IEP Revised

STUDENT’S NAME

Alex

DOB

07/18/2018

SCHOOL YEAR

2023

-

2024

GRADE

EI

-

K5

IEP Initiation/Duration dates

fROM

08/23

to

12/23

This IEP will be implemented during the regular school term unless noted in extended school year services.

Student Profile – will include general statements regarding:

Strengths of the student –

Include information regarding the student’s strengths in academic and functional areas.

Alex is enthusiastic about learning math concepts.

He shows interest in classroom activities and participation.

Alex enjoys engaging in nonacademic activities with peers.

Parental concerns for enhancing the education –

Include all information regarding the parental concerns for enhancing the education of their child.

Alex's parents are concerned about his self-control and behavior in the classroom.

They are interested in helping him develop strong foundational skills in math.

They want to ensure that he receives appropriate support to improve his learning experience.

Student Preferences and/or Interests –

This area includes information obtained from parent, teacher(s), and the student regarding preferences and interests. Include all information concerning student preferences and/or interests including transition information.

Alex enjoys participating in classroom activities related to math and counting.

He is interested in nonacademic activities that involve interactive play with his peers.

Alex responds well to positive reinforcement and rewards for good behavior.

Results of the most recent evaluations –

Include all information concerning evaluation results. This information should be written in meaningful terms so that the parent and service providers have a clear understanding of the evaluation results.

Alex's recent evaluations indicate that he may benefit from behavior management strategies to improve self-control.

In math assessments, he demonstrated interest but struggled with basic addition and subtraction.

The academic, developmental, and functional needs of the student –

Include all information concerning how the student’s disability affects his/her involvement and progress in the general education curriculum, and, for preschool age children, how the disability affects his/her participation in age-appropriate activities. Alex needs support to enhance his self-control and behavior in the classroom.

He requires additional practice and guidance in basic math skills, specifically addition and subtraction.

Developmentally, Alex is at the age-appropriate level for kindergarten.

Functionally, he may benefit from tools and strategies to help him manage frustration and follow classroom rules effectively.

Other –

Include any information pertinent to the development of the IEP that was not included anywhere else on the

Student Profile page.

Alex responds positively to visual cues and rewards for good behavior.

He is an active participant in classroom activities, especially those related to math and counting.

For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the child’s 3rd birthday –

This should only be completed if the child is not being served under IDEA on the child’s third birthday. (e.g., if a child’s birthday is during the summer or holiday(s) justification is required).

Alex's birthday falls within the regular school year, and he will be transitioning from Early Intervention (EI) to Kindergarten.

STUDENT’S NAME:

DOB:

SPECIAL INSTRUCTIONAL FACTORS

Items checked “YES” will be addressed in this IEP:

· Does the student have behavior which impedes his/her learning or the learning of others?

YES

[ √]

NO

[ ]

· Does the student have a Behavioral Intervention Plan?

[ √]

[ ]

· Does the student have limited English proficiency?

[√ ]

[ ]

· Does the student need instruction in Braille and the use of Braille?

[√ ]

[ ]

· Does the student have communication needs?

[ √]

[ ]

· Does the student need assistive technology devices and/or services?

[ ]

[ ]

· Does the student require specially designed P.E.?

[√ ]

[ ]

· Is the student working toward alternate achievement standards and participating in the Alabama Alternate Assessment?

[√ ]

[ ]

· Are transition services addressed in this IEP?

[√ ]

[ ]

TRANSPORTATION

Student’s mode of transportation:

[√ ] Regular bus

[ ] Bus for special needs

[ ] Parent contract

[ ] Other:

Does the student require transportation as a related service?

[ ] YES

[ √] NO

If yes, check any transportation needs:

[ ]

Bus assistance:

[ ] Adult support

[ ] Medical support

[ ]

Preferential seating

[ ]

Behavioral Intervention Plan

[ ]

Wheelchair lift and securement system

[ ]

Restraint system

Specify type:

[ ]

Other. Specify:

[ ]

Bus driver and support personnel are aware of the student’s behavioral and/or medical concerns.

NONACADEMIC and EXTRACURRICULAR ACTIVITIES

Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers?

[√ ]

YES.

[√ ]

YES, with supports. Describe:

[ ]

NO. Explanation must be provided:

method/FREQUENCY for reporting progress OF ATTAINING GOALS TO PARENTS

Annual Goal Progress reports will be sent to parents each time report cards are issued (every

one

weeks).

STUDENT’S NAME:

DOB:

Transition: Beginning not later than the first IEP to be in effect when the student is 16, or earlier if appropriate, and updated annually thereafter. For all students entering 9th grade regardless of their age, transition must be addressed.

[ ]

This student was invited to the IEP Team meeting.

[ ]

After prior consent of the parent or student (Age 19) was obtained, other agency representatives were invited to the IEP Team meeting.

[ ]

Transition services based on the student’s strengths, preferences, and interests that will reasonably enable the student to meet the postsecondary goals are addressed on the transition goal page in this IEP.

[ ]

Student Interview

[ ]

Career Awareness

[ ]

Interest Inventory

[ ]

Parent Interview

[ ]

Student Portfolio

[ ]

Interest Learning Profile

[ ]

Student Survey

[ ]

Vocational Assessment

[ ]

Career Aptitude

[ ]

Other

Assessment:

Student Interview

Date:

08/09/2023

Assessment:

Date:

Long-Term Goal:

Alex will develop strong foundational skills in reading and math to prepare for further education and career opportunities.

If Other is selected, specify:

Assessment:

Parent Interview

Date:

09/09/2023

Assessment:

Date:

Long-Term Goal:

Alex will develop self-help skills and independence to prepare for future employment opportunities.

If Other is selected, specify:

Assessment:

Student Interview

Date:

10/10/2023

Assessment:

Date:

Long-Term Goal:

Alex will develop daily living skills to promote independence and community engagement.

If Other is selected, specify:

[ ]

This student is in a middle school course of study that will help prepare him/her for transition.

Anticipated Date of Exit:

Month:

Year:

Selected Pathway to the Alabama High School Diploma:

]

General Education Pathway (Intended to prepare student for college and career)

[ ]

Essentials/Life Skills Pathway (Intended to prepare student for a career/competitive employment)

[ ]

Alternate Achievement Standards Pathway (AAS) (Intended to prepare students for supported/competitive employment)

Program Credits to be Earned (Complete for students in grades 9-12)

For each course taken indicate program credits to be earned next to the appropriate pathway.

ENGLISH

MATH

SCIENCE

SOCIAL

STUDIES

General Education Pathway

Essentials/Life Skills Pathway

Alternate Achievement Standards Pathway

Elective(s)

5

(enter total number of electives)

STUDENT’S NAME:

Alex

DOB:

07/18/2018

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., behavior, organization). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, science, language arts, and social studies) must be addressed.

Area:

Behavior

Present Level of academic achievement AND functional Performance:

State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in age- appropriate activities.

Alex sometimes has difficulty with self-control and following classroom rules, which can impact his learning experience.

(Link to Curriculum Guides)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year.

Alex will demonstrate improved self-control and the ability to follow classroom rules by participating in a behavior management program.

Date of Mastery:

02/2023

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.)

[ ] Curriculum Based Assessment [ ] Teacher/Text Test [ √ ] Teacher Observation [ ] Grades

[ ] Data Collection [ ] State Assessment(s) [ ] Work Samples

[ ] Other:

[ ] Other:

BENCHMARKS:

Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year.

1.

Alex will consistently follow classroom rules for at least 70% of the school days by

August 2023

2.

Alex will independently manage frustration by using a provided calming strategy on at least 80% of occasions by

August 2023:

3.

Date of Mastery:

4.

Date of Mastery:

STUDENT’S NAME:

ALEX

DOB:

07/18/2018

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., behavior, organization). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, science, language arts, and social studies) must be addressed.

Area:

Present Level of academic achievement AND functional Performance:

State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in age- appropriate activities.

(Link to Curriculum Guides)

MEASURABLE ANNUAL GOAL related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year.

Date of Mastery:

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.)

[ ] Curriculum Based Assessment [ ] Teacher/Text Test [ ] Teacher Observation [ ] Grades

[ ] Data Collection [ ] State Assessment(s) [ ] Work Samples

[ ] Other:

[ ] Other:

BENCHMARKS:

Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year.

1.

Date of Mastery:

2.

Date of Mastery:

3.

Date of Mastery:

4.

Date of Mastery: