Centris Group College Instructional Database

DRAFT - INDIVIDUALIZED EDUCATION PROGRAM (IEP)

STUDENT NAME: Ashley NESPOLI Cooke DISABILITY CLASSIFICATION: Other Health Impairment
DATE OF BIRTH: 06/01/2003 LOCAL ID #: 7289
PROJECTED DATE IEP IS TO BE IMPLEMENTED: September 09, 2013 PROJECTED DATE OF ANNUAL REVIEW : May 06, 2014
PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS)
Evaluations/Reports:
Parent Report and Observations (05/22/2013)

Teacher Progress Summary (05/10/2013)

Counseling Progress Summary (05/06/2013)

Speech/Language Evaluation (04/18/2013)

Parent Report and Observations (01/25/2013)

Occupational Therapy Evaluation (01/09/2013)

Psychological Evaluation (01/02/2013)

Test Results:
Test of Visual-Perceptual Skills (non-motor)-R (12/18/2012)
- (Percentile Rank)
- Visual Closure 9 (Percentile Rank)
- Visual Discrimination 16 (Percentile Rank)
- Visual Figure-Ground 16 (Percentile Rank)
- Visual Form-Constancy 37 (Percentile Rank)
- Visual Memory 2 (Percentile Rank)
- Visual Sequential-Memory 16 (Percentile Rank)
- Visual Spatial-Relationships 16 (Percentile Rank)

Test of Visual-Motor Skills (12/11/2012)

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- Total 13 (Percentile Rank)

Wechsler Individual Achievement Test-II (12/05/2012)

- Math Reasoning 13 (Percentile), 83 (Standard Score)
- Numerical Operations 58 (Percentile), 103 (Standard Score)
- Pseudoword Decoding 45 (Percentile), 98 (Standard Score)
- Reading Comprehension 34 (Percentile), 94 (Standard Score)
- Spelling 23 (Percentile), 89 (Standard Score)
- Word Reading 13 (Percentile), 83 (Standard Score)
- Written Expression 27 (Percentile), 91 (Standard Score)

BASC - PRS(C) (11/21/2012)

- Attention Problems Clinically Significant (Index Score)
- Hyperactivity Clinically Significant (Index Score)

BASC - TRS(C) (11/20/2012)

- Anxiety At-Risk (Index Score)
- Attention Problems Clinically Significant (Index Score)
- Atypicality At-Risk (Index Score)

CELF III (Ages 9 and above) (11/15/2012)

- Concepts and Directions 50 (Percentile)
- Expressive Language Score 19 (Percentile)
- Formulated Sentences 25 (Percentile)
- Listening to Paragraphs 2 (Percentile)
- Recalling Sentences 50 (Percentile)
- Receptive Language Score 16 (Percentile)
- Word Classes 5 (Percentile): 2-Expressive
- Word Classes 5 (Percentile): 2-Total

Expressive Vocabulary Test (11/15/2012)

- Total 5 (Percentile)

Listening Test (11/15/2012)

- Concepts 35 (Percentile)
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- Details 19 (Percentile)
- Main Idea 39 (Percentile)
- Reasoning 9 (Percentile)
- Story Comprehension 5 (Percentile)
- Total Test 13 (Percentile)

Peabody Picture Vocabulary Test-III (11/15/2012)

- Total 6 (Percentile)

Beery-Visual Motor Integration (10/17/2012)

- Visual Motor Integration 78 (Standard Score)

Wechsler Intelligence Scale for Children-III (10/17/2012)

- Full Scale 3 (Percentile)
- Perceptual Organization Index 6 (Percentile)
- Performance 6 (Percentile)
- Processing Speed Index 5 (Percentile)
- Verbal Comprehension Index 10 (Percentile)

Expressive Vocabulary Test (01/12/2012)

- Total 7 (Percentile)

Peabody Picture Vocabulary Test-III (01/11/2012)

- Total 5 (Percentile)

BASC - TRS(C) (10/23/2009)

- Attention Problems At-Risk (Index Score)
- Hyperactivity At-Risk (Index Score)
- Learning Problems Significant (Index Score)

BASC - PRS(C) (10/07/2009)

- Aggression At-Risk (Index Score)
- Attention Problems Significant (Index Score)
- Externalizing Composite At-Risk (Index Score)
- Hyperactivity At-Risk (Index Score)
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Wechsler Preschool & Primary Scales of Intell.-III (09/22/2009)
- Full Scale 4 (Percentile)
- Performance 1 (Percentile)
- Verbal 25 (Percentile)

State and District-wide Assessments:

Grade 3 Mathematics, (04/25/2012)
- 660 (Numeric Scale), Level 1 (provided by test vendor)
Grade 3 English Language Arts, (04/17/2012)
- 647 (Numeric Scale), Level 2 (provided by test vendor)

ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS

LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING,
ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:

Basic Cognitive/Daily Living Skills:

- The student's overall functioning falls in the Borderline range, at the 3rd percentile. This score is comprised of the Verbal Comprehension Composite Score of 81
(10th percentile, Low Average range), the Perceptual Reasoning Composite Score of 77 (6th percentile, Borderline ranger), the Working Memory Composite Score
of 77 (6th percentile, Borderline range), and the Processing Speed Composite Score of 75 (5th percentile, Borderline range). The student's performance ranges
from the Borderline to Low Average range. The student was cooperative throughout the evaluation however; these results may be an underestimate of his
intellectual ability due to his difficulties with his attention.
Mathematics:
- The student's numerical operation skills are in the average range of performance. he is able to compute addition and subtraction with and without regrouping
and carrying over. he is also capable of multiplying by 0, 1, 2, & 5. All this however is dependent on his ability to stay focused and on task. The student's math
problem solving skills are in the average range of performance. He presents difficulty with money, graphs, and simple fractions.
Reading:
- The student's reading comprehension skills are at the average range of performance. The student is progressing nicely in reading. He is capable of reading sight
words fluently, however if he is inattentive and unfocused he makes careless mistakes when decoding. He is able to recall details and present the main idea when
on task.Summarizing, sequential order, problem/solution, and inferencing are areas of weakness for him.
Speech/Language:
- Auditorally, the student's ability to follow spoken directions and recall sentences increasing in length and complexity is within the average range . However, his
ability to comprehend spoken paragraphs is below the average range. With regard to vocabulary, the student's skills both receptively and expressively are
underdeveloped. He comprehends language best when it is concrete. He has difficulty comprehending abstract language and has reduced reasoning skills.
Study Skills:
- The student is easily distracted and this impacts greatly on his academic performance.
Writing:
- The student's spelling skills are in the low average range of performance. He is able to spell words in isolation but has difficulty when presenting his ideas on
paper. His writing skills are weak but at times he does have good ideas. The student's capitalization, punctuation, and grammar skills are inconsistent.
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STUDENT STRENGTHS, PREFERENCES, INTERESTS:
- -The student enjoys attending school. He has many social strengths.
-He is an extremely polite and courteous young boy. He is always eager to help out, especially in the area of technology. He is cooperative and gets along well
with all his peers. He is making steady gains this year in all academic areas. He requires much refocusing, reteaching, redirection, and guidance in order to be
successful.
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE
PARENT:
- -The student needs to improve his auditory comprehension, problem solving skills and his knowledge and use of vocabulary and figurative language in order to
have access to the content curriculum.
-The student needs to improve his attentional skills. He needs to develop coping skills for his impulsiveness and compulsiveness. He needs to improve his
reading comprehension skills, especially in the areas of summarizing, sequential order, problem/solution and inferencing. The student needs to improve his
math problem solving skills. He needs to improve his spelling skills, writing skills, and be consistent with the rules of capitalization, punctuation, and grammar .
The student needs to have access to the content curriculum.
SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT'S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL
AND COMMUNITY ENVIRONMENTS:
- The student exhibits impulsive and obsessive behaviors that can significantly interfere with his academic and social functioning. He does not always interpret
social cues appropriately, he often has a hard time waiting his turn, and he can be easily over-stimulated. However, he does generally comply with classroom
school rules, relates appropriately to adults and peers, and displays socially acceptable behaviors.
STUDENT STRENGTHS:
- The student presents as a very sweet, friendly, and cooperative boy. He generally displays excellent manners and enjoys engaging in conversations with peers and
adults. He is willing to help others.
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
- The student would benefit from in-school counseling.
PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH
PERTAIN TO THE LEARNING PROCESS:
- The student continues to have slight delays in visual motor areas. His handwriting continues to be problematic. He exhibits delays with visual perception skills in
the areas of visual memory and visual closure skills. The student continues to exhibit weaknesses in his fine motor control/precision skills. He struggles when he
needs to complete such things as cutting, coloring, and navigating mazes with accuracy and precision. Weaknesses in visual motor, fine motor and visual
perception skills affects participation in content curriculum.
STUDENT STRENGTHS:
- The student is a friendly, caring and well mannered young man. He exhibits age-appropriate bilateral coordination skills as he is able to use both hands in a
coordinated and timely manner for such activities as tying shoelaces and assembling materials.
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
- The student needs to improve visual motor integration skills, visual perception skills and fine motor control skills in order to have access to the content
curriculum.
MANAGEMENT NEEDS
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THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS NEEDS IDENTIFIED
ABOVE:
- The student has significant attentional issues. This greatly impacts his academic performance. he requires a small teacher-to-student ratio program with minimal
distractions in order to academically progress. The student needs to have access to the content curriculum.
EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT
OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES
- The student has significant delays in attentional skills, language skills, and motor skills which inhibits progress in the general education curriculum.
STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE
TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR
SERVICE(S) NEEDED.
Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that
of others? S Yes No
Does the student need a behavioral intervention plan? S No Yes:
For a student with limited English proficiency, does he/she need a special education service to address his/her language needs as they relate to the IEP?
Yes No S Not Applicable
For a student who is blind or visually impaired, does he/she need instruction in Braille and the use of Braille? Yes No S Not Applicable
Does the student need a particular device or service to address his/her communication needs? Yes S No
In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student's language and
communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode,
academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode?
Yes No S Not Applicable
Does the student need an assistive technology device and/or service? Yes S No
If yes, does the Committee recommend that the device(s) be used in the student's home? Yes No
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ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS
(REQUIRED FOR PRESCHOOL STUDENTS AND FOR SCHOOL-AGE STUDENTS WHO MEET ELIGIBILITY CRITERIA TO TAKE THE NEW YORK STATE ALTERNATE ASSESSMENT)

MEASURABLE ANNUAL GOALS

THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A
PRESCHOOL CHILD, IN APPROPRIATE ACTIVITIES, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S DISABILITY, AND, FOR A SCHOOL-AGE
STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.
ANNUAL GOAL CRITERIA METHOD SCHEDULE
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE MEASURE TO DETERMINE IF HOW PROGRESS WILL BE WHEN PROGRESS WILL
END OF THE YEAR IN WHICH THE IEP IS IN EFFECT GOAL HAS BEEN ACHIEVED MEASURED BE MEASURED
STUDY SKILLS
1. Ashley will maintain his attention on task during class lessons 75% success on 3 consecutive Structured observations of Every report card
and assignments in order to complete assignments on time. occasions targeted behavior
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
1.1 Ashley will work steadily on a task for 30+ minutes.
ANNUAL GOAL CRITERIA METHOD SCHEDULE
READING
2. When presented each month with a list of 20 unknown and 75% success on 3 consecutive Teacher devised tests or Every marking period
multiple-meaning words and phrases selected by the teacher occasions worksheets
from Fifth Grade reading literature and content area subjects,
Ashley will define the words and phrases, and use them in
sentences to assist in reading comprehension and language
acquisition.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
2.1 Ashley will use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase (e.g., Since no one came to the
first staff meeting, attendance for the second one is mandatory for all).
2.2 Ashley will use common, grade-appropriate Greek and Latin prefixes, suffixes and roots as clues to the meaning of a word (e.g., photograph/photosynthesis,
uniform/unicycle, quartet/quarter, monogram/monorail, tricycle/tripod).
ANNUAL GOAL CRITERIA METHOD SCHEDULE
WRITING
3. Given words selected by the teacher from his reading 75% success on 3 consecutive Portfolio materials Every report card
literature and content area subjects, Ashley will spell them occasions
correctly upon request and in written assignments.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
3.1 The student will use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries,
happiness)
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DRAFT
ANNUAL GOAL CRITERIA METHOD SCHEDULE

4. Given class assignments, Ashley will use the conventions of 85% success with moderate Structured observations of Every report card
standard English grammar and usage when writing and assistance on 3 consecutive targeted behavior
speaking. occasions
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
4.1 The student will self-correct noticeable errors in grammar while writing and speaking.
ANNUAL GOAL CRITERIA METHOD SCHEDULE
MATHEMATICS
5. Ashley will write and interpret numerical expressions that 80% success on 3 consecutive Teacher devised tests or Every report card
record calculations with numbers. occasions worksheets
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
5.1 When given an expression with parenthesis or brackets, the student will solve it.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

6. Ashley will multiply multi-digit whole numbers. 75% success on 3 consecutive Teacher devised tests or Weekly
occasions worksheets
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
6.1 Ashley will solve multiplication problems that contain multiples of 10 and 100 up to 1000.
ANNUAL GOAL CRITERIA METHOD SCHEDULE
SPEECH / LANGUAGE
7. The student will identify and explain the relationship between 80% success on 2 consecutive Structured observations of Every report card
related word pairs (word associations). occasions targeted behavior
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
7.1 The student will be able to correctly identify multiple meaning words.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

8. The student will improve problem solving skills in the area of 80% success on 2 consecutive Structured observations of Every report card
solving verbal inferences. occasions targeted behavior
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
8.1 By March, the student will demonstrate the ability to inference with visual stimuli.
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ANNUAL GOAL CRITERIA METHOD SCHEDULE

9. The student will explain the meaning of nonliteral language 80% success on 2 consecutive Structured observations of Every report card
(i.e. figurative language, indirect requests, sarcasm) presented occasions targeted behavior
in spoken sentences.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
9.1 The student will be able to determine meaning through use of context clues and situational references.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

10. The student will identify and use vocabulary related to the 70% success on 2 consecutive Structured observations of Every report card
fifth grade Social Studies curriculum through classification, occasions targeted behavior
categorization, association and defining skills.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
10.1 The student will appropriately incorporate vocabulary into other curriculum areas for further understanding.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

11. The student will improve auditory comprehension by 80% success on 2 consecutive Structured observations of Every report card
answering "wh" questions [who, what, when, where, why] occasions targeted behavior
related to show spoken paragraphs.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
11.1 By March, the student will improve his ability to answer and recall questions related to "who" and "where".
ANNUAL GOAL CRITERIA METHOD SCHEDULE
SOCIAL / EMOTIONAL / BEHAVIORAL
12. The student will identify one example of how his behavior 80% success over 5 weeks Structured interview Every report card
affects himself and others.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
12.1 The student will work on improving his actions around others to appropriate choices.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

13. The student will identify one strategy for identifying and 80% success over 5 weeks Structured interview Every report card
making good decisions.
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SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
13.1 The student will apply effective strategies to situations throughout the school day.
ANNUAL GOAL CRITERIA METHOD SCHEDULE
MOTOR SKILLS
14. When using scissors, Ashley will use basic cutting skills to 4 out of 5 trials on 2 consecutive Recorded observations Every report card
assist fine motor development, eye-hand coordination and occasions
participation in classroom activities.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
14.1 Ashley will pick up, position, and use cutting materials (e.g., paper, scissors) for 5 repetitions.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

15. Ashley will print with correct size, spacing and orientation to 4 out of 5 trials on 2 consecutive Writing samples Every report card
the line, to assist fine motor and visual motor skills. occasions
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
15.1 Ashley will organize printed material on a page with correct spacing between letters and words for 5 minutes.
ANNUAL GOAL CRITERIA METHOD SCHEDULE

16. Ashley will complete or build with 30+ piece puzzles, blocks 4 out of 5 trials on 2 consecutive Recorded observations Every report card
and/or patterns to assist eye hand coordination and visual occasions
perceptual skills.
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENTS PRESENT LEVEL OF PERFORMANCE AND
THE MEASURABLE ANNUAL GOAL):
16.1 Ashley will complete 30+ piece interlocking puzzle in 15 minutes.

REPORTING PROGRESS TO PARENTS

Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents :
There will be 3 written progress reports during the school year.
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RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
PROJECTED
FREQUENCY DURATION LOCATION BEGINNING/
SERVICE DELIVERY HOW OFTEN LENGTH OF WHERE SERVICE WILL BE SERVICE
SPECIAL EDUCATION PROGRAM/SERVICES RECOMMENDATIONS* PROVIDED SESSION PROVIDED DATE(S)
SPECIAL EDUCATION PROGRAM:
Special Class 12:1:1 1 x Daily 4hr. 15min. Classroom 09/09/2013 -
06/30/2014
RELATED SERVICES:
Occupational Therapy Small Group (5:1) 1 x Weekly 30min. Therapy Room 09/09/2013 -
06/30/2014
Speech/Language Therapy Small Group (5:1) 3 x Weekly 30min. Therapy Room 09/09/2013 -
06/30/2014
Counseling Small Group (5:1) 1 x Weekly 30min. Therapy Room 09/09/2013 -
06/30/2014
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM
MODIFICATIONS/ACCOMMODATIONS:
Refocusing and Redirection To improve attending 1 x Daily Throughout Classroom 09/09/2013 -
the School 06/30/2014
Day
Study Guide Outlines of Key Concepts x Weekly During Classroom 09/09/2013 -
Instructional 06/30/2014
Time
Positive Reinforcement Plan x Daily Throughout Classroom 09/09/2013 -
the School 06/30/2014
Day
Reteaching of Materials To be done in speech x Daily During Classroom 09/09/2013 -
Instructional 06/30/2014
Time
Copy of Class Notes x Weekly During Classroom 09/09/2013 -
Instructional 06/30/2014
Time
Check for Understanding x Daily Throughout Classroom 09/09/2013 -
the School 06/30/2014
Day
ASSISTIVE TECHNOLOGY DEVICES AND/OR
SERVICES:
- Not applicable
SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF
OF THE STUDENT:
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DRAFT
- None
* Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant
teacher services or other service delivery recommendations.

12-MONTH SERVICE AND/OR PROGRAM - Student is eligible to receive special education services and/or program during July/August:
S No Yes Deferred Pending Review

If yes:
Student will receive the same special education program/services as recommended above.
OR
Student will receive the following special education program/services:
PROJECTED
SERVICE DELIVERY BEGINNING/
SPECIAL EDUCATION PROGRAM/SERVICES RECOMMENDATIONS FREQUENCY DURATION LOCATION SERVICE DATE(S)

- None
Name of school/agency provider of services during July and August:

For a preschool student, reason(s) the child requires services during July and August: Not Applicable

TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL CHILDREN):
INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE STUDENTS DISABILITY AND NEEDS, TO BE USED CONSISTENTLY BY THE STUDENT IN THE
RECOMMENDED EDUCATIONAL PROGRAM AND IN THE ADMINISTRATION OF DISTRICT-WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT AND, IN ACCORDANCE
WITH DEPARTMENT POLICY, STATE ASSESSMENTS OF STUDENT ACHIEVEMENT
TESTING ACCOMMODATION CONDITIONS* IMPLEMENTATION RECOMMENDATIONS**
NONE
- Extended Time State and standardized testing 1.5 Times
- Tests Administered in a Separate For tests longer than 40 minutes Small group
Location/Room
- On-task Focusing Prompts All tests To maintain pacing and attention
*Conditions - Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is conditioned, if applicable.
**Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing accommodations, if applicable.
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PARTICIPATION IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)
S The student will participate in the same State and district-wide assessments of student achievement that are administered to general education students .
The student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement .
Identify the alternate assessment:

Statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student :

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

REMOVAL FROM THE GENERAL EDUCATION ENVIRONMENT OCCURS ONLY WHEN THE NATURE OR SEVERITY OF THE DISABILITY IS SUCH THAT, EVEN WITH THE
USE OF SUPPLEMENTARY AIDS AND SERVICES, EDUCATION CANNOT BE SATISFACTORILY ACHIEVED.

FOR THE PRESCHOOL STUDENT:

Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers (e.g., percent of the school day
and/or specify particular activities):
- Not Applicable
FOR THE SCHOOL-AGE STUDENT:
Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic activities (e.g., percent of the school day
and/or specify particular activities):
- In the areas of non-participation, the student requires special instruction in an environment with a smaller student-to-teacher ratio and minimal distractions in
order to progress in achieving the learning standards. The student will be mainstreamed with the general education students for all specials to include lunch,
recess, physical education, art, music, and library. The student will also be mainstreamed for the academic area of Social Studies.
If the student is not participating in a regular physical education program, identify the extent to which the student will participate in specially-designed instruction in
physical education, including adapted physical education:
- Not Applicable

EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT: S No Yes - The Committee has determined that the student's disability
adversely affects his/her ability to learn a language and recommends the student be exempt from the language other than English requirement.

SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS /HER DISABILITY
None.
S Student needs special transportation accommodations/services as follows:
Type of Transportation - Door to Door Transportation
Student needs transportation to and from special classes or programs at another site:
Student Name: Ashley NESPOLI Cooke DOB: 06/01/2003 Meeting Date: Individualized Education Program Page 14 of 14

DRAFT
PLACEMENT RECOMMENDATION
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