Individualized Education Program Team Report

Demographic Information IEPT Meeting

Date:

Student Last: First: M: Birth Gender: Grade: UIC:

Asher Date: Male 3

ID: Native Language of student: (as Limited English Proficiency? Yes No Ethnicity:
provided by parent/guardian): English Caucasian

Address: City: State: Zip:

Resident District: Operating District: School:

Parent Last: First: M: Relationship to Student:

Primary Language: English Interpreter needed (parent)? Yes No

Home Phone: Work Phone: Pager/Cell:

Email:

Most Recent Dates

Initial/3 Year Prev. Notice of

REED: MET: 2017 IEP: FAPE:

PURPOSE OF MEETING

Check all that apply: Check all others that apply:

Initial IEP Graduation or Age 26 Add/Remove/Change
Annual IEP Transition Behavior Review

Reevaluation/3 Year IEP Other Update

PARENT CONTACT
Parent/guardian/surrogate invited and
explained
purpose of meeting by:
Person Method Date

Follow-up contact by:

Person Method Date

PARTICIPANTS (Signature indicates participation only: include title.)

District Representative (required) General Education Teacher

 MET/Evaluation Data Representative (required) Parent/Guardian/Surrogate (required)

Special Education Provider (required) Student

Other/title Other/title

Other/title Agency Providing Secondary Transition Services

Parent and District Agreement on Attendance Not Necessary

These members are absent; their curricular areas/related services are not being modified or discussed in the
meeting:

Parent and District Agreement on Excusal Prior to Meeting

These members are absent and have submitted written input to the IEP team, including the
parent, prior to meeting:

eligibility MET Summary Attached MET Summary Not Required

The student is eligible for special education programs/services per the special education rule number(s) below.

Designate primary (P)

disability:

Specific Learning Disability Asher is diagnosed with a specific learning disability in basic reading, reading
Details: fluency, and written expression.

The student is ineligible for special education programs/services per special education rule number(s) below.

GRADUATION OR AGE 26
Projected graduation/Age 26: Student will no longer receive programs and services because graduation
requirements will be met or
student reaches age 26 by the end of the school year.

Immediate graduation/Age 26: remains in effect through the end of the school
 Previous IEP of year.

Revised August 2016

Students Name Asher IEPT Meeting Page

Date

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE -

FACTORS TO CONSIDER

General

The IEP team must consider each of the following:

The strengths of the student:

Asher is friendly and a cheerful boy. He loves to be social with his classmates, as well as his teachers.
He likes hands-on activities. He has strong math skills. He is helpful in class and participates in class
activities.

Input from the parent/student for enhancing the education of the student

Parents are concerned about his handwriting.

The results of the most recent evaluation(s) of the student which may include
formal/informal assessments, individual, state and/or district-wide testing:

Asher read 94/95 correct sight words from the dolch word list
Asher read 922/1000 correct sight words from the dolch word list

Ashers dibels read 70 words per minute on a third grade text (expected 86 words per minute)
With 95% accuracy (expected 96% accuracy) his retell was 32 words with a quality retell of 2
(expected 26 words and quality of 2) and his composite score was 222 (expectation 285)

Ashers DAZE score was 2 (expectation 11)

Ashers QRI score on a narrative passage was a 17/74 in remembering details from the passage and he answered
comprehension questions correctly without looking back
Ashers QRI score on an informal passage was a 9/47 in remembering details from the passage and
he answered 5/8 comprehension questions correctly without looking back
Special Factors

The IEP team must consider the following for the student (check boxes to indicate
consideration):

X The communication needs of the student.

The need for assistive technology devices and services for the student.

The IEP team must consider the following for the student, as appropriate (check all that
apply):

The use of positive behavioral interventions and supports, and other strategies, to address
behavior because the student has behavior that impedes his or her learning or the
learning of others.

The language needs of the student because the student has limited English proficiency.

Braille instruction because the student is blind or visually impaired.

The mode of language and communication because the student is deaf or hard of hearing.

Students Name Asher IEPT Meeting Page

Date

Present Level of Academic Achievement and Functional Performance

After reviewing the students progress in the general education curriculum and any prior special education goals
and objectives, describe how the student accesses or makes progress in the general education curriculum based on
grade level content standards for the grade in which the student is enrolled or would be enrolled based on age.

Baseline Data
Report and describe baseline data such as curriculum-based assessments, student work, teacher observations, parent
input, and other relevant data for each area of need.

Impact and Resulting Needs

Describe how the students academic, developmental, and functional needs affect involvement and progress in the general
education curriculum or participation in appropriate activities for preschool or post-secondary students.

GENERAL EDUCATION CURRICULUM READING

Considered, not applicable
Involvement and progress in the general education curriculum, or participation in age-appropriate activities for preschool
students.

Baseline Data: Asher needs multiple prompts or reminders to remain engaged and on task during
classroom instruction, as well as small group instruction.
Asher was 60%-100% accurate with words that followed a CCVC or CVCC pattern
(96% overall)

Asher read 94/95 correct sight words from the dolch word list
Asher read 922/1000 correct sight words from the dolch word list

DIBELS= Ashers dibels read 70 words per minute on a third grade text (expected 86
words per minute)
With 95% accuracy (expected 96% accuracy) his retell was 32 words with a quality
retell of 2 (expected 26 words and quality of 2) and his composite score was 222
(expectation 285)

DAZE= Ashers DAZE score was 2 (expectation 11)

QRI= Ashers QRI score on a narrative passage was a 17/74 in remembering details from the
passage and he answered comprehension questions correctly without looking back
Ashers QRI score on an informal passage was a 9/47 in remembering details from the
passage and he answered 5/8 comprehension questions correctly without looking back

Impact: Asher is expected to know and apply grade-level phonics and word analysis skills in
decoding words. They are also expected to read with sufficient accuracy and fluency to
support comprehension and to read and comprehend complex literary and
informational texts independently and proficiently. Ashers difficulties in basic reading,
reading fluency, and reading comprehension are impacting his daily learning. He
struggles to apply phonics skills and to identify sight words that he is expected to have
already mastered at this point. His difficulties in reading fluency have impacted his
comprehension skills, which has impacted his ability to meet the common core
standards. With the help of special education services, Asher would benefit his
learning.

Resulting Modified spelling to match decoding emphases, reduced language art assignments,
Needs: directions read aloud, directions read, repeated, or clarified, extended time on tests,
small group setting

GENERAL EDUCATION CURRICULUM WRITING

Considered, not applicable
Involvement and progress in the general education curriculum, or participation in age-appropriate activities for preschool
students.

Baseline Data: Asher struggles to convert spoken words into his writing. He has a difficult time
spelling and writing sight words. He often writes the letter b for d and vice versa. He
struggles with writing in complete sentences. Asher was asked to write a paragraph
and what he likes, he was able to generate ideas, but wrote ten sentences in a list and
each of his sentences started with I, he also did not use punctuation marks.

Impact: By third grade, students are expected to demonstrate command of the interventions of
standard english capitalization, punctuation, and spelling when writing. Ashers
difficulties with spelling and sentence structure impact his learning in all subjects and
he is unable to meet the common core standards without the assistance of special
education services.

Resulting Modified spelling to match decoding emphases, reduced language art assignments,
Needs: directions read aloud, directions read, repeated, or clarified, extended time on tests,
small group setting

GENERAL EDUCATION CURRICULUM MATH

Considered, not applicable
Involvement and progress in the general education curriculum, or participation in age-appropriate activities for preschool
students.

Baseline Data:

Impact:

Resulting
Needs:

SECONDARY TRANSITION ASSESSMENTS

Considered, not applicable
Age-appropriate assessment related to training, education, employment, and independent living skills.

Baseline Data:

Impact:

Resulting
Needs:

COMMUNICATION/SPEECH & LANGUAGE

Considered, not applicable

Baseline Data:

Impact:

Resulting
Needs:

SOCIO-EMOTIONAL/BEHAVIORAL
Considered, not applicable

Baseline Data:

Impact:
 Resulting
Needs:

PERCEPTION/MOTOR/MOBILITY
Considered, not applicable
Gross and fine motor coordination, balance, and limb/body mobility.

Baseline Data:

Impact:

Resulting
Needs:

Students Name IEPT Meeting Page

Date

ADAPTIVE/INDEPENDENT LIVING SKILLS

Considered, not applicable
Skills for academic success and independent living.

Baseline Data:

Impact:

Resulting
Needs:

MEDICAL
Considered, not applicable
Health, vision, hearing, or other physical/medical issues.

Baseline Data:

Impact:

Resulting
Needs:

Students Name Asher IEPT Meeting Page

Date

INDIVIDUALIZED EDUCATION PROGRAM

The following individualized education program is provided to enable the student to advance appropriately toward
attaining the annual goals, be involved in and progress in the general education curriculum, to participate in extra-
curricular and other nonacademic activities, and to be educated and participate in activities with other students with
disabilities and nondisabled students.
To the maximum extent appropriate, the student will be educated with students who are nondisabled; and special
classes, separate schools, or other removal of the student from the general education environment occurs only when
the students needs cannot be met satisfactorily in general education with supplemental aids and services.

GOALS AND OBJECTIVES

Measurable annual goals and instructional objectives must be developed for each deficit area as part of the IEP.
There must be at least two measurable instructional objectives aligned with each goal.

REPORTING PROGRESS
The parents will be regularly informed in writing of progress on goals and objectives, as applicable, concurrent with
the report card periods provided to general education students.

SUPPLEMENTARY AIDS AND SERVICES

Specific program modifications/accommodations/supports that will be provided on behalf of the student, including
supplementary
services personnel not listed in the Program and Services section, are as follows.

Modification/Accommodation/Support Applicable Applicable

Conditions/Frequency Subject/Location

Reduced language art assignments 60 minutes a day Reading

Directions read aloud Special education room
Directions read, repeated, or clarified
Extended time on tests
Small group setting

Modified spelling tests 30 minutes a day Writing

Reduced language art assignments Special education room
Directions read aloud
Directions read, repeated, or clarified
Extended time on tests
Small group setting

All aids and services identified will begin on the implementation date of the IEP and continue for the duration of the
IEP, unless otherwise noted in the comment section.

Supplementary aids and services are not needed at this time.

Additional Comments/Information:

TRANSITION SERVICES:-
YES, transition plan has been completed and is attached for students 16 years of age during the IEP year, (younger
if appropriate).
X NO, transition planning is not appropriate, student is too young.

COURSE(S) OF STUDY (for high school): N/A

Michigan Merit Curriculum leading to a
High School diploma Course(s) of study leading to a certificate of completion
OR ___________________________________

Students Name Sam IEPT Meeting 4-10-17 Page

Date

Programs and services determined APPROPRIATE to meet the students needs

TEACHER CONSULTANT 340.1832(e)

Service Direct/Consult Specific Amount of Duration*

Time and Frequency

Resource room/ Consult Begin:1st

intervention 8 to 3 30 mins quarter
services in writing
stamina and End:4th
structure 8 to 3 WK/MO/YR quarter

Resource room/ Consult Begin:1st

intervention 8 to 3 60 mins quarter
reading fluency and
comprehension End:4th
8 to 3 WK/MO/YR quarter

RESOURCE PROGRAM 340.1832(e)

Program / Specific Amount of Duration*

Is this special education program Time and Frequency
departmentalized?

Yes to MIN/HRS Begin:

Departmentalized? YES NO to WK/MO/YR End:

to MIN/HRS Begin:

Departmentalized? YES NO to WK/MO/YR End:

FOR ASSIGNMENT TO RESOURCE PROGRAM: If the resource teachers YES NO

endorsement does not match the students eligibility, does the team determine it is
necessary to assign a Teacher Consultant to the resource teacher?

CATEGORICAL CLASSROOM
 Program / Specific Amount of Duration*
Is this special education program Time and Frequency
departmentalized?

to MIN/HRS Begin:

Departmentalized? YES NO to WK/MO/YR End:

to MIN/HRS Begin:

Departmentalized? YES NO to WK/MO/YR End:

SPEECH & LANGUAGE 340.1745

Service Direct/Consult Specific Amount of Duration*

Time and Frequency

No Service to MIN/HRS Begin:

Needed
to WK/MO/YR End:

RELATED SERVICES 340.1701c(a)

Service Direct/Consult Specific Amount of Duration*

Time and Frequency

No Service to MIN/HRS Begin:

Needed
to WK/MO/YR End:

to MIN/HRS Begin:

to WK/MO/YR End:

* All programs and services listed above will begin on the initiation date of the IEP and continue for
the duration of the IEP, unless otherwise indicated above in the column Duration.

PERSONAL CARE SERVICES

Is the severity of the student's impairment such that it requires hands-on No

assistance with daily living skills, redirection and behavior, or health related
(not academic) monitoring or cueing by a paraprofessional aide?

The extent of service identified above is understood by all IEPT participants.

Total hours in
school: 8am to 3:00pm per WK

EXTENDED SCHOOL YEAR (ESY)

No goal areas of concern-ESY not needed.

IEP goal(s) reviewed-ESY being considered. An IEP meeting will be convened to 4-10-18
determine need. Projected Date:

IEP goal(s) reviewed-ESY not needed.

IEP goal(s) reviewed-ESY needed as follows:

Specify:

COMMENTS:

INSTRUCTIONAL SETTING:
Instructional Setting is calculated based on the amount of time spent in the general education setting with or
without special education support.

Age 6-26 Age 3-5 Age 0-2

Students Name IEPT Meeting Page

Date

ASSESSMENT PARTICIPATION AND PROVISIONS-

DISTRICT-WIDE ASSESSMENT

Content Area Accommodations

List the content area(s) in which the student will be List the appropriate accommodation(s).
administered the general education assessment.

Reading Directions read aloud

Directions read, repeated, or clarified
Extended time
Small group setting

ALTERNATE DISTRICT-WIDE ASSESSMENTS

 Content Area Assessment Accommodations
List the content area in which the State the alternate List the appropriate
student will be administered an assessment that will be used accommodation(s).
alternate assessment and state why and explain why it is
the student cannot participate in the appropriate.
general education assessment.

Grade___________ (at the time assessment will be administered) NA Grade level not assessed

STATE-WIDE ASSESSMENT

Content Area Accommodations

List the content area(s) in which the student will be List the appropriate accommodation(s).
administered the general education assessment.

ELA (grades 3-12) ELA Use of a separate testing room, Read aloud Test
questions, answer options, and performance Task
source materials only read aloud.

Math (grades 3-12) Math Instructions read to student

Science (grades 4, 7, and 11)

Social Studies (grades 5,8 and 11)

ALTERNATE STATE-WIDE ASSESSMENTS

Content Area Assessment Accommodations

List the content area in which the State the alternate assessment List the appropriate
student will be administered an that will be used and explain accommodation(s).
alternate assessment. why it is appropriate.

ELA (grades 3-12) MI-Access:

Functional
Need for alternate assessment Independence
State why the student cannot Supported
participate in the general Independence
education assessment: Participation
Explain:

Math (grades 3-12) MI-Access:

Functional
Need for alternate assessment Independence
State why the student cannot Supported
participate in the general Independence
education assessment: Participation

Explain:
 Science (grades 4, 7 and 11) MI-Access:
Functional
Need for alternate assessment Independence
State why the student cannot Supported
participate in the general Independence
education assessment: Participation

Explain:

Social Studies (grades 5, 8 District determined assessment

and 11) MI-Access Functional
Independence Social
Need for alternate assessment Studies
State why the student cannot
Explain:
participate in the general
education assessment:

WIDA ASSESSMENT (This assessment is assigned only if the student has qualified for ELL services within the last
year. Please
state the students eligibility criteria below.)

Students Name IEPT Meeting Page

Date

TRANSPORTATION / IEP IMPLEMENTATION

SPECIAL TRANSPORTATION
Special transportation is required

Is a Specially Adapted Bus required to YES NO

transport the student?

Special transportation requirements:

X Special transportation is not required

IEP
Adjourned. Reason:
 Projected date to
reconvene:

DATE FOR INITIATION OF PROGRAMS & October 24th, 2017

SERVICES: MONTH/DAY/YEAR

(All special education programs/services are projected to begin on this date unless otherwise indicated in the
Duration column in the Programs and Services section.)

ANTICIPATED DURATION OF Until next

SERVICE: IEP Until date:

The building principal/designated case manager is responsible for implementation of the IEP.
Any participant who disagrees with the teams determination may indicate the reasons below.

A dissenting report attached: Yes No

Goals And Objectives:

By the end of the fourth quarter when given a grade level text, Asher will read the story with 90%
accuracy in 4 out of 5 trials.
By the end of the first quarter when given a grade level text, Andre will read the story with 60%
accuracy in 4 out of 5 trials.
By the end of the second quarter When given a grade level text, Andre will read the story with
70%
accuracy in 4 out of 5 trials.
By the end of the third quarter when given a grade level text, Andre will read the story with 80%
accuracy in 4 out of 5 trials.

By the end of the fourth quarter when given an appropriate text, Asher will answer comprehension
questions correctly 90% of the time.
By the end of the first quarter when given an appropriate text, Asher will answer comprehension
questions correctly 60% of the time.
By the end of the second quarter when given an appropriate text, Asher will answer
comprehension
questions correctly 70% of the time.
By the end of the third quarter when given an appropriate text, Asher will answer comprehension
questions correctly in 80% of the time.

By the end of the fourth quarter, Asher will write complete sentences with 90% accuracy through writing
samples.
By the end of the first quarter, Asher will write complete sentences with 60% accuracy through
writing samples.
By the end of the second quarter, Asher will write complete sentences with 70% accuracy through
writing samples.
By the end of the third quarter, Asher will write complete sentences with 80% accuracy through
writing samples.

By the end of the fourth quarter, Asher will decode two syllable words with 90% accuracy through a list of
two syllable words from the dolch word list.
By the end of the first quarter, Asher will decode two syllable words with 60% accuracy through a
list of two syllable words from the dolch word list.
By the end of the second quarter, Asher will decode two syllable words with 70% accuracy
through a list of two syllable words from the dolch word list.
By the end of the third quarter, Asher will decode two syllable words with 80% accuracy through a
list of two syllable words from the dolch word list.