parent/Guardian/Surrogate General Education Teacher

Denise Lijewski

Parent/Guardian/Surrogate Special Education Teacher

Michelle Koczan

Agency Providing Secondary Transition Services

(consent on file)

MET Representative (required for initial and all other

multidisciplinary evaluations)

Other Other

Parent and District Agreement on Attendance Not Necessary

These members are absent; their curricular area/related services are not being modified or discussed in the meeting:

Parent Consent for Excusal Prior to Meeting

These members are absent and have submitted written input to the IEP team, including the parent, prior to the meeting:

ELIGIBILITY FOR SPECIAL EDUCATION

Eligible Ineligible

Area of disability (primary): Specific learning disability

Area of disability (secondary):

If the student is determined ineligible as a student with a specific learning disability (SLD), provide a statement of the basis for the

determination of ineligibility:

If the student is determined eligible as a student with an SLD, check all that apply:

Oral expression

Reading fluency

skills

Listening comprehension

Reading comprehension

Written expression

Mathematics calculation

Basic reading skill

Mathematics problem solving

Determination of eligibility was made in accordance with IDEA regulations at § 300.306(c)(1).

Revised March 2012

Present Level of Academic Achievement and Functional Performance

FACTORS TO CONSIDER

General

The IEP team must consider each of the following:

The strengths of the student:

Marty enjoys hands on activities, especially building and fixing things. He is interested in possible looking into a career as a carpenter when he becomes an adult. Marty’s fluid intelligence, visual motor coordination,

cognitive flexibility and capacity for concentration are all strong areas.

The concerns of the parent for enhancing the education of the student:

Marty’s parents are very concerned about his lack of progress and his self-confidence. They fear that Marty

will decided that school is not for him.

Describe the academic/pre-academic achievement results of the most recent evaluation(s) of the student in all areas of

education that are affected by child’s disability (e.g., narrative summary of baseline data, specific tests and results, progress reports, baseline data, graphs, etc.):

Marty is currently a 7th grade student who qualifies for Special Education services due to a learning disability inreading, writing, and math. Marty’s classroom teacher notes that he is very verbal and knowledgeable about a

variety of subjects and that he appears to learn best when he sees something explained or if he makes something. She is concerned about his reading, writing skills, math, and inability to finish his assignments.

She stated that he often jumps from one thing to another, and never finishes what he starts.

Marty demonstrates the ability to write about a broad range of genres including stories, poems, letters, and reports. He does avoid using pre-writing skills to help him plan and organize his work. As a result, his writing

does not follow a logical chronological sequence , and he is unable to fully develop his ideas. His teacher states that he often ignores punctuation, and frequently produces run-on sentences. He has difficulty with

spelling, and at times, it is difficult to make out what the word is supposed to be. Marty’s reading difficulties are characterized by weakness in word recognition, oral reading, and comprehension.

In math, Marty performs well in the areas of geometry, measurement, and estimation. He struggles with math

calculation and problem solving. He has difficulty with comparing, ordering and converting fractions. He also struggles with multi-step problem solving, especially when the problem has extraneous information.

Marty indicates that he learns best when he is given the opportunity to learn on the computer. He does not like

taking tests, and prefers completing projects to show what he has learned.

Special Factors

The IEP team must consider the following for the student (check boxes to indicate consideration):

The communication needs of the student.

The need for assistive technology devices and services for the student.

The IEP team must consider the following for the student, as appropriate (check all that apply):

The use of positive behavioral interventions and supports, and other strategies, to address behavior because the student

has behavior that impedes his or her learning or the learning of others.

The language needs of the student because the student has limited English proficiency.

Braille instruction because the student is blind or visually impaired.

The mode of language and communication because the student is deaf or hard of hearing.

Revised March 2012

Needs-Based


After reviewing the student’s progress in the general education curriculum and any prior special education goals and objectives,

describe how the student accesses or makes progress in the general education curriculum basedon grade level content standards for the grade in which the student is enrolled or would beenrolled based on age.

Baseline DataReport and describe baseline data such as

curriculum-based assessments, student work,

teacher observations, parent input, and other

relevant data for each area of need.

Impact and Resulting NeedsDescribe how the student’s academic, developmental,

and functional needs affect involvement and progress in

the general education curriculum or participation in

appropriate activities for preschool students.

GENERAL EDUCATION CURRICULUMInvolvement and progress in the

general education curriculum, or

participation in age-appropriate

activities for preschool students.

Considered, not applicable

Writing:

Marty demonstrates the ability to write about a broad range of genres

including stories, poems, letters, and reports. He does avoid using

pre-writing skills to help him plan and organize his work. As a result,

his writing does not follow a logical chronological sequence, and he is

unable to fully develop his main idea. His teacher states that he

often ignores punctuation, and frequently produces run-on

sentences. He has difficulty with spelling, and at times, it is difficult

to make out what the word is supposed to be.

Impact:

The main ideas of his writing are not clear, and may not write appropriate responses to the

questions in his assignments. Spelling difficulties and punctuation errors may make it hard to

effectively communicate his ideas to others.

Resulting Needs:

Use his strength of interpersonal skills by peer-

editing with a partner. Also have graphic organizers and spell-check devices readily

accessible. If needed, he may have a partner, aide or teacher to help him complete his graphic

organizers initially so that he is more likely to continue using them.

SECONDARY TRANSITION ASSESSMENTSAge-appropriate assessment related to

training, education, employment, and

independent living skills.


Impact:

Resulting Needs:

COMMUNICATION/

SPEECH & LANGUAGE


Impact:

Resulting Needs:

SOCIO-EMOTIONAL/BEHAVIORAL


Impact:

Resulting Needs:

PERCEPTION/MOTOR/MOBILITY

Gross and fine motor coordination,balance, and limb/body mobility.


Impact:

Resulting Needs:

ADAPTIVE/INDEPENDENT LIVING SKILLS

Skills for academic success and independent living.


Impact:

Resulting Needs:

Revised March 2012

MEDICAL

Health, vision, hearing, or other physical/medical issues.


Impact:

Resulting Needs

Revised March 2012

Annual Goals and Short-Term Objectives

1Area of Need (From PLAAFP):

Annual Goal:

Short Term Objectives (At least two per goal) 1 Evaluation 2Criteria 3Schedule for

Evaluation1. Within 36 instructional weeks, Marty will write a paragraph with a

topic sentence and at least three details in 2 out of 4 writing samples for two grading periods.

Writing samples

2 out of 4 samples

2 grading periods

2. Within 26 instructional weeks, Marty will develop drafts by categorizing ideas and organizing them into paragraphs in 2 out of 3 trials for three grading periods.

Writing samples

2 out of 3 trials

3 grading periods

3.

4.

Status of Objectives (update on progress)

Date 4 StatusObj.1

Status Obj. 2

Status Obj. 3

Comments

Evaluation

S Student’s Daily Work

D Documented Observation

R Rating Scale

T Standardized Test (specify)

O Other (specify above)

2 Criterion

_____% Accuracy

__of__ Rate (cpm)___ Achievement LevelOther (specify above)

3 Schedule for Evaluation: W – Weekly; D – Daily; M- Monthly; Q – Quarterly grading

O – Other (specify)

4 Status of Progress on Objectives

1 Achieved/Maintained

2 Progressing at a rate sufficient to meet the

annual goal for this objective3 Progressing below a rate sufficient to meet the

annual goal for this objective (explain above)4 Not applicable during this reporting period

5 Other (specify above)

1

Area: Write Annual Goal and Objectives for each area, such as: Academic Subject: Mathematics, Reading Comprehension, Reading Fluency, Basic Word

Study Skills, Social Studies, Language Arts Functional area (self care, social skills, behavior, adaptive behavior)

An area of disability such as speech/language behavior, motor functioning

Revised March 2012

Needs-Based

















Reading:

Marty’s reading difficulties are characterized by weakness in word

recognition, oral reading, and comprehension. Marty is able to

read one and two syllable words, but is unable to read three or more

syllable words. He also has difficulty reading vowel blends:

“ai”, “ea”, “ie”, and “ou”. Marty has difficulty reading passages that

are at a third grade level. He struggles with sounding out multi-

syllabic words and relying on semantic and syntactic cues. He

also had difficultly with comprehension, especially with

large amounts of information and interpreting abstractions.

Impact:

Difficulty reading and gathering information at his grade level (seventh grade), which can

impact his grade-level learning. Research projects may prove especially difficult since there

are typically large amounts of information to go through and find important points of interest for

the topic of the assignment.

Resulting Needs:

Marty may need a reading partner, text-to-

speech device, or audio-books to enable him to learn pertinent information. Also, he may need

the amount of information presented to him controlled so that he can focus mainly on the key

information.





Impact:

Resulting Needs:

COMMUNICATION/

SPEECH & LANGUAGE


Impact:

Resulting Needs:



Impact:

Resulting Needs:




Impact:

Resulting Needs:




Impact:

Resulting Needs:

Revised March 2012

MEDICAL



Impact:

Resulting Needs:



Annual Goal:


Evaluation5. Within 36 instructional weeks, Marty will answer basic

comprehension questions (who, what, where, when, why, how?) with 70% accuracy for three grading periods.

Reading comprehension questions

70% accuracy

3 grading periods

6. Within 36 instructional weeks, Marty will use context clues to help identify unfamiliar words with 70% accuracy for three grading periods.

Guided reading

70% accuracy

3 grading periods

7.

8.


Date 4 StatusObj.1

Status Obj. 2

Status Obj. 3

Comments

Evaluation



R Rating Scale



2 Criterion

_____% Accuracy










2




Revised March 2012

Needs-Based

















Math:

Marty performs well in the areas of geometry, measurement, and

estimation. He struggles with mathcalculation and problem solving. He

has difficulty with comparing, ordering and converting fractions.

He also struggles with multi-step problem solving, especially when

the problem has extraneous information.

Impact:

Marty may have difficulty with real-life applications of his math skills. He may struggle

trying to solve personal problems that require math applications, including problems that

require fractions (dividing something into equal parts).

Resulting Needs:

Marty may benefit from the use of a calculator,

as well as step-by-step instructions or explanatory formula charts. Also, a common

fractions/decimal equivalencies chart may be helpful.





Impact:

Resulting Needs:

COMMUNICATION/

SPEECH & LANGUAGE


Impact:

Resulting Needs:



Impact:

Resulting Needs:




Impact:

Resulting Needs:




Impact:

Resulting Needs:

Revised March 2012

MEDICAL



Impact:

Resulting Needs

Revised March 2012



Annual Goal:


Evaluation9. Within 36 instructional weeks, Marty will use a problem-solving

model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonablenesswith 70% accuracy for two out of six grading periods.

Class work, formal assessments, homework

70% accuracy

2 out of 6 grading periods

10. Within 36 instructional weeks, Marty will select and apply the correct mathematical operation for multi-step problems with 70% accuracy for two out of six grading periods.

Class work, homework,formal assessments

70% accuracy


11. Within 36 instructional weeks, Marty will represent and use numbers in a variety of equivalent forms with 70% accuracy for two out of six grading periods.

Classwork,homework,formal assessment

70% accracy


12.


Date 4 StatusObj.1

Status Obj. 2

Status Obj. 3

Comments

Evaluation



R Rating Scale



2 Criterion

_____% Accuracy










Supplementary Aids and Services

3




Revised March 2012

Supplementary aids and services are provided to enable the student:

To advance appropriately toward attaining the annual goals.

To be involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities.

To be educated and participate in activities with other students with disabilities and nondisabled students.

Supplementary aids and services are needed at this time:

Ongoing Instruction and Assessment

Scheduling, Presentation, Response, etc.Time/Frequency/Condition Location

1. Oral Administration

2. Graphic Organizer

3. Teacher prepared notes/study sheets

4. Pre-teach vocabulary

Assessments

Instruction and Assessment

Instruction

Instruction

Learning Lab (LL)

Classroom, LL

Classroom

Classroom

Curriculum Supports and AdjustmentsDirections, Grading, Handwriting, Assignments,

Tests, Books, etc.

Time/Frequency/Condition Location

1. Alternative forms of assessment where applicable

(projects instead of tests)

2. Reduced/modified assignments without reducing benchmarks

3. Extra time: One day

As needed/when applicable

Daily class work/homework

Daily class work, homework, projects,

quizzes, tests

Classroom/LL

Classroom

Classroom/LL

Supports and Modifications to the EnvironmentClassroom Environment, Health-Related Needs,

Physical Needs, Assistive Technology, Behavioral, TrainingNeeds, Social Interaction Supports for the Student, etc.

Time/Frequency/Condition Location

1. Word prediction software

2. Voiceover software

When needed; class work, homework, formal assessment

Classroom/LL

Other Supports, Accommodations, and Modifications Time/Frequency/Condition Location

Multiplication chart

Place value chart

Calculator

No penalty for spelling errors

When needed; class work, homework, formal assessment

Classroom/LL

All aids and services identified will begin on the implementation date of the IEP and continue for the duration of the IEP.

OR

Supplementary aids and services are not needed at this time.

Least Restrictive Environment

To the maximum extent appropriate, the student will be educated with students who are nondisabled; and special classes, separate schools, or other removal of the student from the general education environment occurs only when the student’s needs cannot be met satisfactorily in general education with supplemental aids and services. Exception:

Revised March 2012

Revised March 2012

Grades K-9

Assessment—Participation and ProvisionsBased on Grade Level, Independence Level, and English Language Proficiency

State Assessments: Grades 3-9

Is a state assessment administered at the grade level(s) covered by this IEP? Yes No

If a state assessment is being administered, indicate in the Assessment column in which assessment the student will

participate. If the IEP team determines the Michigan Educational Assessment Program (MEAP) is not appropriate, see the MEAP-Access eligibility criteria at www.michigan.gov/meap-access to determine if MEAP-Access is appropriate. If the IEP team

determines that the student must take an alternate assessment (MEAP-Access, MI-Access, or a district-determined social studies assessment) instead of a particular MEAP assessment, complete the Rationale column.

Identify any individual appropriate accommodations that are necessary on these state assessments. See the Revised

Assessment Accommodation Summary Table at www.michigan.gov/meap.

AssessmentArea

Assessment

RationaleThe MEAP is Not

Appropriate/The alternateassessment is appropriate

because:

Accommodations

ReadingGrades 3-8

MEAP

MEAP-Access

MI-Access:

Functional Supported

Participation

Reader Scripts

Extended Time Scribe

Writing

Grades 4 and 7

MEAP

MEAP-Access

MI-Access:


Participation

Reader ScriptsExtended Time

Scribe

MathematicsGrades 3-8

MEAP

MEAP-Access

MI-Access:


Participation

Reader Scripts

Extended Time Scribe

Science

Grades 5 and 8

MEAP

MI-Access:


Participation


Scribe

Social Studies*

Grades 6 and 9

MEAP

District-Determined Assessment


Scribe

* If the MEAP Social Studies Assessment is not appropriate for the student, the IEP team MUST identify a district-determined assessment until there is a state-developed MI-Access Social Studies Assessment.

Revised March 2012

District-wide Assessments: Grades K-12

Is a district-wide assessment administered at the grade level(s) covered by this IEP? Yes No

If a district-wide assessment is being administered, indicate in the Assessment column in which assessment the student will

participate. If the IEP team determines that district-wide assessment is not appropriate and that the student must take an alternate assessment identify the alternate assessment and complete the Rationale column.

Identify any individual appropriate accommodations that are necessary on these assessments.

Assessment

Rationale

The District Assessment is NotAppropriate/The alternate

assessment is appropriate because:

Accommodations

District-wide Alternate

Revised March 2012

Grades 10-12

Assessment—Participation and ProvisionsBased on Grade Level, Independence Level, and English Language Proficiency

State Assessment—Michigan Merit Exam: Grades 11-12

For students at grade level 11: In which assessment will the student participate? Michigan Merit Exam (MME) MI-

Access

For students at grade level 12: For MME retest eligibility, see details in the MME Student Eligibility document at

www.michigan.gov/mme. Will the student participate in the MME? Yes No

If the IEP team determines the student will participate in the MME, identify any individual appropriate accommodations that

are necessary on these state assessments. See the MME Chart of Accommodations Dates – ACT-Approved and State-Allowed atwww.michigan.gov/mme.

Assessment Area Accommodations

English/Language Arts

Oral Administration of assessments, graphic organizers, teacher prepared notes/study sheets, pre-teach vocabulary, word prediction software, voiceover software, extra time, no penalty for

spelling errors.

Mathematics

Oral Administration of assessments, graphic organizers, teacher prepared notes/study sheets, pre-teach vocabulary, extra time, calculator, multiplication chart, place value chart.

Science

Oral Administration of assessments, graphic organizers, teacher prepared notes/study sheets,

pre-teach vocabulary, word prediction software, voiceover software, extra time, no penalty for spelling errors, calculator.

Social Studies

Oral Administration of assessments, graphic organizers, teacher prepared notes/study sheets,

pre-teach vocabulary, word prediction software, voiceover software, extra time, no penalty for spelling errors.

State Assessment—MI-Access: Grade 11For Grade 11: If the IEP team determines the MME is not appropriate, identify the alternate assessment in which the student

will participate and complete the Rationale column. Identify any individual appropriate accommodations that are necessary onthese state assessments. See the Revised Assessment Accommodation Summary Table at www.michigan.gov/mi-access.

Assessment AreaMI-Access/

Alternate Assessment

Rationale

The MME is Not Appropriate/Thealternate assessment is

appropriate because:

Accommodations

English

Language ArtsGrade 11

Functional

Supported

Participation

Mathematics

Grade 11

Functional

Supported

Participation

Science

Grade 11

Functional

Supported

Participation

Social Studies*Grade 11

District-Determined

Assessment

* If the MME Social Studies Assessment is inappropriate for the student, the IEP team MUST identify a district-determined assessment until there is a state-developed MI-Access Social Studies Assessment.

Revised March 2012

District-wide Assessments: Grades K-12

Is a district-wide assessment administered at the grade level(s) covered by this IEP? Yes No

If a district-wide assessment is being administered, indicate in the Assessment column in which assessment the student will participate. If the IEP team determines that district-wide assessment is not appropriate and that the student must take an

alternate assessment identify the alternate assessment and complete the Rationale column.

Identify any individual appropriate accommodations that are necessary on these assessments.

Assessment

RationaleThe District Assessment is Not

Appropriate/The alternateassessment is appropriate because:

Accommodations

District-wide Alternate

Revised March 2012

ELPA/NAEP (Grades K-12)Assessment—Participation and Provisions: ELPA

Based on Grade Level, Independence Level, and English Language Proficiency

State Assessment: English Language Proficiency Assessment (ELPA)The Home Language Survey (HLS), a Title VI reporting requirement, is given to all students at the time of enrollment.

Please consider these two questions annually:

Is the student’s native tongue a language other than English? Yes No

Is a language other than English spoken in the student’s home or environment? Yes No

When either answer is Yes, complete the following section.

Assessment Level and Grade for Spring ELPAand ELPA Initial Screening

Initial Screening Spring ELPA

Level I—Grade K

Level II—Grades 1-2

Level III—Grades 3-5

Level IV—Grades 6-8

Level V—Grades 9-12

For additional information regarding ELPA or the ELPA screener, or to identify any individual appropriate accommodations thatare necessary for each of the ELPA domains, see the Revised Assessment Accommodation Summary Table at

www.michigan.gov/elpa.

Assessed Domains Accommodations

Listening

Reading

Writing

Speaking

Assessment—Participation and Provisions: NAEPBased on Grade Level, Independence Level, and English Language Proficiency

National Assessment: National Assessment of Educational Progress (NAEP)

Is a NAEP assessment administered to the student’s district at the grade level(s) covered by this IEP? Yes No

Has the student participated in the Michigan Educational Assessment Program (MEAP) in the subject being tested? Yes

No

Can the student participate in the NAEP with allowable accommodations? See the Revised Assessment Accommodation

Summary Table at www.michigan.gov/naep. Yes No

Can the student participate in the NAEP with allowable accommodations, even if the student did not participate in the MEAP, or

needs accommodations not allowed by the NAEP? Yes No

Assessment Participation

If YES, for each content area, indicate any assessment

accommodation(s) that the student may need.

If NO, state the reason why a specific NAEP assessment is not appropriate.

Yes No

Revised March 2012

Special Education Services and Programs

Related Service/Rule Number Direct/ConsultSpecific Amount of

Time and FrequencyLocation Duration*

____ to ___ min/hrs

____ to ___ wk/mo/yr

Program/Rule Number DepartmentalizedSpecific Amount of

Time and FrequencyLocation Duration*

Yes No

____ to ___ min/hrs

per week

The program(S) listed above is included under the ISD operational Plan (R 340.1832e).

Is the severity of the student’s impairment such that it requires a licensed practitioner authorization Yes No

for daily personal care services?

* All programs and services listed above will begin on the implementation date of the IEP and continue for the duration of the IEP,

unless otherwise indicated above in the column “Duration.”

EXTENDED SCHOOL YEAR (ESY) SERVICES

Extended School Year (ESY) services were considered.

It was determined that no ESY services are needed.

Current annual goals address one or more skills that require ESY services.

ESY has not yet been determined—data will be collected and a decision made in an IEP or Amendment to be held by {Date}.

ServiceSpecific Amount of

Time and FrequencyLocation Duration

EDUCATIONAL ENVIRONMENT

The district ensures that, to the maximum extent appropriate, the student will be educated with students who are nondisabled; and special classes, separate schools, or other removal of the student from the general education environment occurs only when

the student’s needs cannot be met satisfactorily in the general education setting with supplemental aids and services.

Age 6-

26

Age 3-

5 Age 0-2

SPECIAL TRANSPORTATION

Yes

(specify):

No

Cep 840 marty iep (2)[2]

Education

Transcript of Cep 840 marty iep (2)[2]