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    10 views17 pages

    Deiondray Iep

    Uploaded by

    api-284921138

    Copyright:

    © All Rights Reserved
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    of 17
    Page 1 of 17 eet 5cb0915 xepina Eaueston na Stade Savices Individual Education Plan fi feria veins [avoere comune [or at ucian¥ cares: Primary Exceatonaliy: Visual Ingaed second Excetonsltyes): Ober Heth ingame MEETING TYPE: cP Rew SIGNIFICANT MEDICAL INFORMATION [alerts dete)» CI No enicant mdi information [aie ciagrosed with retinopathy of prematurity, high myopia, and nsytagmus. He should wear glasses [constantly has sth, NOTES [parents given Florida's Educational Opportuities for Students with Sensory Impairments pamphlet PARENT PARTICIPATION: nat do you onsiér tobe your cls strengths? [Reading is a strength, but he struggles with sometimes What re yur concn or rane yours auton? fess concerned about MEM math. He shaving difcuty with fractions, algebra and number els Parent preted he developer fhe Ewa fonone during meeting ‘STANDARDS /EXPECTATIONS: [standard Academic Curriculum with Accommodations (Applicable State Standards) Page 2 of 17 Sci ee Lame | outs '%. Does the stent exit Behaviors that impact his/her learning or hat of others? No, the student does not exhibit behaviors that impact his/her learning ofthat of others 1. lethestucent lind or visual imps? Yes, howeve, ral nstruction NOT needed bsedon the student's current ane future reading and ring sil/ned, © Does the stent demonstrat hearing oral sensory impatient that inputs her leening? No, the student dacs net have hearing or dual sensory impairment that impacts his/her learning. No, the student does not demonstrate communication needs. Does te stent demonstrat United Engsh ricency? No, the student does not exhibit Limited English Proficiency Does the student require assstveeeholoyServices/devies to atcomplsh IP gous? 1. Does te student need specoy esgne psa education? No the student is able to participate in the general physical education program with non-sabled peers. H. Does the student require xtended schoo Year? No the student does not require Extended School Year services Sy RATIONALE: Page 3 0 17 cae ie senois ‘aets Transition Plan “Translon Assessments: orr to facltate quay ston planing ane senses, the tadent ners peterences, nd Strengths relted to curren sd futur educator, employment Ine, a personal a soc enuranmertl ernment were freed. The assesment data/formtion Sede develop present level atemens define anal oar nd determine servis wl as development of measurable postsecondary gel for Sudent ape 16 areal Interviews, curriculum based assessments, formal assessments (eg, state/distrit assessments) course of study Diploma Selection ‘The stucents pursuing, Standard academic courses asa couse of sty leading ta Standard Diploms 1 me suet current demonstrates the folowing sl determination lls and abies, in order to atively and eet arcpate EP acting and ltacocat {scr awarenesot his/her own (ser nd atin goals {perform ass inseendenty Characters, stents and iations Bate cries ake decors {sok poten [undestandsupponts she neetsfor Communicate the ees or Crees supports Divatateouomesfetecivenessot Ce manoge behavior Badeptte changin ports ‘caumstaneet [Dinower forth tdent to self advocate ad te paat actly ard flecely in EP meetings, the uden wl be provides Iniermaton and/or isin nthe fing Se determination ss “Transition Service Activity Areas: The P Team has determined the sucentsWansion sence neds bad onha/hertrastion asiessmens, couse of tang present ee of setae sneveret and funcional perfemence. Instruction: Addressed in PLOP, Goals, Services Related Series: Not requied at this time ‘Community Experience: Requces the same evel of support provided to non isabled peers Employment: Requires the ssme level of suppor provided tonon-desbed peers Post School Adult Living: Reqlres the same lvel of suppor as that of higher non-disabled peers ‘Acqustion of Daly Living Sls: eauies the same level of suppor s that of hi/her non-disabled peers Provision ofa Functional Vocational Evaluston: Require th su vel of suport that of hifher nor-sbled eas Page 4 of 17 mms aoa's [MEASURABLE POSTSECONDARY GOALS. The EP Team has determine postsecondary goals are rot requted at ths ire Education and/or Waiing Independent ving E The? Team hor determined he tadent equres the ome evel ofzvppr a provided a ron abled erst ive ndepanaort ‘Agency Unkages/ Response: Thee? Team has éteinas Agency ivlvement int requed 3 thine. ie consent reqs am the poet raul student voto ting agers) Agency Represented Responses ‘erature of ancy Repretaniave TrNorinaiendince Tino atendanee Tinorn tenance \ heen erosive war unable fo stan, Pow wa nfration made ISDA, “easter o Res ‘Staset hat rat reached requed age of netiieaton atest ne yer proto he student's 18 thay) Page 5 of 17 eam S005 acptonl teueston an stunt Serves ae aS =a Present Level Of Performance Domain: Instructional Area: Diagnosis: fcuriculum and Learning \vision Resource [visually impaired “Transition Service Area(s) or 2 student age 14 or older lnstvetion ‘Assesment Revue Summary, inuding Waraiion Aesessments fora student ape 17 and ote leve medical Report: 11/12/2014 Diagnosis: Retinopathy of Prematurity, High Myopia, Nystagmus ‘visual Acuity with Correction: Right Eye - 20/100, Left Eye - 20/70 levayima 4/1/2015, ‘Sources of Information, including Tranation Aevesments or astudent age and oder forevious IEP, Student input, Teacher Input, Eye Mesical Report, Functional Vision Assessment/ Learning Mela lassessment ‘Stengths/ Current Performanes,incding Warsiion information fora student age 18nd oer [ret ica nice, respectful young man Hes always willing to work and try new activities, He knows how to lise certain accommodations onthe computer with various software and will use them ifneed be. When prompted, ata is able to answer questions about his visual needs both inthe classroom and vision resource |ettng. (fects ofthe Disability, including Tronaltion needs fora tent age 14nd oe over sul impatment, he wil mos kel encounter efculies wit activites that are presented at 2 sistance, apis diagnosed wth retinopathy of prematurity, high myopia and nystagmus. ROP is the abnormal blood lesel development inthe retina ofthe ee na premature infant. High myopia, alo known as nearsightedness, is when lvjects are seen leary close but uy far avy. Nystagmus isthe voluntary movement ofthe eye. The movement may le up and down, sie to side, a crcular mation, or alof the above. Corrected visual aclty i 20/100 inthe right eve, 20/70 ln the left eye. Preferential seating shouldbe given in the font of his asses on the lef as his visions Better in is ight lev He wil need entra ime to complete his assignments and tests a wel, OMBARAW should be able to mark decty on ests, Reading materials such a textbooks and handouts shouldbe presented in large print. Elevation of reading materials |i increase his visual fed and reduce the strain ofthe nak from leaning over. Information should be writen an the board [nth dark colored dry ease markers. Se dvocacy is important for Bag 3s he needs more instruction inthis are Priority Educational Need] including Tranaion needs fra student ge 4 and older [elbenee racy educator esis include more struction inorder to hereav ss adhoc hls fnenig tev si hay hm verbelae Hi ned for accommedatosin the too and erese i loca’ sas wold Benet rom morenseuctn in Lyberdng a i promotes ses noth academies 8 [tas pesonatindependenc, Page 6 of 17 sea ic 5cnoos tvcetionaEdustion and Stuer Sones moe SEE [ANNUAL GOAL /OBIECTIVES/PROGRESS REPORTING Desvas Independent Functioning [vision Resource [visually mpaied “ration See val Instruction aa Ras Seri et enh nahn ee ee oy ‘BENCHMARK OR SHORT-TERM OBIECTIVE ResuLs a [meme wit soe protien to achieve gat (eqvesing dona stance rom tees ns out ot aay at measured by teacher observations, [ei se-aragsoritedown assignment edie kee folders organized, tn 5 out fs yeas menured by teacher obsenations a a “RANT GOAL STESSMENT AND PROGRESS REPORTING Peres tard goalie esice “he teams cetermined roars repr willbe rove to Cereme tt To chains Obenoen aria, ys ‘eri eey Sweet (AP send wth herp car eaten th ep) Taian — | Powe Tom a cane Tape | ene Gane Tae Tiago | Par Tana Page 7 of 17 sam Pie Scno eR | coat — hs ‘ANNUAL GOAL/OBIECTVES/PROGRESS REPORTING crescent come Intl Bae: [curt ad tearing [sion Resource [sual impaired “Tastion Sees ret Instron Ca) |S caercteeseriom sae toe ooo eerste meee eacaean 1 ovehe ie review ate, emmy wilnreae i typing seed upto 10 wpm a measured by a a Progen toward he ol wi be menue “Thee team hs determined prowes eps wl be rove ats cuit Te, Chet Odenton hans rsd mum every 9 week (2 send with he reported TaeaTrapea | Paes ome Tar aTaapea | Paes ome Taataanee | Pores aa Dares | Par oon Page 8 of 17 say 8008 ceptions Eovestion sna Studer Senvies es —— oars Present Level Of Performance ‘Domain Instructional Ares Diagnosis [curriculum and tearing Language Arts fisuay impaired, other Heath lempaires Transition Service Areas fora student age 14 or older [nstrvction ‘sessment Resuls Sonar, including Toran Assessor Tora oder age 1a and oger Preven 208 csv (rare) Jer nme 2018 core 20a! isbeween 67206) scare rade A 42 Rdg 62.7, Ces 743 uae Grades A. Aven 62.1D.0Mes 15.26 Sources of Information, including Tonstton Assessments fora student age 14 and older (rchieve3000, Florida State Assessment - Reading, Previous IP, Teacher Input, Psychoeducational Evaluation ‘Siengiha/ Current Performance, heluding aration WWormation fora student age 1a and older [titer 3 hipfl young mar whores to partpate in dass. Hes always wel behaved, and the teachers enoy his Jresence ie owes to werk on the computer, ané does welwhen this an incentive, GARR aways makes anaterpt on fis omework. He iecurrentiy doing welinStience and Ar. lmtp: wo carer paths in mind The Fst that he withes to ply 352 pont uard inthe NBA. The second is becoming 8 Jauner so ne con prosecute people who deserve oben ja He knows nels good at at and running, although SARE 0 he [Sssnt ce when his gs hurt. When describing hil he says he end, hardwerking on time, and turns in work even if esa ltleate. His fovrte clas isan, andi east favre dass heath He wanted to say he ke his health teacher though ‘fects of he Osby, including Tarsion needs Tora audentage 14 and older fra reut ofa one ote Heth pane ay prices te ners econ som th acemmedatos, When Hig [corusi tea teas ce he srumoeln a fw sance Mares A ears hve ol eno bute cope am 98 Ks tsodonethe srvscrchslyen Aang ths cere oe AR sen maser wale! ll rea nga, | ng cb sce he mst poe min aommodatonsin cis an ig es. RN shou eine smal ep ncn, |r czy eshte gen caienoogenent wiht veg anova. ay bo have mater preset totimin sal] wpe an tnene shoe geen ie paces exhsep ha or Socrates The ether shoud qr chek Leman etn st cos and rectors mami ae her Bren epesee pace arson inate coreive Jenn Sn ceve arts and meer geet; wel a log tm arpenen ht eben ita aces. Tiwi ap mo Protty Educational Need cluding Tandon needs fora ude a Taand oer [pesmi privity educational need in Language Artsis to develop his fluency in order to be more successul |with his reading comprehension Page 90f 17 edie? Sehols ‘cepa Eeueaton an Stent Serces en ee Ee aaa SEE "ANNUAL GOAL/OBJECTIVES/PROGRESS REPORTING esr! curriculum and Learning [Language Arts [eva impaired, ter Heat mpaed "Tarson See Area rstruction on sua tet ee er nt ose ton TNs pienso [ome wt cay serene lec oma VBR gad rence wih no eres hina tt sled tine period in? ut of wna mesnired by sce pvoranee G1 [Sireatouastie otto us mein? oa Wetman trae primar oO Qo Rep aanas aoe ears Sern ceySuct fr Eats ro Tatoo — | ee a Page 10 017 vem S008 ception eucton and Student Services | mete a mee | ev "ANNUAL GOAL/OBIECTIVES/PROGRESS REPORTING Cesvoou! [curriculum and tearning lancuage rts [vsuayimpaed, other Heath impaved "anahion Seve Arabi. nstruction| ra ‘BENCHMARK O8 SHORT-TERM OMECTIVE co | pin i ns wer eral questions ater Renin in 7 ou of 10 la messed by sudan pevormancs, teacher abeetons nd stancrded est oerarmance, teacher observations and tnd ed es a (eB termine ca na etestin auto 10 ae Fess By RUek a a “ANNUAL GOAL ASSESSMENT AND PROGRESS REPORTING Powe omar th gow be esi “The team as termined popes repre wile proved at student performance, teacher breton, standardued ets THM eErYS woos fr. 1-2 snd wth he report cara) Tc aThapen | Fe conan ee Tacatiasan | Powe ae Tavathapen | Powe cones Tacatiasen | owes Co Taratiapee | Pores cana TcaThapon | Poe conar Taratiapen | ope cana Tacateasen | Powe conan Taeatiasen | owes ae TaraTRapon | Powe Gan Treatiasen | Pores oar TacoThepoa | Pa can Tacathason | Pore Comat Page 11 of 17 xceptone taucoon ae tasters io Tae aw Present Level Of Performance Domain: Instructional res Diagnose: feurricutum and Learning math sully impaired, Other Heath lnnpairea “Transition Service Areal) fora student age 14 or oer Assessment Results Summary, including Toran Assessment Tora suderiage Wand oder Far (Spring 2014): Level 1 score of 170. lst Quarter Grades: Math - 60.5 D; Math Enrichment - 65 D; Science -86.8 land Quarter Grades: Math - 23.6 F; Math Enrichment - 65 D; Science -75.9C Is quarter Grades: Math 60.2 D: Math Enrichment -63.1D; Science -78.2C ‘ures of Information, ineuding Tanston Assessments fra student age 14nd oder rtorida State Assessment - Math Previous EP, Teacher Input, Pscyhoeducational Evaluation ‘Sivengts/ Curent Performance, icudang Transvon information fra Student ape Tt and olde [osamane sept young man, who tries to participate in cass He is well behaved in class, andthe teachers lenoy hs presence. He loves to work on the computer, and does well when thats an incentive. MG alvoys Jakes an attempt on his homework He curently doing welin Science and Art (fects ofthe Disability, including Tonation needs fora oder age 14nd ober rete ebm One ah npn ARE kt rd ena a th ene When HN rg gp on lead sence matte at rman nat en ily den op acn nde lateesresnnn mses om nani cept soap neni a ost eres tanh arts on orem eg cepa arc fees min tien we et xt wnat akc vf bsg nee en [rcnenstmenetot neg omy scien nay sIoc une wean han mew ee [mementos aspects hvhinin me a ‘rority Educational Need), neoding Tranation needs fora student ge 14 and older | Oxferayet's priority educational need is to develop his understanding of the effects of operations on numbers andthe relationships among these operations. Otel abet selec appropriate operations and Lemp for pret solving Page 12 of 17 emerges ceptions Edson an Staten Sees pet = SS ‘ANNUAL GOAL/OBIECTIVES/PROGRESS REPORTING Tassv coat — Inca Ae: fo [curiculum and Learning Math visual impaired, Other Health impaire| “Tnition Sein Wel Instruction on: nese TDENCHMARK OR SHORT TERM OBIECTIVE neue 0 TANTALGOR SSSSMENT Ad PROGRESS REPORTING ropes own wi ees helt omnas stridor reports wi be prove 9 creiaeiiaockigehyen tic ieaie “Meomce/swan ia eae ma nereiany Teather | Pea cane ret tapa | Pewee toner Tmcatnaon | Pare Toa Teta | Pe cane a comer Page 13 of 17 es 0c sr008 eptone Ebueation na Stade Services TEP Services [encoptional Student Education Services (None Needed wansion | Ooe | Deter Model jena tocation aided race OOM ann [ai [sasernetaie|i0 Mont — [omental ed Pre or uneags ar baer [senor] 0 Month [erst con Se lana nase Soren mPa oa | ums [rescore oa] week [Al Seis Ld ad nd = oa Date Date “erie it Perioa/ Unt SPECIAL TRANSPORTATION NEEDS [medal eave: medial const Ciuomainde Clvatielony Elowetaunccoolaigted ClOthramente teow Nore ected “Transportation Needs Raine: EEmeowiersouatrenoe! Clnownecicd | rations | owrcnowe | prs ean consi yen water canes —| sansa [i cig ro Aetra FroamenyAaratovem Cliente | wnnsnone | ownomomm | funy ‘econ [econmocaon/noanaion (Deeeeneied | rratnone | cwvtenduwe | pasurny tea ve nbs dure aes —| owes — [aon eng [es ersten pr ca cs —[ eves [4 Osi arses [ics datorat armen to auignnerfens [ovis | —ovesie [4 aay arses ow eed ine rg cars| owes [a on al stings panier en asa gous conus | owes [a on alse [See xe camper pais wars —owesne [on aise iestsicaane otter wesraberfanraang [owners | overs [4 ay arin petit dor sure recone is [ovens [4 os arses anscn cen aacrmroneraaaa| overs | —ovesns [4 oa [tse facut cstoerinestpens| —ovoars | —ovesns [oa alse Page 140f 17 omc nos | eee,

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