Robin Sweat Educ 230 Iep Form

Student: DOB: Sept.
3, 2002 Effective Dates:
Age:
Marshall Moore Grade: 11
STN: Gender:
3124987615 Male
File Date: February 23, 2013 February 23, 2013
Guardian Information: Relation: Mother Name: Pam Moore Business Phone: Home Phone: Mobile Phone: Home 407 Park Avenue Address: Linton, IN Relation: Father Name: Mike Moore Business Phone: Home Phone: Mobile Phone: Home Address: 407 Park Avenue Linton, IN
Purposes of the Case Conference: X Initial Evaluation Reevaluation Review Annual IEP Review Revise IEP Transition IEP Move-in First Steps Intake Exit from Secondary Education Consider Placement in an Alternative Program Consider Placement at a State School Consider Placement in a Private Facility Consider Service Plan Consider PA placement with a different PA of Service Manifestation Determination Interim Alternative Educational Placement Out-of-school placement 60-day Review
Additional Information regarding the purpose(s) of this Case Conference: Parents want Marshall to obtain a regular high school diploma. Marshall was referred for special services
Case Conference Committee Meeting Scheduled: Date: Febuary 23rd Time: 9:00am Place:
Crestwood Elementary Conference Room
Page 1 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: 11 Evaluation Information and Student Data: Strengths of the student: Active student, enjoys sports Part of student council Finishes homework every night
Grade:
STN: 3124987615 Gender: Male
Response to instructional Strategies and research based interventions: Marshall still struggles after RTI process and accommodations in the curriculum
Progress Monitoring Data: IMAST; modified version of ISTEP
Present Level of Academic and Functional Performance:

Marshall currently has a D in his math class. In an accelerated math class Marshall tested at a 2.4 This progress is typical for Marshall. He generally fails math test but passes the entire course based off his homework grades. Marshall did not pass the ISTEP in the 3rd and 4th grades. His weakest levels are problem solving, measurement, and computation.
Page 2 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Reevaluation:
11
Grade: 5
The public agency must consider reevaluation for each student receiving special education and related services at least once every three (3) years unless the parent and the public agency agree that it is unnecessary. In addition, the public agency must consider reevaluation if the public agency determines at any time during the three (3) year cycle that additional information is needed to address the special education or related services needs of the student, or if the students parent or teacher requests an evaluation.
February 23, 2013 Initial Eligibility Date: _____________ 1 year Anniversary Reevaluation Date: _________________
There is a need for reevaluation information to:

X Reestablish eligibility for special education and related services __
__ Determine that the student is eligible for special education under a different of additional eligibility category __ Inform the students case conference committee of the students special education and related service needs __ There is no need for reevaluation information Concerns of Parent:
Marshall's parents are worried that he will give up completing his school work as it gets harder. He currently struggles with his assignments now.
Eligibility: Is this student Eligible for Special Education Services?

X __
Yes __ No
Eligibility Areas: (Please indicate one Primary disability and all Secondary disabilities) Autism Spectrum Disorder Blind or Low Vision Cognitive Disability Deaf or Hard of Hearing Deaf-Blind Developmental Delay Emotional Disability Language Impairment Speech Impairment Multiple Disabilities Other Health Impaired Orthopedic Impairment Specific Learning Disability Traumatic Brain Injury
Page 3 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Reasons for Eligibility Decisions:
11
Grade:
Needs help with math Improve ISTEP score Passing grade for all courses at the 5th grade level
Special Considerations: Does the student have needs related to Limited English Proficiency?
X __Yes __No
If yes, please describe the students needs:
Are there considerations regarding 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? (Only Deaf or Hard of Hearing or Deaf-Blind eligibility areas require this response.)
X __Yes __No
If yes, please describe the students language and communication needs:
Are there considerations regarding the instruction in Braille and the use of Braille? (Only Blind or Deaf-Blind Eligibility Areas require this response.)
X __Yes __No
If yes, please describe the considerations regarding Braille:
Page 4 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age:
11
Grade:
Does the Behavior of this student impede his or her progress or that of others?
X Yes __ No __
If yes, please complete the following prompts: Behaviors of Concern: (Please describe the patterns of concerning behaviors.)
Meltdowns during home work brought on by frustration
Functions of the Behavior: (Please include evidence of factors affecting behavior.)

Marshall is unable to complete his homework without having a melt down which delays him completing homework in a reasonable amount of time.
Positive Strategies/Instructional Experiences: (Please articulate the plan to provide behavioral
support/intervention.)
Breaks may be required during math lesson shorter math lesson for homework to ease the pressure and reduce anxiety
Page 5 of 24
11
Grade:
Outcomes: Summary of findings from Age Appropriate Transition Assessment: Normal high school diploma
Post Secondary Goals: Regarding Employment after high school, I will Marshall desires to be a police officer
Regarding Education and Training after high school, I will College or police training will be required after high school for Marshall to meet his goals.
Regarding Independent Living Skills after high school, I will Marshall should be able to live on his own after highschool
Anticipated date of Graduation: _____________ __This student will pursue a Certificate of Completion. Therefore, the student's goals and objectives are generally prerequisites to grade-level academics or are highly individualized extensions to the standards. __ X The student will pursue a High School Diploma. Therefore, the student's academic goals are the same as non-disabled peers at grade-level or generally aligned to grade-level curriculum.
Page 6 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Participation in Testing Programs:
11
Grade:
__ Student does not attend an accredited school and will not participate in statewide assessments. __ Student will not yet be in grade 3. __ X Student and will be in grades 3-8 at an accredited school. High School Diploma is the selected outcome for this student.
Math (grade 3-8) ISTEP+ without accommodations ISTEP+ with accommodations IMAST IMAST with X accommodations Language Arts (grade 3-8) ISTEP+ without accommodations ISTEP+ with accommodations IMAST IMAST with accommodations Language Arts (grade 3-8) ISTAR Science (grade 4 & 6) ISTEP+ without accommodations ISTEP+ with accommodations IMAST IMAST with accommodations Science (grade 4 & 6) ISTAR Social Studies (grade 5 & 7) ISTEP+ without accommodations ISTEP+ with accommodations IMAST IMAST with accommodations Social Studies (grade 5 & 7) ISTAR
Certificate of Completion is the selected outcome of this student.
Math (Grade 3-8) ISTAR
__Student will be in high school. __Student will not be in 10th grade. Therefore, State Assessment is not required. High School Diploma is the selected outcome for this student.
Algebra (HS)
End of Course Assessment without accommodations End of Course Assessment with accommodations Student has passed this assessment. Tested course is not yet in course of study.
Language Arts (HS)

Biology (HS)
Certificate of Completion is the selected outcome for this student.

Algebra (HS)
ISTAR
Language Arts (HS)

ISTAR ISTAR
Biology (HS)
Please explain why the chosen assessments are appropriate for this student:
With the IMAST Marshall will be given more time and allowed multiple explanations for him to be able to grasp the math problems and solve them correctly.
Page 7 of 24
11
Grade:
Please explain the plan for the students participation in district-wide, national or international assessments:
Marshall has been referred for special services and has been recommended he take the IMAST
Page 8 of 24
11
Grade:
Annual Goals: Title: ______________________________________________ Mathematical problem solving Needs addressed through this annual goal:
Identify multiple approaches to solve problems Identify problems that need a solution Review solutions to see if they are accurate and reasonable.
Annual Goal Statement:

Marshall will increase the ability to design, use and communicate a variety of mathematical strategies to solve problems accurately as measured by IMAST.
If student is of transition age, which post-secondary goal(s) does this annual goal support? __ Employment __ Education and Training __ Independent Living (if required) Method/Instrumentation for Measuring Progress:
Daily homework assignments Weekly math test
Progress Monitoring Design: __ Descriptive Documentation __ Single Point __Single Rubric __ Collection of Indicators Standards aligned to this Annual Goal:
Standard #6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learners decision making.
Page 9 of 24
11
Grade:
Progress Monitoring Parameters: (Please include Objectives, Benchmarks, Initial Dates and Values, Metrics, Frequency of Collection, and Rubric information required by the Progress Monitoring Design selected.)
Main objective is for Marshall to be able to pass IMAST in the fifth grade. Passing math grade in class at the begging of each semester.
Page 10 of 24
11
Grade:
Annual Goals: Dealing With Feelings/Self-awareness Title: ______________________________________________ Needs addressed through this annual goal:
Manage unreasonable fears. Identify way(s) to ease frustration in hypothetical situations. Make positive self-affirmations.

Marshall will also manage feeling of stress, anxiety, and frustration with help from his teacher or school psychologist everyday to help him get through his home work sessions and to help with the anxiety he suffers from during tests as measured by his teacher and the psychologist.
Marshall needs to be able to obtain his math information at a pace that is beneficial to him. Taking breaks during his math lesson and re-explaining the math lesson may be necessary in order for him to get through with out having a melt down.
Standard #1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Page 11 of 24
11
Grade:
Marshall can speak with the school psychologist twice a week to help resolve anxiety test issues by the end of the fifth grade school year
Page 12 of 24
11
Grade:
Annual Goals: Title: ______________________________________________ Measurement Needs addressed through this annual goal:
Develop understanding of measurement and apply appropriate units and tools. Name and explore scales, rulers. Measuring cups. Money thermometers and clocks. Identify the function of scales, rulers. Measuring cups, money, thermometers, and clocks. Demonstrate an understanding of measurement and concepts related to length. Perimeter. Weight area, volume, Time, temperature, money and angle using appropriate units of measure far each.

Marshall will increase the ability to select and use units and tools of measurements to be able to complete his homework correctly and improve test grades as measured by IMAST.
Hands on practice in class and homework will help Marshall develop better measuring practices. Test over class lessons and practice will show his progress Peer study groups Learning stations
Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of disciplines he or she teachers and creates learning experiences that make these aspects of the disipline accessible and meaningful for learners to assure mastery of the content.
Page 13 of 24
11
Grade:
Marshall's progress parameters will be guided by test, progress reports at the end of each semester
Page 14 of 24
11
Grade:
Annual Goals: Number sense and calculation Title: ______________________________________________ Needs addressed through this annual goal:
Compute with whole numbers. fractions, decimals and integers using paper and pencil, calculators, and computers. Explore quantities by manipulating objects in groups/sets.

Marshall will increase the ability to select and apply mathematical operations in a variety of context in order to complete his home work efficiently and correctly as measured by his teacher and the IMAST.
Math games in class will help with speed and confidence Flash cards in study groups Test weekly over math facts
Standard #4: The teacher understands the central concepts, tools of inquiry, and structure of disciplines he or she teaches and creates learning experiences that make these aspects of the displine accessible and meaningful for learners to assure mastery of the content.
Page 15 of 24
11
Grade:
Marshall should be able to complete memorization of at least 25% of his math facts before the end of his fifth grade year. We will pick up again in the six grade with another 25% before the first semester is over. The goal is for Marshall to have memorized his math facts 100% before the seventh grade.
Page 16 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Accommodations:
11
Grade:
Please record all accommodations selected for state assessment purposes and additional accommodations if appropriate: (All accommodations selected for assessment purposes must be provided on a regular basis.)
Reduction in the length of the assignment but not the content of the assignment Graphic or visual organizer Extended time on test Breaks in assignments or tests
Services and other Provisions: Transition Services (if necessary) Description By Whom To Support Completion Date
(Transition IEP only) Please document the written information presented to the parent and student regarding available adult services provided through state and local agencies and other organizations to facilitate student movement from the public agency to adult life:
Special Education Services Description Initiation (date) Frequency Length (time) Duration Location (date) To Support
Page 17 of 24
Student: Marshall Moore DOB: Age:
11
Grade:
If the purpose of the IEP is First Steps Intake, please record the Service Initiation Date: February 23, 2013 __________________ Related Services Description Initiation (date) Frequency Length (time) Duration Location (date) To Support
Transportation: If the students transit time or needs are different from that of non-disabled peers, please describe and justify these needs. Please, record as a related service if additional provisions are necessary.
Page 18 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Health Plan:
11
Grade:
Please describe any medical conditions requiring school health or nurse services. The description should include frequency, and the provider of this service. Be sure to record any related services appropriately.
Does this student require an Emergency Evacuation Plan? __Yes __No X Accessible Materials: If this student requires any instructional materials provided in an accessible format, please describe the environments, tasks, tools, and services related to their provision:
Assistive Technology: Please describe this students assistive technology needs:
Extended School Year: Please record extended school year services required in order to provide a free and appropriate education for this student: (Record ESY services under special education and related services if needed.)
Page 19 of 24
Student: Marshall Moore DOB: Sept. 3, 2002 Age: Technical Assistance:
11
Grade:
Please document the types of supports necessary to provide public agency personnel with the knowledge and skills necessary to implement the students individualized education program and the general intent of the supports:
Program Modifications: Please describe any program modifications needed to enable the student to advance appropriately toward attaining the annual goals, be involved in and make progress in the general education curriculum, participate in extracurricular and other nonacademic activities or be educated or participate with other students with disabilities and non-disabled students.
Progress Reporting: Please describe when periodic reports on the progress the student is making toward meeting the annual goals will be provided:
Least Restrictive Environment and Program: Crestwood Elementary School School of Legal Settlement: _____________________________________________________
Crestwood Elementary School School for Access: _____________________________________________________________ Crestwood Elementary School Educating School: _____________________________________________________________
Additional information: Marshall should receive his education in the classroom with the rest of his peers for for the majority of his school day
Page 20 of 24
11
Grade:
(For Transition IEPs) Course of Study focused on improving academic and functional achievement of the student in order to support the attainment of post-secondary goals:
LRE Placement Category based Federal Program Types: School Age (6-21) - Student will be Age 6+ as of next December 1st X 50 Regular class 80% or more (In a regular classroom for 80% or more of the day) 51 Resource Room (In a regular class for 40% to 79% of the day) 52 Separate Class (In a regular class for less than 40% of the day) 53 Separate day school facility 54 Residential Facility 55 Correctional Facility 56 Parentally placed in private school 57 Homebound/hospital Preschool Age (3-5) - Student will not be 6+ as of the next December 1st In a regular early childhood program at least 10 hours per week and receiving the majority of services there. 26 In a regular early childhood program at least 10 hours per week and receiving the majority of services in some 27 28 29 33 34 35 36 37
other location. In a regular early childhood program less than 10 hours per week and receiving the majority of services there. In a regular early childhood program less than 10 hours per week and receiving the majority of services in some other location.
Separate Class Separate School Residential Facility Service Provider Location Home
Additional Descriptors:
Marshall may need one on one time with a math tutor
Any potentially harmful effects of the services on the student or on the quality of services needed:
Page 21 of 24
11
Grade:
R e a s o n s f o r p l a c e m e n t d e t e r m i n a t i o n i n c l u d i n g r e a s o n s f o r r e j e c t i n g o t h e r o p t i o n s :
Considerations: Please consider the student's participation in general education and record any supplementary aids and services that are determined by the case conference committee to be appropriate and necessary in order to afford the student equal opportunity for participation with non-disabled students. Student will be able to participate in all educational programs and activities available to non-disabled students.
X Yes ___No ___
(If No, please state the exceptions and describe the reasoning for these exceptions:
Student will be able to participate in all non-educational and extracurricular activities available to non-disabled students.
X Yes ___No ___
Student will participate in the general physical education program available to nondisabled students.
X Yes ___No ___
Page 22 of 24
11
Grade:
Student will be educated in the school he or she would attend if not disabled.
X Yes ___No ___
The length of the instructional day will be the same as the instructional day for nondisabled peers.
X Yes ___No ___
Participants: The following individuals participated in the case conference committee meeting. Those individuals identified as Teacher of Record, General Education Teacher, Public Agency Rep and Instructional Strategist attended the entire meeting unless parental excusal was obtained before the meeting. Position __________________________ Parent __________________________ Parent __________________________ Teacher __________________________ School Counselor __________________________ School Psychologist __________________________ School Principal __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ Name Additional Title __________________________ __________________________ Pam Moore __________________________ __________________________ Mike Moore __________________________ __________________________ Mrs. Winders __________________________ __________________________ Tim Jones __________________________ __________________________ Lisa Jaynes __________________________ __________________________ Lou Reed __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________
Page 23 of 24
11
Grade:
Written Notes and Other Relevant Factors:
Page 24 of 24

Robin Sweat Educ 230 Iep Form

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Student: DOB: Sept.

3, 2002 Effective Dates:

Marshall Moore Grade: 11

File Date: February 23, 2013 February 23, 2013

Crestwood Elementary Conference Room

STN: 3124987615 Gender: Male

Progress Monitoring Data: IMAST; modified version of ISTEP

Present Level of Academic and Functional Performance:

Student: Marshall Moore DOB: Sept. 3, 2002 Age: Reevaluation:

STN: 3124987615 Gender: Male

There is a need for reevaluation information to:

Eligibility: Is this student Eligible for Special Education Services?

STN: 3124987615 Gender: Male

If yes, please describe the students needs:

If yes, please describe the students language and communication needs:

If yes, please describe the considerations regarding Braille:

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Functions of the Behavior: (Please include evidence of factors affecting behavior.)

Positive Strategies/Instructional Experiences: (Please articulate the plan to provide behavioral

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

STN: 3124987615 Gender: Male

Certificate of Completion is the selected outcome of this student.

Math (Grade 3-8) ISTAR

Language Arts (HS)

Certificate of Completion is the selected outcome for this student.

Language Arts (HS)

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Annual Goal Statement:

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Annual Goal Statement:

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Annual Goal Statement:

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Annual Goal Statement:

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age: Accommodations:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age: Health Plan:

STN: 3124987615 Gender: Male

Assistive Technology: Please describe this students assistive technology needs:

Student: Marshall Moore DOB: Sept. 3, 2002 Age: Technical Assistance:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male

Student: Marshall Moore DOB: Sept. 3, 2002 Age:

STN: 3124987615 Gender: Male