Posted: April 14th, 2022

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

STUDENT NAME: Melissa
DATE OF BIRTH: 01/16/2007 LOCAL ID #: DISABILITY CLASSIFICATION: Different Well being Impairment
PROJECTED DATE IEP IS TO BE IMPLEMENTED:10/12/2021 PROJECTED DATE OF ANNUAL REVIEW:09/30/2022

STUDENT NAME: Amelia Suazo NYC ID:221293145

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)
10/23/2019, 2019-2020 On 01/20/2015 testing was tried to replace Amelia’s cognitive and academic functioning. Nonetheless, in line with the report, a rational for not testing was created, as Amelia refused to take part within the testing course of. Reportedly, Amelia introduced as oppositional, reluctant, and apprehensive to the testing course of and refused to reply any questions.

Beforehand (04-08-13) measured by the Wechsler Intelligence Scale for Kids – Fourth Version (WISC-IV), Amelia obtained an Total composite rating of 88, which positioned her on the 23rdpercentile within the Low Common vary of mental functioning. She obtained a Verbal Comprehension composite rating of 89, which positioned her on the 23rdpercentile within the greater limits of the Low Common vary. Amelia obtained a Perceptual Reasoning composite rating of 102, which positioned her on the 55thpercentile within the Common vary. She obtained a Working Reminiscence composite rating of 80, which positioned her on the 9thpercentile within the decrease vary of Low Common, Amelia obtained a Processing Velocity composite rating of 88, which positioned her on the 27thpercentile within the Low Common vary.
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:
Amelia is a 14 12 months previous feminine scholar who’s at present attending Cooke College Institute and is within the ninth grade. She is at present in a classroom setting with eight college students, 1 head trainer, 1 assistant trainer, and 1 paraprofessional as reported by the college through the assembly.

READING: Throughout the IEP assembly, Amelia’s trainer said that in studying she is acting at third grade stage. Amelia can learn phrases independently. She reads with fluency and asks for assist as wanted. Amelia can reply 5W questions (who, what, when, the place, and why). She makes appropriate predictions and might make textual content to self and textual content to world connections. Amelia wants assist to summarize texts. She wants redirection and prompting to give attention to studying.

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
WRITING: Throughout the assembly, the college studies that Amelia writes full sentences and he or she remembers definitions of phrases. She writes coherently and fluently. She will spell excessive frequency phrases.

Per faculty report (June 2021): College Report: Amelia continued remotely in Humanities in a bunch of 11 college students, one head trainer, and one paraprofessional. Upon established classroom expectations, Amelia continued to hitch class on time, greet her trainer with minimal prompting and continued to navigate her schedule with minimal assist. Amelia used a pocket book as a device to additional help her consideration throughout class; she used this device to attract and sketch on subject ideas. At occasions Amelia wanted a immediate to share her concepts or ask questions in school. She required fewer reminders in direction of the top of the 12 months to reply to a query or share a thought in school. Amelia advocates for her wants throughout class with assist upon figuring out the classroom expectations. Throughout this semester, Amelia participated in a studying group with six college students and one head trainer. Amelia practiced studying nonfiction and fiction books at her tutorial stage. She used trainer made graphic organizers with average assist to observe sequencing fiction texts learn. With trainer assist, Amelia used nonfiction texts to determine information in addition to discovered proof to assist the information learn with trainer assist. Amelia was in a position to determine textual content options in nonfiction texts with assist from a trainer. Via small group instruction with a give attention to phrase research, Amelia used vocabulary associated to nonfiction studying comprehension; for instance, she shared that nonfiction texts have been used to get details about a subject. Amelia continued to make use of content material associated vocabulary when studying about Indigenous American Nations. With the usage of routine instruction, trainer made texts, movies, modified articles and nonfiction texts, and visuals, Amelia shared information concerning the Sioux, Cherokee, and Lenape Nations with a give attention to achievements, geography, and group. Amelia in contrast and contrasted the achievements, geography, and group of those nations. Utilizing the researching steps of brainstorming, planning, researching, writing/creating, and publishing, she accomplished a analysis challenge on a selected subject with a give attention to the Lenape Nation. With trainer modeling, small group assist, and checklists, Amelia used the 5Wh questions to supply a written doc about Lenape artwork and clothes. After utilizing a guidelines for find out how to publish one’s work and practising studying her work aloud, Amelia shared her work with different Center College college students on Zoom.

MATHMATICS: Throughout the IEP assembly, Amelia’s trainer said that Amelia is acting at third grade stage. Amelia can independently learn Four digit numbers. She reads 5 – 7 digit numbers with modeling and assist. Amelia can learn addition, subtraction and multiplication quantity sentences. Amelia is engaged on addition and subtraction inside 1000. She is engaged on understanding equal teams of objects to realize a foundation for multiplication. Amelia can determine cash and payments however wants assist manipulating cash and payments with accuracy when contextualized throughout the group setting.

Per faculty report (June 2021): College Report: Amelia is an energetic participant throughout math class. With assist, she is ready to maintain work on difficult math issues. Throughout group discussions, Amelia persistently contributes her ideas and makes significant observations. Amelia’s class consisted of 11 college students with one trainer and one paraprofessional. Amelia can independently add and subtract inside 1,00zero, with and with out regrouping. Amelia ought to proceed to make use of place worth understanding and properties of operations to carry out multi-digit arithmetic. Moreover, Amelia ought to work on constructing fractions from unit fractions by making use of and increasing earlier understandings of

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
operations on complete numbers. This faculty 12 months, Amelia’s capacity to work each individually and with a bunch of friends has grown. Amelia demonstrated progress in her understanding of the focused mathematical content material as evidenced by quite a lot of actions, efficiency duties, and formative assessments accomplished all through the Spring semester. Over the course of the Geometry unit, she has proven the flexibility to independently motive concerning the properties of shapes and their attributes. With the assist of visible aids for reference, she continues to develop the flexibility to acknowledge and classify polygons primarily based on the variety of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Amelia additionally labored on precisely drawing and figuring out factors, strains, line segments, rays, angles (proper, acute, obtuse), and perpendicular and parallel strains and figuring out these in two-dimensional figures. With routine evaluate of visible aids and mathematical phrases, Amelia has proven progress making use of this information in actual world contexts and figuring out strains, angles, and shapes in her environment. As a culminating challenge, Amelia was in a position to design an unique quilt sq. made up of 18 triangles with the assist of direct modeling. Throughout the Monetary Literacy unit, she was in a position to apply the numeracy expertise developed over the college 12 months to make quite a lot of monetary transactions.
Amelia demonstrated the flexibility to independently determine and inform the worth of cash and payments. Amelia was in a position to rely a group of combined cash and payments. She was in a position to make a multi-item buy utilizing money after rounding as much as the closest greenback to work with complete greenback quantities. Amelia additionally demonstrated the flexibility to put in writing and skim dollars and cents within the format $zero.00. To culminate the unit, Amelia was in a position to collaborate with friends through the brainstorming course of to then create a menu and corresponding buying listing of roughly Four-5 gadgets. She then decided the finances wanted to buy gadgets on the listing independently. Amelia has not but demonstrated independence in all of those expertise, however she has proven the necessity for a decreased stage of prompting from academics when making use of her understanding of the mathematical content material.

Speech and Language: Per faculty report (June 2021): Amelia’s speech and language remedy companies continued to be supplied synchronously twice weekly in a small group setting for 30 minutes by way of Zoom (2x30x2). As a consequence of a peer in Amelia’s group returning to in-person studying, Amelia’s group measurement modified from a bunch of three to a dyad. Within the upcoming faculty 12 months it is suggested that Amelia obtain remedy in a bunch of Three-Four college students. Asynchronous actions have been supplied by way of SeeSaw to assist therapeutic targets, as mandatory. Collaboration and session with classroom academics and different associated service suppliers continued to happen on a weekly foundation to advertise carryover and generalization of expertise. To deal with receptive and expressive language expertise in semester two, the therapist continued to supply Amelia with listening passages and movies in an effort to goal retelling particulars. She confirmed enchancment in her capacity to retell particulars when answering wh- questions from the story or video demonstrated by requiring much less verbal prompting from the therapist. Throughout occasions of problem, Amelia was verbally prompted by the therapist to look again within the story or replay the video. When she used this technique, she was extra profitable in retelling particulars. So as to goal descriptive expertise in semester two, Amelia continued to make use of a graphic organizer to inform private narratives. The graphic organizer has elevated her use of particulars all through the semester. To deal with government functioning, Amelia continued to work on inferencing and downside fixing. Given downside conditions, she recognized the issue, said the dimensions of the issue, got here up with 2-Three potential options, selected one of the best one, and determined if the issue was solved. Amelia independently recognized the issue and said the “measurement” (i.e., severity) of the issue. She continued to require assist from the therapist to provide you with a number of options to the issue. All through semester two, Amelia answered inferential questions primarily based on movies, passages, or photos to make educated guesses. To

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
deal with pragmatic targets, Amelia initiated conversations about quite a lot of matters through the use of fashions from the therapist and a month-to-month calendar visible. As well as, the therapist gave Amelia much less verbal prompts this semester to supply the ultimate /s/ on the conversational stage.
STUDENT STRENGTHS, PREFERENCES, INTERESTS:
Amelia’s tutorial power is in literacy.
ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia’s mother or father is anxious that Amelia does not use the correct tense when stating sentences and that Amelia wants redirection to focus
when a subject just isn’t attention-grabbing to her.
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:
Amelia’s mother or father said that Amelia may be very social when she is within the subject. When she just isn’t , she normally will hold to herself. She is open to creating new mates. Amelia is respectful to adults and understands boundaries with adults. Amelia may be very near her household and enjoys spending time together with her household.
Amelia’s trainer said that Amelia is engaged on increasing and understanding the vary of emotions. She interacts with friends and is engaged on sustaining dialog on non-preferred matters. Generally Amelia wants assist with distinguishing between “what’s actual” and “what’s not actual”.

Per faculty report (June 2021) Counseling: Amelia participates in group (1x30x4) counseling companies. engages in small group and remedy. Amelia engages in distant group counseling companies supplied synchronously as soon as weekly in a bunch setting for 30 minutes by way of Zoom.
Asynchronous actions are supplied by way of SeeSaw to assist therapeutic targets, as deemed mandatory. Dad or mum teaching is accessible on an ongoing foundation as a element of digital remedy periods to additional promote progress with targets. Lastly, weekly session happens with classroom academics and different associated service suppliers to extend generalization of expertise throughout quite a lot of environments. Throughout the second semester, group counseling classes continued to give attention to cultivating acceptable peer relationships and growing emotion regulation expertise. By way of peer relationships, this semester’s classes targeted on respecting variations between different individuals, growing empathy by perspective taking workout routines, and recognizing acceptable social helps – each at college and at house. Furthermore, college students have been supported in excited about and understanding that assorted identities are to be anticipated, accepted, and revered. By way of emotion regulation, this semester’s classes targeted on exploring feelings frequent to Center College college students (e.g., embarrassment, frustration) together with brainstorming individualized coping methods. Specific emphasis was positioned on effectiveness and feasibility of counselor and scholar derived coping methods. Throughout group counseling, Amelia requires average assist to stay engaged throughout each the structured lesson and roleplay actions, principally consisting of workers reminders to take part within the lesson (e.g., preserving eyes on the speaker, placing away artwork provides / her telephone till after the lesson is over). When directed again to job, she gives her enter on quite a lot of matters, and he or she interacts together with her friends in an acceptable method throughout this time. Total, Amelia has achieved comparatively effectively with distant education, however she is going to enormously

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
profit from returning to in individual education the place she will be able to reconnect with mates and academics. She studies feeling excited to return to the college constructing and start highschool within the fall! Going ahead, Amelia ought to proceed to work on increasing her friendships past a couple of most well-liked friends, and figuring out a wider vary of feelings in herself. Furthermore, an ongoing objective for Amelia ought to contain the unbiased utilization of explicitly taught coping methods (e.g., take a break, discuss to an grownup about how she is feeling, ask an grownup for assist), together with downside fixing within the second to make helpful selections for herself and others.
STUDENT STRENGTHS:
Amelia enjoys portray, drawing, taking part in Roblox, music and studying.
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia’s mother or father wish to see her enhance her interplay on non most well-liked matters.

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS:
OT: Per SCHOOL REPORT (June 2021) Amelia continues to take part in distant occupational remedy companies supplied synchronously as soon as weekly in a 1:2 setting for 30 minutes by way of Zoom. Asynchronous actions are supplied by way of SeeSaw or electronic mail to assist therapeutic targets, as mandatory. Dad or mum
session and training is accessible on an ongoing foundation as a element of the digital remedy periods to additional promote progress with targets. Weekly session happens with classroom academics and different associated service suppliers to extend the generalization of expertise throughout quite a lot of environments.
SKILL 1
Amelia is a curious and explorative scholar throughout her occupational remedy periods. She continues to enhance her government functioning expertise, particularly the ability of explaining the kind of assist wanted for a state of affairs. For instance, when given a job to simulate being misplaced locally, Amelia is requested to elucidate her state of affairs to a protected individual/group employee. She states she is misplaced, nevertheless, when requested to elucidate how she grew to become misplaced, Amelia requires average verbal help to precisely convey her concepts.
SKILL 2
Amelia continues to enhance her time administration expertise. If Amelia is concerned in a digital exercise that may be very partaking, the therapist will give a verbal cue to test the time. After she checks in, Amelia manages to efficiently full an exercise with out additional cues. Nonetheless, when given a number of duties and requested to prioritize them primarily based on time constraints, Amelia requires average help and modeling to plan and prioritize the actions to suit throughout the given time-frame.

Listening to Schooling Providers: No studies or info have been supplied. STUDENT STRENGTHS:
Amelia enjoys basketball.
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
Amelia is at present in remission from most cancers. She is adopted by a neurologist, oncologist, endocrinologist, and gastroenterologist to assist her well being wants. She will get common MRI’s each six months following her most up-to-date surgical procedure of April 2021. Her physician urged that swimming can be useful in coordination and steadiness. Amelia has listening to aids and makes use of an FM unit. Amelia wears glasses.

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS
DOCUMENTATION OF STUDENT’S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS
MANAGEMENT NEEDS
Amelia would profit from the next classroom methods:

– small group instruction
– multi-sensory instruction
– visible helps
– visible schedule
– fidgets
– test listing
– use of graphic organizer
– breakdown of instructions
– scaffolding
– trainer assist, steering, and encouragement
– optimistic rewards system
– motion breaks
– checks for understanding
– use of manipulatives
– FM unit
– demonstration and modeling
– frequent test ins
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
Amelia is at present in remission from most cancers. She has been affected by chemotherapy and radiation. Because of this, Amelia’s listening to has been deteriorating and he or she requires the usage of listening to aids and because of the extent of Amelia’s tutorial and cognitive deficits, Amelia requires the assist of a particular schooling classroom setting with administration wants, speech, and language, occupational remedy, listening to schooling, and
counseling companies.

STUDENT NAME: Amelia Suazo NYC ID:221293145

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 scholar want methods, together with optimistic behavioral interventions, helps and different methods to handle behaviors that impede the scholar’s studying or that of others? Sure No
Does the scholar want a behavioral intervention plan? No Sure
For a scholar with restricted English proficiency, does she want a particular schooling service to handle her language wants as they relate to the
IEP? Sure No Not Relevant
For a scholar who’s blind or visually impaired, does she want instruction in Braille and the usage of Braille? Sure No Not Relevant
Does the scholar want a selected system or service to handle her communication wants? Sure No
Within the case of a scholar who’s deaf or exhausting of listening to, does the scholar want a selected system or service in consideration of the scholar’s language and communication wants, alternatives for direct communications with friends and professional personnel within the scholar’s language and communication mode, tutorial stage, and full vary of wants, together with alternatives for direct instruction within the scholar’s language and communication mode?
Sure No Not Relevant
Does the scholar want an assistive know-how system and/or service? Sure No
If sure, does the Committee advocate that the system(s) be used within the scholar’s house? Sure No

STUDENT NAME: Amelia Suazo NYC ID:221293145

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
EDUCATION/TRAINING: EMPLOYMENT:
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT
TRANSITION NEEDS
In consideration of current ranges of efficiency, transition service wants of the scholar that target the scholar’s programs of research, making an allowance for the scholar’s strengths, preferences and pursuits as they relate to transition from faculty to post-school actions:
STUDENT NAME: Amelia Suazo NYC ID:221293145

ALTERNATE SECTION FOR STUDENTS WHOSE IEPS WILL INCLUDE SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (REQUIRED FOR PRESCHOOL STUDENTS AND/OR 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 DISABILITY, AND, FOR A SCHOOL-AGE STUDENT, PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.
ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given a textual content at her comprehension stage, Amelia will determine the the theme and two supporting particulars of the textual content. 90% accuracy throughout Three consecutive assessments efficiency evaluation job
rubric 2 occasions per 30 days
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given a textual content at her comprehension stage, Amelia will determine the the theme of the textual content 90% accuracy throughout Three consecutive assessments Given a textual content at her comprehension stage, Amelia will determine the the theme and one supporting particulars of the textual content 90% accuracy throughout Three consecutive assessments
Given a textual content at her comprehension stage, Amelia will determine the the theme and two supporting particulars of the textual content 70% accuracy throughout Three
consecutive assessments
IEP PROGRESS REPORT

1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given a textual content at her comprehension stage, Amelia will summarize the textual content. 90% accuracy throughout Three consecutive assessments efficiency evaluation job
rubric 2 occasions per 30 days
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given a textual content at her comprehension stage, Amelia will summarize the textual content with 80% accuracy throughout Three consecutive assessments Given a textual content at her comprehension stage, Amelia will summarize the textual content with 70% accuracy throughout Three consecutive assessments
Given a textual content at her comprehension stage, Amelia will summarize the textual content with 60% accuracy throughout Three consecutive assessments
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP
third Progress report for this IEP

4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given direct instruction, Amelia will add and subtract inside 1000. 80% accuracy throughout 5 consecutive assessments efficiency evaluation job
knowledge assortment sheet 2 occasions per 30 days
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given direct instruction, Amelia will add and subtract inside 1000 with 50% accuracy throughout 5 consecutive assessments. Given direct instruction, Amelia will add and subtract inside 1000 with 60% accuracy throughout 5 consecutive assessments.
Given direct instruction, Amelia will add and subtract inside 1000 with 70% accuracy throughout 5 consecutive assessments.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP

sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
Given direct instruction and modeling, Amelia will multiply numbers. 80% accuracy throughout 5 consecutive assessments efficiency evaluation job
knowledge assortment sheet 2 occasions per 30 days
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Given direct instruction and modeling, Amelia will multiply numbers with 50% accuracy throughout 5 consecutive assessments. Given direct instruction and modeling, Amelia will multiply numbers with 60% accuracy throughout 5 consecutive assessments.
Given direct instruction and modeling, Amelia will multiply numbers with 70% accuracy throughout 5 consecutive assessments.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given speech and language remedy, Amelia will enhance her receptive language expertise. With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will retell particulars from a listening passage or video.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given listening to schooling companies, Amelia will enhance her social expertise. With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter

SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will be capable to handle private FM unit.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given speech and language remedy, Amelia will enhance her expressive language expertise With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will use future tense verbs. Amelia will use common previous tense verbs.
Amelia will use common plural nouns (e.g. cats). Amelia will use common current tense verbs.
Amelia will increase adjective vocabulary.
Amelia will enhance descriptive expertise to state full and particular ideas and/ or experiences.

IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given speech and language remedy, Amelia will enhance her government operate expertise With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will state an answer to downside state of affairs.
Amelia will make a logical inference primarily based on info introduced auditorily.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP
third Progress report for this IEP

4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given speech and language remedy, Amelia will enhance her pragmatic language expertise. With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will provoke conversations about quite a lot of matters.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP
seventh Progress report for this IEP

eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given speech and language remedy, Amelia will enhance her speech manufacturing With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will enhance goal sound in spontaneous speech.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS CRITERIA
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE MEASURE TO DETERMINE METHOD SCHEDULE
BY THE END OF THE YEAR IN WHICH THE IEP IS IN IF GOAL HAS BEEN HOW PROGRESS WILL BE WHEN PROGRESS WILL BE
EFFECT ACHIEVED MEASURED MEASURED

In a single 12 months, given counseling, Amelia will enhance her
social expertise. With 80% accuracy in Four out
of 5 trials Trainer/Supplier
Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will provoke dialog with friends.
Amelia will exhibit cooperative play expertise equivalent to sharing, flip taking and sustaining private area. Amelia will take part in acceptable reciprocal dialog with friends.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given counseling, Amelia will enhance her emotional regulation/coping expertise. With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will acknowledge and labeling emotions/feelings.

Amelia will exhibit flexibility throughout occasions of “transition” or adjustments to the each day schedule by implementing coping mechanisms (i.e. ignore, deep respiratory, verbal expressions of emotions, counting to 10) to stay calm.
Amelia will take part in acceptable reciprocal dialog with friends.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given occupational remedy, Amelia will enhance her Handwriting: Practical Writing Abilities With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will use a proofreading guidelines to make sure correct spatial consciousness, punctuation, and capital letter.
IEP PROGRESS REPORT
1st Progress report for this IEP

2nd Progress report for this IEP

third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given occupational remedy, Amelia will enhance her Instrumental Actions of Each day Residing (iADLs): Security Consciousness With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will exhibit fundamental public security expertise (road crossing, use of 911, social security in metropolitan setting, subway security, and many others.).
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP
fifth Progress report for this IEP

sixth Progress report for this IEP
seventh Progress report for this IEP eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED
METHOD
HOW PROGRESS WILL BE MEASURED
SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given occupational remedy, Amelia will enhance her Government Functioning: Self-Consciousness and Self-Advocacy With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will talk tutorial methods or compensation expertise which have beforehand been taught.
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE
IF GOAL HAS BEEN ACHIEVED METHOD
HOW PROGRESS WILL BE MEASURED SCHEDULE
WHEN PROGRESS WILL BE MEASURED
In a single 12 months, given occupational remedy, Amelia will enhance her Government Functioning: Time Consciousness and Administration With 80% accuracy in Four out
of 5 trials Trainer/Supplier Observations 1 time per quarter
SHORT-TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS (INTERMEDIATE STEPS BETWEEN THE STUDENT’S PRESENT LEVEL OF PERFORMANCE AND THE MEASURABLE ANNUAL GOAL):
Amelia will observe the time it takes to finish a given job. (through the job, use of visible timers, telephones).
IEP PROGRESS REPORT
1st Progress report for this IEP 2nd Progress report for this IEP third Progress report for this IEP 4th Progress report for this IEP fifth Progress report for this IEP sixth Progress report for this IEP seventh Progress report for this IEP
eighth Progress report for this IEP

STUDENT NAME: Amelia Suazo NYC ID: 221293145

REPORTING PROGRESS TO PARENTS
Establish when periodic studies on the scholar’s progress towards assembly the annual targets will probably be supplied to the scholar’s dad and mom: on the identical time faculty report playing cards are issued

STUDENT NAME: Amelia Suazo NYC ID:221293145

RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES

SPECIAL EDUCATION PROGRAM/SERVICES
SERVICE DELIVERY RECOMMENDATIONS* FREQUENCY HOW OFTEN PROVIDED
DURATION LENGTH OF SESSION LOCATION WHERE SERVICE WILL BE PROVIDED PROJECTED BEGINNING / SERVICE DATE(S)
SPECIAL EDUCATION PROGRAM:
Tailored Bodily Schooling Three time(s) per week Interval Different Facility Supplier’s Discretion 10/12/2021
Particular Class
All Topics D 75 12:1+1
Language of Service: English 35 time(s) per week Interval Particular Schooling Classroom 10/12/2021
RELATED SERVICES:
Counseling Providers Particular person service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Supplier’s Discretion
English
Counseling Providers Group service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Supplier’s Discretion
English
Listening to Schooling Providers Particular person service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Supplier’s Discretion
English
Occupational Remedy Particular person service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Supplier’s Discretion
English
Occupational Remedy Group service 1 time(s) per 40 minutes Separate Location 10/12/2021
Language of Service: week Supplier’s Discretion
English

RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
Speech-Language Remedy

Speech-Language Remedy Particular person service
Language of Service: English
Group service
Language of Service: English 1 time(s) per week

2 time(s) per week 40 minutes

40 minutes Separate Location Supplier’s Discretion

Separate Location Supplier’s Discretion 10/12/2021

10/12/2021
SUPPLEMENTARY AIDS AND SERVICES/PROGRAM MODIFICATIONS/ACCOMMODATIONS:
ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES:
FM Unit

Particular person service

Each day

Full Time

College and Residence

10/12/2021
SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT:

* Establish, if relevant, class measurement (most student-to-staff ratio), language if apart from English, group or particular person companies, direct and/or oblique advisor trainer companies or different service supply suggestions.

STUDENT NAME: Amelia Suazo NYC ID:221293145

12-MONTH SERVICE AND/OR PROGRAM – Pupil is eligible to obtain particular schooling companies and/or program throughout July/August: No Sure
If sure:
Pupil will obtain the identical particular schooling program/companies as beneficial above.

OR
Pupil will obtain the next particular schooling program/companies:
PROJECTED
BEGINNING /
SPECIAL EDUCATION SERVICE DELIVERY SERVICE
PROGRAM/SERVICES RECOMMENDATIONS FREQUENCY DURATION LOCATION DATE(S)

For a preschool scholar, motive(s) the kid requires companies throughout July and August:

STUDENT NAME: Amelia Suazo NYC ID:221293145

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 STUDENT’S 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 ACCOMMODATIONS
CONDITIONS* IMPLEMENTATION RECOMMENDATIONS**
NONE

*Situations — Take a look at Traits: Describe the sort, size, function of the check upon which the usage of testing lodging is conditioned, if relevant.
**Implementation Suggestions: Establish the quantity of prolonged time, sort of setting, and many others., particular to the testing lodging, if
relevant.

STUDENT NAME: Amelia Suazo NYC ID:221293145

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED
APPROPRIATE).
COORDINATED SET OF TRANSITION ACTIVITIES
NEEDED ACTIVITIES TO FACILITATE THE STUDENT’S MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES

SERVICE/ACTIVITY

SCHOOL DISTRICT/AGENCY RESPONSIBLE
Instruction
Associated Providers
Group Experiences
Growth of Employment and Different Publish-school Grownup Residing Goals
Acquisition of Each day Residing Abilities (if relevant)
Practical Vocational Evaluation (if relevant)

STUDENT NAME: Amelia Suazo NYC ID:221293145

PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)

PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS
(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL STUDENTS)
Does the scholar have a extreme cognitive incapacity, important deficits in communication/language, and important deficits in adaptive conduct? * Sure No

Does the scholar require a extremely specialised instructional program that facilitates the acquisition, software and switch of expertise throughout pure environments (house, faculty, group, and/or office)? * Sure No

Does the scholar require instructional assist programs equivalent to however not restricted to, assistive know-how, private care companies, well being/medical companies, or behavioral intervention? * Sure No

The scholar will take part in the identical State and district-wide assessments of scholar achievement which might be administered to normal schooling college students.
The scholar will take part in an alternate evaluation on a selected State or district-wide evaluation of scholar achievement.

Establish the alternate evaluation: NYSAA, portfolio
Alternate Evaluation Topics:
All Topics
Assertion of why the scholar can not take part within the common evaluation and why the actual alternate evaluation chosen is acceptable for the scholar:
Amelia’s delays in cognitive, tutorial, and communication expertise preclude her from collaborating within the common evaluation.

STUDENT NAME: Amelia Suazo NYC ID:221293145

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

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:

Clarify the extent, if any, to which the scholar won’t take part in acceptable actions with age-appropriate nondisabled friends (e.g., % of the college day and/or specify specific actions):

FOR THE SCHOOL-AGE STUDENT:

Clarify the extent, if any, to which the scholar won’t take part in common class, extracurricular and different nonacademic actions (e.g., % of the college day and/or specify specific actions):
Tailored Bodily Schooling

If the scholar just isn’t collaborating in an everyday bodily schooling program, determine the extent to which the scholar will take part in specially-designed instruction in bodily schooling, together with tailored bodily schooling:

EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT:
No Sure – The Committee has decided that the scholar’s incapacity adversely impacts his/her capacity to study a language and recommends the scholar be exempt from the language apart from English requirement.

STUDENT NAME: Amelia Suazo NYC ID:221293145

SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY
None.
Pupil wants particular transportation lodging/companies as follows: Transportation from the closest protected curb location to high school.

Purpose(s) why the scholar wants particular transportation service and/or lodging: Amelia requires transportation to and from the beneficial program.

SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY

Pupil wants transportation to and from particular lessons or applications at one other web site:
PLACEMENT RECOMMENDATION
NYC DOE Specialised College

SUMMARY
STUDENT INFORMATION
Pupil Identify: Amelia Suazo NYC ID: 221293145
DOB: 01/22/2007
Dad and mom Language(s) Spoken/Mode Communication: English
IEP INFORMATION
Date of IEP Assembly: 09/30/2021 IEP Modification: Sure No
Reconvene of IEP Assembly: Sure No
INSTRUCTIONAL/FUNCTIONAL LEVELS
Studying: third Grade
Math: third Grade
SUMMARY OF RECOMMENDATIONS
Classification of Incapacity: Different Well being Impairment
Really useful Providers:
Particular Schooling Applications

Tailored Bodily Schooling
Particular Class English
Associated Providers
Counseling Providers English
Counseling Providers English
Listening to Schooling Providers English
Occupational Remedy English
Occupational Remedy English
Speech-Language Remedy English
Speech-Language Remedy English

12-Month Providers:
Tailored Bodily Schooling
Particular Class English

Counseling Providers English
Counseling Providers English
Listening to Schooling Providers English
Occupational Remedy English
Occupational Remedy English
Speech-Language Remedy English
Speech-Language Remedy English
Take part in State and District-Vast Assessments:
The scholar will take part in an alternate evaluation on a selected State or district-wide evaluation of scholar achievement Establish the alternate evaluation:
NYSAA, portfolio
Alternate Evaluation Topics:
All Topics
Assertion of why the scholar can not take part within the common evaluation and why the actual alternate evaluation chosen is acceptable for the scholar:

Amelia’s delays in cognitive, tutorial, and communication expertise preclude her from collaborating within the common evaluation.
Does Amelia have a Behavioral Intervention Plan? No
Really useful for Specialised Transportation: None Pupil wants specialised transportation College Sort: NYC DOE Specialised College
Medical Alert: The scholar has medical situations and/or bodily limitations which have an effect on her studying, conduct and/or participation at school actions.
The scholar requires medical and/or well being care therapy(s) or process(s) through the faculty day. Accessibility:
Does the scholar want an accessible faculty constructing? No
Does the scholar have restricted mobility? No
PROMOTION CRITERIA

CURRENT YEAR

Customary Modified NEXT YEAR
Customary Modified
Dad or mum Considerations:
The varsity said that Amelia is in a supportive setting and receiving an built-in program the place associated companies are in place within the classroom setting and is making significant progress. The varsity is anxious concerning the suggestion that was made in the present day as Amelia will regress if she is positioned in a District 75 faculty setting. The varsity emphasised that Amelia requires a collaborative method and a placement that’s socially acceptable to ensure that Amelia to progress. Amelia can change into overwhelmed in a big program setting and does require assist in focusing expertise. The varsity states; “I’d additionally like to focus on that she is socially motivated however wants assist with upkeep of reciprocal conversations so must be positioned with acceptable social peer group. Must be refocused and redirected all through studying periods so wants a small supportive setting.” The mother or father is in settlement with the college and states that Amelia may be very social and must be in an setting with greater functioning friends who doesn’t have behavioral or emotional disturbance. She does require steady assist in teachers.
OTHER OPTIONS CONSIDERED
Particular Class in a group faculty 12:1+1 Particular Class in a specialised faculty eight:1+1

Purpose(s) for Rejection: A Particular Class in a group faculty 12:1+1 was thought-about and rejected as offering inadequate assist to satisfy Amelia’s instructional wants at the moment. A Particular Class in a specialised faculty eight:1+1 was thought-about and rejected as it’s too restrictive to satisfy

Amelia’s instructional wants at the moment. The least restrictive setting is considered when making Amelia’s program
suggestion.
STUDENT NAME: Amelia Suazo NYC ID:221293145
DATE OF IEP MEETING: 09/30/2021

ATTENDANCE PAGE
PLEASE NOTE THAT YOUR SIGNATURE REFLECTS YOUR PARTICIPATION AT THE CONFERENCE AND DOES NOT NECESSARILY INDICATE AGREEMENT WITH THE INDIVIDUALIZED EDUCATION PROGRAM.
ROLE (INDICATE IF BILINGUAL) NAME SIGNATURE
Associated Service Supplier/Particular Schooling Trainer
Sarah Goldstein
Participated by phone

Dad or mum/Authorized Guardian
Wanda Pena
Participated by phone

District Consultant
Sharmin Chowdhury
Participated by phone

Pupil
Amelia Suazo

Consulting Trainer at Cooke
Sally Ord
Participated by phone

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