Meeting Information

Diondre Bell EDU 203
Name: Joseph Miller

Eligibility: Specific Learning Disability
Date of Initial Team Meeting:

Date of Present Meeting:
Next Three Year Review:
Type of Meeting:
Age:
Grade:
Gender:
Limited English Proficient:
Home Language:
Student Language:
Current School:
Name of Parent or Guardian:
Articulation
Reading
Writing
Motor (OT)
Gross Motor (APE)
Math
Behavior Support
Pragmatics
Meeting Information
July 25, 2014
December 15, 2012
December 15, 2014
Annual Review
Student Information
9
3rd
Male
No
English
English
Attends School of Residence
George & Mary Miller
Goal Achievement from Current IEP
Not Met New Goal created on 9/29/14
Met
Not Met Needs more time
Met
Not Met New Goal. Needs more time
Not Met Needs more time and instruction
Met
Not Met New Goal created on 9/29/14
Present Level of Performance
Gross Motor Abilities
Teacher Observation
Performance Area:
Assessment Process Used:
State/District Assessment Results:
Strengths: Shows good overall perceptual motor and object control ability with the exception of catching from
distance beyond 12 feet. Needs: Has difficulty with catching quality. He needs to correct his hand position and
learn to absorb the impact of the ball. This will alleviate some of the fear he has of catching. Impact of
Disability: His SLD affects his ability to catch with the proper form, impacting his ability to fully access play on
the yard at recess, lunch and during physical education. Adapted Physical Education is recommended.
Accommodations/Modifications: Get attention prior to directive, pair model with directive, multiple trials to
complete directed tasks, task analysis, consistent structure, clear expectations , modified equipment such as
success ball (soft).
Prepared by APE Teacher
Present Level of Performance
Performance Area:
Reading
Assessment Process Used:
Woodcock-Johnson III, School Unit Tests, informal & Teacher
Report
State/District Assessment Results:
Basic
Standard Scores by age (average range 85-115)
Broad Reading
98
Letter-Word Identification
105
Reading Fluency
99
Passage Comprehension
82
Sound Awareness
104
School Unit Test: Reading Comprehension 3/10
Strengths: He is able to read grade level materials with appropriate speed and accuracy. He reads orally with
expression. He is able to decode through unknown words and has a good sight word vocabulary. He is able to
recall details and to answer factual questions about self-read short passages. He is able to ask clarifying
questions about grade level materials as well. His reading comprehension appears to be stronger when the
passages are shorter and when he is able to read aloud.
Needs: His performance on reading comprehension is inconsistent. He sometimes has difficulty answering
questions both orally and in writing. He has difficulty distinguishing main ideas from supporting ideas.
Impact of Disability: His SLD impacts his ability to read with comprehension which impedes his access to the
general education curriculum and ability to meet grade level standards.
Prepared by Resource Specialist
Eligible as a student with the following

disability:
Code:
Related Services determined as necessary
Eligibility
Specific Learning Disability
SLD
Adapted PE, Speech/Language Therapy, Resource, Occupational
for the Student to benefit from Special

Therapy, & Recreation Therapy.
Education:
The IEP Team has considered and agrees that the educational needs of the student are not primarily due to,
social maladjustment, lack of instruction in math, temporary physical disability, limited English proficiency,
lack of instruction in reading or environmental, cultural or economic factors.
Goals
Performance Area Identified:
Gross Motor
Related Service:
APE
Begin Date:
December 2014
Responsible Personnel:
APE Teacher
Goal to be achieved by:
December 2015
Frequency:
2 times per week
Time:
30 minutes each time
He will catch an 8-inch ball, directly tossed from 15 feet, with hands only, using proper body/hand position and
absorption, 3 out of 5 times on 2 consecutive trials.
Goals
Performance Area Identified:
Reading
Related Service:
Resource
Begin Date:
December 2014
Responsible Personnel:
General Education Teacher & Resource Teacher
Goal to be achieved by:
December 2015
Frequency:
1-5 times per week
Time:
180 minutes per week
When given a selected third grade expository passage, he will distinguish the main idea and supporting details
in the passage with 75% accuracy in 2 of 3 trials as measured by student work samples and teacher charted data.
Grade level standards based promotion
Does the disability impact the students
Yes, explain below
ability to meet District grade level
standards?
His specific learning disability impacts his ability to read with comprehension and to reason in mathematics
thereby impeding his ability to access the general education curriculum and to meet grade level standards.
Is the student expected to meet grade level Yes
standards?
What is necessary to help the student progress in the general education curriculum?
Preferential seating close to and facing the source of instruction with limited distractions; frequent checks to
refocus attention; reduced workload as needed; break down task into smaller, more manageable segments; use
multiple modalities when introducing new concepts or directions; limit number of required steps when
presenting directions or information auditorily; have him repeat directions to ensure comprehension; use of
manipulatives or different modalities to reinforce math concepts and to strengthen reasoning skills. Use of
checklist for writing assignments. Small group testing for district tests and allow him to read tests aloud.
Participation in State and District Wide Assessments
Student will participate in regular State and District Assessments:Variations:Test Student in a small group
setting. Extra time on test within a testing day.
IEP Team Recommendations
Location of Services in the Least Restrictive District School of Residence
Environment:
Instructional Setting:
General Education, Resource Specialist Services & Related
Services
Reason the students needs cannot be met in the general education setting?
He at times requires the benefit of a smaller, more specialized setting with a lower student to teacher ratio and
less distractions than can be offered in the general education setting in order to access the general education
curriculum.
Assistive Technology Devices:
No
Percentage of time per week in special
19%
education:
Extended School Year:
Yes
Type of Physical Education:
Adapted
Transportation:
No
Curriculum Student will participate in?
District general education curriculum using accommodations
already outlined.
Procedural Safeguards
Yes
A Parents Guide to Special Education

including Procedural Safeguards was
provided to the parent in their primary
language?
Copies of the following assessments were Psychoeducational, Resource, Speech, OT and Adapted PE
given to the parent?
Parent was informed of their right to a
N/A
written translation of the IEP?
For Students that are 17 they have been
N/A
informed of the educational rights that will
transfer to them at the age of 18?
Service Description
IEP Service Summary

Weekly Frequency Total Weekly
Addresses Goals
Adapted PE
Language/Speech
Occupational Therapy
RSP (Math)
RSP (Reading)
2
1
1
1-5
1-5
Minutes
60
60
30
120
180
Gross Motor
Articulation, Pragmatics
Motor (OT)
Math
Reading, Writing
Parent Consent and Concerns (This Section has not been filled in)
Parent Consents to the IEP
Parent Disagrees with the
following:Assessment:
Eligibility:
Instructional Setting:
Services:
If Parent disagrees, they wish to use what
form of dispute resolution?
Parent Concerns and Comments
Signatures

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Diondre Bell EDU 203

Name: Joseph Miller

Date of Initial Team Meeting:

Eligible as a student with the following

for the Student to benefit from Special

A Parents Guide to Special Education

IEP Service Summary

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