Emerys Iep
Emerys Iep
Emerys Iep
THIS IEP WILL BE IMPLEMENTED DURING THE REGULAR SCHOOL TERM UNLESS NOTED IN GENERAL FACTORS
CHILD'S INFORMATION
MEETING INFORMATION
ID NUMBER:
STREET:
GENDER: Female
CITY:
Tex
Edgewood
MEETING DATE:
STATE: OH
GRADE: 21
MEETING TYPE:
INITIAL IEP
ZIP:
ANNUAL REVIEW
11/15/2014
COUNTY OF RESIDENCE:
Butler
AMENDMENT
OTHER
DISTRICT OF SERVICE:
Edgewood
Will the child be 14 years old before the end of this IEP?
(Changes content of Sections 4 and 5)
YES
YES
NO
NO
Lyra Steel
11/7/2014
11/6/2015
11/15/2014
END:
11/14/2015
11/14/2015
STREET:
CITY:
STATE: OH
ZIP:
HOME PHONE:
WORK PHONE:
CELL PHONE:
EMAIL:
STATE: OH
HOME PHONE:
WORK PHONE:
CELL PHONE:
EMAIL:
ZIP:
OTHER INFORMATION:
YES
NO
1. FUTURE PLANNING
2. SPECIAL INSTRUCTIONAL FACTORS
3. PROFILE
4. POSTSECONDARY TRANSITION
5. POSTSECONDARY TRANSITION SERVICES
6. MEASURABLE ANNUAL GOALS
7. SPECIALLY DESIGNED SERVICES
8. TRANSPORTATION AS A RELATED SERVICE
9. NONACADEMIC AND EXTRA CURRICULAR
10. GENERAL FACTORS
11. LEAST RESTRICTIVE ENVIRONMENT
12. STATEWIDE AND DISTRICT TESTING
13. MEETING PARTICIPANTS
14. SIGNATURES
DATE OF
AMENDMENT
PAGE 1 of 1
IEP
CHILD'S NAME:
Emery Steel
FUTURE PLANNING
At this time, there are no concerns of the parent or student. The parents of Emery want to focus on her inattention and helping her reach her grade
level benchmark in reading comprehension, which this IEP is addressing.
YES
NO
YES
NO
YES
NO
Does the child have communication needs (required for deaf or hearing impaired )?
YES
NO
YES
NO
YES
NO
PROFILE
CHILD'S PROFILE:
Family: Emery resides with her parents, twin brother and older sister.
Strengths: Emery is a creative artistic child who enjoys sewing and gymnastics. Emery is a conscientious student, whom works hard to complete all
her assignments and always puts forth her best effort.
Educational: Emery attended the Little Red School House prior to Kindergarten. On 11/19/13, Emery was referred for an initial evaluation for a
suspected learning disability. She was subsequently identified as a student with a Specific Learning Disability in reading on 12/17/13. An IEP was
developed, but services were declined on two separate occasions by Emerys parents. On 1/15/14, Emery underwent a private cognitive evaluation
at The Affinity Center, Inc. According to the evaluation report, she was given the following DSM-V diagnoses: Attention-Deficit/Hyperactivity
Disorder, Combined Type; Specific Learning Disability with impairment in Reading. Emery is labeled as Specific Learning Disability because this
takes presedence over her Other Health Impairment diagnosis. In March, Emerys parents enrolled her in private tutoring with a tutor specializing in
Orton-Gillingham. Emery is currently in 2nd grade and receives all of her instruction in the general education classroom.
Medical Information: Emery has no food or environmental allergies. She passed the school vision and hearing screening on 10/7/14. Emery takes
Concerta for her ADHD.
PAGE 2 of 1
IEP
CHILD'S NAME:
Emery Steel
POSTSECONDARY TRANSITION
A STATEMENT OF TRANSITION SERVICE NEEDS OF THE CHILD THAT FOCUSES ON THE CHILD'S COURSE OF STUDY
PAGE 3 of 1
IEP
CHILD'S NAME:
Emery Steel
COURSES OF STUDY:
TRANSITION SERVICE/ACTIVITY
PROJECTED BEGINNING
DATE
ANTICIPATED
DURATION
PERSON/AGENCY RESPONSIBLE
COURSES OF STUDY:
TRANSITION SERVICE/ACTIVITY
PERSON/AGENCY RESPONSIBLE
PAGE 4 of 1
IEP
CHILD'S NAME:
Emery Steel
COURSES OF STUDY:
TRANSITION SERVICE/ACTIVITY
PROJECTED BEGINNING
DATE
ANTICIPATED
DURATION
PERSON/AGENCY RESPONSIBLE
PAGE 5 of 1
IEP
CHILD'S NAME:
Emery Steel
NUMBER:
METHOD(S)
When Emery is given the MAZE: CBM, in the general education classroom, at a second grade level, she will read the
passage silently for three minutes, and every seventh word is replaced by three words inside parenthesis: one correct
and two to distract, she will select the correct answer with a raw score of 4 (benchmark) 3 out of 4 trials by the end of
the IEP.
A, I
e. Short-Cycle Assessments
i. Work Samples
b. Portfolios
f. Performance Assessments
j. Inventories
c. Observation
g. Checklists
k. Rubrics
d. Anecdotal Records
h. Running Records
MEASURABLE OBJECTIVES
NUM OBJECTIVE
.1
When Emery is given the MAZE: CBM, in the general education classroom, at a second grade level, she will read the passage silently for three minutes, and every seventh word is
replaced by three words in parenthesis: one correct and two to distract Emery will select the correct 2 times on 3 out of 4 trials by 2/6/15.
.2
When Emery is given the MAZE: CBM, in the general education classroom, at a second grade level, she will read the passage silently for three minutes, and every seventh word is
replaced by three words in parenthesis: one correct and two to distract Emery will select the correct 3 times on 3 out of 4 trials by 4/7/15.
.3
When Emery is given the MAZE: CBM, in the general education classroom, at a second grade level, she will read the passage silently for three minutes, and every seventh word is
replaced by three words in parenthesis: one correct and two to distract Emery will select the correct 4 times on 3 out of 4 trials by the end of the IEP.
.4
.5
.6
METHOD AND FREQUENCY FOR REPORTING THE CHILD'S PROGRESS TO PARENTS
Written report
Email
Reported every 8
weeks
Phone call
Journal entry
The child's progress will be reported to the child's parents each time report cards are issued
Other
Note: Progress Reports must be provided to parents of a child with a disability at least as often as report cards are issued to all children. If the district
provides interim reports to all children, progress reports must be provided to all parents of a child with a disability.
PAGE 6 of 1
IEP
CHILD'S NAME:
Emery Steel
NUMBER:
METHOD(S)
In a general education setting Emery will follow multi-step instructions from start to finish with only one reminder from
the teacher in 4 out of 5 trials by the end of the IEP.
C,H
e. Short-Cycle Assessments
i. Work Samples
b. Portfolios
f. Performance Assessments
j. Inventories
c. Observation
g. Checklists
k. Rubrics
d. Anecdotal Records
h. Running Records
MEASURABLE BENCHMARKS
NUM BENCHMARK
.1
DATE OF MASTERY
Emery will follow multi-step instructions, in a general education setting, all the way through with three or less
reminders in 4 out of 5 trials by 2/6/2015.
.2
Emery will follow multi-step instructions, in a general education setting, all the way through with two or less
reminders in 4 out of 5 trials by 5/18/2015.
.3
Emery will follow multi-step instructions, in a general education setting, all the way through with one reminder
in 4 out of 5 trials by the end of the IEP.
.4
.5
METHOD AND FREQUENCY FOR REPORTING THE CHILD'S PROGRESS TO PARENTS
Written report
Email
Reported every 8
weeks
Phone call
Journal entry
The child's progress will be reported to the child's parents each time report cards are issued
Other
Note: Interim Progress Reports must be provided to parents of a child with a disability at least as often as report cards are issued to all children. If the district
provides interim reports to all children, progress reports must be provided to all parents of a child with a disability.
PAGE of 1
IEP
CHILD'S NAME:
Emery Steel
TYPE OF SERVICE
GOAL(s)
ADDRESSED
PROVIDER TITLE
LOCATION OF SERVICES
BEGIN:
11/15/14
END:
11/14/15
In direct small group instruction with corrective feedback, modeling, guided practice,
and repeated practice, Emery will be taught comprehension strategies such as: reading
questions first, highlighting important information, and filling out graphic organizers
with modeling.
BEGIN:
11/15/14
END: 11/14/15
Specially designed, direct large group instruction with intervention in breaking down
steps and redirection by self-monitoring, repeated practice and corrective feedback in
the area of behavior attention.
BEGIN:
11/15/14
END:
11/14/15
AMOUNT OF TIME:
1
FREQUENCY: Daily
AMOUNT OF TIME:
2
45 Minutes
15 Minutes
FREQUENCY:
3 times a week
AMOUNT OF TIME:
50 Minutes
FREQUENCY:
Weekly
RELATED SERVICES:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
ASSISTIVE TECHNOLOGY:
ACCOMMODATIONS:
Graphic organizers (summarize stories), lots of visual support, direct and small group instruction,
read- alouds (teach new vocabulary), think-alouds to teach inference, quite work areas, front of class
seat (surround by good role models), randomly select Emerys name to answer questions or place her
name in stores (increase attention), make eye contact with Emery when giving directions.
BEGIN: 11/15/14
END: 11/14/15
1 and 2
AMOUNT OF TIME:
FREQUENCY:
PAGE of 1
IEP
BEGIN:
END:
CHILD'S NAME:
Emery Steel
AMOUNT OF TIME:
FREQUENCY:
MODIFICATIONS:
When short answer responses are required, after a reading, Emerys worksheets will provide her
with only two choices (one correct and one to distract), Emery must select one and write about that.
The intervention specialist will make all modified worksheets. Furthermore, Emery will be able to
use a filled out graphic organizer to assist her with comprehension questions on school assignments.
BEGIN:
END:
11/15/14
BEGIN:
11/14/15
END:
AMOUNT OF TIME:
FREQUENCY:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
BEGIN:
END:
AMOUNT OF TIME:
FREQUENCY:
KEY:
OPTIONAL ENTRY
NOT REQUIRED
YES
NO
YES
NO
The bus driver will be notified of the child's behavioral and/or medical concerns
Specially Adapted Vehicle
Wheelchair lift
Bus Aide
Securement Systems
Car Seat
Harness
Other
Specify:
YES
NO
PAGE of 1
IEP
In what ways will the child have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers?
Describe
Emery is able to participate in extracurricular activities with her nondisabled peers. She can attend all her specials with the general education
population and she is able to participate in after school sports and clubs if she desires. Emery is already participating in gymnastics with
nondisabled peers.
10
GENERAL FACTORS
NO
YES
YES
YES
NO
YES
NO
NO
NO
The team has determined that ESY services are not necessary.
The team has determined that ESY services are necessary for the following
Goals and Objectives or Benchmarks:
The team needs to collect further data before making a determination and
will meet again by:
PAGE of 1
IEP
11
Does this child attend the school (or for a preschool-age child, participate in the environment
YES
NO
NO
If no, justify:
YES
Does this child receive all special education services with nondisabled peers?
If no, justify (justification may not be solely because of needed modifications in the general curriculum):
Based upon the information in the most recent ETR, Emery needs intensive intervention in reading comprehension. The team considered delivery
of services in the general education classroom and the specially designed instruction will help Emery achieve success in the general education
setting. The team has determined that supplementary aids and services will not be sufficient for the student to access or make adequate progress in
a general education classroom for language arts curriculum because Emery struggles with reading comprehension and is easily distracted. Emery
needs small group instruction in the special education room because there are fewer distractions so she can focus more on the comprehension tasks
at hand. Most of the time Emery will be in the general education class, just 15 minutes three times a week she will need to be pulled out to receive
more intensive interventions. Emery will participate in all classes with non-disabled peers.
12
For each subject tested in the child's grade, choose the method of assessment below. If "With Accommodations" is chosen for any subject,
provide a description of the Accommodations for each subject in the right column.
Alternate Assessment, if chosen, must apply to all tests taken.
Will the child participate in classroom, district wide and state wide assessments with accommodations?
AREA
READING
GRADE
2
WITH ACCOMMODATIONS
MODIFIED ASSESSMENT
YES
NO
DETAIL OF ACCOMMODATIONS
Emery will be allowed to use a completed graphic organizer
that summarizes the story to assist her with comprehension
questions.
WITH ACCOMMODATIONS
WRITING
MODIFIED ASSESSMENT
WITH ACCOMMODATIONS
MATH
MODIFIED ASSESSMENT
SCIENCE
SOCIAL STUDIES
WITH ACCOMMODATIONS
MODIFIED ASSESSMENT
OTHER
WITH ACCOMMODATIONS
MODIFIED ASSESSMENT
WITH ACCOMMODATIONS
MODIFIED ASSESSMENT
PAGE 1 of 1
IEP
Is the child to be excused from the consequences of not passing the Ohio Graduation Test (OGT)?
YES
NO
The child is completing a curriculum that is significantly different than the curriculum completed by other
children required to take the test.
YES
NO
The child requires accommodations that are beyond the accommodations allowed for children taking state
wide assessments.
YES
NO
NO
NO
The child is excused from the consequences of not passing the OGT in the following subjects:
Reading
Mathematics
Writing
Social Studies
Science
Met Testing Participation Requirement?
Date complete:
YES
YES
PAGE 1 of 1
IEP
13
MEETING PARTICIPANTS
Face-to-Face Meeting
START:
Video Conference
Telephone Conference/Conference Call
Other
11/15/14
END:
11/14/15
11/14/15
POSITION
NAME
Student*
Emery Steel
Parent
Lyra Steel
Parent
Jeremiah Steel
District Representative*
Ms. Prescott
Intervention Specialist*
Mrs. Callahan
Mr. Combs
SIGNATURE
NAME
SIGNATURE
DATE
IF THE REGULAR EDUCATION TEACHER, INTERVENTION SPECIALIST, DISTRICT REPRESENTATIVE OR PERSON KNOWLEDGABLE ABOUT THE
INSTRUCTIONAL IMPLICATIONS OF THE EVALUATION DATA HAVE SIGNED AS NOT IN ATTENDANCE AT THE IEP MEETING, A WRITTEN EXCUSE
MUST BE ON FILE*.
PAGE 1 of 1
IEP
14
SIGNATURES
INITIAL IEP
I give consent to initiate special education and related services specified in this IEP.*
I give consent to initiate special education and related services specified in this IEP except for **
AREA:
I do not give consent for special education and related services at this time.**
DATE:
PARENTS' SIGNATURE:
PARENTS' SIGNATURE:
DATE:
DATE:
YES
NO
DATE:
YES
NO
YES
NO
PAGE 1 of 1
IEP
15
CHILD'S NAME:
This form shall be completed during the IEP meeting for each child who has a visual impairment, as defined by Ohio's Amended
Substitute House Bill Number 164, which requires a statement specifying one or more reading and writing media in which
instruction is appropriate to meet the child's educational needs. A copy of this completed form is part of, and must be attached to,
the child's IEP form.
1.Annual assessment of reading and writing skills was conducted with each child in all media considered appropriate.
YES
The results of these assessments are included in Present Levels of Development/Functioning/Performance on the
IEP and indicate both strengths and weaknesses.
NO
2.The IEP contains a requirement for instruction in Braille reading and writing when that medium is appropriate and is
indicated by adding Standard English Braille as a special service in Step 4, listing the date initiated and the
anticipated duration of services.
YES
NO
3.Instruction in Braille reading and writing was carefully considered for this child and pertinent literature describing the
educational benefits of instruction in Braille reading and writing was reviewed by the persons developing this
child's IEP.
YES
NO
4.The following visual condition(s) was taken into account and discussed in making the above decision:
YES
NO
YES
NO
Condition is currently unpredictable in nature and will be reviewed if change in visual condition is noted.
YES
NO
YES
NO
YES
NO
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
Other
YES
NO
7.Reasons Braille reading and writing ARE NOT appropriate this time