Individual Educational Plan

IEP Development Date: 4/17/2014 Student Name: Lilly Aaron Sex: Female Grade_12_ School_Tennessee School for the blind______ Birth Date:11/28/1995 ID # 100001975 Exceptionality (ies) Visual Impairment Evaluation/Reevaluation Date March 2014 Date of Last IEP December 2012

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Desired Outcome

School ______ Post-School __X___

To be completed for all students. Desired school outcomes may include those regarding involvement in the general curriculum, school programs, courses of study, and extracurricular activities. Desired post-school outcomes may include postsecondary education, employment, living arrangements, community participation, recreation and leisure, and social activities 3 to 5 years after graduation.

The student desires to Receive a degree or certificate in order to become a professional in the preschool setting. Is this a Transition IEP? _X_YES ___NO

General Factors
Strengths of the child Lily is a thoughtful and organized student who is able to independently perform many daily living tasks. She is well aware of her disability and the effects it has on her and is driven to succeed. She enjoys cooking and working with young children. Results of the most recent evaluation (include results of students performance on any state or district wide assessments) Lilys corrected distance visual acuity is 20/100, and her corrected near visual acuity is 20/70. Lily scored below average in reading rates for her grade level, and is in an instructional level grade 10. What concerns for their childs education have the parents expressed? None.

Special Factors
Special factors have been considered for this student. C HECK () ALL identified needs addressed in this IEP:

Need for positive behavior intervention or strategies Language needs (limited English proficient students)
Need for assistive technology devices and services

Braille needs

Communication and language needs Need for extended school year

services

Need for specially designed/adaptive physical education

Need for special transportation

services Check () the instructional structure (i.e., domains, transition services activity areas) you will use and the areas within the structure in which present level of educational performance statements and measurable annual goals, including benchmarks or short-term objectives, will be written. Transfer the domains or areas checked to the following page(s).

Domains

Transition Services Activity Areas

_X_ Curriculum and Learning Environment ___ Instruction _X_ Post-school Adult Living ___ Social and Emotional Behavior ___ Related Services _X_ Daily Living Skills ___ Independent Functioning ___ Community Experience ___ Functional Vocational Eval. ___ Communication _X_ Employment

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Measurable Annual Goals, Including Benchmarks or Short-Term Objectives

(additional pages as needed) Present Level of Educational Performance for Employment: Career Skills
Specify the domain or transition area checked on the previous page. Identify the sources of information about the student; the students strengths; how the students disability affects involvement and progress in the general curriculum, or for prekindergarten children with disabilities, how the disability affect s the childs participation in appropriate activities; and the priority educational needs that result from the disability. Based on: Student interview, Lily is able to communicate her goal of working as a preschool teacher following receiving either a 4 year degree or certificate. Effects of disability: Students with visual impairments are often unaware of various careers available, as well as the steps needed to take to get the job needed. Various skills vital to finding and keeping a job are needed to be taught directly- including organization and planning. Priority educational need Lily needs to identify her post-secondary education plans and associated career goal.

Measurable Annual Goal

Measurable annual goals, including benchmarks or short-term objectives, must relate to meeting the students needs that result from the disability to enable the student to be involved in and progress in the general curriculum and meeting each of the students other educational needs that result from the disability. Given a question about post-secondary plans, Lily will be able to verbally express where she would like to attend class, what degree level she wants, and details about her career plans on every given opportunity. Assigned Instructional Duties for This Goal: Responsibilities may include planning, implementing, documenting student performance, consulting, etc. Lead Teacher/Staff Lilys TVI or ECC teacher Other _________________________________ Title/Position of Person(s) Responsible Title/Position of Person(s) Responsible Benchmarks or Short-Term Objectives Results 1.1 Given a related question, Lily will be able to identify and list some pros and cons of attending various post secondary institutions of interest on 4 out of 5 opportunities. 1.2 Given a related question, Lily will verbalize the benefits (including hireability and pay) of various levels of higher education from certificate onwards on 4 out of 5 opportunites. 1.3 Given a question about her career goals, Lily will be able to verbalize what career she would like, and explain the responsibilities of such career on 4 out of 5 opportunities. 1.4 Given a question about her career goals, Lily will be able to verbalize or put into writing the steps that she will take in order to pursue her desired career on 4 out of 5 opportunities.. Evaluation Plan The evaluation plan includes a statement of how the students progress toward the annual goal will be measured. Lily will be evaluated towards meeting the expectations of each objective on a bi-weekly basis as defined by the above criteria as documented through teacher observations and student progress monitoring. The students progress toward annual goals and the extent to which progress is sufficient to enable the student to achieve th e annual goal by the end of the year will be reported to the students parents: _X__ with report cards every 9 weeks ____ through conferences every _____ weeks _____ through written reports every _____ weeks _____ other (specify)

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Measurable Annual Goals, Including Benchmarks or Short-Term Objectives

(additional pages as needed) Present Level of Educational Performance for Curriculum & Learning: Self determination Specify the domain or transition area checked on the previous page. Identify the sources of information about the student; the students strengths; how the students disability affects involvement and progress in the general curriculum, or for prekindergarten children with disabilities, how the disability affects the childs participation in appropriate activities; a nd the priority educational needs that result from the disability. Based on Students observation and teacher and student interviews, Lily is able to bring appropriate supplies to class and complete homework assignments. Effects of disability Due to her visual impairment, Lily may be missing out on experience in setting and achieving short and long term goals. Priority educational need Lily will learn how to set short and long term goals, and learn how to take steps towards completing such goals.

Measurable Annual Goal

Measurable annual goals, including benchmarks or short-term objectives, must relate to meeting the students needs that result from the disability to enable the student to be involved in and progress in the general curriculum and meeting each of the students other educational needs that result from the disability. Given a question about her short and long term goals, Lily will be able to verbalize or transcribe both short and long term goals that she has, as well as how she will work towards completing those goals. Assigned Instructional Duties for This Goal: Responsibilities may include planning, implementing, documenting student performance, consulting, etc. Lead Teacher/Staff Lilys TVI or ECC teacher________ Other _________________________________ Title/Position of Person(s) Responsible Title/Position of Person(s) Responsible

Benchmarks or Short-Term Objectives Results

1.1 Given a question about a short term goal (less than 6 months) Lily will be able to dictate a goal on 3 out of 4 opportunities. 1.2 Given a questions about a short term goal (less than 1 year) Lily will be able to dictate a goal on 3 out of 4 opportunities. 1.3 Given a question about a long term goal ( more than 1 year) Lily will be able to dictate a goal on 3 out of 4 opportunities. 1.4 Given a question about a short or long term goal previously identified, Lily will be able to dictate steps needed to take in order to complete that goal on 8 out of 10 opportunities. Evaluation Plan The evaluation plan includes a statement of how the students progress toward the annual goal will be measured. Lily will be evaluated towards meeting the expectations of each objective on a bi-weekly basis as defined by the above criteria as documented through teacher observations and student progress monitoring. The students progress toward annual goals and the extent to which progress is sufficient to enable the student to achieve th e annual goal by the end of the year will be reported to the students parents: _X__ with report cards every 9 weeks _____ through written reports every _____ weeks ____ through conferences every _____ weeks _____ other (specify

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Measurable Annual Goals, Including Benchmarks or Short-Term Objectives

(additional pages as needed) Present Level of Educational Performance for Curriculum & Learning: Compensatory skills
Specify the domain or transition area checked on the previous page. Identify the sources of information about the student; the students strengths; how the students disability affects involvement and progress in the general curriculum, or for prekindergarten children with disabilities, how the disability affects the childs participation in appropriate activities; a nd the priority educational needs that result from the disability. Based on: Student observation, Lily is able to use her remaining vision in an effective and efficient manner. Effects of disability: Compensatory skills are those in which a student with a visual impairment uses in order to access

information. The development of these skills will enable Lily to safely and effectively navigate through the general curriculum and beyond.
Priority educational need Lily may benefit from instruction in basic and functional braille skills.

Measurable Annual Goal

Measurable annual goals, including benchmarks or short-term objectives, must relate to meeting the students needs that result from the disability to enable the student to be involved in and progress in the general curriculum and meeting each of the students other educational needs that result from the disability. Given a number or letter in braille, Lily will be able to identify the letter through the use of touch. Assigned Instructional Duties for This Goal: Responsibilities may include planning, implementing, documenting student performance, consulting, etc. Lead Teacher/Staff Lilys TVI or ECC teacher Other _________________________________ Title/Position of Person(s) Responsible Title/Position of Person(s) Responsible Benchmarks or Short-Term Objectives Results 1.1 Given a letter (a-z) Lily will be able to identify the letter through tactile means on 7 out of 10 opportunities 1.2 Given a number, Lily will be able to identify it through tactile means on 7 out of 10 opportunities 1.3 Given a word in uncontracted braille, Lily will be able to identify it through tactile means on 7 out of 10 opportunities 1.4 Given a request to create a word or number in uncontracted braille, Lily will independantly create it on a brailler or other braille device on 7 out of 10 opportunities. Evaluation Plan The evaluation plan includes a statement of how the students progress toward the annual goal will be measured. Lily will be evaluated towards meeting the expectations of each objective on a bi-weekly basis as defined by the above criteria as documented through teacher observations and student progress monitoring. The students progress toward annual goals and the extent to which progress is sufficient to enable the student to achieve the annual goal by the end of the year will be reported to the students parents: _X__ with report cards every 9 weeks ____ through conferences every _____ weeks _____ through written reports every _____ weeks _____ other (specify)

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Measurable Annual Goals, Including Benchmarks or Short-Term Objectives

(additional pages as needed) Present Level of Educational Performance for Daily living skills: Independent daily livingSpecify the domain or transition area checked on the previous page. Identify the sources of information about the student; the students strengths; how the students disability affects involvement and progress in the general curriculum, or for prekindergarten children with disabilities, how the disability affects the childs participation in appropriate activities; a nd the priority educational needs that result from the disability. Based on: Student observation and interview, Lily has shown great initiative and skill in the kitchen and has expressed that she enjoys cooking. Effects of disability: Due to her syndrome, Lily has a predisposition for obesity, and related health effects, as such additional precautions should be taken in order to ensure a healthy lifestyle. Priority educational need Lily needs to be able to independently budget and plan for, shop, and prepare meals that are healthy nutritious.

Measurable Annual Goal

Measurable annual goals, including benchmarks or short-term objectives, must relate to meeting the students needs that result from the disability to enable the student to be involved in and progress in the general curriculum and meeting each of the students other educational needs that result from the disability. Given access to internet resources, Lily will budget for, plan and prepare a meal that is nutritionally balanced. Assigned Instructional Duties for This Goal: Responsibilities may include planning, implementing, documenting student performance, consulting, etc. Lead Teacher/Staff Lilys TVI or ECC teacher Other _________________________________ Title/Position of Person(s) Responsible Title/Position of Person(s) Responsible Benchmarks or Short-Term Objectives Results 1.1 Given a monetary figure, Lily will create a realistic and usable budget to account for a variety expenses including food and grocery shopping on 4 out of 5 opportunities. . 1.2 Given a question about nutrition and personal dietary needs, Lily will be able to answer correctly and with sufficient factual information on 9 out of 10 opportunities 1.3 Given access to the internet, Lily will research meals to prepare that would provide a balanced meal on 8 out of 10 opportunities.. 1.4 Given a healthy recipe, Lily will follow instructions in order to plan for and prepare a heathly meal on 5 out of 5 opportunities. Evaluation Plan The evaluation plan includes a statement of how the students progress toward the annual goal will be measured. Lily will be evaluated towards meeting the expectations of each objective on a bi-weekly basis as defined by the above criteria as documented through teacher observations and student progress monitoring. The students progress toward annual goals and the extent to which progress is sufficient to enable the student to achieve th e annual goal by the end of the year will be reported to the students parents: _X__ with report cards every 9 weeks ____ through conferences every _____ weeks _____ through written reports every _____ weeks _____ other (specify)

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Exceptional Student Education Services, modifications, and supports are provided for the student to advance appropriately toward attaining the annual goals, be involved and progress in the general curriculum, participate in extracurricular and other nonacademic activities,and be educated and participate with other students with disabilities and nondisabled students in activities. Special Education Compensatory skils Self-determination Independent living skills Career Skills Dates: Initiation 04/17/14 04/17/14 04/17/14 04/17/14 Duration 1 year 1 year 1 year 1 year Frequency Location 45 minutes 1 x a week TSB 30 minutes 2 x a month TSB 45 minutes 1 x a week TSB & community 30 minutes 2 x a month TSB Location

Related Services Dates: Initiation Duration Frequency ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Program Modifications/ Supports for School Personnel Large print material Access to Large print textbooks Extended testing time 1.5x Tape Lectures Desk copies on material on board Central loction for books and equipment Read what is written on board Dates : Initiation 04/17/14 04/17/14 04/17/14 04/17/14 04/17/14 04/17/14 04/17/14 Duration 1 year 1 year 1 year 1 year 1 year 1 year 1 year Duration 1 year 1 year 1 year 1 year 1 year 1 year 1 year 1 year 1 year 1 year Frequency Daily Daily Daily Daily Daily Daily Daily

Location TSB/Home TSB/Home TSB TSB TSB TSB TSB

Supplementary Aids and Services Dates: Initiation Computer with Zoomtex 04/17/14 Preferred Seating 04/17/14 Access to CCTV 04/17/14 Bold line paper 04/17/14 Felt tip pens 04/17/14 Microsoft Word, Excel, Access and Int. Explorer 04/17/14 Inkjet printer 04/17/14 Adapted Kitchen equiptment 04/17/14 Brailler 04/17/14 Braille Paper 04/17/14

Frequency Daily Daily Daily Dai ly Daily Daily Daily Daily Daily Daily

Location TSB/Home TSB TSB/Home TSB/Home TSB/Home TSB/ Home TSB TSB TSB TSB

State and Districtwide Assessment Accommodations/Modifications Participation in state and districtwide assessment program(s) _X_Yes ___No ___NA If yes, describe needed accommodations/modifications for each: Lily will need access to large print material as well as time and a half on all state and national testing. If no, explain why each assessment is not appropriate and describe each alternative assessment ________________________________________________________________________________________________________ __________________________________________________________________________

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Participation in Regular/Vocational Education Percent of Time Purpose General education classroom 80% general education ________________________________________________________________________________________ ________________________________________________________________________________________ Removal from Programs with Nondisabled Students Explain the extent, if any, to which the student will NOT participate with nondisabled students in the regular class and extracurricular and nonacademic activities. Lily will be receiving services from an O&M

instructor as well as a TVI for up to 20% of her school day. She will receive services from a TVI for 45 minutes 3x a week
Placement (Based on percent of time with nondisabled students) ___ Regular Class (more than 79% with non-ESE) ____ Resource Room (more than 40%, but less than or equal to 79% with non-ESE) ____ Separate Class (less than or equal to 40% with non-ESE) ____ Hospital/Homebound ____ Separate Day School X Residential Facility ____ Juvenile Justice Program Specialized Transportation Services CHECK () the statement describing the condition that qualifies for weighted funding for specialized transportation services. _____ 1. Medical equipment is required (e.g., wheelchair, crutches, walkers, cane, tracheotomy equipment, positioning or unique seating devices). _____ 2. Medical condition requires a special transportation environment as per physicians prescription (e.g., tinted windows, dust-controlled atmosphere, temperature control). _____ 3. Aide or monitor required due to disability and specific need of student. Describe:______________________________________________________________ _____ 4. Shortened school day is required due to disability and specific need of student. Describe:______________________________________________________________ ___ 5. School assigned is located in an out-of-district school system. Describe: Lily attends Tennessee School for the Blind, which is located in a different district.

PARTICIPANTS LEA Representative ___________________________ Regular Education Teacher _____________________

(if appropriate)

Parent(s)___________________________________

Student _____________________________________

ESE Teacher _________________________________ Evaluation Interpreter _________________________ Other IEP Team Members ____________________________________________ ___________________________________________

Student Name Lily Aaron ID # 100001975 Date April 17, 2014

Transition Beginning no later than the students 14th birthday and updated annually, identify the transition service needs of the student, focusing on the students courses of study. Lily has expressed interest in working in a classroom with preschool aged children. In order to achieve this goal, Lily need to identify to level of education that she wishes to get, as instruction on the various levels of employment opportunities that are available in a preschool classroom setting. Lily is on track to receive a standard diploma. Diploma X Standard _____Special [ Option 1

Option 2 ]

_____NA

Beginning no later than the students 16th birthday, or younger if appropriate, include a statement that identifies the needed transition services for the student in the transition services activity areas listed below. If no services are needed in any of the required transition series activity areas, the team must develop a statement to that effect and indicate the basis on which the determination was made. Required 1. Instruction: Instruction in career awareness as per goals 1,2. 2. Related Services: Given the results of the most recent assessments, student does not qualify for related services. 3. Community Experiences: Student will continue participating in her community youth bowling league. 4. Employment: Student will obtain an after school job at TSB working with younger students. 5. Post-school Adult Living: Direct instruction in independent living will be provided to Lily, including kitchen and budgeting skills, as identified in IEP. Instruction on the application for available vocational rehabilitation services and related scholarships will be provided. If appropriate 6. Daily Living Skills: ___________________________________________________ 7. Functional Vocational Evaluation:_________________________________________ Transfer of Rights
CHECK () if the student has been informed, at least one year prior to reaching the age of majority, of the rights that will transfer to the student on reaching the age of majority. Indicate the date when the student was informed. __The student has been informed. Date of Notification April 17, 2014

Responsibilities and/or Linkages for Transition Services

Beginning no later than the students 16th birthday, or younger if appropriate, include a statement of interagency responsibilities or any needed linkages. A persons signature indicates willingness to provide supports, services, or skills that relate to the Transition IEP. ______________________________________________________________________________________ Agency Represented Responsibilities Agency Representatives Signature ______________________________________________________________________________________ Agency Represented Responsibilities Agency Representatives Signature ______________________________________________________________________________________ Parent Responsibilities Agency Representatives Signature ______________________________________________________________________________________ Student Responsibilities Agency Representatives Signature