IEP at a Glance

M S D Pike Township

Date of Report: 11/30/2014

Individualized Education Program

Student W
Date of Birth: 02/01/2001
Case Manager: Sharon Cheek

Age: 13
Current Grade: 8
Primary Disability: Orthopedic Impairment

IEP Begin Date: 01/27/2014

School: New Augusta Public Academy-North

(5380)

Gender: M
School Year: 2014

Special Education Services:

Initiation
(Date)

Frequency

Length
(Time)

Duration
(End Date)

Special Education Setting

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Direct Services
01/27/2014 1 per day
45 minute(s)
01/26/2015
Narrative:
Direct remedial reading instruction. Instruction will be given through reading lab.

Location

Description

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Direct Services
01/27/2014 1 per day
6 hour(s)
01/26/2015 General Education Setting
Narrative:
Student W will need one-on-one support from an aide. Aid will provide support in academic classrooms.

Related Services:
Initiation
(Date)

Frequency

Occupational Therapy

01/27/2014

1 per reporting period

Length
(Time)

Duration
(End Date)

Location

10 minute(s)

01/26/2015

General Education Setting

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Description

01/27/2014

1 per reporting period

10 minute(s)

01/26/2015

General Education Setting

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Physical Therapy

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Narrative:
Consultation will be provided by Occupational therapy within the classroom and or with Student Ws support staff.

Goals

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Narrative:
Consult physical therapy will be provided through sessions with the student and/or face to face, email, or phone contact
with school staff.

Goal Title: Motor Skills

Present Level: In class, Student W attempts to type or his aide with type for him. His aide will often ask for notes from
his teacher. He still requires lengthy time for handwriting. It has been suggested that Student W practice keyboarding at
home to help with his speed.
Student W pairs up with a classmate and his partner willl help him to access his materials. In math, Student W writes out all
the math problems himself. He is given test adaptions of circling answers or writing out one word responses. There is
still a concern with Student Ws reading and comprehension.
During lunch, Student W only needs his materials (milk) given to him and a lunch mate will help him open the milk container. He then takes himself to the nurses station for toileting. Student W is able to get around to and from his classrooms independently, including getting into the stand alone classroom desk.

Student W

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Need: Student W has needs to use his physcial and vocal skill to the best of his ability to access and advocate for his education environment with the appropriate accomodations in place.
Goal Statement: Student W will use his vocal skill to the best of his ability to access and advocate for his education environment with the appropriate accomodations in place.
Method/Instrumentation for Measuring Progress:Teacher, Instructional assistant, and/or parent report, observa
tion and data collection
Progress Monitoring Design: Descriptive Documentation
Standard(s)/Element(s)AlignedtoGoal:
Applies computer technologies to communicate ideas and information.
Objectives/Benchmarks:
Student W will use his vocal skill to the best of his ability to access and advocate his education environment with the
appropriate accomodation in place.
Goal Title: Functional Mobility
Present Level: Gross Motor Skills, January 2014: Student W is very independent when moving through his school environment in his motorized wheelchair. He is able to easily manage halls, turns,doorways and other obstacles. He
continues to use a mechanical lift with assistance of one-to-one transfer out of the chair when needed. He continues to
demonstrate good balance and trunk control when sitting outside of the wheelchair. He is also able to move around
when out of the chair by scooting in sitting position. He continues to have limited mobility in his upper and lower extremities
due to his medical condition.
Need:He needs to improve his ability to use nouns when asking for help during his day.
GoalStatement: Student W will improve his functional mobility in the school setting by using more specific statements
including nouns, when self-advocating.

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Method/Instrumentation for Measuring Progress: PT informal evaluation and consult with teacher observations
Progress Monitoring Design: Descriptive Documentation
Standard(s)/Element(s) Aligned to Goal:
Coordinates transfers
Objectives/Benchmarks:
Student W will use nouns when asking for help and self-advocating.
Goal Title: Reading
Present Level: Student Ws current lexile score is 704. He does not demonstrate proficiency in finding the main idea.
He has word errors in multisyllable work such as snowboarders, protect, popular, and different. He also has word errors with words
that have inflectional endings such as slopes, thrills, edges, and growing.
Need: Improve comprehension, both fiction and non-fiction Improve sightword reading and fluency
Goal Statement: Given direct reading remediation instruction, Student Ws overall reading lexile score will increase from 704 to 764.
Method/Instrumentation for Measuring Progress: SRI testing

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Progress Monitoring Design: Single Rubric

Standard(s)/Element(s) Aligned to Goal:
Compare and contrast information on the same topic after reading several passages or articles.
Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major
theme from the story action.
Recognize main ideas and supporting details presented inexpository (informational) texts.
Spell correctly roots, inflections, suffixes and prefixes, and syllables of words, as well as words with more than one
acceptable spelling.
Accommodations:
Accommodations for Math(6)
Timing/Scheduling-Student provided with additional breaks
Response Format: Student is provided with extended testing time for test sessions
Response Format: Student has access to scribe for all open-ended items(e.g.constructed response, extended response,
short response,and essay).
Response Format: Student has use of a calculator during sessions identified as non-calculator sessions
Presentation Format: Student test individually
Presentation Format: Student reads aloud to him or herself
Presentation Format: Test read aloud to the student by test administrator (except items testing comprehension)

Student W

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Accommodations for Science (6)

Timing / Scheduling - Student provided with additional breaks
Response Format - Student is provided with extended testing time for test sessions
Response Format:Student has access to scribe for all open-ended items(e.g.constructedresponse,extendedresponse,
short response, and essay).
Response Format: Student has use of a calculator during sessions identified as non-calculator sessions
Presentation Format: Student test individually
Presentation Format: Student reads aloud to him or her self
Presentation Format: Test read aloud to the student by test administrator (except items testing comprehension)
AccommodationsforSocialStudies(7)
Setting and Environment: Student is tested individually
Presentation Format: Student reads aloud to him or her self
Presentation Format:Testreadaloudtothestudentbytestadministrator(except items testing comprehension)
Timing / Scheduling: Student provided with additional breaks
Timing / Scheduling: Student is provided with extended testing time for test sessions
Response Format:Studenthasaccesstoscribeforallopen-endeditems(e.g.constructed response, extended response,
short response, and essay)
Setting and Environment: Student is provided preferential seating
Accommodations for Language Arts (7)
Timing / Scheduling: Student provided with additional breaks
Timing / Scheduling: Student is provided with extended testing time for test sessions
Response Format:Studenthasaccesstoscribeforallopen-endeditems(e.g.constructed response, extended response,
short response, and essay)
Setting and Environment: Student is provided preferential seating
Setting and Environment: Student is tested individually
Presentation Format: Student reads aloud to him or her self
PresentationFormat:Testreadaloudtothestudentbytestadministrator(except items testing comprehension)
Accommodations for Math (7)
Timing / Scheduling: Student provided with additional breaks
Timing / Scheduling: Student is provided with extended testing time for test sessions
ResponseFormat: Student has access to scribe for all open-ended items(e.g.constructed response, extended response,
short response, and essay)
ResponseFormat: Student has use of a calculator during sessions identified as non-calculator sessions
Setting and Environment: Student is tested individually
Presentation Format: Student reads aloud to him or her self
PresentationFormat:Testreadaloudtothestudentbytestadministrator(except items testing comprehension)
AccommodationsforMath(8)
Presentation Format:Test read aloud to the student by test administrator (except items testing comprehension)
Presentation Format: Student reads aloud to him or herself
Response Format: Student has access to scribe for all open-ended items (e.g.constructed response, extended
response, short response, and essay)
Response Format: Student has use of a calcul ator during sessions identified as non-calculator sessions
Setting and Environment: Student is tested individually
Timing/Scheduling: Student provided with additional breaks
Timing/Scheduling: Student is provided with extended testing time for test sessions
Description of additional accommodations that will be provided:
use of computerized/assistive technology for answering questions and completing assignments. Secure papers to a
desk or slant board.
Student is provided preferential seating.
Student is provided pencil grip or specialized writing instrument.
Student provided with a scribe as needed.

Student W

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