DATE:___________ Page 1 of

13
STATE OF NEVADA INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)
INFORMATION
STUDENT/PARENT INFORMATION ELIGIBILITY CATEGORY MEETING INFORMATION
Student:Jose Eduardo Grave Sex: M DATE OF MEETING12/11/16
Autism Spectrum Disorder
Birthdate2/23/00 Grade8 Student ID #490291 DATE OF LAST IEP MEETING9/9/16
Student Primary LanguageSpanish Deaf/Blind PURPOSE OF MEETING
Interim IEP
Student English Proficiency Status: LEP Developmental Delay
Initial IEP
Federal Placement Code: B10 Regular class 40-79% Emotional Disturbance
Annual IEP
Federal Student Ethnicity Code: H7 Hispanic/Latino Health Impairment IEP Following 3-Yr Reevaluation
Address:4740 Patteron Ave Las Vegas NV 89104
Hearing Impairment/Deaf Revision To IEP Dated 2/11/17
Student Phone:7022053865
Intellectual Disability Exit B18: Standard Diploma
Parent/Guardian/Surrogate:Flor Perez Multiple Impairment IEP Revision Without A Meeting:
Parent Phone (Home) (Work) Orthopedic Impairment At the request of : Parent or School District
Optional: Cell7022053865 Email123 Specific Learning Disability Other
Primary Language Spoken at HomeSpanish
Speech/Language Impairment IEP SERVICES WILL BEGIN1/1/17
Interpreter or Other Accommodations NeededYes
Traumatic Brain Injury ANTICIPATED
Emergency Contact/Phone Number7024195797 DURATION OF SERVICES1/1/18
Current SchoolKeller M.S. Zoned SchoolMack M.S Visual Impairment/Blind
IEP REVIEW DATE2/11/17
ELIGIBILITY DATE COMMENTSReview IEP and keep updated
ANTICIPATED 3-YR
REEVALUATION
IEP PARTICIPATION
Parent/Guardian/Surrogate* Speech/Language Therapist/Pathologist/Specialist
Student** School Nurse
LEA Representative* Interpreter
Special Education Teacher* Other (name and role)
Regular Education Teacher*** Other (name and role)
School Psychologist Other (name and role)

10/12/2015 IEP PAGE 1

DATE PAGE OF

*Required participant.
** Student must be invited when transition is discussed (beginning at age 14 or younger if appropriate).
***The IEP team must include at least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment).

PROCEDURAL SAFEGUARDS
I have received a statement of procedural safeguards under the Individuals with Disabilities Education Act (IDEA) and these rights have been explained to me in my primary language.

Parent Signature
AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, STUDENTS MUST BE INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE RIGHTS WILL TRANSFER TO THEM AT AGE 18.

Not applicable. Student will not be 18 within one year, and the student's next annual IEP meeting will occur no later than the student's 17th birthday.

The student has been informed of his/her rights under IDEA and advised of the transfer of these rights at age 18.

Revised 9/20/15
Name:___________ DATE:___________________ Page 3 of 13

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Consider results of the initial evaluation or most recent reevaluation, and the academic, developmental, and functional needs of the student, which may include the following areas:
academic achievement, language/communication skills, social/emotional/behavior skills, cognitive abilities, health, motor skills, adaptive skills, pre-vocational skills, vocational skills, and other skills as
appropriate. For students who are 16 or older, or will turn 16 when this IEP is in effect, also consider the results of age appropriate transition assessments related to training/education, employment, and
independent living skills (as appropriate).

ASSESSMENTS CONDUCTED ASSESSMENT RESULTS EFFECT ON STUDENT'S INVOLVEMENT AND PROGRESS IN GENERAL EDUCATION
CURRICULUM OR, FOR EARLY CHILDHOOD STUDENTS, INVOLVEMENT IN
DEVELOPMENTAL ACTIVITIES

Multidisciplinary Jose is now able to communicate and read outload with

Team small groups. He had some difficulty with reading
02/23/2015 outloud and he had poor reading comprehension due to
his speech / langugae impairment. He also struggled on
his spelling bee. Now he was able to do all his math
work with no trouble.

Kaufman Test of Standard Score Grade Equivalent

Educational Reading 75 3.6 Average
Achievement-II Writing 65 1.9 Lower Extreme
(K-TEA) Math 90 5.1 Average
Criterion Referenced
Testing (CRT)
Jose gets easily distracted and interrupts his classmates but is working on it because the
teachers agreed on awarding him at the end of the month if he would concentrate.
Functional/Behaviora Gets a bit distracted with the other students. Although
Jose is a typical 8th grader who is at the stage of not
caring for his education but overall very dedicated when
he sets his mind to accomplishing his work. A typical 8th grader should be able to identify differences between and figrative language,
also Jose first language is Spanish and he is not surrounded with English speakers to help
Currently in a Resouces classroom to get extra help on him spell or pronounce certain words he struggles with.
Teacher his reading and writing skills. His comprehension is
Observation, Student getting better we are allowing him to use certain
Work Samples programs on his ipad to help him accomplish his
homework. We did assign him to read a book once a
night and to review his flash cards.

General Education Teachers report that he sometimes slacks off in the

Teachers mornings but he makes it up at the end of the day once
Teacher they have time to do some work to themselves or read.
Observation, Student Overall he is young talented child who's trying and puts
Work Samples effort to all his work and very organized.
Name:___________ DATE:___________________ Page 4 of 13
Name:___________ DATE:___________________ Page 5 of 13

STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

STATEMENT OF STUDENT STRENGTHS

Jose is a very bright student and as you could see his academic strength is in math. He does try his very best when he is in the Resource classroom. He completes his work and
reviews his vocabulary throughout the day. Jose loves to help Mrs. Perez and is very polite with his classmates. He enjoys now working in small groups and is always giving his
opinions during the project which is very good for him to interact with the classroom.

STATEMENT OF PARENT EDUCATIONAL CONCERNS

Mother does not want Jose to fall back and hopes he could graduate with a standard diploma once he starts high school.

STATEMENT OF STUDENT'S PREFERENCES AND INTERESTS (required if transition services will be discussed, beginning at age 14 or younger if appropriate)
He likes being around with his neighbor during lunch break and if they see each other during breaks they will hang out and chat. Once a month the school allows the 8 th graders to go
and help the younger students and listen to them read and we have nothce that he enjoys hearing stories and this helps him on his comprenhensive skills.

If student was not in attendance, describe the steps taken to ensure that the student's preferences and interests were considered:
Has to stay afterschool if he did miss a day in order to make up his work having help around with him.
Name:___________ DATE:___________________ Page 6 of 13

CONSIDERATION OF SPECIAL FACTORS

1. Does the student's behavior impede the student's learning or the learning of others? No. Yes.
If YES, IEP committee must provide positive behavioral strategies, supports and interventions, or other strategies, supports and interventions to address that
behavior.
Addressed in IEP.

2. Does the student require assistive technology devices and services? No. Yes.
If YES, IEP committee must determine nature and extent of devices and services.
Addressed in IEP.

3. Does the student have limited English proficiency? No. Yes.

If YES, IEP committee must consider the following (check box if IEP committee considered the item):
Language needs of the student as those needs relate to the student's IEP.

4. Is the student blind or visually impaired? No. Yes.

If YES, IEP committee must evaluate reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the childs future needs for
instruction in Braille or use of Braille) and must provide for instruction in Braille and use of Braille unless determined not appropriate for the student.
Braille instruction and use of Braille is not appropriate for student. Braille instruction and use of Braille is addressed in IEP.

5. Is the student deaf or hard of hearing? No. Yes.

If YES, IEP committee must consider the students language and communication needs and consider the following (check box if IEP committee considered the item):

The related services and program options that provide the student with an appropriate and equal opportunity for communication access.
The students primary communication mode.
The availability to the student of a sufficient number of age, cognitive, academic and language peers of similar abilities.
The availability to the student of adult models who are deaf or hearing impaired and who use the students primary communication mode.
The availability of special education teachers, interpreters and other special education personnel who are proficient in the students primary communication mode.
The provision of academic instruction, school services and direct access to all components of the educational process, including, without limitation, advanced
placement courses, career and technical education courses, recess, lunch, extracurricular activities and athletic activities.
The preferences of the parent or guardian of the student concerning the best feasible services, placement and content of the students IEP.
The appropriate assistive technology necessary to provide the student with an appropriate and equal opportunity for communication access.

6. Does the student have a Specific Learning Disability and Dyslexia? No. Yes.
If YES, the IEP committee must consider the following instructional approaches (check box if IEP committee considered the item):

Explicit, direct instruction that is systematic, sequential and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of
the student.
Individualized instruction to meet the specific needs of the student in an appropriate setting that uses intensive, highly-concentrated instruction methods and materials
that maximize student engagement.
Meaning-based instruction directed at purposeful reading and writing, with an emphasis on comprehension and composition.
Multisensory instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice.

TRANSITION
Name:___________ DATE:___________________ Page 7 of 13

DIPLOMA OPTION SELECTED FOR GRADUATION (Diploma option must be declared at age 14 and reviewed annually.)
Standard or Advanced High School Diploma. Must complete all applicable credit Adjusted High School Diploma. Must complete IEP requirements.
requirements and pass the High School Proficiency Examination (with permissible accommodations as needed).

STUDENT'S VISION FOR THE FUTURE

A short statement that directly quotes what the student wants for the future.
Accomplish 8th grade and be able to go on to high school and prepare himself to earn a high diploma by staying after school programs and receiving extra help in any curriculum.

STATEMENT OF TRANSITION SERVICES: COURSE OF STUDY

Beginning at age 14 or younger if determined appropriate by the IEP team, describe the focus of the student's course of study.
Has to have extra help on some reading passages but overall is understanding and keeping up with all his work assigned and knows his goal is to finish 8 th grade with a good grade
and staying focus.

STATEMENT OF MEASURABLE POSTSECONDARY GOALS

Beginning not later than the first IEP to be in effect when the student is 16, describe measurable postsecondary goals in the following areas:

Training/Education
Wants to earn his High school diploma and is willing to try his very best. Although you do need to be on him and asking him to do stuff sometimes, but as an educator we most do our
best to keep him up and not let him fall behind. Jose is a very talented young man who thinks outside the books, just that his speech/ language has effected his personality and
academic.

Employment

Independent Living Skills (As Appropriate)

Other

Name:___________ DATE:___________________ Page 8 of 13

TRANSITION (continued)
STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES
Beginning not later than the first IEP to be in effect when the student is 16, develop a statement of needed transition services, including strategies or activities, for the student.

Instruction

Any Other Agency Involvement (Optional):

Related Services

Any Other Agency Involvement (Optional):

Community Experiences
Went to Three Square to complete his Project and it really helped him out and meet different people around the communty.

Any Other Agency Involvement (Optional):

Employment and Other Post-School Adult Living Objectives

Any Other Agency Involvement (Optional):

Acquisition of Daily Living Skills and Functional Vocational Evaluation (if appropriate)

Any Other Agency Involvement (Optional):

Other

Any Other Agency Involvement (Optional):

Name:___________ DATE:___________________ Page 9 of 13

IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date7/12/1 Date9/9/15 Date1/12/1 Date

Check here if this goal will be addressed during Extended School Year Services (ESY) 5 6

2 1 3 Progress
#1) By the end of 2016-2017 school year, Jose will be able to learn how to work by himself at a 8 grade level. th

#2)Jose will be able to attend a high school with the condition that he needs to keep up in order to earn his high school diploma by studying and working hard at home.

#3)Jose will keep doing his same routine till the end of the school year.

#4) Jose is aware that he has a goal and he has agreed to accomplish it.

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
2. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progr Progr Progre Progress

ess ess ss
#)

#)

#)

#)
Name:___________ DATE:___________________ Page 10 of 13

IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
3. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progr Progr Progre Progress

ess ess ss
#)

#)

#)

#)

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
4. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progr Progr Progre Progress

ess ess ss
#)

#)

#)

#)
 METHOD FOR REPORTING PROGRESS

METHOD FOR REPORTING THE STUDENT'S PROGRESS TOWARD MEETING ANNUAL GOALS (check all PROJECTED FREQUENCY OF REPORTS
methods that will be used)
IEP Goals Pages District Report Card Quarterly Semester
Specialized Progress Report Parent Conferences Trimester Other
Other

SPECIAL EDUCATION SERVICES

SPECIALLY DESIGNED INSTRUCTION BEGINNING FREQUENCY LOCATION

AND OF SERVICES OF
ENDING SERVICES
DATES

Student works really good using the ipad - throughout the day school
goes to resources classroom twice a day - entire school year school
must complete all his work before the day and review his assignment with the teacher before the school day is overs - twice a weekBy school
-
-
-

SUPPLEMENTARY AIDS AND SERVICES

Includes aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings to enable
students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

BEGINNING AND FREQUENCY OF LOCATION OF

MODIFICATION, ACCOMMODATION, OR SUPPORT FOR STUDENT OR PERSONNEL ENDING DATES SERVICES SERVICES
Provide specific description(s) below.
is able to work with someone if the student feels that it is okay, and is volunterring after they have finished the - depending the english
assignment assignment classroom
-

RELATED SERVICES
RELATED SERVICE SERVICE TYPE AND/OR BEGINNING FREQUENCY LOCATION
 DESCRIPTION AND ENDING OF SERVICES OF
A - Assessment DATES SERVICES
C - Consultative
D - Direct

Speech/Language Assessment Description: be able to communicate & participiate in 7/9/16 1/1/17 3 times a week the school
campus
class assignments
Counseling Direct Description: be able to express how he is feeling so his anger 7/9/16 1/1/17 once a week outside of
school
management won't effect his education
Assistive Technology Assessment Description: a ipad allows him to look up certain words -
he does not understand and he is able to use it at any time of the day and
could take the ipad home if needed
Select Related Select Service Type Description: -
Service
Select Related Select Service Type Description: -
Service
Select Related Select Service Type Description: -
Service

PARTICIPATION IN STATEWIDE AND/OR DISTRICT-WIDE ASSESSMENTS

Indicate how the student will participate If the student will participate in an alternate assessment, explain If the student will participate in a
in statewide or district-wide why the student cannot participate in the regular assessment, and regular assessment, does the student
assessments. why the particular alternate assessment selected is appropriate require accommodations?

State Criterion-Referenced Test Will need extra time to be able to take No Yes
(CRT) Yes N/A Alternate If YES, list on "Accommodation(s) for the
his time to reread each exam and may Nevada Proficiency Examination Program"
(attach form).
also ask for a certified teacher to read
out load the questions.
End of Course Exams Will need extra time to be able to take his No Yes
Yes N/A If YES, list on "Accommodation(s) for the
time to reread each exam and may also ask Nevada Proficiency Examination Program"
(attach form).
for a certified teacher to read out load the
questions.
College and Career Readiness Assessment No Yes
Yes N/A If YES, list on "Accommodation(s) for the
Nevada Proficiency Examination Program"
(attach form).

Other (List): No Yes List Accommodation(s):

Yes N/A

EXTENDED SCHOOL YEAR SERVICES

Does the student require extended school year services?
No Yes If YES, IEP goals and benchmarks/short-term objectives and/or related services to be implemented in ESY must be identified.
If need for ESY is to be determined at a later date, indicate date by which IEP decision will be made:
 PLACEMENT
PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME
IN REGULAR EDUCATION ENVIRONMENT
Selected Rejected Regular class with supplementary aids and services (no removal)
Selected Rejected Regular class and special education class (e.g., resource) combination The student will spend 7500% % of his or her school day in the
Selected Rejected Self-contained program regular education environment.
Selected Rejected Special School
Selected Rejected Residential
Selected Rejected Hospital
Selected Rejected Home
Selected Rejected Other

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION ENVIRONMENTS*

Explain why the IEP goals and objectives cannot be implemented in regular education environments, including the reasons why the team rejected a less restrictive placement.
Include an explanation of any harmful effects on the learning of this or other students which affected the placement selection.
Depending the student process at the end of the year, but as for now is doing really good.

*Regular education environments include academic classes (which might include field trips linked to the curriculum), nonacademic settings (such as recess), and extracurricular activities (for
example, sports, after-school clubs, band, etc.).

IEP IMPLEMENTATION

As the parent, I agree with the components of this IEP. I understand that its provisions will be implemented as soon as possible after the IEP goes into effect.

As the parent, I disagree with all or part of this IEP. I understand that the school district must provide me with written notice of any intent to implement this IEP. If I wish to prevent the implementation of this IEP, I must
submit a written request for a due process hearing to the local school district superintendent.

Parent Signature

A copy of this IEP was provided to the students parent on : ________9/9/16___________by_Mrs.Perez______________________________Jose Grave update
_________________ (date) (name) (title)