Elementary Individualized Education Program

Complete the Cover Page:

The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.

Participants Involved

The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.

Include all participants that are required by IDEA to attend an IEP meeting.

Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.

 Elementary Individualized Education Program

Factors for IEP Team Consideration

During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page (for example see PLAAFP).

1. Results of the initial or most recent evaluation of the student:

According to psychological evaluation, Elli demonstrates overall ability in the average range. She demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. According to an achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficits in reading in the borderline to deficient range. According to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and auditory cohesion, as well as in pragmatic skills.

2. The strengths of the student:

Math: is very good at adding and subtracting and has caught on well to the strategies she has been taught.

3. The academic, developmental, and functional needs of the student:

Please refer to the Present Level of Academic and Functional Performance.

4. The concerns of the parent(s) for enhancing the education of his/her child:

Parents indicate concerns with reading skills and difficulty with frustration, attention, and adaptive skills weaknesses.

These are the concerns reported by the parents. The listing of these concerns in the IEP does not mean that the concerns are shared by the school division. To the extent the parent concerns are shared by the school division, they have been addressed in the IEP.

5. The communication needs of the student:

Elli’s speech and receptive/expressive language skills are considered to be within the average range.

6. The student’s need for benchmarks or short-term objectives:

Short-term objectives and benchmarks are not required.

7. Whether the student requires Assistive Technology devices and services:

The IEP team has determined that Elli does not require Assistive Technology supports and/or services.

8. In the case of a student whose behavior impedes his/her learning or that of others, consider the use of positive behavioral interventions, strategies, and supports to address that behavior:

Elli does not display behaviors that have been determined to be related to her identified disability that impact her learning or that of others.

9. In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student’s IEP:

Elli is not a student with limited English proficiency.

10. In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille, unless the IEP team determines after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student. When considering that Braille is not appropriate for the child, the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired in Grades K-12 (FVLMA) or similar instrument; and

Elli is not a student with a visual impairment.

11. In the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. The IEP team may use the Virginia Communication Plan when considering the student’s language and communication needs and supports that may be needed.

Elli is not deaf and is not a student with a hearing impairment

12. Extended School Year (ESY)

Elli’s IEP team determined that ESY services are not warranted.

Elementary Individualized Education Program

Present Level of Academic Achievement and Functional Performance (PLAAFP)

Student Name_________________Ellie Smith_______________________________________ Date__26__/___08_/__2016__ Page _5__of___11

The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, must be self-explanatory or an explanation must be included, and the Present Level of Academic Achievement and Functional Performance must be written in objective, measurable terms, to the extent possible. There must be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

______________________________________________________________________________

Student’s Strengths, Preferences, and Interests

Elli Smith is a 7.8 year old girl currently in the 2nd grade. Elli was found eligible for service for Specific Learning Disability.

According to psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less well developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging area. According to achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre primmer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability-related deficits include:

Decoding

Reading

Spelling

Written language

Effect of Disability on Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test- Third Edition (WIAT-III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79,

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90,

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93,

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency-Addition 83, Math Fluency-Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average,

Oral Discourse Comprehension 103 Average,

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average,

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average,

Sentence Repetition 97 Average, Oral Language 91 Average,

Total Reading 69 Low, Basic Reading 75 Below Average,

Written Expression 85 Average,

Mathematics 85 Average, Math Fluency 86 Average,

Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1^st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); she has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: she follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE; appears to love Art and Library and works well with other students.

Elementary Individualized Education Program (IEP)

Measurable Annual Goals, Progress Report

Use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 3 standard based goals. They must be different than the goals you wrote for your IEP Goals and Objectives that you submitted during Module/Week 3. You must include all goal components.

Elementary Individualized Education Program (IEP)

Accommodations/Modifications

Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally-related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate. Accommodations may be in, but are not limited to, the areas of time, scheduling, setting, presentation, and response. The impact of any modifications listed must be discussed.

ACCOMMODATIONS/MODIFICATIONS

List a minimum of 5 accommodations/modifications that are appropriate for Elli based on her PLAAFP.

Elementary Individualized Education Program (IEP)

Participation in the State and Division-wide Accountability/Assessment System

Check the assessment(s) chosen for the student’s participation in Virginia’s accountability system.  (Check if Elli will participate in Virginia’s SOL State Assessments or if she will need an alternative assessment of VAAP when she takes the state assessment in 3^rd grade. You should be able to determine this through your textbook readings and course presentations.)

Identify the Correct State Assessment:

• Standards of Learning (SOL) Assessments o Reading   o Math   o Science   o   History/Social Science    o Writing

• Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP)

Elementary Individualized Education Program (IEP)

Services – Least Restrictive Environment – Placement

Least Restrictive Environment (LRE)

When discussing the least restrictive environment and placement options, the following must be considered:

• To the maximum extent appropriate, the student is educated with children without disabilities.
• Special classes, separate schooling, or other removal of the student from the regular educational environment occurs only when 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.
• The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he/she would attend if he or she did not have a disability.
• In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs.
• The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP.

Elementary Individualized Education Program (IEP)

Free Appropriate Public Education (FAPE)

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

Elementary Individualized Education Program (IEP)

Special Education Services

Identify the service(s), including frequency, duration, and location that will be provided to or on behalf of the student in order for the student to receive free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology, supports for personnel*, accommodations and/or modifications* and extended school year services.* The student will receive that will address area(s) of need as identified by the IEP team. Address any needed transportation and physical education services including accommodations and/or modifications.

Complete the Service Page Table:

Effect of Disability on the Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Placement Decision

Based upon identified services and the consideration of Least Restrictive Environment (LRE) and placement continuum options, describe in the space below the placement decision. This explanation of the placement decision should reflect the services outlined in the Service Page. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities.

Explanation of Placement Decision: This section must narratively explain the services outlined in the Service Page Table.

Elementary Individualized Education Program (IEP)

Services – Least Restrictive Environment – Placement Continued

No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements.

All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel. In considering the placement continuum options, check those the team discussed.

Placement Continuum Options Considered (check all that have been considered):

Check the services considered in the LRE placement. Review LRE as these services should be reasonable considerations based on Elli’s PLAAFP.

___ general education class(es) (general education classroom, inclusion, co-teaching)

___ special class(es) (resource, self-contained)

___ special education day school

___ state special education program / school

___ residential facility

___ home-based

___ hospital

___ other (describe):

Related: Developmental Case Study on Kayla and David