INDIVIDUALIZED EDUCATION PROGRAM

IEP Date__10/01/2017__ Prior IEP Date__10/01/2018___ Eligibility Category_____________________

Student’s Last Name ______Young__________ First Name___Kimi____________ M.I.___To_______

Birth Date __04/04/2004__ Gender __F____ Grade ___8___ Student ID# ___2319_________________

Home Address__1824 Lost in the Sauce Ave_________________________________________________________

City______Peoria_____________________________Strattera_ ZIP 85323

Primary Language of Student_______English_____________________ English Language Learner

Primary Language of Instruction___English__________________  Yes  No

School of Residence__Wish I was Smarter High School_________________________

School of Attendance____Wish I was Smarter High_________________________________________

Parent/Guardian Last Name _____Young_____________________ First Name___Phillip________

Address____1824 Lost in the Sauce Ave _______________________________________________________

City______Peoria_________________________ state AZ___ ZIP___85323_____

Home Phone__623-765-4321_ Work Phone__623-321-4567__ Primary Home Language__English____

Parent/Guardian Last Name____Young_____________ First Name____Nan__________

Address______1824 Lost in the Sauce Ave ________________________________________________________

City_________Peoria_______________________ State ___AZ____ ZIP_____85323____________

Home Phone __623-765-4321___ Work Phone_____N/A_____ Primary Home Language_____English____

 Documentation of Participation at IEP Meeting §300.321(a) (1-6)

____Kimi Young___ __10/01/2017_ _______________________________ __________

Student Date Other (Specify) Date

____Phillip Young___ 10/01/2017 _______________________________ __________

Parent Date Other (Specify) Date

Mrs. Samantha Right 10/01/2017 _______________________________ __________

General Education Teacher Date Other (Specify) Date

Mr. Anthony Mitchell 10/01/2017 _______________________________ __________

Special Education Teacher Date Other (Specify) Date

Mrs. Martha Stuart 10/01/2017 _______________________________ __________

Public Education Agency Representative Date Other (Specify) Date

Mrs. Eva Long 10/01/2017 _______________________________ __________

Interpreter of Evaluation Data Date Other (Specify) Date

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

§300.320(a)(1)

Clearly specify the student’s current levels of performance in academic, nonacademic, social, and emotional areas.
Include a description of how the student’s disability affects his/her involvement and progress in the general
curriculum.
Kimi is an eighth-grade student who was retained in the first grade due, in part, to the difficulties she was
experiencing maintaining and using information she had been taught. Kimi was found to have significant auditory
processing problems that negatively affected all academic areas,
particularly early literacy. A review of Kimi's previous IEPs revealed that a variety of strategies and programs have
been tried over the years. Kimi began receiving speech and language services in grade three. She began working
with an auditory trainer in the fifth grade. Currently, the speech and language pathologist provides strategies to
Kimi's general education teachers. She is currently receiving a research-based reading intervention curriculum from
a highly qualified teacher and is included in language arts class with her eighth-grade peers.

The auditory processing difficulties associated with Kimi's disability have widened the gap over the years between
her academic levels and the levels of typical same-age peers. According to classroom and state assessment data, her
reading comprehension skills are like typical students in the fourth grade. Her vocabulary and word recognition
skills, however, are closer to a sixth-grade level.
Kimi's parents report that she gets frustrated when she must listen attentively for a long period of time. Her mother
states that Kimi continues to become anxious when homework assignments require a lot of reading and she is not
sure that she remembers all the teacher's directions. Her parents are concerned that Kimi often forgets things they
have told her to do and would like some strategies to work on at home. Mathematics data from classroom progress
monitoring indicate relative strengths in the areas of numbers and operations. Kimi has difficulty, however,
generalizing the skills she learns in math class to situations in daily life. For example, she may make a perfect score
on a page of math problems but be unable to decide how much each person owes when a group orders lunch and is
splitting the check. Kimi's difficulty generalizing skills is also apparent in applying math concepts to science
investigations and in other classes when required to analyze data.

Kimi's disability affects the amount of auditory material that she can process within a designated timeframe. She
can master state content standards given additional time for instruction, but she is not achieving grade-level
proficiency in the timeframe designated for typical peers. Because language arts, science, and social studies classes
are often in lecture format and require students to read lengthy narratives, her progress in these areas is slowed.

Kimi's need for additional time is accommodated on classroom assignments and on classroom and state
assessments. Kimi has learned strategies to help her retain auditory information and practices the strategies during
classroom lectures and when teachers are giving assignments.

The PLAAFP should include:  recent evaluation information  progress and performance in the classroom
and general curriculum performance on PEA-wide and statewide testing  significant nonacademic and
functional attributes strengths and areas in need of improvement.

Kimi: Grade 8 (Reading)

Kimi enjoys reading and often selects books from the classroom library. Kimi can respond to simple fact-based
comprehension questions but needs more work on applying a variety of reading comprehension strategies. Kimi's
scores on state assessments place her in the "Does Not Meet Standards" category on reading comprehension. On
classroom assessments, Kimi answers simple "Who, What, When, and Where" questions with 80% accuracy but
has trouble with making inferences to determine bias or theme and making predictions for comprehension of
eighth grade reading materials.

Kimi: Grade 8 (Math)

Kimi's state and classroom assessment data indicate computational fluency with addition, subtraction, and
multiplication of integers. She can solve one- and two-step algebraic expressions on worksheets and classroom
assessments. Generalizing what she has learned in mathematics, however, to real-world situations is an area of
need for Kimi. She can do the computations if the problems are written as numerals and presented as math
problems. It is difficult for Kimi to apply what she knows about mathematics to situations that occur in daily life.
Kimi needs to learn a process for applying what she knows about the operations of math to problem situations in
other disciplines and in daily life.
The PLAAFP should also include:
 For preschool children, how the disability affects the student’s participation in age-appropriate activities

The PLAAFP could include:

 For transition-aged youth, a description of strengths, preferences, and interests based upon age-appropriate
transition assessments related to training, education, employment, and when appropriate, independent living skills.

Consideration of Special Factors §300.324(a)(2)

Assistive technology devices and services (high and/or low tech) X Needed
If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications.  Not Needed

Communication needs X Needed

If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications.  Not Needed

Behavior—strategies, including positive behavioral interventions and supports to

address behavior X Needed
If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications.  Not Needed

 Needed
English language learner—language needs  Not Needed
If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications X Not ELL

 Needed
Deaf/Hearing impaired —language and communication needs X Not Needed
If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications X Not ELL

 Needed
Blind/Visually impaired provision of Braille instruction X Not Needed
If needed, refer to PLAAFP, goals, services, supports, or accommodations and modifications. X Not VI

Comments:
Students will work with her speech /language pathologist to work towards accomplishing her
goals.
 Measurable Annual Goals and Benchmarks or Short-Term Objectives §300.320(a)(2)

Measurable annual goals should ensure the student’s access to the general curriculum.

Include annual goals that meet other educational needs and support the student’s measurable postsecondary goals.
* Add benchmarks or short-term objectives for students who take alternate assessments.
Measurable Annual Goal: Reading Comprehension ESY needed for this goal? X N
1.) Kimi will score at least an 80% on 5th grade reading comprehension test by the end of the second semester
2.) Kimi will score at least a 75% on 7th grade vocabulary test by the end of the second semester.
3.) Kimi will read a 5th grade level reading book without any outbursts and or distractions, by the end of the
second semester. She will increase her reading times by 5 minutes after every successful week of no issues
during reading time.

How will progress toward meeting the annual goal be measured? All progress toward meeting the annual goals will
be measured through continuous testing and evaluations of Kimi in the classroom environment.

Measurable Annual Goal: Math ESY needed for this goal?  N

1.) Kimi will score at least an 80% on 5th grade math, word problems, comprehension by the end of the second
semester
2.) Kimi will score at least a 75% on 7th grade pre-algebra expressions test by the end of the second semester.
3.) Kimi will spend an extra 10 minutes a day, with support from an aid, on applying mathematics to situations
that occur in daily life. This will help Kimi in both reading and math by creating an environment of reading
math problems and applying math to practical life experiences.

How will progress toward meeting the annual goal be measured? All progress toward meeting the annual goals will
be measured through continuous testing and evaluations of Kimi in the classroom environment.

Progress toward Annual Goals §300.320(a)(3)

When will periodic reports on the student’s progress toward meeting annual goals be provided to parents?

Progress on student’s annual goals will be provided to the parent/guardian of the student within 24 to 48 hours after
the report is generated.
 Accommodations for Instruction and Assessment §§300.160(b), 300.320(a)(6)
Accommodation
 Special education services: The special education teacher will provide intensive reading instruction using
a research-based reading program.
 Supplementary aids and services: Kimi will be allowed additional time for classroom assignments.
 Related services: The speech and language pathologist will consult with the general education teacher and
provide strategies for classroom use.
 Accommodations needed for assessment: Kimi will be allowed additional time for classroom and state
assessments.

 Use for Instruction  Use for Assessment

Accommodation
 Special education services: The special and general education teachers will collaborate on math strategies
and assignments.
 Supplementary aids and services: Kimi will be allowed additional time for classroom assignments.
 Accommodations needed: Kimi will be allowed additional time for classroom and state assessments.

 Use for Instruction  Use for Assessment

Accommodation
Kimi will be provided with a break during class after the student finishes the requirements stated in the reading
goals.

 Use for Instruction  Use for Assessment

Accommodation
Kimi will be provided with a competent aid during math to aid with the students’ progress in applying math to real
life situations.
 Use for Instruction  Use for Assessment

Participation in State and PEA-Wide Assessments §§300.160(c), 300.320(a)(6)

Check one for AIMS participation:
X The student will participate in the AIMS with no accommodations or with standard accommodations.
The student will participate in the state assessment through an alternate assessment.
If the student participates in an alternate assessment, explain why the student cannot participate in the regular
assessment.

 Alternate Assessment Eligibility Determination form is attached to IEP.

Check one for PEA-wide assessment participation:
X The student will participate in PEA-wide assessments with no accommodations or with standard
accommodations.
 The student will participate in an alternate PEA-wide assessment through ________________________
The PEA does not have a PEA-wide assessment.

Special Education Services §300.320(a)(4)(5)(7); AAC R7-2-401(F)(4)

Special Education Services Initiation End Date Frequency/ Location Provider

Date Amount (LRE Setting) Position

Special and General Education

teachers will collaborate to 10/01/2017 10/01/2018 Weekly / 15 Special and Special
discuss data collected and mins. General Education
Kimi’s progress in staying in Education Teacher
seat Classrooms

Supplementary Aids and Initiation End Date Frequency/ Location (LRE Provider
Services Date Amount Setting) Position
(Including Extracurricular and
Nonacademic Activities)
Brief scheduled breaks every
15 min of attentive 10/01/2017 10/01/2018 Daily / 15 Special and Special
participation during classroom min. General education
assignments Education Teacher and
Classrooms General
 Education
Teacher

Related Services 10/01/2017 10/01/2018 Weekly / 45 Special Speech

Speech Therapy min. Education work Pathologist
room

Participation in State and PEA-Wide Assessments §§300.160(c), 300.320(a)(6)

Check one for AIMS participation:
X The student will participate in the AIMS with no accommodations or with standard accommodations.
 The student will participate in the state assessment through an alternate assessment.
If the student participates in an alternate assessment, explain why the student cannot participate in the regular
assessment.

 Alternate Assessment Eligibility Determination form is attached to IEP.

Check one for PEA-wide assessment participation:
X The student will participate in PEA-wide assessments with no accommodations or with standard
accommodations.
 The student will participate in an alternate PEA-wide assessment through ________________________
The PEA does not have a PEA-wide assessment.

Least Restrictive Environment §300.115(b)(c)(d)

1.) Is this placement as close as possible to the child’s home school?  Yes  No

2.) Does this IEP require that the student be placed in a school other than the one he or she would attend if
nondisabled?  Yes  No

3.) What are the potential harmful effects (drawbacks) of this placement on the child or on the quality of
services that he or she requires? Possible time away from peers could create an uncomfortable environment,
when the students are together in the general education classroom.

Extended School Year Services §300.106

Eligibility for ESY
 Yes
X No
X To be determined by ______At end of 3rd semester. ___________________
 Jeremy Jones
Class
Reflection

1. Explain your rationale for how this Individual Education Plan ensures a student’s right

to Free and Appropriate Public Education. This Individual Education Plan ensures Kimi the

right to a Free and Appropriate Public Education, due in part to the fact that every teacher in the

students’ life is required by state standards to follow the Individual Education Plan. The

Individual Education Plan is a binding contract, if you will, telling general education and special

education teachers what they are to do for the student. Kimi’s Individual Education Plan is set up

to follow the state standards for her to meet her goals, her Special education and General

education teachers have set up for her, each goal is specific to each of her areas of need.

2. Explain your rationale for the student’s primary placement along the continuum of

placement options. Kimi is placed in the special education classroom for the areas of education

to which she needs a little extra help. The areas of need are reading, math and sometimes speech

therapy, all the rest of her classes are in the general education classroom. Her general education

teacher still has to follow her Individual Education Plan even though Kimi is in a general

population classroom. My rationale for her placement is due to her test scores and evaluations.

Also, Kimi has challenges steaming from the 3rd grade that have not been corrected to help her

become 100% main stream. I believe there is no indication, both physical or mental, that
suggests Kimi is to be placed in a self-contained classroom, her parents also wish she is in

general population classes to improve her ability to be successful in society. Kimi would not be

able to take full advantage of her right to Free and Appropriate Public Education without an

Individual Education Plan in place.

3. Explain how this Individual Education Plan ensures the student’s access to the common core

curriculum. This Individual Education Plan ensures that Kimi has access to the common core

curriculum because the common core curriculum is what the Individual Education Plan is written

from. The common core curriculum guarantees the students right to a Free and Appropriate

Public Education. The Individual Education Plan is designed to be another tool in the students

belt to ensure the successful transition to life outside the classroom. Throughout this course we

have learned about the importance of every students right to education. We have also found out

the education process is still in its infancy, when it comes to teaching individuals with special

needs. So, with the knowledge we gained during this class, we have come to the understanding

of the importance of each student right to an Individual Education Plan. Let us not forget to set

our students up for success not failure.