Maine Unified Special Education Regulations (MUSER) IX.3.G.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SAU or CDS Site: RSU 16

Date IEP Sent to Parent: 03/02/2018

1. CHILD INFORMATION
Child's Name: Zander Rowan Merchant Annual Date of IEP Meeting: 01/25/2018
Date of Birth: 10/06/2011 Age: 6 Effective Date of IEP: 01/31/2018
School/Program: Poland Community School Grade: KG Date of Next Annual IEP Meeting: 01/24/2019
Parent/Guardian name: Date of Re-Evaluation: 01/31/2020

Victor Merchant Date(s) of Amended IEP:

10 Boot Hill Road
Poland ME 04274 H: (207)520-7937 Case Manager: Christina Bichrest

Heather Merchant
10 Boot Hill Road
Poland ME 04274 H: (207)520-7937
Child's Address: 10 Boot Hill Road
City: Poland State: ME Zip: 04274
State Agency Client: Yes x No

2. DISABILITY
Autism Deaf-Blindness Deafness Developmental Delay (ages 3-5)

Developmental Delay (Kindergarten) Emotional Disturbance Hearing Impairment Intellectual Disability

Visual Impairment (Including Blindness) x Other Health Impairment Orthopedic Impairment Speech or Language Impairment

Specific Learning Disability Traumatic Brain Injury Multiple Disability (list concomitant disabilities)

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

3. CONSIDERATIONS – INCLUDING SPECIAL FACTORS

A. Concerns of the parents for enhancing the education of their child (MUSER IX.3.C(1)(b)):
Heather Merchant's main concern is decreasing the number of Zander's aggressions. She would also like to see him meet the Kindergarten expectations to recognize all
uppercase and lowercase letters and their sounds.
B. Does the child exhibit behavior that impedes the child’s learning x Yes No C. Does the child have limited English proficiency? (MUSER Yes x No
or that of others? (MUSER IX.3.C.(2)(a)) IX.3.C.(2)(b))

Does the child need positive behavioral interventions and supports x Yes No Does the child have language needs due to limited English Yes x No
and other strategies to address the behavior? proficiency which must be addressed in the IEP?

If yes, where is this addressed in the IEP? If yes, where is this addressed in the IEP?
Goals
D. If the child is blind or visually impaired, does the child require Yes x No E. Does the child have communication needs? (MUSER x Yes No
instruction in Braille and the use of Braille? (MUSER IX.3.C.(2)(c)) IX.3.C.(2)(d))

Does the child have a print disability that requires accessible Yes x No Is the child deaf or hard of hearing? Yes x No
educational materials (AEM) to access the curriculum? (MUSER
IX.3.C.(2)(c)) If yes, where is this addressed in the IEP?
Speech/language goal
If yes, what type of accessible educational materials (AEM) does the child require?

If yes, where is this addressed in the IEP?

F. Does the child need assistive technology devices and services? Yes x No G. Does the child have academic needs? x Yes No
(MUSER IX.3.C.(2)(e))
If yes, where is this addressed in the IEP?
If yes, where is this addressed in the IEP? Academic Goals

Does the child have functional/developmental needs? x Yes No

If yes, where is this addressed in the IEP?

Functional Goals

SECONDARY TRANSITION
Is the child in the 9th grade or above? Yes x No If yes, Section 10 should be completed before completing the remainder of the IEP.
Is the child 16 or older? Yes x No If yes, Section 10 should be completed before completing the remainder of the IEP.

4. RESULTS OF ALL INITIAL EVALUATIONS OR MOST RECENT EVALUATION OF THE CHILD.

Results of evaluations:
Academic Evaluation (12/2016)
Wechsler Individual Achievement Test-III (average 85-115)
Listening Comprehension= 92 (30th %ile)

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

Early Reading Skills = 72 (3rd %ile)

Math Problem Solving = 70 (2nd %ile)
Alphabet Writing Fluency = 70 (2nd %ile)
Oral Expression = 84 (14th %ile)

Psychological Evaluation (1/2017)

Wechsler Preschool and Primary Scales of Intelligence-IV: Could not be completed due to behavior during the evaluation process.

Behavior Rating Inventory of Executive Functioning- 2 (clinically significant over 70)

Index/Scale Teacher score, Parent score
Inhibit 78, 79
Self Monitor 76, 68
Behavior Regulation Index 78, 77
Emotional Regulation Index 89, 82
Cognitive Regulation Index 82, 66
Global Executive Composite 88, 79

These Scales Indicated that Zander exhibits difficulty some aspects for executive function. Concerns are noted with his ability to resist impulse, be aware of his functioning in social
settings, adjust well to changes in environment, react to events appropriately, problem solving approaches.

Functional Performance:
Functional Behavior Assessment (1/19/17)-
Based upon the results from the Functional Behavior Assessment, the following intervention strategies are recommended to a) minimize interfering behaviors, b.) maximize
Zander's participation in educational programing and c) increase Zander's acquisition of appropriate behaviors.

6. FOR K-12 ONLY DO NOT PRINT FOR CHILDREN AGE 3-5

MEASURABLE ANNUAL GOAL(S) (MUSER IX.3.A.(1)(b)&(c))
A. Academic Performance - Academic performance refers to a child's ability to perform age appropriate (comparable to same age/grade peers) tasks and demonstrate appropriate skills in reading,
writing, listening, speaking, and mathematical problem solving in the school environment.
Strengths: Zander enjoys learning math, he is very close to recognizing 0-20 which is a goal for kindergarteners to meet by the end of the school year. Zander can recognize the
letters in his first name. Zander has shown more interest and confidence in writing, he doesn't become as frustrated when asked to write.
Needs: Zander need to continue working on writing his name legibly. He needs to be able to route count to 100. Zander needs to be able to recognize all the upper and lowercase
letters and their sounds.
Present Levels of Academic Performance (MUSER IX.3.A.(1)(a)(i) & (ii):
Zander can recognize numbers 0-20, with 95% accuracy. He is practicing writing letters and numbers. Zander can identify up to 11 letters at a time, but he is not consistent with
which letters. Zander recognizes the letters in his first name and is working on mastering the letters in his last name.
How the child's disability affects the child's involvement and progress in the general education curriculum. Due to frequent behavior meltdowns and disregulated emotions he is
currently only attending morning meeting in the general education classroom.
Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:
Penmanship
By 01/24/2019, given modeling, practice, and Crossover grip® and staff support Merchant, Zander Rowan will write his full name with
good line placement, letter size and spacing in 4 out of 5 trials with 90% accuracy as measured by weekly charting

Objective(s) required? Yes x No

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Upper and Lower Case Letters
By 01/24/2019, given repetition, practice, modeling and staff support Merchant, Zander Rowan will identify all upper and lowercase
letters with 100% accuracy and the sounds with 80% accuracy as measured by weekly charting

Objective(s) required? Yes x No

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Rote Count
By 01/24/2019, given modeling, verbal cuing Merchant, Zander Rowan will be able to count to 100 with 100% accuracy as measured by
weekly charting

Objective(s) required? Yes x No

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Sight Words
By 01/24/2019, given modeling, hands on practice, and staff support Merchant, Zander Rowan will be able to recognize 25 sight words
with 90% accuracy as measured by weekly charting

Objective(s) required? Yes x No

B. Functional/Developmental Performance - Functional/developmental performance refers to how the child is managing daily activities in cognitive, communicative, motor, adaptive,
social/emotional and sensory areas.
Strengths: Zander is fitting into a mainstream classroom for 30 minutes a day. He is cooperative with academic tasks.
Speech: Zander shows understanding of directions during structured times and uses his language to communicate with teachers when calm.
Needs: Zander continues to need to work on self regulation strategies. He needs to further develop penmanship skills. He needs to develop handwashing skills.
Speech: Zander needs to continue to use his words to express his wants/needs.
Present Levels of Functional/Developmental Performance (MUSER IX.3.A.(1)(a)(i) & (ii)):
Social Work: Zander is presently self regulating about 50-60% of the time. He requires multiple prompts and redirection when given down time.
Speech: Zander uses his language skills to initiate, request, and respond when calm with 90+% accuracy.
OT: Zander is tolerating writing activities now. He line use and letter formation are a target area. He is using the dot-trace method to write his name. He requests hand-over-hand
for writing activities. He has low frustration tolerance for writing.
Handwashing: Zander gets the soap, then rinses off the soap before actually washing his hands consistently.
How the child's disability affects the child's involvement and progress in the general education curriculum. Due to Zander's impulsive behavior and unregulated emotions it is not safe
for him to be in the regular education classroom for more than a short period of time.
Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:
Hand Washing
By 01/24/2019, given modeling and practice Merchant, Zander Rowan will wash his hands independently, scrubbing the top of his hands
and palms using soap and warm water with 100% accuracy. as measured by daily charting.

Objective(s) required? Yes x No

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Speech
By 01/24/2019, given a structured environment and a calm frame of mind Merchant, Zander Rowan will continue to use his language to
initiate, request, and respond appropriately to adults and peers with 90% accuracy as measured by therapist and teacher observation.

Objective(s) required? Yes x No

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

SOCIAL WORK
By 01/24/2019, given 1-1 social work services, use of social stories, role play and opportunities for feedback Merchant, Zander Rowan
will learn 3 emotion regulation strategies i.e., body relaxation techniques, deep breathing and practice in the social work session on 4 out
of 5 occasions as measured by social work records

Objective(s) required? Yes x No

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Behavior/Self-regulation
By 01/24/2019, given a visual schedule, behavior plan and positive rewards for success Merchant, Zander Rowan will show on task
behavior and self-regulation in the classroom with prompts 80% of the time as measured by his daily behavior plan and measured by
observation

Objective(s) required? Yes x No

Measurable Goal (MUSER IX.3.A.(1)(b)&(c)) Progress:

Safety
By 01/24/2019, given social work services, classroom based interventions and staff support Merchant, Zander Rowan will keep his body
safe 100% of the time and respond to staff interventions prior to aggressing towards staff and peers as measured by classroom records
and out of office referrals

Objective(s) required? Yes x No

FOR ALL CHILDREN

Progress on goals will be reported 3 times per academic year, using the following codes (locally determined)
Add the description below of progress codes for annual goal(s)
1. Insufficient Progress
2. Adequate Progress
3. Goal Met
4. Exceeds Progress
5. No Change in Progress

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

7. SUPPLEMENTARY AIDS, SERVICES, MODIFICATIONS AND/OR SUPPORTS (MUSER IX.3.A.(1)(d) & (g))
In addition to ongoing classroom supports and services, supplemental aids, and modifications, a statement of any individual appropriate accommodations that are necessary to measure the academic
achievement and functional performance of the child on State and district-wide and classroom assessments. (MUSER IX.3.A.(1)(f)(i))
A. Statement of supplementary aids, modifications, accommodations, Location Frequency Duration Beginning/Ending Date
services, and/or supports for SAU personnel.
RSU 16 Adaptive Physical x Classroom Instruction special education settings 40.0 minutes, 2.0 session(s) per 01/31/2018 - 01/24/2019
Education and Swim programs Classroom Assessment week
District-wide Assessment
State Assessment
Environmental Supports: Reliable x Classroom Instruction Special Education Classroom 270.0 minutes, 5.0 session(s) per 01/31/2018 - 01/24/2019
Schedule and consistent x Classroom Assessment week
expectations. Quiet work space x District-wide Assessment
for distractibility challenges. x State Assessment
Preferential seating.
Inclusive supports for morning x Classroom Instruction General Education Setting: 60.0 minutes, 1.0 session(s) per 01/31/2018 - 01/24/2019
meeting and recess in the general Classroom Assessment Morning Meeting/Recess day
education setting District-wide Assessment
State Assessment
Zander will have all materials read x Classroom Instruction Functional Life Skills Classroom 270.0 minutes, 5.0 session(s) per 01/31/2018 - 01/24/2019
to him as well as a scribe for x Classroom Assessment week
writing; individual staff support as x District-wide Assessment
needed to help him regulate his x State Assessment
emotions.
Crossover® grip for writing x Classroom Instruction Special education setting as needed 01/31/2018 - 01/24/2019
Classroom Assessment
District-wide Assessment
State Assessment
Classroom Instruction
Classroom Assessment
District-wide Assessment
State Assessment
Other
Other
B. Alternate Assessments
If the IEP Team determines that the child shall take an alternate assessment on a particular State or district-wide assessment of child achievement, a statement of why the child cannot participate in
the regular assessment and why the particular alternate assessment selected is appropriate for the child. (MUSER IX.3.A.(1)(f)(ii)(I)&(II))
Supplementary Service - Kindergarten does not participate in district- wide assessments.
Supplementary Service - Kindergarten doesn't participate in district-wide assessments.

8. SPECIAL EDUCATION AND RELATED SERVICES (MUSER IX.3.A.(1)(d) & IX.3.A.(1)(g))

Special Education Services Position Responsible Location Frequency Duration Beginning/Ending Date
Consultation

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

8. SPECIAL EDUCATION AND RELATED SERVICES (MUSER IX.3.A.(1)(d) & IX.3.A.(1)(g))

Special Education Services Position Responsible Location Frequency Duration Beginning/Ending Date
Extended School Year Services
Specially Designed Instruction
Specially Designed Instruction: Special Education Teacher Special Education Classroom 210.0 minutes, 1.0 session(s) per 01/31/2018 - 01/24/2019
Functional Life Skills Classroom day
Speech and Language Services
Tutorial Instruction

Related Services Position Responsible Location Frequency Duration Beginning/Ending Date

Extended School Year Services
Occupational Therapy
Other:
Physical Therapy
Social Work Services
Social Work Services
Speech and Language Services
Transportation
Special Education Teacher
Occupational Therapist
Social Worker
Speech/Language Pathologist
Driver
TBD - Summer Services Site
Special Education Classroom:
Consultation
Social Work Room
Special Education Classroom:
Consultation
Special education setting:
Monitored bus
240.0 minutes, 12.0 session(s) 07/10/2018 - 08/02/2018
per
year
30.0 minutes, 1.0 session(s) per 01/31/2018 - 01/24/2019
month
30.0 minutes, 1.0 session(s) per 01/31/2018 - 01/24/2019
week
30.0 minutes, 1.0 session(s) per 01/31/2018 - 01/24/2019
month
60.0 minutes, 5.0 session(s) per 01/31/2018 - 01/24/2019
week

9. LEAST RESTRICTIVE ENVIRONMENT

FOR CHILDREN AGES 3-5 ONLY (CDS)
What percentage of time is this child with non-disabled children? % An explanation of the extent, if any, to which the child will not
participate with non-disabled children in the regular class and in
General Education Special Education extracurricular and other nonacademic activities: (MUSER
More than or equal to 10 Less than 10 hours IX.3.A.(1)(e))
Total # hours:
hours
FOR K-12 ONLY
What percentage of time is this An explanation of the extent, if any, to which the child will not participate with non disabled children in the regular class and in extracurricular and
child with non-disabled children? other nonacademic activities: (MUSER IX.3.A.(1)(e))
Due to Zander's Other Health Impairments, impacting behavior, social, and academic performance, his core program is serviced in a
22% self-contained program that provides individualized instruction across academic and social curriculum. He is able to be with his
non-disabled peers at recess and morning meeting with inclusive staff support. This is the least restrictive educational environment for
Zander to meet his needs.

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Child's Name: Merchant, Zander Rowan Date: 03/02/2018

9. LEAST RESTRICTIVE ENVIRONMENT

If your child’s IEP does not require a Post-Secondary Transition Plan (Section 10) this will be the LAST page of your child’s IEP.

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