Indianapolis Public Schools, Case Conference Committee Report Date of Report: 04/16/2015, Individualized Education Program IEP Effective Date: 04/16/2016 to 04/16/2016 __STN: 553708006 Scania ee [Gln baba _ cal Purposes of Case Conference ‘Annval [Case Conference Meeting Schedulod j Date: 04/16/2015 Time: 11:00 AM Placo: School 68-208 Evaluation Information and Student Data _ ‘Strengths of the student ems fo tke school and really wants to learn and be successful. She seems to like spelling and writing best. AMEBBBs 2 hardworking, habe student. She is respectful to teachers and kids alike. She completes her work daly; including homework. When she dosen't understand how to do something, she is sure to ask for help. She has a sup- portve family. She asks questions if she doesn't understand. She loves to ead, She knows her basic math facts. ‘She enjoys working on the computer. She responds well to small roup instruction. Pres her best at any given tack. She has great attendance. Progress Monitoring Data: {Wines supported by small abilty grouping in the regular education classroom in both math and ELA. Also, she is sup- ported by special education services dally in both subjects. She is continuing to improve in all areas, ‘Average on reading tests 75% Average on math tests 70% ‘Average on speliing tests 86% The student js able to read 70 words per minute at grade level First Nine Weeks Report Gard Grades: Reading C- English C Spelling 8 Math C Page TSocial Studies © Second Nine Weeks Report Card Grades: Reading C- English Spating Math C- Social Studies C+ Third Nine Weeks Report Card Grades: Reading C- English ¢ Speling B+ Math ¢ Social Studies C Scholastic Reading Inventory (SRI) Grade 5 455 Beginning of the Year Reading Score 46 Middle ofthe Year Reading Score End ofthe year on grade level: 700-1000 4th Grado ISTEP 02/14: ELA. 433 DIN. “Cut off Score: 437 Math - 434 DN.P *Cut off Score: 445 Sd- 376° DINP *Cut off Score: 468 rd Grade ISTEP 03/13 ELA. 369" DP *Cut off Score: 417 Math - 297° DN.P “Cut off Soore: 413 Acuity Diagnostic B (12/15/2014) ELA 33% Math: 26% Present level of academic and functional performance: Attendance MEMBhas 0 excused absence and 1 unexcused absences ths schoo! year as of 4-16-2018. Hath - MND wears glasses and has been dlagnosed with cerebral paly. a Page ZSpelling: Strengths: QMMBB does spelling homework every night and is therefore prepared for the test and scores well Challenges: Speling more complex 3-4 syllable words that are not part of a weekly speling list Reading (3/2046): Prosent Level: From the Informal Reading Inventor/ IMR is currently reading independent at a 3rd grade level . She is great at com- prehending and answering four out of five of the comprehension questions. When give a 4th grade passage IGMBis able to answer 3 out of the 5 comprehension questions correctly, ‘Strengths : BMBhas the desire to read and enjoys it. Her decoding skis have improved, IES when reading ‘one ofthe strategy she uses is substituting when She does no! know a Word. MMB either looks atthe fist letter and then substitute for a word that starts with the same letter or she sees a couple lllers and then substitutes a word with the same letters. WNEMMbis great a rereading and sel-correcting. This tells us she Is reading for meaning and checking to make sure what she is reading is making sense. Challenges : When readincBB tries to figure out unknown words by visually looking a the letters and then substi- {uting with a word that starts with the same letter or has the same letters in the word throughout. For example, when assessing her with an Informal reading inventory she substituted was “which” for ‘when’, When she substitutes with a familiar word GMB is changing the meaning of the text which affects her comprehension, Impact on Progress : SRMEEilRchallenge with reading comprehension impacts her performance across all academic ar- eas. Mat Strengths :WEBEBstrength is math. She enjoys and is interested during math instruction time. She knows her basic facts which allow her to be successful in more challenging math problems. NUPis great at place values with more than four digit numbers. She is able to say and write which digits are what place value, She is able to break apart a number say and write how many are in each place value. Is excellent at recognizing and finishing number patterns, Challenges : (RMB struggles with muitl-step problem solving. She struggles with comprehension make it difficulty es- pecially as math in Sth grade when there is more and more language oriented as students are expected to use skills learned in previous grades and apply them to real world situations, Social Studies: ‘Strengths: Ell works well with a partner to read and answer questions. She jis great at going back and finding text evidence. Chatonges: Understanding non-fiction text can be ficult or Written Expression: Strengths: HBMBBcan write short paragraph about a topic. She can wrte a story having multiple paragraphs CChatlenges: Though her stores may have multiple paragraphs, they often lack detals Communication: Strengths: (JNNPis able to clearly communicate. She understands written and spoken directions, and she is able to fol- low them Challenges: ! do not know of challenges at this time. =a PagesSocial/Emotional: ‘Strongths: She is likable with a kind, sweet personality. She gets along well with her friends, She is able to freely ex press herself Challenges: | am not aware of challenges FinelGross Motor: Strengths: Able to run, jump, skip, hop, cut, write, etc. Challenges: Not any | am aware of at this time ‘The case conference committee has determined that there Is sufficient data to plan appropriately for the student. ‘Therefore, reevaluation is not required at this time for the purposes of considering eliglity or providing additional information regarding the student's special education and related service needs. 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 ifthe public agency determines at any time during the three (3) year cycle that additional information is heeded to address the special education or related services needs of the student, or if the student's parent or teacher requests an evaluation. . The mother is concerned about EB wel-being n her classroom with a new teacher. She is concemed about i (WB eceiving what she needs at schoo! in terms of being able to use the restroom when she needs and feeling cont ent in her school work “oncoms of the Parent She is a very outgoing gir. She is a very eager leamer, She enjoys Girl Scouts and is now a Cadet. She is a good role model and confident in that role in Girl Scouts, Eligibility a Student is eligible for Special Education Service Primary Disability: Specie Leaming Disabiy Reasons of aligibilty determination: ing and math skils are within the low range. Her wring sklls are tow average. Her cognitive abilities ‘re within the low average to average range in all areas besides fluid reasoning and working memory, which are low. Please see MET report for additional detalls, ‘Spocial Considerations There are no language needs rolatod to limited English Proficiency. The behavior of the student does not impede his or her leaming or that of others. Outcomes specaeteeca This student does nat have a transition plan. Participation in Testing Programs The student attends an accredited school and wil be in grades 3-8 ‘Student will participate in State Assessment ‘Math (6): ISTEP with accommodations Math (6): ISTEP with accommodations a Page 4Language Arts (5): ISTEP with accommodations Language Arts (6): ISTEP with accommodations ‘Science (6): ISTEP with accommodations Social Studies (6): ISTEP with accommadations Reasons for the determination of participation in testing: EBBB nc*0s to be tested in a small group and have access to a calculator go that she is able to do her very best on all of her tests.She should be given double the time to complete her tests, She should have the tests read to her except items that are testing comprehension. Plan for participation in district-wide, national or international assessments: {GHEEB Wl participate in tocal,state,national and international testing with the above accommodations. She should be given double the time to complete her tests Goals Goal Title: Reading Comprehenion Present Level: When given a 4th grade passage, Qllikanswers 3 out of § comprehension questions correctly. Neod: 10d to be able to read @ text and understand what she is reading Goal Statomont: When given a 4th grade passage, MB wil answer 5 out of 5 comprehension questions correctly. Mothod / instrumentation for Measuring Progress: A fourth grade reading passage wth 5 comprehension questions : Progress Monitoring Design: Single Point Standards) / Element{s) Aligned to Goal: * SRF: Apply foundational reading skils to demonstrate reading fluency ane comprehension Progress Monitoring Assessment: Reading Comprehension Assessment ‘Subject Area: Reading Parameters to Bud Graph ing Compr chenions Reading Comprehension Aswewa Initial Date: 04/16/2015. aba Preons Une le Tassiire ~~ Tend ure Tague Teget Cae caoaots Frequency of Collection: 1 per reporting period Hons pecan oom eae Goal Title: Math Problem Solving Present Level: SUR srows minimal understanding when solving a mathematical multiple step open ended problem. ‘She is unable to identity the important elements of the open ended problem. Nood: (Q§lllliyceds to be able to analyze an open enced problem by telling relevant from irrelevant information, se- quencing and protizing information, and observing patterns. She needs to use a variety of methods to solve open tended problems, make precise calculations and decide whether a solution is reasonable. Goal Statement: WHBEwill show complete understanding of how to solve open ended problem when provided daily math instruction and will solve 6 open ended math problems at the Demonstrated Level of the problem solving rubric. Method / Instrumentation for Measuring Progress: Problem Solving Tests Progress Monitoring Design: Single Rubric aE Page 5‘Standard(s) / Element{s) Aligned to Goal: + 5.AT-1: Solve real-world problems involving multiplication and division of whole numbers (@.9. by using equa- tions to represent the problem), In division probiems that involve a remainder, explain how the remainder af- fects the solution to the problem. Progress Monitoring Assessment: Problem Solving Tests Subject Area: Math Rubric Criteri Introduced: Shows no understanding of open tended math problems, does not identify any im- portant elements of the problem, no apparent ‘written strategy for solving the problem, no an- wer attempted. Developing: Shows minimal understanding of ‘open ended math problems, identifies vary few important elements of the problem, uses an un- suitable written strategy for solving the problem, ‘some computations are correct, answer Is incor rect Ongoing: Shows some understanding of open ‘ended math problems, identifies some important ‘elements of the problem, shows evidence of a written strategy for solving the problem, many ‘computations are correct, answer is incorrect. Demonstrated: Shows total understanding of ‘open ended math problems, identifies all impor tant elements of the problem, use an appropriate written strategy that correctly solves the problem, all computations are correct, snswer Is correct. Parameters to Build Graph Initial Value: Developing Initial Date: 04/16/2015 Target Value: Demonstrated Target Date: 04/16/2016 Frequency of Collection: 1 per reporting period Metric: Rubric [Accommodations The following accommodations have been selected for state regular basi ‘Math (5) Math Problem Solving: Problem Solving Tests Timing / Scheduling: Student is provided with extended testing time for test sessions +Response Format: Student has use of a calculator during sessions identified as noncalculator sessions *Setting and Environment: Student tested in small group setting «Presentation Format: Test read aloud to the student (except items testing comprehension) Language Arts (5) ‘Tinting Scheduling: Student is provided with extended testing time for test sessions *Setting and Environment: Student tested in small group setting ‘Presentation Format: Test read aloud to the student (except items testing comprehension) Social Studies (6) sTimring / Scheduling: Student is provided with extended testing time for test sessions Page 6“Response Format: Student has use of a calculator during sessions identified as noncalculator sessions “Setting and Environment: Student tested in small group selting Presentation Format: Test read aloud to the student (except items testing comprehension) Math (6) E «Timing / Scheduling: Student is provided with extended testing time for test sessions +Response Format: Student has use of a calculator during sessions identified as noncaleulator sessions *Setting and Environment: Student tested in emall group setting +Presentation Format: Test read aloud to the student (except items testing comprehension) Language Arts (6) sTiming ) Scheduling: Student is provided with extended testing time for test sessions *Setting and Environment: Student tested in small group setting +Presentation Format: Test read aloud to the student (except items testing comerehension) Science (6) «Timing / Scheduling: Student is provided with extended testing time for test sessions. +Response Format: Student has use of a calculator during sessions identified as noncaleulator sessions *Setting and Environment: Student tested in small group selting *Presontation Format: Test read aloud to the student (except items testing comprehension) Description of additional accommodations that will be provided: She should be given double the time to complete her tests. WEB able to use the restroom as often as needed due to a medical need WEBRP ust show her work before using the calculator, WEBBER es sometimes gots tired and needs rest in gym class. When she needs Motrin, itis available for MP at the nurse's office. Services and Other Provisions Special Education Services: Description Initiation Frequency Length Duration Location (Dato) (Time) (End Date) Direst Services [OATGOTS_[T per day | BO minukela) | OANOOTS | Spectal Eavcaton Seling Narrative: will receive small group instruction in the special education setting for reading comprehension. Direct Services [O4Te20TS [7 per day [20 minute(s) | O4/TOIO0TS | General Education Seting Narrativ = receive support during reading instruction time in class. Dect Senices ‘GaTTEBOTS [1 par day [SO minute(s) | OANGOTS | Special Education Seting Narrative: JRRBBBI i receive mall group instruction inthe special education setting for math, Related Services: No Related Services required at this time, ‘Transportation: as Page7‘The transit time and the transportation needs are the same as that of non-disabled peers. Accessible Materia The student does not need instructional materials to be provided in an accessible format. Assistive Technology: ‘The student does not need assistive technology, Extended School Year: twas determined that extended school year services are not necessary in order to provide a free and appropriate education. Technical Assistance: ‘Support is not necessary to provicle public agency personnel with the knowledge and skills necessary to implement the student's individualized education program, Program Modifications: Program modifications are not needed to enable the student to advance appropriately toward attaining the annual goals, to be involved in and make progross In the general education curriculum, to partic+ ipate in extracurricular and other nonacademic activities or to be educated or participate with other students with disabllitios and nondisabled students. Periodic reports on the student's progress toward goals will be provided: Progress on goals will be sent home with each report card, Reasons for provisions and reasons for rejecting other options: These services provide’ gmbvih the instruction she needs to be successful in the general ed classroom. Tho student doos not have an emergency evacuation plan Least Restieve Emironnent Corporation of Legal Setement ndanaols Puble Seas Schools Ralph eka Emarans Senol oa oa) Educating School: Ralph Waldo Emerson School 58 (5558) Next Educating School: Ralph Waldo Emerson School 58 (5658) LRE Placement Category based on Federal Program Types: ‘50: General education classroom (In a general education classroam for 80% ot more of the day) Additional doscriptors Ould receive the majority of her instruction with her peers in the general ed classroom, She should receive instruction for math and reading in a small group setting with the special ed teacher in the special ed ‘setting. Option 60 is the least restrictive environment for QM She needs to be with her peers for the majority of the day, Any potentially harmful effects of the services on the student or on the quality of services needed: ‘There are not any potentially harmful effects of the suggested services on the student or on the quay of ser- vice needed. Reasons for placement determination including reasons for rejecting other options: a Pages‘Options 61 and §2 would not be beneficial fol She should be receiving the same instruction that the ‘general classroom teacher provides for the majonty of her day. She needs to be with her peers for academics 85 well as social interactions ‘Student will be able to participate in all educational programs and a nondisabled students, ios that are made available to Student will be able to participate in all non-educational and extracurricular activities that are made available to nondisabled students. Student will participate in the gonoral physical education program that is dents. jailable to nondisabled stu- ‘Student will be educated in the school (he/she) would attend if not disabled. ‘The length of the instructional day will be the same as the instructional day for nondisabled poors. [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 were in at- tendance for the entire meeting unless parental excusal was obtained before the meeting. Position ‘Student [Public Agency Rep Parent ‘Teacher of Record General Ed Teacher Instructional Strategist ‘Acling Teacher of Recoi | Student Teacher Classroori Coach Title Does the Parent reject provision of FAPE and intend to unilaterally enroll child in a non public school? No Witton Noto and Othor Rotovant Factors Parent rights were sent home with notice of case conference. SWAIN 6 10t stond the case conference, GRIME 2.2 permission for Miss Craig to attend the conference. (QEERAFIBMg 2.0 permission for Mrs. Johnson to leave the conference early. REED: GERI Teacre: of Record, however; SEMRENINIER is acting Teacher of Record for today's case conference duc ‘AERP bereavenent eave, SSREENR is acting Public Agency Representative, ERB Worcs vit MB and is acting Generel Education Teacher because RRB general education teacher has a ‘Pew position and is no longer a staff member at Ralph Waldo Emerson Schoot #58, MMEIB''s able fo use the restroom as often as needed due to a medical need. She wil use a visual prompt when she ‘needs to use the restroom to let her teacher know that she needs to go. A doctor's note is in her cumulative file in the office. SIMEEMBlocs sometimes gets tired and needs rest in gym class. Page ©Motrin is given to ¥JJ§Pat home. She takes the Motrin only when she is in pain, The medicine is for her leg pain. This Is also taken at home. Page 10Notice of Implementation | have been presented with a copy ofthe Individualized Education Program (IEP) which contains: 41) A description of the action proposed by the public agency: 2) An explanation of why the public agency proposed to take the action; 3) A description of each evaluation, procedure, assessment, record, or report the agency used as a basis for the proposed action: 4) A description of other options that the case conference committee considered and the reasons why those op- tions were rejected; and 5) A description of other factors relevant to the agency's proposal | understand that the public agency is not required to obtain a written parental consent and can implement this IEP ten (10) instructional days after the provision of this notice unless | challenge the proposed action by: ‘+ Requesting and participating in a meeting with an official of the public agency who has the authority to facilitate the disagreement between the parent and the public agency regarding the action proposed or refused by the public agency, + Securing an agreement for mediation under $11 IAC 7-45-2. + Requesting a due process hearing under 611 IAC 7-45-3, In the case of an initiation date that is prior to expiration of ten (10) instructional days, | give my consent to implement the IEP. CONSENT TO IMPLEMENT IEP | have been provided with the Notice of Implementation and a copy of the proposed IEP. | glve my consent for the ‘Schoo! to implement the IEP in accordance with the initiation date that is prior to the expiration of ten (10) instructional days from the date the Notice and proposed IEP were provided to me, ‘Sign Date | understand that a parent of a student with a disabilty has protection under the procedural safeguards which are pro- Vided with this notice and that | can request a copy of the procedural safeguards at any time, The procedural safe- Guards document inciudes a list of resources to contact for assistance in understanding the provisions of indiana special ‘education rules. Sign Date Easy Fax Number: 888-865-8615 EASY =< ATi mii iii” Page 17