IEP

STUDENT NAME:
KP
DATE OF MEETING: 10/25/12
INDIVIDUALIZED EDUCATION PROGRAM (CONFERENCE SUMMARY REPORT)

DATE OF MOST RECENT EVALUATION: 1/29/10 DATE OF NEXT REEVALUATION: 1/29/13
PURPOSE OF CONFERENCE (Check all that apply)

Review of Existing Data Initial Eligibility Reevaluation Initial IEP IEP Review/Revision Transition Manifestation Determination Graduation STUDENTS DATE OF BIRTH 1/20/2000 CURRENT GRADE LEVEL 07 Termination of Placement Other (e.g. FBA/BIP)________ SIS ID NUMBER 724915015 ANTICIPATED DATE OF HS GRADUATION 2018 MEDICAID NUMBER
STUDENT IDENTIFICATION INFORMATION

STUDENTS ADDRESS (Street, City, State, Zip Code) 304 Main St Urbana, IL 61801 ETHNICITY LANGUAGE/MODE OF COMMUNICATION MALE 14- Black or USED BY STUDENT African 000 - English FEMALE American PLACEMENT (To be completed after placement determination) 03- inside general classroom less than 40% of the day YES NO Placement is in Resident School RESIDENT DISTRICT Urbana School District RESIDENT SCHOOL Urbana Middles School
DISABILITY (S) Autism
SERVING DISTRICT Urbana School District SERVING SCHOOL Urbana Middle School
PARENT/GUARDIAN INFORMATION
(1) PARENTS NAME Educational Surrogate Parent (2) PARENTS NAME Educational Surrogate Parent
TS
(1) PARENTS ADDRESS (Street, City, State, Zip Code) (2) PARENTS ADDRESS (Street, City, State, Zip Code)
(1) PARENTS TELEPHONE NUMBER (include Area Code) (1) LANGUAGE/MODE OF COMMUNICATION USED BY PARENT (S) Yes No Interpreter
(2) PARENTS TELEPHONE NUMBER (Include Area Code) (2) LANGUAGE/MODE OF COMMUNICATION USED BY PARENT (S) Yes No Interpreter
PARTICIPANTS
Signature indicates attendance. Check appropriate boxes to indicate which meetings were attended. Anyone serving in a dual role should indicate so on the following lines. If a required participant participates through written input or is excused from all or part of the IEP meeting, the required excusal and written report, as necessary, is attached.
ELIG. REVIEW
IEP Parent Parent Student LEA Representative General Education Teacher Special Education Teacher School Psychologist
ELIG. REVIEW
IEP School Social Worker Speech-Language Pathologist Bilingual Specialist Interpreter Other (specify) Other (specify) Other (specify)
If the parent(s) did not attend the IEP meeting, document the attempts to contact the parent(s) prior to the IEP meeting.
PROCEDURAL SAFEGUARDS
Explanation of Procedural Safeguards were provided to/reviewed with the parent(s) on 2/1/12 Transfer of Rights - Seventeen-year old student informed of his/her rights that will transfer to the student upon reaching age 18. Parent(s) were given a copy of the: Evaluation report and eligibility determination Districts behavioral intervention policies IEP Districts behavioral intervention procedures (initial IEP only) Yes NA
STUDENT NAME:
KP
STUDENT NAME: KP DATE OF MEETING: 10/25/12 PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Complete for initial IEPs and annual reviews. When completing this page, include all areas from the following list that are impacted by the students disability: academic performance, social/emotional status, independent functioning, vocational, motor skills, and speech and language/communication. This may include strengths/weaknesses identified in the most recent evaluation. Students Strengths
KP is a generally happy student and loves working 1:1 with adults in completing academic and functional tasks. KP is a strong visual learner and has good visual memory. She puts together and manages her own schedule with minimal prompting and can complete a variety of tasks in one sitting. If her schedule changes she is aware of the changes and does not get upset. KP is independent in getting on and off the school bus, as well as putting her things away in her locker. KP is able to independently use the restroom. She also enjoys being outdoors and loves movement, such as swings. Academically, KP is able to count up and down from 100 and is able to count out money when asked for a specific amount. She knows all of her letters and corresponding sounds.
Parental Educational Concerns/Input

KPs parents are concerned that she is not being challenged enough at school and want her more challenged throughout the day both with academic and functional skills. KPs parents are also concerned that she is not receiving an adequate amount of time with peers in a general education setting, so they would like to see her enrolled in general education electives with peers.
Students Present Level of Academic Achievement (Include strengths and areas needing improvement)
KP gets overwhelmed with too much verbal stimulation. She is best with visual instructional and minimal verbal prompting. KPs attention span is very minimal so it is hard to maintain her interest in a boxed curriculum. Math Based on probes conducted in class, KP is able to count up and down from 100 with 100% accuracy when presented with a counting sheet or manipulatives. KP is able to count out money needed when asked for a specific amount. KP is able to complete addition and subtraction worksheets containing single and double-digit numbers by hand with minimal prompting. She does however struggle when given a calculator because she is still uncomfortable in using one. She has difficulty in paying for items using the next dollar up method. She is able to complete a next dollar up activity in the classroom, but has yet to show generalization of the skill in the community, which makes next dollar up a priority instructional need. Reading KP is reading sight words at the kindergarten level and is able to do so independently for 80% of trials conducted in the class. She knows all her letters and the corresponding sound to that letter. According to classroom probes, she is also able to select the proper letter to complete a word using her phonemic awareness skills (ex. Selecting C when asked, What letter makes AT CAT?). KP has difficulty in answering simple comprehension and yes/no questions after reading a story. This makes comprehension an instructional priority for KP.
Students Present Levels of Functional Performance (Include strengths and areas needing improvement)
Strengths KP is a happy student who loves interaction with adults. She is able to use language to request items or activities and does so very well. When KP wants to be alone she is able to communicate so by simply saying, go away instead of acting out. KP will say hi to certain people throughout the day, and she is very good about saying goodbye to a person. Areas needing Improvement KP is often distressed by loud noises, especially those in the general education environment. When she is overwhelmed she exhibits inappropriate behaviors both vocally (ex. screaming loudly) and physically (ex. swinging arms, grabbing, pushing, hitting). She needs a highly structured and consistent environment to work best in. KP is unaware of when she needs a break, and is not able to communicate she needs one appropriately. She refuses items by walking away from them, or throwing them away from her, which leads to a need for instruction in this area. Even though KP says hi to some people, she needs to work on greeting everyone, as well as commenting and asking questions during a conversation. When in general education settings, she will withdrawal from social interactions with peers and engage in self-directed or self-stimulatory activities.
STUDENT NAME:
KP
Describe the effect of this individuals disability on involvement and progress in the general education curriculum and the functional implications of the students skills. For a preschool child, describe the effect of this individuals disability on involvement in appropriate activities. By age 14, describe the effect of this individuals disability on the pursuit of post-secondary expectations (living, learning, and working).
KPs reading deficits make it difficult for her to access content in general education classes. She requires an alternate curriculum at a lower reading level to increase her academic success. Modifications are being made to increase KPs reading skills and maintenance of these skills. Reading skills are addressed in a 1:1 setting, which increases the chances of her completing tasks accurately. KPs math deficits also make it difficult for her to access content in general education classes. She requires an alternate curriculum involving multiple aspects of math education. She is focusing on more functional academic skills that will assist her when in the community. KPs behavioral and social deficits impact every aspect of her school, home, and community life. Without appropriate instructional and mastery of skills to use when overwhelmed, KP will continue to be taken out of the classroom and miss out on instructional periods. Developing appropriate behavioral control skills will allow for KP to be placed in more general education elective courses.
STUDENT NAME:
KP
STUDENT NAME:
KP DATE OF MEETING: 10/25/12 FUNCTIONAL BEHAVIORAL ASSESSMENT (AS APPROPRIATE)
Complete when gathering information about a students behavior to determine the need for a Behavioral Intervention Plan. When used in developing a Behavioral Intervention Plan, the Functional Behavioral Assessment must be reviewed at an IEP meeting and should be attached to the IEP. The Functional Behavioral Assessment must include data collected through direct observation of the target behavior. Attach documentation of data collection. Participant/Title Participant/Title
Karen Hollet, Special Education Teacher Sandy Melvin, Speech and Language Pathologist
Students Strengths Include a description of behavioral strengths (e.g., ignores inappropriate behavior of peers, positive interactions with staff, accepts responsibility, etc.)
KP is generally a happy child and enjoys working 1:1 with adults. She follows a daily schedule very well and does not get too upset by changes in her schedule.
Operational Definition of Target Behavior Include a description of the frequency, duration and intensity of the behavior.
Aggression toward staff or peers: hit, push, pinch, scratch, kick Frequency: 1-2 times per quarter Throwing instructional or recreational materials 1-2 per week Running out of the classroom: average 3 times per week
Setting Include a description of the setting in which the behavior occurs (e.g., physical setting, time of day, persons involved.)
Classroom and hallway, mostly with staff, across the day
Antecedents Include a description of the relevant events that preceded the target behavior.
Work demand Transition from preferred task to non preferred task Too much verbal stimulation
Consequences Include a description of the result of the target behavior (e.g. removed from classroom and did not complete assignment. What is the payoff for the student?)
Remove from area, ask to take break Pay off for the student attention from the staff, work avoidance
Environmental Variables Include a description of any environmental variables that may affect the behavior (e.g., medication, weather, diet, sleep, social factors.)
Behaviors have been more frequent and intense when mom has reported sleep troubles at home Behaviors are more frequent when there is a lot of commotion in the classroom
Hypothesis of Behavioral Function - Include a hypothesis of the relationship between the behavior and the environment in which it occurs.
Avoidance getting out of work Possibly boredom with repetitive activities
STUDENT NAME:
KP
DATE OF MEETING: 10/25/12 BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)
Complete when the team has determined a Behavioral Intervention Plan is needed. Students Strengths Describe students behavioral strengths
K works well independently and 1:1 with staff. She is generally a happy kid. She follows her schedule well and does not get overly upset about changes in her schedule.
Target Behavior Is this behavior a
Skill Deficit or a
Performance Deficit
Skill Deficit: The student does not know how to perform the desired behavior. Performance Deficit: The student knows how to perform the desired behavior, but does not consistently do so.
K will use a break card to ask for a break when needed.
Hypothesis of Behavioral Function Include hypothesis developed through the Functional Behavioral Assessment (attach completed form). What desired thing(s) is the student trying to get? OR What undesired thing(s) is the student trying to avoid?
K is trying to get away from a task or would like to stay with preferred task instead of transitioning to non preferred task
Summary of Previous Interventions Attempted Describe any environmental changes made, evaluations conducted, instructional strategy or curriculum changes made or replacement behaviors taught.
Social stories Visuals Teacher directed breaks
Replacement Behaviors Describe which new behaviors or skills will be taught to meet the identified function of the target behavior (e.g. student will slap his desk to replace striking out at others). Include description of how these behaviors/skills will be taught.
K will take a break when upset till calm
1 of 2
STUDENT NAME:
KP
DATE OF MEETING: 10/25/12 BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)
Behavioral Intervention Strategies and Supports Environment How can the environment or circumstances that trigger the target behavior be adjusted?
There will be more break cards placed throughout the classroom. We will try to discover more high interest activities, so she can work for more than just the computer.
Instruction and/or Curriculum What changes in instructional strategies or curriculum would be helpful?
K will have an additional social story and more visual rules throughout the room.
Positive Supports Describe all additional services or supports needed to address the students identified needs that contribute to the target behavior.
Give high fives, breaks when work is complete.
Motivators and/or Rewards Describe how the student will be reinforced to ensure that replacement behaviors are more motivating than the target behavior.
Schedule preferred activities after non preferred activities
Restrictive Disciplinary Measures Describe any restrictive disciplinary measures that may be used with the student and any conditions under which such measures may be used (include necessary documentation and timeline for evaluation.)
Time out when necessary
Crisis Plan Describe how an emergency situation or behavior crisis will be handled.
Ks inability to make safe choices during a meltdown may lead to an incident of physical aggression towards staff or peers. Should this occur, her mother will be notified. TCI techniques will be implemented.
Data Collection Procedures and Methods Describe expected outcomes of the interventions, how data will be collected and measured, timelines for and criteria to determine success or lack of success of the interventions.
Data will be collected in a quarterly basis
Provisions For Coordination with Caregivers Describe how the school will work with the caregivers to share information, provide training to caregivers if needed, and how often this communication will take place.
Notes and phone calls to mother, emails to father
2 of 2
STUDENT NAME:
KP
DATE OF MEETING: 10/25/12 GOALS AND OBJECTIVES/BENCHMARKS
Complete for initial IEPs and annual reviews. (Anyone responsible for implementing the IEP (e.g., goals and objectives/benchmarks, accommodations, modifications and supports) must be notified of her/his specific responsibilities.)
REPORTING ON GOALS
The progress on annual goals will be measured by the short-term objectives/benchmarks. Check the methods that will be used to notify parents of the students progress on annual goals and if the progress is sufficient to achieve the goals by the end of the IEP year: Report cards Progress reports
Parent conference
Other (specify) __________________________
CURRENT ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Results of the initial or most recent evaluation and results on district-wide assessments relevant to this goal; performance in comparison to general education peers and standards.
GOALS AND OBJECTIVES/BENCHMARKS

The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_1_of_7_: In various settings, KP will independently pay for items using the next dollar up method
with 100% accuracy of the steps. Indicate Goal Area: Academic
Functional
Transition
Illinois Learning Standard: #__ILS 7A___
Measure and compare quantities using appropriate units, instruments and methods. Title(s) of Goal Implementer(s): Special education teacher
Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal
In various settings using real money, KP will independently pay for items with 80% accuracy of the steps.
Evaluation Criteria Evaluation Procedures Schedule for Determining Progress Dates Reviewed/ Extent of Progress (Optional)
80 /
% Accuracy # of attempts Other (specify)
Observation Log Data Charts Tests Other (specify)
Daily Weekly Quarterly Semester Other (specify)
90 /
100 /
STUDENT NAME:
KP
DATE OF MEETING: 10/25/12 EDUCATIONAL ACCOMMODATIONS AND SUPPORTS
Complete for initial IEPs and annual reviews. (Anyone responsible for implementing the educational accommodations must be notified of her/his specific responsibilities). TRANSITION
Yes No NA Consideration of service needs, goals, and support/services is required (by age 14 , the team must address transition service needs). If yes, complete the Transition Services section of the IEP. Consideration of Home-Based Support Services Program for Mentally Disabled Adults for eighteen-year-old student is required. If yes, complete the Home-Based Support Services Program section of the IEP.
Yes
No
NA
CONSIDERATION OF SPECIAL FACTORS Check the boxes to indicate if the student requires any supplementary aids and/or services due to the following factors. For any box checked yes, specify the special factors in the Supplementary Aids, Accommodations and Modifications section listed below.
Yes Yes Yes Yes Yes Yes No No No No No No assistive technology devices and services communication needs deaf/hard of hearing languages and communication needs limited English proficiency language needs blind/visually impaired provision of Braille instruction behavior impedes students learning or that of others. If yes, the team must consider strategies, including positive behavioral interventions and supports to address behavior. This may include a Functional Behavioral Assessment and/or a Behavioral Intervention Plan. If, so attach any completed forms.
LINGUISTIC AND CULTURAL ACCOMMODATIONS

Yes No The student requires accommodations for the IEP to meet her/his linguistic and cultural needs. If yes, specify any needed accommodations:
Yes
No
Special education and related services will be provided in a language or mode of communication other than or in addition to English. If yes, specify any needed accommodations:
SUPPLEMENTARY AIDS, ACCOMMODATIONS, AND MODIFICATIONS

Specify what aids, accommodations, and modifications are needed for the child to make progress toward annual goals, to progress in the general education curriculum, participate in extracurricular and other non-academic activities, and to be educated and participate with other children with disabilities and/or nondisabled children (e.g., accommodations for daily work, environmental accommodations, moving from class to class, etc.). Supplementary aids, accommodations, and modifications must be based upon peer-review research to the extent practicable.
Daily visual schedule Sensory breaks Communication system with parents Visual aids Simplification of directions Extended time
Alternate setting with fewer distractions Assistive Tech Utilize manipulatives
SUPPORTS FOR SCHOOL PERSONNEL

Yes No Program trainings and/or supports for school personnel are needed for the student to advance appropriately toward attaining the annual goals, participate in the general curriculum, and be educated and participate with other students in educational activities. If yes, specify what trainings and/or supports are needed, including when appropriate, the information that clarifies when the trainings and/or supports will be provided, by whom, in what location, etc.
STUDENT NAME:
KP ASSESSMENT
CLASSROOM-BASED ASSESSMENTS
Yes Yes
No No
Student requires accommodations to participate in classroom-based assessments. Student requires alternate assessment/methods to participate in classroom-based assessments
DISTRICT-WIDE ASSESSMENTS
District does not administer district-wide assessments District does not administer district-wide assessments at this grade level: _________
Student will:
Participate in the entire district-wide assessment with no accommodations Participate in the entire district-wide assessment with accommodations Participate in part(s) of the district wide assessment (specify) Participate in the district-wide alternate assessment
STATE ACADEMIC ASSESSMENTS

The State academic assessments are the Illinois Standards Achievement Test (ISAT) at grades 3-8 and the Prairie State Achievement Exam (PSAE) at grade 11, Illinois Measure of Annual Growth in English (IMAGE) in grades 3-8 and 11 (for English Language Learner (ELL) students), and Illinois alternate Assessment (IAA) in grades 3-8 and 11.
State academic assessments are not administered at this grade level __________
Student will:
Participate in the ISAT/PSAE/IMAGE with no accommodations Participate in the ISAT/PSAE/IMAGE with accommodations Participate in the IAA
If the student will participate in the IAA, the following were met:
The ISAT/PSAE/IMAGE is not appropriate (specify) The IAA participation guidelines were met The alternate assessment selected is appropriate for the student (explain)
STATE ASSESSMENT OF LANGUAGE PROFICIENCY

The State assessment of language proficiency is Assessing Comprehension and Communication in English State to State (ACCESS) in grades K-12
Yes No ENGLISH LANGUAGE LEARNER (ELL). If NO, skip to next section
Student will:
participate in the ACCESS with no accommodations participate in the ACCESS with accommodations
ASSESSMENT ACCOMMODATIONS
If the student is participating in any of the above assessment(s) with accommodations, specify the needed accommodations (e.g., extended time, alternate setting, auditory testing) necessary to measure the students academic achievement and functional performance. The accommodations should be appropriate for that particular assessment and reflective of those already identified for the student in the Supplementary Aids, Accommodations, and Modifications section.
Visual Aids Simplification of directions Extended time Alternate setting with fewer distractions Assistive Tech Utilize manipulatives
STUDENT NAME:
KP
DATE OF MEETING: 10/25/12 EDUCATIONAL SERVICES AND PLACEMENT
Initiation Date:2/2/12
Duration Date: 2/1/13
PARTICIPATION IN GENERAL EDUCATION CLASSES The IEP must address all content areas, classes, and specify if the student will participate in general physical education. General Education with No Supplementary Aids
(Specify content areas, classes, whether or not the child will participate in general physical education, and extracurricular and other nonacademic activities.)
Minutes Per Week in Setting (Optional)
General Education with Supplementary Aids (as specified in the Supplementary Aids section)
(Specify content areas, classes, whether or not the child will participate in general physical education, and extracurricular and other nonacademic activities with supports, if applicable.)
Minutes Per Week in Setting (Optional)
Assemblies Elective class beginning in the Fall of 2012
Special Education and Related Services within the General Education Classroom
(Specify content areas and classes in which the child will participate with the provision of special education and related services. List each special education and related service that will be provided during each class. )
Minutes Per Week in Setting 215
Classroom TA for elective class
PARTICIPATION IN SPECIAL EDUCATION CLASSES/SERVICES The IEP must address all special education and related services. Special Education Services Outside General Education Minutes Per Week in Setting (A) 1505
TEACCH Services
Related Services Outside General Education 02 Aide Class 13 Occupational Therapy 23 Speech/Language Services 25 Transportation (special) 28 Behavior Intervention Plan
Minutes Per Week in Setting (B) 7 45
Educational Environment (EE) Calculation (Ages 3-5) _________ 1. Minutes spent in regular early childhood program _________ 2. Minutes spent receiving special education and related services outside regular early childhood (A+B)
Educational Environment (EE) Calculation (Ages 6-21) 2025 1. Total Bell to Bell Minutes 1557 2. Total Number of Minutes Outside of the General Education Setting (A+B)
STUDENT NAME:
KP

EDUCATIONAL SERVICES AND PLACEMENT EDUCATIONAL ENVIRONMENT CONSIDERATIONS
To the maximum extent appropriate, all students shall be educated and participate with students who are non-disabled. Provide an explanation of the extent, if any, to which the student will not participate in general education classes and activities. Special education classes, separate schooling, or removal from the regular education environment is required because the nature or severity Yes No of the students disability is such that education in general classes with the use of supplementary aids and services cannot be achieved satisfactorily. Explain:________________________________________________________________________________________________________ Yes No Will participate in nonacademic activities with nondisabled peers and have the same opportunity to participate in extracurricular activities as nondisabled peers? If no, explain:____________________________________________________________________________________________________ Will attend the school he or she would attend if nondisabled? If no, explain:____________________________________________________________________________________________________
Yes
No
PLACEMENT CONSIDERATIONS
When determining the placement, consider any potentially harmful effect either on the student or the quality of services that he/she needs. After determining the students placement, complete the Placement section on this cover sheet. Yes NA For a child who is deaf, hard or hearing, blind or visually impaired, parents have been informed of existence of the Illinois School for the Deaf or the Illinois School for the Visually Impaired, and other local schools that provide similar services. POTENTIALLY HARMFUL EFFECT/ REASONS REJECTED TEAM ACCEPTS PLACEMENT
PLACEMENT OPTIONS CONSIDERED
01 inside general classroom 80% or more of the day 02 inside general classroom 40-79% of the day 03 inside general classroom less than 40% of the day
Needs highly structured environment to meet educational needs Behavior interferes with education
Yes
No
Yes Not enough typical role models Yes TRANSPORTATION
No No
Check all that apply

Yes Yes Yes No No No Special transportation is required to and from schools and/or between schools. Special transportation is required in and around school buildings. Specialized equipment (such as special or adapted buses, lifts, and ramps) is required.
Please explain and/or detail transportation plan:
EXTENDED SCHOOL YEAR SERVICES

Yes No Extended school year services are needed. The IEP team must document the consideration of the need for extended school year services and the basis for the determination.
If yes, the IEP must indicate the type, amount and duration of services to be provided.
SPECIAL EDUCATION SERVICE(S)
LOCATION
AMOUNT/FREQUENCY OF SERVICES
INITIATION OF SERVICES
DURATION OF SERVICES
GOAL(S) ADDRESSED
Cross Categorical Aide class Speech Occupational Therapy
Urbana Middle School Urbana Middle School Urbana Middle School Urbana Middle School
4 mornings/week 4 mornings/week 4 mornings/week 4 mornings/week
June 2012 June 2012 June 2012 June 2012
July 2012 July 2012 July 2012 July 2012
1-7 1-7
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_2_of_7_: In instructional settings, KP will independently use a standard calculator to complete single, double, and triple digit addition and subtraction problems for 4 of 5 trials.
Indicate Goal Area:
Academic
Functional
Transition
Illinois Learning Standard: #___ILS 6C____
Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. Title(s) of Goal Implementer(s): Special education teacher
Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal In instructional settings KP will independently use a standard calculator to complete single digit addition and subtraction problems for 3 of 5 trials Evaluation Evaluation Schedule for Dates Reviewed/ Criteria Procedures Determining Progress Extent of Progress (Optional)
3/5
In instructional settings KP will independently use a standard calculator to complete single and double-digit addition and subtraction problems for 4 of 5 trials.
4/5
In instructional settings KP will independently use a standard calculator to complete single, double, and triple digit addition and subtraction problems for 4 of 5 trials.
4/5
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_3_of_7_: In instructional settings using Boardmaker picture and regular word flash cards, KP will read sight words st from the 1 grade level with 80% accuracy of all words.
Indicate Goal Area:
Academic
Functional
Transition
Illinois Learning Standard: #__ILS 1A___
Apply word analysis and vocabulary skills to comprehend selections Title(s) of Goal Implementer(s): Special education teacher
In instructional settings using Boardmaker picture and regular word flash cards, KP will read sight words from the 1 grade level with 60% accuracy of all words.
Evaluation Criteria Evaluation Procedures Schedule for Determining Progress
st
Dates Reviewed/ Extent of Progress (Optional)
60 /

st
70 /

st
80 /
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_4_of_7_: In instructional settings using Boardmaker picture cards, KP will independently and correctly answer literal comprehension questions after reading a story for 2 out of 3 questions asked.
Indicate Goal Area:
Academic
Functional
Transition
Illinois Learning Standard: #__ILS 1C__
Comprehend a broad range of reading materials. Title(s) of Goal Implementer(s): Special education teacher
Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal In instructional settings using Boardmaker picture cards, KP will independently and correctly answer literal comprehension questions after reading a story for 1 out of 3 questions asked. Evaluation Criteria Evaluation Procedures Schedule for Determining Progress Dates Reviewed/ Extent of Progress (Optional)
1/3
Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal In instructional settings using Boardmaker picture cards, KP will independently and correctly answer literal comprehension questions after reading a story for 2 out of 3 questions asked. Evaluation Criteria Evaluation Procedures Schedule for Determining Progress Dates Reviewed/ Extent of Progress (Optional)
2 /3

Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal Evaluation Evaluation Schedule for Criteria Procedures Determining Progress
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_5_of_7_: In various settings, when in need, KP will independently request a break using a Boardmaker break please card by handing the card to a teacher or staff member on 9 out of 10 trials.
Indicate Goal Area:
Academic
Functional
Transition
Illinois Learning Standard: #__ILS 1A__
Identify and manage ones emotions and behavior. Title(s) of Goal Implementer(s): Special education teacher
In various settings, when in need and handed a Boardmaker break please card, KP will request a break by handing the card back to the teacher or staff member on 9 out of 10 trials.
9 /10
Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal In various settings, when in need and prompted, KP will request a break by handing the Boardmaker break please card to the teacher or staff member on 9 out of 10 trials. Evaluation Evaluation Schedule for Dates Reviewed/ Criteria Procedures Determining Progress Extent of Progress (Optional)
9 /10
In various settings, when in need, KP will independently request a break using a Boardmaker break please card by handing the card to a teacher or staff member on 9 out of 10 trials.
9 /10
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_6_of_7_: In various settings, when presented with an undesired item or activity, KP will reject the item or
activity by handing a teacher or staff member a no thank you Boardmaker card on 8 out of 10 trials. Indicate Goal Area:
Academic Functional Transition Illinois Learning Standard: #__ILS 1B__ Recognize personal qualities and external supports. Title(s) of Goal Implementer(s): Special education teacher
In various settings, when presented with an undesired item or activity and handed a no thank you Boardmaker card, KP will reject the item or activity by handing the teacher or staff member the card on 8 out of 10 trials.
8 /10
In various settings, when presented with an undesired item or activity as well as a no thank you Boardmaker card, KP will reject the item or activity by handing the teacher or staff member the card on 8 out of 10 trials.
8 /10
In various settings, when presented with an undesired item or activity, KP will reject the item or activity by handing a teacher or staff member a no thank you Boardmaker card on 8 out of 10 trials.
8/10
STUDENT NAME:
KP
REPORTING ON GOALS
Parent conference
Other (specify) __________________________


The goals and short-term objectives or benchmarks shall meet the students educational needs that result from the students disability, including involvement in and progress in the general curriculum, or for preschool students, participation in appropriate activities. Goal Statement #_7_of_7_: In various settings, when given a natural prompt, KP will independently greet others by saying hi
or hi (persons name). She will do this for 10/10 consecutive interactions. Indicate Goal Area: Academic Functional Transition
Use communication and social skills to interact effectively with others. Title(s) of Goal Implementer(s): Special education teacher
Illinois Learning Standard: #__ILS 2C___
In various settings, when prompted with a Boardmaker card and a modeled prompt (ex. hi (persons name)), KP will greet others by saying hi or hi (persons name). She will do this for 10/10 consecutive interactions.
10 /10
In various settings, when prompted with a Boardmaker card, KP will greet others by saying hi or hi (persons name). She will do this for 10/10 consecutive interactions.
10 /10
In various settings, when given a natural prompt (ex. Hi, KP!), KP will independently greet others by saying hi or hi (persons name). She will do this for 10/10 consecutive interactions.
10 /10
STUDENT NAME:
KP

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STUDENT NAME:

DATE OF MEETING: 10/25/12

INDIVIDUALIZED EDUCATION PROGRAM (CONFERENCE SUMMARY REPORT)

PURPOSE OF CONFERENCE (Check all that apply)

STUDENT IDENTIFICATION INFORMATION

DISABILITY (S) Autism

DATE OF MEETING: 10/25/12

Parental Educational Concerns/Input

DATE OF MEETING: 10/25/12

DATE OF MEETING: 10/25/12

KP DATE OF MEETING: 10/25/12 FUNCTIONAL BEHAVIORAL ASSESSMENT (AS APPROPRIATE)

Classroom and hallway, mostly with staff, across the day

Avoidance getting out of work Possibly boredom with repetitive activities

DATE OF MEETING: 10/25/12 BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)

Target Behavior Is this behavior a

K will use a break card to ask for a break when needed.

Social stories Visuals Teacher directed breaks

K will take a break when upset till calm

DATE OF MEETING: 10/25/12 BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)

Give high fives, breaks when work is complete.

Schedule preferred activities after non preferred activities

Time out when necessary

Data will be collected in a quarterly basis

Notes and phone calls to mother, emails to father

DATE OF MEETING: 10/25/12 GOALS AND OBJECTIVES/BENCHMARKS

Other (specify) __________________________

CURRENT ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

GOALS AND OBJECTIVES/BENCHMARKS

with 100% accuracy of the steps. Indicate Goal Area: Academic

Illinois Learning Standard: #__ILS 7A___

Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal

% Accuracy # of attempts Other (specify)

Observation Log Data Charts Tests Other (specify)

Daily Weekly Quarterly Semester Other (specify)

Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal

% Accuracy # of attempts Other (specify)

Observation Log Data Charts Tests Other (specify)

Daily Weekly Quarterly Semester Other (specify)

Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal

% Accuracy # of attempts Other (specify)

Observation Log Data Charts Tests Other (specify)

Daily Weekly Quarterly Semester Other (specify)

DATE OF MEETING: 10/25/12 EDUCATIONAL ACCOMMODATIONS AND SUPPORTS

LINGUISTIC AND CULTURAL ACCOMMODATIONS

SUPPLEMENTARY AIDS, ACCOMMODATIONS, AND MODIFICATIONS

Alternate setting with fewer distractions Assistive Tech Utilize manipulatives

SUPPORTS FOR SCHOOL PERSONNEL

DATE OF MEETING: 10/25/12

STATE ACADEMIC ASSESSMENTS

STATE ASSESSMENT OF LANGUAGE PROFICIENCY

DATE OF MEETING: 10/25/12 EDUCATIONAL SERVICES AND PLACEMENT

Duration Date: 2/1/13

Minutes Per Week in Setting (Optional)

Minutes Per Week in Setting (Optional)

Assemblies Elective class beginning in the Fall of 2012

Minutes Per Week in Setting 215

Classroom TA for elective class

Minutes Per Week in Setting (B) 7 45

DATE OF MEETING: 10/25/12

PLACEMENT OPTIONS CONSIDERED

Yes Not enough typical role models Yes TRANSPORTATION

Check all that apply

Please explain and/or detail transportation plan:

EXTENDED SCHOOL YEAR SERVICES

Illinois Learning Standard: #ILS 7A_

Illinois Learning Standard: #_ILS 6C__

Illinois Learning Standard: #ILS 1A_

Illinois Learning Standard: #ILS 1C

Illinois Learning Standard: #ILS 1A