Individualized Education Program: Page of ALSDE Approved Feb. 2017

INDIVIDUALIZED EDUCATION PROGRAM
STUDENT’S NAME Clara Jones

-
DOB 10-10-2008 SCHOOL YEAR 2017 2018 GRADE 3rd
IEP INITIATION/DURATION DATES FROM 10/01/2017 TO 05/25/2018
This IEP will be implemented during the regular school term unless noted in extended school year services.
EXTENDED SCHOOL YEAR SERVICES (ESY)
The IEP Team has considered, for the child, based on AAC 290-8-9.05(6)(9), if ESY services are necessary for the
provision of FAPE.
ESY services will be provided: [ x ] ESY services are not necessary for the child: [ ]
STUDENT PROFILE – WILL INCLUDE GENERAL STATEMENTS REGARDING:

Strengths of the student –
Include information regarding the student’s strengths in academic and functional areas.
Clara is well adjusted socially. Clara engaged in conversation when prompted by the examiner. She was able to establish
and maintain rapport during her evaluations. Clara thrives on the use of visual cues. Clara’s teacher reports that Clara is
well behaved and able to stay on task.
Parental concerns for enhancing the education –
Include all information regarding the parental concerns for enhancing the education of their child.
Parents did not express any concerns at this time.
Student Preferences and/or Interests –

This area includes information obtained from parent, teacher(s), and the student regarding preferences and interests.
Include all information concerning student preferences and/or interests including transition information.
Clara enjoys looking at picture books. She prefers interacting with her peers over spending time on the computer in the
classroom. Clara favors working in small groups over whole group instruction. Clara is highly visual and likes to draw
pictures in her free time. Clara would like to be an artist when she grows up. Clara’s mother noted that Clara does better
in well-structured environments with clear rules and boundaries.
Results of the most recent evaluations –
Include all information concerning evaluation results. This information should be written in meaningful terms so that
the parent and service providers have a clear understanding of the evaluation results
Results of the current intelligence tests suggest Clara’s intellectual functioning is in the lower extreme range. Clara’s
achievement test scores place her in the very low category for reading, math, and writing. Clara is unable to comprehend
materials on a kindergarten level. The Vineland Adaptive Behavior Scales, completed by Clara’s mother and teacher,
place Clara in the moderately low category for adaptive behavior. While Clara is a very outgoing and personable child,
her internalized behavior scores on the BASC-3 show Clara at risk for anxiety and/or depression. The Adverse Effect of
Articulation, Voice, Fluency or Language assessment shows that Clara also demonstrates language deficits and has
trouble understanding information presented orally.
The academic, developmental, and functional needs of the student –
Include all information concerning how the student’s disability affects his/her involvement and progress in the general
education curriculum, and, for preschool age children, how the disability affects his/her participation in age-appropriate
activities.
Clara does not read any material, not even on a kindergarten level. She is unable to identify the letters R and Y. Clara
cannot perform math calculations that require regrouping. She also struggles to work independently. Clara needs step by
step instruction to complete classroom tasks. Additionally, Clara needs supplementary support when materials are abstract
in nature. Clara also has difficulty demonstrating understanding of information presented to her orally.
Other –
Include any information pertinent to the development of the IEP that was not included anywhere else on the
Student Profile page.
Page of ALSDE Approved Feb. 2017

Clara previously received services under the exceptionality of Developmentally Delayed. This is a reevaluation of
educational needs.
For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the child’s 3rd
birthday –
This should only be completed if the child is not being served under IDEA on the child’s third birthday. (e.g., if a child’s
birthday is during the summer or holiday(s) justification is required).
Not applicable to this child’s situation.
STUDENT’S NAME: Clara Jones DOB: 10/10/2008
SPECIAL INSTRUCTIONAL FACTORS
Items checked “YES” will be addressed in this IEP:

YES NO
• Does the student have behavior which impedes his/her learning or the learning of others? [ ] [X]
• Does the student have a Behavioral Intervention Plan? [ ] [X]
• Does the student have limited English proficiency? [ ] [X]
• Does the student need instruction in Braille and the use of Braille? [ ] [X]
• Does the student have communication needs? [X] [ ]
• Does the student need assistive technology devices and/or services? [ ] [X]
• Does the student require specially designed P.E.? [ ] [X]
• Is the student working toward alternate achievement standards and participating in the
Alabama Alternate Assessment? [X] [ ]
• Are transition services addressed in this IEP? [ ] [X]
TRANSPORTATION
Student’s mode of transportation:

[X] Regular bus [ ] Bus for special needs [ ] Parent contract [ ] Other:
Does the student require transportation as a related service? [ ] YES [X] NO
If yes, check any transportation needs:
[ ] Bus assistance: [ ] Adult support [ ] Medical support
[ ] Preferential seating
[ ] Behavioral Intervention Plan
[ ] Wheelchair lift and securement system
[ ] Restraint system
Specify type:
[ ] Other. Specify:
[ ] Bus driver and support personnel are aware of the student’s behavioral and/or medical concerns.
NONACADEMIC and EXTRACURRICULAR ACTIVITIES

Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled
peers?
[X] YES.

[ ] YES, with supports. Describe:
[ ] NO. Explanation must be provided:
METHOD/FREQUENCY FOR REPORTING PROGRESS OF ATTAINING GOALS TO PARENTS
Annual Goal Progress reports will be sent to parents each time report cards are issued (every 9 weeks).
STUDENT’S NAME: CLARA JONES DOB: 10/10/2008
Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g.,
math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended
Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and
functional skills) must be addressed.
AREA: Reading/Language Arts
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

State how the student’s disability affects his/her involvement and progress in the general education curriculum for this
particular area of instruction, or for preschool age students, how the disability affects the student’s participation in age-
appropriate activities.
Recent achievement tests indicate that Clara consistently recognizes the majority of the alphabet. However, testing also
revealed that Clara is reading below kindergarten level and is unable to recognize the letters R and Y with any
consistency. Clara needs to increase her understanding of letter recognition. Clara’s limited ability to read affects her
educational performance in the general education curriculum in the area of language arts.
(Link to Curriculum Guides) (Link to Extended Standards)
MEASURABLE ANNUAL GOAL related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects
his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be
expected to accomplish within one school year.
Clara will match pictures with phrases when read a story aloud. She will correctly sequence pictures from the story in the
correct order with 100% accuracy (10 out of 10 trials) by the end of the school year (W. ES 3.1)
DATE OF MASTERY:
TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must
be chosen.)
[ ] Curriculum Based Assessment [ ] Teacher/Text Test [X] Teacher Observation [ ] Grades
[X] Data Collection [ ] State Assessment(s) [ ] Work Samples
[ ] Other: [ ] Other:
BENCHMARKS:
Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that
require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic
goals and functional goals, regardless of whether it is a testing year.
CLARA WILL MATSER 5 OUT OF 10 TRIALS BY THE END OF THE SECOND
1. QUARTER. Date of Mastery:
2.
CLARA WILL MASTER 10 OUT OF 10 TRIALS BY THE END OF THE
SCHOOL YEAR Date of Mastery:
3. Date of Mastery:
4. Date of Mastery:
AREA: Mathematics

Clara’s achievement tests indicate that Clara is able to complete single digit addition and subtraction. However, while
Clara can perform single digit addition and subtraction she is unable to do so without the use of counters. Clara needs to
increase her understanding of mathematical equations. Clara’s incomplete understanding of mathematical equations
affects her educational performance in the general education curriculum in the area of mathematics.

Clara will add and subtract single digit numbers when presented with groups of objects from one to twenty. Clara will
complete this goal with 100% accuracy (12 out of 12 trials) by the end of the school year. (M.3 7.4)
DATE OF MASTERY:

be chosen.)
[ ] Curriculum Based Assessment [X] Teacher/Text Test [X] Teacher Observation [ ] Grades
[X] Data Collection [ ] State Assessment(s) [X] Work Samples
BENCHMARKS:
CLARA WILL COMPLETE 3 OUT OF 12 TRIALS BY THE END OF THE FIRST

1. SEMESTER. Date of Mastery:
CLARA WILL COMPLETE 6 OUT OF 12 TRIALS BY THE END OF THE
2. SECOND SEMESTER. Date of Mastery:
3. THIRD SEMESTER. Date of Mastery:
4.
SCHOOL YEAR. Date of Mastery:
AREA: Functional Skills

Recent Teacher input describes Clara as on task and focused on the work in front of her. However, Clara has difficulty
understanding information presented orally and typically observes her peers to make sense of what she should be doing.
Clara needs to learn to perform functional listening skills. Clara’s inability to comprehend oral communications affects
her functional performance in the general education setting in the area of functional skills.

Clara will perform functional listening skills by identifying pictures from verbal descriptions with 80% accuracy (8 out of
10 trials) by the end of the school year.
DATE OF MASTERY:

be chosen.)
BENCHMARKS:
CLARA WILL COMPLETE 2 OUT OF 10 TRIALS BY THE END OF THE FIRST

1. SEMESTER. Date of Mastery:

3. THIRD SEMESTER. Date of Mastery:
4.
SCHOOL YEAR. Date of Mastery:
AREA: Functional Skills

Recent achievement tests indicate that Clara is able to list some words in print. However, Clara’s inability to fully grasp
words as a whole, puts her at risk in emergency situations. Clara needs to have a general understanding of safety letters
and signage. Clara’s incapacity to understand safety letters affects her educational performance in the general education
setting in the area of functional skills.

Given safety signs and letters, Clara will choose the best picture word response that best describes the meaning of the
symbol and what action should be taken when encountering this symbol with 100% accuracy (10 out of 10 trials) by the
end of the school year.
DATE OF MASTERY:

be chosen.)
BENCHMARKS:

2. SCHOOL YEAR. Date of Mastery:
3. Date of Mastery:
4.
Date of Mastery:

STUDENT’S NAME: Clara Jones DOB: 10/10/2008
SPECIAL EDUCATION AND RELATED SERVICE(S): (Special Education, Supplementary Aids and Services,
Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support
for Personnel.)
Special Education
Anticipated Amount Beginning/Ending
Service(s) Frequency of of time Duration Dates Location of Service(s)
Service(s)
Daily 25 10/1/17 to 05/25/17 Special Education
Academic Classroom
MATH- The special education teacher
will work with Clara in a small group
setting presenting groups of objects from
one to twenty to remediate her deficits in
single digit addition and subtraction
through the use of manipulatives and
kinesthetic based programs.
Daily 25 10/1/17 to 5/25/17 Special Education

Academic Classroom
READING-The special education teacher
will work with Clara to match pictures and
phrases when read a story aloud, to
remediate her deficits in letter recognition
through the use of sequencing and repeated
practice in a small group setting.
2x weekly 20 10/1/17 to 5/25/17 Special Education

Functional Classroom.
The special education teacher will work
with Clara in a small group setting to
remediate her deficits in the understanding
of safety letters and signage. The special
education teacher will prompt Clara to
choose the best picture word responses that
best describe the meaning of the symbols
and what action should be taken when
encountering these symbols through the
use of scaffolding and repeated practice.
3x weekly 20 10/1/17 to 5/25/17 Special Education

Functional Classroom.
The special education teacher will work
with Clara in a small group setting to
perform functional listening skills by
identifying pictures from verbal
descriptions to remediate her deficits in the
comprehension of oral communication
through the use of visual cues.

Related Services [X] Needed [ ] Not Needed
Service(s)
The speech therapist will work with Clara 3 x weekly 20 10/1/17 to 5/25/17 Speech Therapy Room
on general language skills in a small group
setting to stimulate verbal responses with
without the repetition of directions.
Supplementary Aids and Services [X] Needed [ ] Not Needed

Service(s)
Clara will be allowed to use the following Daily 10/1/17 to 5/25/17 General Education
accommodations in science and social Classroom.
studies: Preferential seating, additional
time to complete assignments and tests, the
ability to demonstrate learning orally, use
of the resource room to complete
assignments and tests. As well as, general
education modified work including: limited
choices on answers and verbal directions
for tests and assignments.
Program Modifications [ ] Needed [X] Not Needed

Anticipated Amount Beginning/Ending Location of Service(s)
Service(s) Frequency of of time Duration Dates
Service(s)
to
Accommodations Needed for

Assessments [ ] Needed [X] Not Needed
Service(s)
to
to
Assistive Technology [ ] Needed [X] Not Needed

Service(s)
to
to
Support for Personnel [ ] Needed [X] Not Needed

Service(s)
to
to


TRANSFER OF RIGHTS
(Beginning not later than the IEP that will be in effect when the student reaches 18 years of age.)
Date student was informed that the rights under the IDEA will transfer to him/her at the age of 19
LEAST RESTRICTIVE ENVIRONMENT

Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if
nondisabled? [X] Yes [ ] No
If no, explain:
Does this student receive all special education services with nondisabled peers? [ ] Yes [X] No
If no, explain (explanation may not be solely because of needed modifications in the general curriculum):
Due to Clara’s need for individual intensive instruction in reading strategies and mathematical equations, instruction is
best delivered in the resource classroom to allow her more focused learning in a quiet environment with additional
supports.
[X] 6-21 YEARS OF AGE [ ] 3-5 YEARS OF AGE
Least Restricted Environment:
01-100% to 80% of the day inside the regular education environment.
COPY OF IEP COPY OF SPECIAL EDUCATION RIGHTS

Was a copy of the IEP given to parent/student (age 19) at Was a copy of the Special Education Rights given to
the IEP Team meeting? parent/student (age 19) at the IEP Team meeting?
[X] Yes [ ] No [X] Yes [ ] No
If no, date sent: If no, date sent:
Date copy of amended IEP provided/sent to parent/student (age 19):
THE FOLLOWING PEOPLE ATTENDED AND PARTICIPATED IN THE MEETING TO DEVELOP THIS IEP.
Position Signature Date
Parent Stephanie Cleary 10/01/2017
Parent Sheryl McNeely 10/01/2017
General Education Teacher Rebecca Lankford 10/01/2017
Special Education Teacher Heather Ehrenhaft 10/01/2017
LEA Representative Julia Schroeder 10/01/2017
Someone Who Can Interpret the Instructional
Implications of the Evaluation Results Danielle Burke 10/01/2017
Student
Career/Technical Education Representative
Other Agency Representative
INFORMATION FROM PEOPLE NOT IN ATTENDANCE

Position Name Date

Individualized Education Program: Page of ALSDE Approved Feb. 2017

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Individualized Education Program: Page of ALSDE Approved Feb. 2017

Diunggah oleh

Hak Cipta:

Format Tersedia

INDIVIDUALIZED EDUCATION PROGRAM

STUDENT’S NAME Clara Jones

STUDENT PROFILE – WILL INCLUDE GENERAL STATEMENTS REGARDING:

Student Preferences and/or Interests –

Page of ALSDE Approved Feb. 2017