School District/Public Agency Lincoln County School District #1 Date of Last IEP Meeting N/A

Individualized Education Program (IEP)

34 C.F.R. 300.320 300.324
Disability Category(s) LD

Due Date of Next 3 Year Reevaluation 11/20/2014

Name of Student WISER ID DOB Grade Date of IEP Meeting Kymberlee Scroughams 98967703 5/28/2004 04 11/11/2013 STRENGTHS, EDUCATIONAL CONCERNS AND PREFERENCES/INTERESTS Teams Perspective 34 C.F.R. 300.321(a) and (b) Strengths: Kymberlee is very friendly young lady. She has a desire to please her teachers and classmates. When Kymberlee puts her mind to something, she is determined to complete it. Preferences/Interests: Kymberlee loves going outdoors and riding her 4 wheeler. She also loves to cook and do her nails. Educational Concerns: In addition to academic concerns, Mom is concerned that Kymberlee with reach a frustration point with school work and just give up.

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Name of Student WISER ID DOB Grade Date of IEP Meeting Kymberlee Scroughams 98967703 5/28/2004 04 11/11/2013 PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Preschool Students: Describe the academic, developmental and functional needs of the student, and how the disability affects the students participation in appropriate activities (the same age appropriate activities engaged in by nondisabled students). School Age Students: Describe the academic, developmental and functional needs of the student, and how the disability affects the students involvement and progress in the general education curriculum (the same curriculum as nondisabled students). Describe the childs present levels of academic achievement and functional performance across services and settings, including special education, regular education, and interventions. Kymberlee is currently in the fourth grade. The IEP team is meeting for her yearly IEP. Kymberlee's current grades: *63% English: Kymberlee's writing is below average. She uses simple sentences in her essays. The topics of her essays are disorganized, and she will jump from topic to topic. *60% Math: She is good with her math facts. Her classroom teacher has notice that she is having a hard time with seeing the big picture of the number (number sense). *49% Reading: Kymberlee's listening comprehension is better compared to her silent comprehension. She has a hard time decoding words and her vocabulary is low. When looking at Kymberlee's comprehension of a story she does well answering basic questions. Kymberlee struggles with answering complex comprehension questions, where she has to infer from the story. *15% Spelling: Kymberlee takes her spelling tests in a small group setting, where the words are said slowly and enunciated. Even in this setting Kymberlee is struggling with spelling. The IEP discussed giving Kymberlee a modified spelling list. Mom agreed with this idea, and Kymberlee will be receiving a modified spelling list that she will continue to take in a small group setting. Kymberlee's DIBLES scores: *Fluency: score-18, goal-90 *Accuracy: score-44, goal-96 *Retell: score-0, goal-27 *Daze: score-1, goal-15 Kymberlee's MAPS scores: *Math: 195 *Reading: 166 *Language Usage: 194 *General Science: 176 During the meeting the IEP team discussed ESY during the school year, and over the summer for Kymberlee. Mom liked the agreed with Kymberlee receiving more instruction during these times to work towards bringing Kymberlee to grade level. We discussed this beginning Nov. 13, 2013, Mom mentioned some difficulties with this start date. Due to this discussion Kymberlee's after school ESY start date is pending until further notice from Mom. At parent teacher conferences mom discussed having Kymberlee re-evaluated. This discussion was continued at the IEP meeting. The IEP team decided to have Kymberlee re-evaluated, so we can have a big picture of how Kymberlee learns, and where she is academically. During the meeting mom told the team that there is a history of dyslexia on dad's side of the family. Mom also stated that Kymberlee in on medication for ADD. Kymberlee takes this medication in the morning because it is time released. Mom continued to say that Kymberlee takes this medication Monday through Friday, and doesn't not take it on the weekends. Kymberlee participates in reading groups/RtI groups that rotate throughout the building.

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Name of Student Kymberlee Scroughams

WISER ID DOB 98967703 5/28/2004 CONSIDERATION OF SPECIAL FACTORS 34 C.F.R. 300.324(a)(2)

Grade 04

Date of IEP Meeting 11/11/2013

YES NO Does the students behavior impede his/her learning or the learning of others? Does the student have communication needs? Is the student deaf or hard of hearing? If yes, then answer the following: Does the student need opportunities for communication and direct instruction in the students language and communication mode? Is the student blind or visually impaired? If yes, then answer the following: Does the student require orientation and mobility training? After an evaluation of reading and writing needs, learning media assessment, and need for future instruction in Braille, does the student require instruction in the use of Braille? Does the student require assistive technology devices or services? Has the student been determined to be Limited English Proficient? Any item checked YES must be addressed in the IEP. EXTENDED SCHOOL YEAR 34 C.F.R. 300.106 Extended School Year (ESY) services must be provided if necessary for the student to receive FAPE. In addition to degree of regression and the time necessary for recoupment, consider these factors: Degree of impairment and the ability of the childs parents to provide the educational structure at home; The childs rate of progress; His or her behavioral and physical problems; The availability of alternative resources; The ability of the child to interact with non-handicapped children; The areas of the childs curriculum which need continuous attention; The childs vocational needs; and Whether the requested service is extraordinary to the childs condition, as opposed to an integral part of a program for those with the childs condition. Explain factors considered and determination: Kymberlee struggles with remembering academic lessons when there are long gaps in her schooling. To help Kymberlee refrain from loosing the information and to work towards bringing Kymberlee up to grade level, she will participate in ESY. Is ESY necessary in order for the student to receive FAPE? Yes No If ESY is a necessary component of FAPE, ESY goals and services must be documented in the IEP. TRANSITION SERVICES For all students beginning with the IEP to be in effect when the child is 16 and updated annually thereafter. N/A Student will not become 16 during implementation of this IEP

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Name of Student Kymberlee Scroughams MEASURABLE ANNUAL GOAL NUMBER Math 1 Additional Goal pages should be added as necessary.

Date of IEP Meeting 11/11/2013

Goal Type: Academic A statement of measurable annual goals, including academic and functional goals designed to: Meet the students needs that result from the students disability to enable the student to be involved in and make progress in the general education curriculum. Meet each of the students other educational needs that result from the students disability. Indicate whether this goal will be implemented during ESY. YES NO N/A Each goal must include a baseline, target and method of measurement. Baseline: Kymberlee is 76% accurate when demonstrating her knowledge of third grade math concepts as measured by an informal third grade math probe.

Goal: Kymberlee will complete resource room generated assessments of word problem solving skills, at a third grade level with at least 85% in 4 out of 5 trials. These problems will include one and two step problems incorporating money, time, additions and subtraction with regrouping, fractions, measurement, algebra, graphs, tables, place value, numeration, and geometric concepts. Benchmarks or short-term objectives: Required only for students that will take alternate State or District-wide assessment(s). Time Frame

Objective

Periodic reports of progress toward meeting the annual goal: Periodic reports must coincide with the district or public agency regular reporting schedule. DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.
DATE: DATE: DATE: DESCRIBE PROGRESS DATE:

NOTE: Narrative should be used to supplement data above.

DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME:

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Name of Student Kymberlee Scroughams MEASURABLE ANNUAL GOAL NUMBER Reading 1 Additional Goal pages should be added as necessary.

Date of IEP Meeting 11/11/2013

Goal Type: Academic A statement of measurable annual goals, including academic and functional goals designed to: Meet the students needs that result from the students disability to enable the student to be involved in and make progress in the general education curriculum. Meet each of the students other educational needs that result from the students disability. Indicate whether this goal will be implemented during ESY. YES NO N/A Each goal must include a baseline, target and method of measurement. Baseline: As measured by the John's IRI Kymberlee is reading a 2nd grade level graded words list at an instructional level. Kymberlee reads a 1st grade passage at an instructional level. Her words recognition of the passage is at a frustration level, and her comprehension of the passage is at an independent/instructional level.

Goal: Kymberlee will read at a 2.0-3.0 grade level as assessed by an informal reading inventory including sight word vocabulary lists. Kymberlee's comprehension will match the level of her reading level. Benchmarks or short-term objectives: Required only for students that will take alternate State or District-wide assessment(s). Time Frame

Objective

Periodic reports of progress toward meeting the annual goal: Periodic reports must coincide with the district or public agency regular reporting schedule. DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.
DATE: DATE: DATE: DESCRIBE PROGRESS DATE:

NOTE: Narrative should be used to supplement data above.

DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME:

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Name of Student Kymberlee Scroughams

Date of IEP Meeting 11/11/2013 MEASURABLE ANNUAL GOAL NUMBER Written Language 1 Additional Goal pages should be added as necessary.

Goal Type: Academic A statement of measurable annual goals, including academic and functional goals designed to: Meet the students needs that result from the students disability to enable the student to be involved in and make progress in the general education curriculum. Meet each of the students other educational needs that result from the students disability. Indicate whether this goal will be implemented during ESY. YES NO N/A Each goal must include a baseline, target and method of measurement. Baseline: Kymberlee can write simple sentences at a first grade level.

Goal: Kymberlee will write one to two paragraph essays with a topic sentence, at least three details and a concluding sentence with assistance for spelling. She will be expected to compose grammatically correct sentences at a second grade level with standard English conventions. She will demonstrate this through writing samples in 4 out of 5 opportunities with 85% accuracy. Benchmarks or short-term objectives: Required only for students that will take alternate State or District-wide assessment(s). Objective Time Frame Kymberlee with incorporate her weekly spelling words in her daily writing assignments. Current school year

Periodic reports of progress toward meeting the annual goal: Periodic reports must coincide with the district or public agency regular reporting schedule. DATA TO SUPPORT PROGRESS

NOTE: Progress must be quantified by the method of measurement specified in the goal.
DATE: DATE: DATE: DESCRIBE PROGRESS DATE:

NOTE: Narrative should be used to supplement data above.

DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME: DATE: STAFF NAME:

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Name of Student Kymberlee Scroughams

Date of IEP Meeting 11/11/2013

A. SPECIAL EDUCATION SERVICES A statement of the special education, related services, supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the student, or on behalf of the student, and a statement of the program modifications or supports for school personnel that will be provided to enable the student: To advance appropriately toward attaining the annual goals. To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities. To be educated and participate with other students with disabilities and nondisabled students in extracurricular and other nonacademic activities. Special Education Frequency / Duration Location Projected Start / End Date IN - Area of Specialized Instruction 30 minutes 5 times each week, for 36 Resource Start: 11/13/2013 ESY: Reading/RtI groups weeks. Weekly Min: 150 Room/RtI groups End: 11/14/2014 IN - Area of Specialized Instruction 30 minutes 4 times each week, for 36 Resource Start: 11/13/2013 ESY: Math weeks. Weekly Min: 120 Room/RtI groups End: 11/14/2014 IN - Area of Specialized Instruction 3 minutes 30 times each week, for 36 Regular Classroom Start: 11/13/2013 ESY: Written Language Inclusion weeks. Weekly Min: 90 End: 11/14/2014 ES - ESY Services 45 minutes 4 times each week, for 25 Resource Room Start: 11/13/2013 ESY: After school weeks. Weekly Min: 180 End: 11/14/2014 B. RELATED SERVICES Necessary to benefit from special education. Frequency / Duration

Related Service

N/A

Location

Projected Start / End Date

C. SUPPLEMENTARY AIDS AND SERVICES Accommodations, aids, services, assistive technology and other supports that are provided to avoid removing the student from regular education classes, other education-related settings and extracurricular and non-academic settings. (May include routine checking of hearing aids and external components of surgically implanted devices.) Start Date Explanation of Frequency, Duration, and Supplementary Aids & Services N/A Location 10. A certified staff member or access assistant (human reader) 11/13/2013 Frequency: State and District Assessments; reads directions word-for-word as written in all content areas Duration: Duration of Assessment; Location: and/or reads or re-reads test questions word-for-word as written Resource Room in all content areas EXCEPT reading. 11. Student asks for clarification of directions (not test questions 11/13/2013 Frequency: State and District Assessments; or answer choices). Duration: Duration of Assessment; Location: Resource Room 21. Student takes the test in a different building location in a 11/13/2013 Frequency: State and District Assessments; small group or individually. Duration: Duration of Assessment; Location: Resource Room 22. Student is provided with extended time to complete the 11/13/2013 Frequency: State and District Assessments; assessment. Duration: Duration of Assessment; Location: Resource Room 23. Student is provided with multiple, individual breaks as 11/13/2013 Frequency: State and District Assessments; needed, monitored by a teacher or access assistant. Duration: Duration of Assessment; Location: Resource Room 30. Student is provided with multiple, individual breaks as Frequency: ; Duration: ; Location: needed.

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Name of Student Date of IEP Meeting Kymberlee Scroughams 11/11/2013 D. PROGRAM MODIFICATIONS AND SUPPORTS FOR SCHOOL PERSONNEL Modifications to be provided to enable the student to advance appropriately towards attaining the annual goals, be involved and make progress in the general education curriculum, and participate in extracurricular and nonacademic activities. Start Date Explanation of Frequency, Duration, and Location Program Modifications N/A Kymberlee will be provided an alternative spelling 11/18/2013 list. The words will consist of second grade level words as chosen from a program in the resource room. Supports for School Personnel N/A Start Date 15 minutes 1 time each week. Weekly Min: 15 Location:Resource Room

Explanation of Frequency, Duration, and Location

LEAST RESTRICTIVE ENVIRONMENT A student with a disability shall be removed from the regular education environment only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R. 300.114 through 300.117. YES NO The educational placement is based on the students IEP. The student is unable to be satisfactorily educated in the general education environment for the entire school day. If yes, then answer the following: Removal from the regular environment is necessary based on the nature or severity of the students disability, not the need for modifications in the general curriculum. The educational placement is as close as possible to the students home. The educational placement is in the school that the student would attend if he/she did not have a disability. The IEP team considered any potential harmful effect of the educational placement on the student or on the quality of needed services. The student has the opportunity to participate in extracurricular and nonacademic activities with nondisabled students. JUSTIFICATION: Considering Sections A. through D. and the questions above, justify the removal of the student from the regular education environment: Kymberlee is able to focus more on her academic lessons when in a small group setting with extra, more intense, and explicit instruction in basic sight word reading, basic phonics skills, and math skills. This instruction is best carried out in a separate location in a small group or one-on-one setting away from distractions of the general education classroom.

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Name of Student Kymberlee Scroughams

Date of IEP Meeting 11/11/2013 PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS Determine how the student will participate in State and district-wide assessments consistent with 34 C.F.R. 300.320(a)(6).

NA (check if student is in preschool) Student is in a grade where State assessments are not given. Student is in a grade where district-wide assessments are not given. Student participates without accommodations: The IEP team has determined the student will participate in the following assessments without test accommodations. (check all that apply) State-wide Assessment(s) District-wide Assessment(s) name of assessment(s)

Student participates with accommodations: The IEP team has determined the student will participate in the following assessments with test accommodations. Selection of test accommodations for the student must be made in accordance with the identified standard accommodations for each assessment given. (Attach list of allowable accommodations, and check all that apply) MAPS State-wide Assessment(s) District-wide Assessment(s) name of assessment(s) Student participates in alternate assessments: The IEP team has determined the student will take an alternate assessment consistent with 34 C.F.R. 300.320(a)(6)(ii). The student will participate in: Alternate State Assessment(s) Alternate District-wide Assessment(s) name of assessment(s)

Explain why the student must participate in alternate assessments. (The Guidelines for Participation in Wyomings Alternate Assessment for Students with Significant Cognitive Disabilities must be utilized for this determination.)

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Name of Student Kymberlee Scroughams

Date of IEP Meeting 11/11/2013

Parent(s) Joyce Johnson Special education teacher of the student Danielle Rosa Role: Case Manager School district representative Janice Wergin Role: SpEd Teacher Agency representative Role: Other Carrie Rydstrom Role: Speech Other Nancy Kozlowski Role: Speech Other Angela Hunt Role: Other Role:

IEP TEAM MEMBER PARTICIPATION List IEP team members attending or participating by alternate means in the IEP meeting. Student Regular education teacher of the student Laurie Peternal Role: Classroom Teacher An individual who can interpret evaluation results Role: Agency representative Role: Other Role: Other Role: Other Role: Other Role: PROVIDE TO PARENT

Copy of IEP. 34 C.F.R. 300.322(f) Date Provided: 11/20/2013 Staff Initials: DR Procedural Safeguards Notice: (Annual requirement.) 34 C.F.R. 300.304(a) Date Provided: 10/17/2013 Staff Initials: KZ As required by federal law, all certified staff who work with Kymberlee Scroughams have access to a copy of this IEP, which includes a list of the accommodations and modifications noted in the IEP.

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