Jefferson School District #251 . 9 Hast 300 North “WORE, Idi £3442 Office: 208-745-5693, INDIVIDUALIZED EDUCATION PROGRAM (IEP) COVER Thien on oo [Dabo [Sate ID: Grades [Sexi "i [ Ethnicity:Hispaate or Latino Exniclgy Birth Date-020302 [Distefferson School Distiet 57 [School Riaby Middle School This IBP isan: D Initial Annual Review (Amended Students Age as of IEP Meeting Date: iy 2m PPaniGedin Noon Home Phone: G0a)s51-93 LL TLE ER ae PT, [Native Language:Spanish ~ Daytinie Phone: [Parent/Guardian Name: ‘Home Phone: Aes [Native Language: [Daytime Phone: IEPMesing Deer [0a7io716 : [ai Comprehensive Evaluation Date Projected Review Dez [04/18/17 Projected 3-Year Reevaluation Date . IEP INFORMATION ie ‘Telephone Number sibility Cetegory: Intellectual Disa Medical Information IEP Meeting Attencance (Check DOES NOT 2. IEP TEAM INFORMATION indiate agreement) Names of All TEP Team Members Invited to Attend Position or Title Gignanse, ifsigned, NOFS NOT indicate | Yes | No agreement) ss Parca wo Be a ‘Special Education Teacher gw [oO ay — Speeci/L.angusge Pathologist go —, (Occupational Therapist go {Special Education Teacher ao |General Education Teacher ca o TAssistat Principal zo Fanuary 2007 Form 4103/4500 Copy to the confidential folder, each service provider, and the parent/adult student Page ofSECONDARY IEP GOALS - OBJECTIVES/BENCHMARKS , Dates04/i9/i6 (Sradents Name “ Tparibsta679 [Sate 1D: Grade [Sak ‘Navive Lang English Eli ipanfe or Latino Ethniel Birth DateOTB5/02 Dist:lefferson School Disc 251 TSctool:Risby Middle School tometer How and When Student Progress is Reported (See Progress Report also) 7 (Post Scar ae - Ska Ares sorsieemanemnleet: 5 1, Preséat'Level of Performan 2. General Education Content Standard(): 3 amital Goal (eading © achievement of Post School Goaly 4, Evaluation Procedure: Criteria Procedure Li Assistive Technology (ifneeded): cians Gaui Wade ese TAAY (Empcted Progess Tings iil “NOTE: Jf student is not progressing according to target dates, parents will be informed Tonwaty 2007 Forr 410b Copy to the confidential folder, each service provider, and the parent/adult student. Page of,"HEP GOALS - OBJECTIVESIBENCH MARKS Date: 04/19/16, San _ aa Dist ID:14679 [S:ate 1D: Crmmaemamis [Sex Native LangEnalish Ethniciiy:Hispanic or Latino Ethniciy [Birth Date-02/23702, DisisJefferson School Disuiet #251 [School:Righy Middle School How and When'Student Progress is Reported (see Progress Report aso): Written progress report wll be sent home. Reports sent bom at the end of each trimester (SuilArea OF ] 1. Present Level of Performance: April Ww hs received cccupetionaldhetapy over the past year for thirty minutes por week, tree Weeks a rionth, sar Produce clear and coherent writing in which the development, organization, and style are apptopriate to task, purpose, and audience, racy. WHST.6-8.6 Use technology, itcluding the Intemet, o produce and publish writing and present the relationships between information and ideas clearly and efficiently Acquire Handwriting SI Prine legibly Write a complete sentence with words spaced appropriately ‘Acquire Skills for Using Conventions Use kinesthetic, visual auditory skills to copy/ereate/complete patterns and sequence. 3. Annual Goals "Will complete the following objectives demonstrating improved five motor precision, wilting lepibilty, ad] visual perception skills, requicing level 6-10 of independence unless otherwise noted. 10 independent, 9 visval cue, 8 verbal prompts, 7 both, 6 visual model/demonstration, 5 tactile cues, 4 min assist (<25%), 3 mod assist “NOTE: [f student is nat progressing according to target dates, parents will be isformmed Sanwary 2007 Form £100 Copy to the confidential folder, each service provider, and the parent/adult student.TEP GOALS - OBJECTIVESIRENCHMARKS Date: 04/19/16 [Sade [pst 1D14679 [Site D: rplciemmame. Seu [Native Lang:English. 7 [Ethoieity:Hispanic or Latino Ethnicity Dist Jefferson School Diswict 251 [School Rigby Middle Shoal GGE-SOV), 2 man esis 30-7500), HOH A (hond over hand asi), 0 dependent (u in tase 4, Evaluation Procedure: Ciifecia - [Procedure [Schedule vil 90 percent Secumiey [work samples will bereviened [progiess data willbe gahered wes Assistive Teehnology (ifneeded): ‘Will recommend as needed. ‘Dhjectivex Benchmark (requived if student takes the TAA): FAURE sonst ineeased sped in writing, copying 3 sentenes Gon near Oar point a 10 wpm 74s, ea (Eganioge gece odiow lynn Poe : teen [Objectives/Benchmark (equired if student takes the TAA}: A deel oved typing skills, requring or Fewer cues Yor band placement while ping 2 sentences, wal (Eipacied Progress Expected achieve gol by next TEP date Tage?) ll Objectives/Benchmarke (equired jtsudent cakes the TAA): ‘Yassmmiarvil demonstrate improved eyping skills, typing 2 sentences with 5 words per mime, and 954% accuracy [ [ [Expected Progress: Expected to achieve goal by next IEP date Trarget Date:04/19/17 NOTE: Ifstudent is not progressing according to terget dates, parents will be informed Jamuary 2007 Form 4100 Copy to the confidential folder, each service provider, and the parentfedult student Page _ofIEP GOALS - OBJECTIVES/BENCHMARKS Date: 04/9/16 Ma [bist 1D 13679 [States Cie [Sex Native Lang English [Ethnicity:Hispanie or Latino Ethnicity Bisth Date-02/2302 [Dist:Jefferson School Distict F251 Schiool Righy Middle School [Sisil Area: Reading 1. Present Level of Performance: ee ‘The San Diego Quick Assessment places Victoria as independent at second and frustration at third. ‘Slim road a second grade passage at 59 words per minute with 7 error, making it $8 correct words per minute, She sounds out words and listens to how she says them. She self corrects a lot whsn she reads. The errors she makes are getting less. She does not read smoothly. She pauses between words. She needs more practice reading out loud to help with her fluency, SERN Intellectual Disability affects her abilty to lear and remember previously taught concepjaShe is not able to read within the same time frame or with the same level of ability as her same age peers. A typical eight grade student is expected to read grade level material at 150 words of more. Wie needs specially designed instruction at her level of ability. She needs Special Educationamiage Services. General Education Content Standard(s) CC anchor standard for reading grades 6-12 10. Read and comprehend complex literary and informatioual texts independently and proficiently. [3- Annual Goal: Given a second srade reading passage WMMNMB ill read the passage at 85 words per minute wi or ess errors as measured by student performance on one minute timed readings every two weeks Evaluation Procedure: Criteria Procedure Schedule 85 words per minute orally read on 1 minute timings every two amRa 5. Assistive Technology (ifneeded): ‘None at this time (Objectives/Benchmark (required i student takes the TAA): By 12/10/16 WEMRB will read 72 words per mimute. [Expected Progress: 72 words per min ue ~ ‘Target Date:i/10/16 Objectives/Benchmark (required if student takes the IAA) By 4/20/17 WABI! read 85 words per minute [Expected Progress: 85 words per minute [Taree B8E:04720/17 | —_ “NOTE: If student is not proatessing sccording to target dates, parents will be informed Fauwary 2007 Fonn 4106 Copy to the confidential folder, each service provider, and the parentladult student. Page __ofTEP GOALS - OBJECTIVES/BENCHMARKS : pate: 041946 i Dai [Sa Cie Se Native Lang English Erinoiy Fispanie or Latino Enis [Birth Det 0005703 [DistJefferson School District #2: [School:Rigby Middle School {Slall Aveas Like siails J 1, Present Level of Performance: (Willa counted change to a dollar with 100% accuracy. She has almost mastered telling time to the minute, She doss not understand when someone uses the words a quarter to an hour or a quarter after She fs not sure when she is told ten minutes to the hour. She was given an informal probe with ami ‘and times written as a quarter to or a quarter after. She scored 24% accuracy. She was given an ad end asked to find three items she could buy for 10 dollars and how much change she should get back. She was unable to acd the amounts correctly or determine the change she would get back. Minigsia’s intellectual Disability affects her ability to learn and remember previously taught conc is not able function with the same level of independence as her same age peers. Most eight grade students can buy a few grocery items, menage an allowance, and keep appointments with friends, \figiete. needs instruction and support to develop levels of independence, She needs Special Eseaiaagen services. y General Education Content Standard(s): Mental, Emotional & Social Health grades 6-8 Mental, emotional and social well being is 8 foundation for MMM Bood health and includes a sense of security, identity, belonging, purpose and competence in order to strive towatd a healthy and productive life. Knowledge and skils may inelude emotional intellizence, suicide prevention, stress management, communication skills, conflict resolution, and mental illnes. fren probe wilh time and words of quarter to aud quarter after and a grocery list and twenty dollers, PRR il tel time with 80% accuracy and purchase the items om list with correct amount and change as bserved from student performance_of classroom store with 100% accuracy on 5 consecutive tials. ‘3. Aunual Goal 4. Evaluation Procedure: Crier is iets 50 t0 100 Yaaccuraey coniplete probes progress data wil be gathered every weeks ages : | Assistive Technology (ifneeded): (Objectives/Benchmark (requized if student takes the TAA): By 4120/17 Viewmievill complete a probe on time fo a quarter to or quarier aller the hour with 80% accuracy (Expected Promess. 1026 : [maga dacomoi7 | [ObjectivesiBenchmvark (equired if student takes the TAA, - - By 4/30/17 Wilgjmasll complete shopping with a lst end 20 dollars with 10076 accuracy Tor coueet amount spentand change | (OTE: If student isnot progressing according fo target dates, parents will be informed senuary 2007 For 410b Copy to the confidential folder, each service provider, and the parentadutt stude Page _ofTEP GOALS - OBJECTIVES/BENCHMARKS _ ___date: 04/19/16 [Sadao Nene alo Dist 1D:14679 [Sate I: Geico TSF | [Native Lang:English Eshnicity:Hispanie o Latino Euinicity | Binh Date-02223 Distlefferson School Disvict SSL 7 [School Rigby Middle School (Seilarea Men 1. Present Level of Performance: (EBB completed a second grade probe with 92 % accuracy. She completed a third grade probe with concepis on least to greatest, fractions, story problems, money, rounding, estimation, adcition/subtractions, multiplication ‘division and answering question with graphs with 41 % accuracy. She is weak with measuring a line to the helf and quarter inch. She can measure to the inch. She is also weak with story problems and reading graphs.She is not familiar with the concept of rational and irrational numbers or worked with decimals. SUE \7:ellectual Disability a ability to learn and remember previously taught concepts 's not able perform math skills and computation with the same level of complexity or with the same of accuracy. Most eight grade students learn to use linear equations, understand that functions describe situations where one quantity determines another, and use ideas about distance and angles, as well as understanding irrational and rational numbers and the use of decimal expansion. . Victoria needs instructions that incorporate lots of review of previously taught concepts. She needs specialized instruction, s 2. General Education Content Standard(); . ans 1, Kuowing that numbers that are not rational are called irrational, Understand informally that every number has a decimal expansion; for rationsl numbers show thatthe decimal expansion repeats eventually, and couvet a decimal expansion wich repeats eventnally into a rational numb. 3. "Annual Goal: Given a third grade math probe with concepts of least greatest, Factions, sory problems, money, 1oundDg, estimetion, eddition/subtractions, multpfcation vision and answeting question with graphs, MMi wil go from 41% accuracy to 80% for two consecutive cls as measured every thee weeks 4._Evaluation Procedure: _ [Criteria Procedure ‘Schedule 80% ford aials math probe every three weeks Assistive Technology (if needed): none at this time [ objectives/Benchmarls Gequired if student takes the TAAY: By 12/10/16: ill score 60% recuracy on probe. ected Progress: 60% Target Date: 12/10/16 ] ‘Objectives/Benchmark (equired if stident takes the AAD: [By 4/20/17 MIM hove 80% accuracy for 2 trials *NOTE: If student is not progressing according to target dates, parents will be informed Sanuary 2007 Forma 410b Copy to the confidential folder, each service provider, and the parent/adult student Pege__ofTEP GOALS - OBJECTIVES/BENCHMARKS (xia roe — Dist ss679 [sae [Naive Lang:Enaish Enhuietytfispante or Latino Binciy [DistJefferson School Diswiet 31 Tschool Rigby Midale School [Expected Prosress: 80% — [farget Date:04/20/17 ] vieages oo ee Lid ania NOTE: If'student is not progressing according to target dates, parents will be informed January 2007 Form 410b Copy to the confidential folder, each service provider, aud the parenUndult student Page ofIEP GOALS - OBJECTIVES/BENCHMARKS Date: 0419/16 Student's Nn Dist ID:14679 [State ID: 1 Crecpaiacg [SexF) Native Lang: English Emicty:Hispante or Latino Ethnichy [Binh Date ] Distslefferson School Disuiet 51 TSchool-Risby Middle School ] (Siac Bain — ] 1. Present Level of Performance: likes to help. In fact, she helps too much. She will tall other students what they need to do even before the teacher has given directions. When she makes mistakes or is corrected by an adult she will shut down and sometimes cry. She needs to learn to accept constructive eriticism and direction, SBM 'rcliectual Disability affects her ability to lean and remember previously taught concepts. She is not able to respond to disappointment or constructive criticism with age appropriate behavior, Her same age ps will listen to the teachers and ask questions on how to fix an assignment or problem. MMB needs support and instruction to help change behaviors. She needs social skills instruction to help develop skills General Education Content Standards) ‘Mental, Emotional & Social Health grades 6-8 ‘Mental, emotional and social well being is @ foundation for building good health and includes a sense of security identity, belonging, purpose and competence in arderto strive toward a healthy and productive life. Knowledge and skills may include emotional intelligence, suicide prevention, stress management, communication skills, conflict resolution, aad mental illness +3. Annual Goal: Given feedback on behavior or assignments, UMM will complete 5 of T criteria on accepting consrucine criticism and feedback for 5 consecutive days 4. Evaluation Procedure: [Criteria Procedure Schedule 5 of J citeria observation daily Assistive Technology (if weeded) None at this time *NOTE: If student is not progressing according to target dates, parents will be informed Janvary 2007 Form 410 Copy to the confidential folder, each service provider, and the parentadult student, Page of,TEP GOALS - OBJECTIVES/BENCHMARKS Date: 04/1916 aia pi ibe) [Sate TSexk Native Lang English Eni Hispanis or Latino Erhniny [Binh Date'02/23702 Distleferson School Diswiet 51 [School Rigby Middle School ([Taiven for consecutive ws ] Expected Progress: 100% Target Date:04/20/17 ea ame ae SNOTE: If student is not progressing according to target dates, parents will be informed January 2007 Form 4100 Copy to the confidential folder, each service provider, and the parentadult student Page __ofIEP GOALS - OBSECTIVES/BENCHMARKS. Date: 04/916 nn Dist 1D:14679 [State 1D: Te Native Lang English 7 EthnieityeHispanie or Latino Euwieity [Birth Date.02733/02 Distlefferson School Distict 51 School Rigby Shall Area: Written Language —] 1. Present Level of Performance: (Wis seems to enjoy writing or telling a story about what happened in a picture(s). She forms most of letters correctly and has spacing between words, She knows that a sentence starts with a capital ter and ends with a period. She is net consistent with using capitals and periods, indenting and using the correct tense, Wie Intellectual Disabilty affects her ability to learn and remember previously taught concepts, She is not able fo express herself in writing with the same level of skill and expression as her same age p: Atypical eight grade student learns to virite narratives with well-chosen details, and vel constructed event sequences, ers, SEiBeer e115 instruction in a small group setting where she receives quicker feedback on what she writes, She needs Special Education. 2. Getieral Education Content Standard(s): CC anchor standard for writing grades 6-12 5. Develop and strengthen writing as needed by planning, revising, editing, rewviting or tying a new apptcach, 3. Anal Goals Given a pietre or prompt, WHR will write asi sentetice paragraph with 0% accuracy on criteria oF capitals and periods, sentences that make sense, use correct tense, follow paragraph form, and have words copied comectly for 3 conseeutve tas. 4._ Evaluation Procedure: (Criteria Procedure Schedule 8 six sentence paragraph with 90% acauracy on | write paragraph progress data will b gathered every 2 criteria of capitals and periods, sentences that weeks make sense, use comect tense, follow paragraph form, and have words copied correctly Assistive Technology (if needed): None at cis time [Objectives/Benchmavic (equined W student es the JAA) : By 12/10/16 SBM write a4 sentence paragraph with 80S om aleria of capitals and pious, seutees Wat se comect tense, fellow paragraph frm, and have words copied eorrectiy [Expected Progress: 4 sentences [Target Date: 2/10/16 [ObjectivesBenchmnark required Wsudent takes the TAA) By 420717 Rg write a six seutence paragraph with 90% accuracy on exera of capitals and periods, savences Wat make sense, use correct tense, follow paragraph form, and have words copied correctly for 3 consecutive tials pected Progress ix sentences : [Target Daesaaon7 *NOTE: [f student is not progressing according to target dates, parents will be informed Snuary 2007 Foi #106 Copy tothe confidential folder, each scrvive provider, and the parenedlt aden. Page__ofTEP GOALS - OBJECTIVES/BENCHMARKS Date: 04/18/16 Ta Dabo [Sate ID [Cine [sex Native Lang:English Ethnicity:Hispanie oF Latino Ethnicity YBieth 02231 Distsefferson School District #251 [Schoal:Rigby Middle School ceentie “NOTE: Ifstudent is not progressing according to target dates, parents will be informed Fenuary 2007 Page of Copy to the confidential folder, each service provides, and the parentladult student. Form 4106‘TEP SERVICES Date: 04/19/16 Student's Name: Dist 1D:14679 State [D: SREY [Se F [Native Langitnglish Evlicity:Hispante or Latino Edinick Bith Date:02/25702 [Distlefferson School Distiat [School:Rigby Middle Sehool | IEP SERVICES Service Position Responsible [Location Minutes | Frequeney | M® | Start [Anticipated {Weel Code] Date | “Duration Occupational Therapy ‘Treatment Room 30.00 [30 Minutes Per| Not | 04/20/16 o419nT | Therapist Week: 3 | Appli Weeks Per | cable Month Behavior Interventions |Special Ed Teacher |Special Education [2060.00 | daily | Not] OWS016 | OHIS07 and General Appli | Education cable | Classrooms Posing & Wrlten |Special Ea Teacher |Special Education| ¥2500"| aStminues | Nov] OWBOIS | GST Lengusge Instruction Classroom gaily | Appli a cable Math Insiwction Special Ed Teacher 425.00 | 8Smimutes | Not | 48076 | Oea3I7 | Clsstoom gsily | Appl cable ‘iE Skil Insaucton "|Special Ed Teacher |Special Education | 42500 | ~8Smumaes | ‘Not"] O@G0T@ | OUGSTT [Classroom daily | appli cable Reading & Wricen |Special Ea Teacher |Special Bdvation | 34000) daly] Not] W216 | OUTST Language Instruction Classroom Appli cable Math Instruction Special Ed Teacher "|Special Education [34000 | daily] Not | 82418 | —GATDAT Classroom Appli cable ‘fe Skills Instryston "|Special Bd Teather |Special Education| 380.00 | daily] Not] OBITS | -OUTSAT [Classroom peli cable Optional Statement of Service Delivery: 2. OTHER CONSIDERATIONS OT therapy services will be provided in small group or individual session if needed, Services will be provided in the setting most conducive for skill development. Behavior services provided in the school seting ate a collaborative effort ofthe Spesial Education staff (including the Special Education Teacher, Behavior Professional or Behavior Para) and the elasscoom teacher with the above noted position responsible and accountable for monitoring and reporting student progress. The services may be provided by different people depending on scheduling, Behavior Intervention services tay change from group to individual or individual to group intervention as well as fom Fro Level to Para Level depeniting on the IEP goals of the student. These changes will allow the student to receive appropriate behavioral interventions with varying school and class schedules. Services may be reduced in order to help the student gain independence, ifthe student leaves to attend an outside agency, goes home or ifthe student attends release tt, A; Special transportation is considered atelated service, The studentrequtes © Regular (Special _C) No transportation Deseribe if necessary: 5B. Ate extended school year (ESY) services required for this student? Yes. No TBD ICTR, when: and amend IEP by specified date. January 2007 Form 410/450 Copy to the confidential folder, each service provider, and the parenadult student, Page ofTEP SERVICES Date: o4/ts/16 Sie bist :14679 Sate 1D: [omcommemye [Sek [Native Laug:English Ethnicity: Hispanic or Latino Ethnicity | Birth Date-02/23/02 Distslefferson School Diswict 2231 School Rigby Middle Stool ~ If'Yes, complete I «6 below. 1. What are the skills this student will lose as a result of an interrupted educationsl program and will be unable to recoup 0 a: to make reasonable progress coward achieving the goals and benchmarks/objectives in the IEP? “What skills are emerging that with ESY services the student would make reasonable gains? ‘What acquisition ofa critica lfe skill that aids the student's ability to function independently would be threatened by an interruption in services? 4 Tn what way ave the above skills critical tothe overall progress of the student? 5. Specify which gouls and objectivesvbenchmarks should be part of the IEP for ESY services. 6, Begin and end dates of ESY: / Hours per week: ©. Does the student have limited proficiency in English? (Yes EINo. If yes, what native language? English Explain what considerations are necessary 1D. Itheating impeired/deaf is hearing aid monitor required? Cl Yes No [i Nothearing impuiredidect, Ifyes, explsin ‘what considerations ere necessary: . E, fvisully impoicedibind, is Braille required? (Yes (1 No, 1 Not visually impairedblind. Ifyes, explain what considerations are necessary: Sonuary 2007 Form 4103/4500 Copy to the confidential folder, each service provider, and the parentadult student. Page ofIEP ACCOMMODATIONS Date: 0419/16 suds Ne Dist 1D:14679 [state ID: Gi Native LanazEnelish Ethniciy:Mispanie or Latino Ethiciy [Birth Date-0 305700 [DistJefferson School Diswiet #251 ‘School Righy Middle School 1. ACCOMMODATIONS, ADAPTATIONS, SUPPORTS IN GENERAL AND SPECIAL EDUCATION ‘Antleipaied Accommodations, Adaptations of Supports Location Start Date | Duration ‘Tests need to be read aloud, Tests modified to it needs, Extended] Clasweam (School Environment) | 042016] Q47i917 time on tests, Test in separate environment (Special Education Classroom), One-on-one Support (As misc as possible, Alter or modify assigaments to Vietori’s level of ability, Copy or verbal espoase instead of writing her owa, Simplify Language, Small Step Directions, Check often for understanding and Allow for Think Time.” - 2. PARTICIPATION IN STATEWIDE AND DISTRICTWIDE ASSESSMENTS ACS Accommodations AD = Adaptations IAA = Idaho Altemate Assessment Participation | Reaular TAC TAD | Accommodations or Adaplations Language Arts [1 Not Assessed DyIsaT 5 PO] O] Cauio Cinile Otwee Princ Onntiple Das OPwertencl Owen Wod dicsienary . . (LEP only) tepeat Directions, , SI/ISAT-ANL | Teatsneedio'be ead loud, Tess modified to Fi needs, Enended ine ont, Ten ina F8puals @NWORNG (Special Eauation Classroom), One-on-one Support (As much as possible, Simplify Lenguage, Soll Stepey i a [ovey Reading | NerAssesied ene O7iRr a oyo Olisat o ojo OBraille Dlarge Print OMultiple Days OPaperPencit OWond to Word sisson (LEP oa) EEJISAT- AU] Tests uced w be read aloud, Tests mocixed to it needs, Extended te on tes, Tes in& Separate STON RI-Ale | (Special Education Classroom), One-on-one Support (As much as possible, Simplify Languowe, Small Sen se repest Directions a o- [ola 7 Mathematies [OI Not Ase : [nat a [oyoqy OfisaT a CO) OC] Daudio OBraite Otarge Prine OMuttipte Days OPaper/Pencil OWord to Word Sistionay (CEP only) GI]ISAT-AIRM | Tesis need to be ead sfoud, Test modified to At needs, Extnded ime on tens, Tea ina paras SOMO (Special Education Classroom), One-otrone Support (As much as possible, Simplify Language, ial Step o repeat Directions, a a [ovo Scimee [Not Assessed Olist a _[o;o : isa D(C] O| Gaidio Gerais Gtagebin Onatipe Days OPapartenai Oworie Waa ctionay (LEP only) (Special Education Classroom), On: repeat Directions, SIPISAT-ANS | Tests need to be read aloud, Tests modified to fit needs, Exiended Une on tess, Tea Tha Separate Girone ‘on-one Support (As muchas possible, Simplify Language, Smal Step cr Fenway’ 2007 Copy to the confidential folder, each service provider, and the parcnl/adult student. Pege of Form 410d/450gIEP ACCOMMODATIONS _ _ Date: 04/19/16 ni Dist 1D:14679 State Di Catieanempes [Se Native Leng:English EthnicigHigpaiie or Latino Ethniei Birth Date:02/2502 Distifefferson School Disuiet #251 ~___ [Sehool:Rigby Middle School a o_eye Note: sly those accommodations and adaptations 1) listed in No. | above and regularly used by the student in classroom instroction and classroom testing may be used during stetewide or distietwide assessments, ‘Accommodations do not invalidate assessment results. Adaptations result inthe student being counted as not proficient and aot partictpating. Nate 2 Note Elighbiliey for a student to take the JAA: The student must meet all ofthe criteria ised below forthe IEP Team to determine tat the student is eligible to participate in an altemate assessment: ‘a. The student's demonstrated cognitive ebility and adaptive behavior prevent completion of the general academic curriculum even. with program accommodations and/ar adaptations. 1b. The student's course of study is primavily Ametional-skill and living-skill oriented (typically not measured by state or district assessinents); and cc. Thestudent is unable to aequire, maintain, or generalize skills (in multiple settings) and to demonstrate performance of these skills without intensive and frequent individualized instruction, 3. BEHAVIORAL INTERVENTION PLANNING |A. Does behavior impede the student's leering o that of others? @ yes ONo B. Ifyes, have positive behavior supports been considered? Bves No C. The positive behavior supports, ifneeded, are incorporated into the TEP goal. DZ yes ONo D. A behavioral intervention plan (BIP), including positive suppors, is included below or EI Yes 0 No is attached to this TEP. MBM co teve times when she gets up set and shuts down, Consent for FBA was given. Assessment will be completed. January 2007 Form 4104/4503 Copy to the confidential folder, each service provider, and the parent/adult student Page __ofTEP LRE PLACEMENT & WRITTEN NOTICE, Date: 04/19/16 Suns No Dist 1D:14679 [State 1D: Sar [Native Lang: English EthneityMispanie or Latino Ethnichy Birt DatesW225/02 [Distetiason School Dau 237 School Righy Middle Schoal 47 Service Provider Location or some ether location notin any other category 48 Home Fenuary 2007 Form 410f-94450b-i Copy to the confidential folder, each service provider, and the parentladult student. Page ofTEP LRE PLACEMENT & WRITTEN NOTICE, Date: 04/19/16 Student's Nx A [Dist ID=14679 ‘State ID: ona [Seck [Notive Lang-Enalish Ethnicity: Mispanie or Latino Prhnicity Birth Date022502 [Dist Jefferson School District #251 School: Rigby Middle Schoal 1, LEAST RESTRICTIVE ENVIRONMENT (LRE) Cheek one: 1D The student will participate entirely inthe general education classroom, the general education eutriculam, and nonacademic ard extracuiticular activites with non-disabled peers. FD The student will participate in the general education classroom and curriculum, except for the following: (Check and explainall that apply.) EH General education classroom Due to Victoria's Intellectual disability, she will spend most of the school day in the extended resource room where she will receive instruction at her/his level of ability in reading, written language, math and life skills. 1 General education eurticulum Due to her current ability and achievement levels, Vietoria will receive instruction in research based material for seading, written language and math 1D Non-academie and extracurricular activities with non-disabled peers 2, DECEMBER 1 FEDERAL REPORT: EDUCATIONAL ENVIRONMENT ! Gen Fd Classroom 0-39% Ages 6-21 (DL Students inside the general education classroom 80% or more ofthe days. In 6 leur school da least 4 hours and 48 minutes. (2. Student is inside the general education claswoom atleast 40% but not more than 79% of the school day. In a6 hour school day, the student is inside the regular class at least 2 hours, 25 minutes, but not more than 4 hours 47 minutes (03. Student is inside the eneraledueation classroom less than 40% of the school dsy. Ina 6 hour schoo! day che stodent i inside the regular class 2 hours, 24 minstes or less 1 Student i ia disuet self-contained classroom uadent i inside the regular lass 2 separate special ecvation school for more than $0% of the school day ~sore than 3 sours Jina 6 hour day. 12 Studect is placed ina private special edueetion day school /fciity t pubic expense for more than 50% of the school day - more than 3 hours ina Shou dey. 15. Student reczives edneation services mn publte residential Melly for more than 0% uf tie suluoul day and resides in hat facility doving the school weak 14 Stdent receives education services ina private residential facility at public expense for more than S096 ofthe school day and resis in tat Facility during the school week. 15. Student receves special education services in a hospital or homebound setting (do not include horse-schooled students or virtual charter school studs.) 16. Student receives special education services in a detention center of comectional facility. 21. Student is volunalily enolled ina private school by parents, The only services provided at public expense ae special education/elated services. Include children whose parents have choseu to home-school them. Do net include students enrolled in a public vreal charter shoo [Ages 3-5) “The student attends a Regular Barly Childhiood Progeam at least 0 hours per week. 49 Receives majority of Special Bducation and seated services inthe Regular Eatly Childhood Program. 50 Receives majority of Special Bdueaton and related services in some Other Localion. “The student aitends a Regular Early Childliood Program oh ee SI Receives majority of Special Education and related services inthe Regular Early Childhead Program, 52 Receives majority of Special Education and related services in some Qther Location “The student DOES NOT attend a Regular Early Childhood Program but DOES attend a Special Education Program, AL Separate Special Eduestion Class 45 Separate School 46 Residential Fail ‘The student DOES NOT atte Jonvary 2007 Form 410f-g/S0h-i Copy to the confidential folder, each service provider, and the parent/adult student. 4 Regular Barly Childtood Program snd DOES NOT attend a Special Education Program, Poge__of, /IEP LRE PLACEMENT & WRITTEN NOTICE Date: 0459/16 Student's Nene: ea Dist 1D:14679 State ID: feareaaiamas [Sex [Native Lang:English Ethnicity:Hispanic or Latino Ethnicity [Birth Date:02/23/02 [Dist:Jefferson School District #251 [School:Righy Middle School 3. WRITTEN NOTICE The student will receive the services and placement outlined on this TEP because the student is eliible for special educetion and the JEP team has determined that this IEP will meet the students needs, A. The following options were considered but rejected because: Transition fo the high school was discussed and times included in this TEP. there are B. The following evaluation procedures, tests, records, or reports were used as.a basis for he IEP: Previous IEP's informel probes and team input, ©. The followi in developin information and other factors from parents and other sources were used to develo is IEP. s TEP: BRIM paricpated ‘You have protection under the procedural safeguards of the Individuals with Di explanation or a copy of the Procedural Safeguards Notice, school district, if further.essistancess needed, you may et isabilities Education Act (IDEA, 2004). Ifyou need an please contact Wanda Hillman at (208)745-6674. After contacting he ontact any of the agencies below: Idaho State Department of Education Idaho Parents Unlimited, INC (PUL) Disability Rights Idaho (formerly Division of Student Achievement and 1878 W, Overland Road Compretensive Advocacy, Inc. (Co-Ad)) ‘School Improvement Boise, ID 83705 4477 Emerald St. Suite B-100 P.OBox 83720 800-242-4785 Boise, ID 83706 Boise, ID 83720-0027 VAT: 208-342-5884 866-262-3462 208-322-6910 WATT: 208-336-5333 800-377-3529 WAT: 866-632-5125 January 2007 Form 410F-9450h-i Copy to the confidential folder, each service provider, and the parentiadult student Page of