Saline Area Schools OO NY 7266 Saline-Ann Arbor Rd. Saline Michigan 48176- |) 1139 734-401-4000 INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM REPORT Date of IEP Team Meeting: 03/05/2017 Date of Last Evaluation IEP: 03/17/2014 ar Home Phone: 734-417-8768 Student's Address State: Michigan ip Code: 48108 Gounty: # County Resident District: Saline Student Primary Language: English Language in the Home: English Birthdate: 03/08/2000 Age: 17-0 Grade: Eleventh grade PURPOSE Purpose of IEP Team Meeting: Reevaluation ‘Additional Purpose: Transition [ PARTICIPANTS @ Student: Garett | Parent/Guardian: @ General Ed Teacher: Ciark 2 Theresa & Special Ed Provider: Monica @ Palka, Ass't Principal © Eval Team Rep: Monica a Meloche, Birdsong, Scott -Co Teachers (the individual who can interpret the instructional implications of evaluation results) © Other/Title: B. Bruckman, Guidance Counselor 9 © Other/Title: T. House, MRS OtheriTitle [ ‘STUDENT PROFILE AND ELIGIBILITY In determining both eligibility and need for special education programsiservices, the IEP Team must consider each of the following G. Ammett SHS Transition Coordinator Student Strengths Student: @@iae@Preports that he likes sports, enjoys community groups like teams/scouts, He also enjoys writing. rent: -. MarviniH. Meloche (Alg. 2 Fund.): @23iag8Fis very conscientious about his grades and work. He does advocate for himself - fhe asks many questions during assessments, (We'd lke to see him ask questions prior to assessments.) IM. Briere (Orchestra): Gigiits a strong cellist. He is routinely prepared, engaged and performing music at a high level with the SHS Chamber Orchestra. T. Jastrow/T. Birdsong (Biology) <@ggBe works very hard. He is invested in his leaming and has asked for extra support numerous time. M Clarkitd Scott (Amer. Lit): bis a hardworking individual, He is always focused and always on task in class. He asks questions when he needs to, and he has been great about communicating with me this trimester. EliisPhillips (Acad. Support): @@Asi uses his time wisely in class and usually has something to work on during Academic SuperStar ad mace vonfeant ans ne management potzing work, completing werk independent and preparing for assessments over the last 2 years. Parent/Guardian Concerns ‘Ms, Tupace recognizes that Gaiam has made many gains over the last few years in high school, however, she expresses concem over €2§s8i being abi to get into the college of his choice and then being able to manage the demands of college ‘on his own. Evert with all of the support that @igte is receiving in high school (outside tutors, support at school, support at home), she is not confident that @ipgae wil be ready for a 4 year college after high school. She has faced her support and monitoring so that @aiB® can take on more responsibilly for his school work and meeting deactines, working on his time management, and seeking help from teachers and advocating for his needs. She would like to make sure that his IEP has appropriate supports and accommodations to share with colleges to seek similar accommodations to help GU transition ‘Successfully to the post secondary setting, ‘Guyzent Evaluations adage inital slg bity for special education services was in 2011 under the category of OH, Otherwise Health Impaired, for memory issues related to hypoxic ischemic encephalopathy at birth. He also experienced seizure activity eary in life ForGavetts3 year fe evelveion in 204, te team recommended to continue specal edueaton elgty under the OHI tegory but did not perform additional testing through the school since @Bgggi@ was followed by Dr. Seth ‘Warschausky of the _niv of Michigan Dept of Rehabilitation and Neuropsychology and was evaluated in 2011 and again in 2013. Results from Dr. Warschausky’s evaluation are below: October 2013 Neuropsychological Assessment wiseVerbal Comprehension index 102 SS Average Perceptual Reasoning index 110 SS High Average Working Memory index 113 SS High Average Processing Speed index 118 SS High Average Full Scale 10 114 SS High Average ATI Reading Comprehension 145 SS Very Superior Numerical Operations 110 SS High Average In addition, SRB was recently diagnosed as having Attention Deficit Hyperactivity Disorder-Inattentive Type by his pediatrician, Dr. Stephen Park, MD. A letter is on file, dated 6/8/15. He takes medication to assist with concentration and focus BBR also under the care of Dr. Liza Green, MD at the Univ of Michigan Dept of Physical Medicine and Rehabilitation to address rehabilitation needs related to memory, attention, and concentration. A letter is on file trom Dr. Green dated Oct. 19, 2016 State and district assessments: PSAT 10 April 2016 Total Score 940 Range 320-1520 Sath%ile Reading and Writing Score 510 Range 160 -760 66th%ile Math Score 430 Range 160-760 s6thvile PSAT 11 November 2016 Total Score 1040 Range 320-1520 68th%lle Reading and Writing Score 540 Range 160 -760 74theile Math Score 500 Range 160-760 58thisile {BEE scores indicated ne was on tack for college readiness nthe area of Reading and Ving bute needs Io contrue to Strengthen his skills in the area of math ACT Oct. 2016 Composite Score 21 Fnglish 24 ath 21 Reading 19 Science 20 Writing 7 BBE scores indicate college readiness in the area of English TW 1 Grades Alg. 2 Fundamentals: 94.5% A Orchestra: 101.5% A Academic Support: 96.72% CR US Government: 85.8% 8 Spanish |: 101.8% A Current Grades (Tri 2) Alg. 2 Fundamentals: 88.67% B+ Orchestra: 97.58% A Biology |: 81.19% B- English 11 American Lit: 88% B+ Academic Support: 96% CR has earned 18 credits of the 27 needed to graduate. ‘Comments from teachers about functional performance in the classroom and areas for improvement S. Marvin/H, Meloche (Alg. 2 Fund.): Sometimes @ygiieseems a litle distracted but not too badd. M. Briere (Orchestra): 9886's doing well, his attention to detail may slow him down at times but he counters that with is focus level in rehearsal T, Jastrow/T. Birdsong (Biology): Very slow test taker, rarely finished in the allotted time, Assessments are dificult for him. vr Gtereht Soot (une: Lit) @dlaBedetntah struggles wih pacing. It seems ae ho wants fo get everyting “ust ight and tink this takes away from his understanding of the material at times (English does not always have one answer) Ells/Philips (Acad. Suppor): Time management, gagingfunderestimates how much time it will take to complete assignments and managing time during an assessment. Perfectionist approach slows his process of getting through a task. When expected 0 turn in work electronically, he does not always follow through with the process or confuses ‘sharing’ completedwork with teachers through Google Docs and “turning in” his work on Google Classroom. @868ineeds to work on approaching teachers for assistance when he has questions or he is experiencing dificully with work or reviewing for tests. Based on 4)€§96@8886% current functioning, 2) the most recent evaluation findings and 3) any additional assessment information, does the IEP Team determine that this student has a disabiity that requires special education “ogramssservices? Yes, GBKDis eligible for special education : i ri Qualifying Criteria Medical Diagnosis Other Health Limited alertness fo education ADHD-Inattention/Memory ImpairmentStudent Name: IEP Date: 03/06/2017 Secondary Transition Considerations Transition Assessments Completed: “ssessments| [StudentParent Input [School Observation Data 13/2/2016 [STAT-R (Student [Transition Assessment [Tool - Revised |Supported lindependence| IStudent fersion) net ith his case Imanager and lher student teacher to lupdate and revise his post lsecondary goals, has answered questions regarding his loreparation for multiple areas of secondary living lin Career and Employment, has an idea of what his job choice entails such as skill sets. He ldoes need more assistance in knowing where to go lor wno to contact to learn more information about his selected job choice such as what kind of training is Ineeded.” __ understands what the process of Jgeiting a job is such as a resume, job application and Interview and has experience fling out an application] lbut not participating in an interview.“ says he Ineeds accommoditionsiassistance and is aware of which accommodations he needs, and how to ask for| hwhen he needs support =. -.would lke his post secondary training and leducation to be at a 4 year college. He most likely |sees himself having a job within @ community without Iservices of accommodations. As an adull, \would lke to live in a college dorm while in schoo}, then eventually a personal ving space such as an lepartment or house. 5 self-advocacy results |show that he knows his strengths and limitations and Ihat he can communicate his needs when asking for help. He states to be able to handles stress well ‘duit Living Skills indicates he can perform ltasks such as use a calculator, write his name, state Inis personal information, know what to do in an lemergency, problem solve, maintain relationships, land communicate with others. expresses he is confident in his daly ving [sks without support or accommodations such as Icounting money, household chores, and personal Ihygione, As an adult, wants to be a part of Iecreational soccer and basketball leagues as well as Iunning as his community participation. He also ‘states he can function in doing community activities [such as transportation, knowing the location of important city buikiings, In the area of Recreation and Leisure, ~ is laware of recreational centers and activities to attend land currently does so. He does not, however, say he participates in leisure rec classes such as art or ‘cooking. He has hobbies and enjoys them in his Ispare time with fends and family \Parent IMs. Tupacz recognizes that~ __has made many \gains over the last few years in high school, however, Ishe expresses concem over Ddeing able to get| into the college of his choice and then being able to Imanage the demands of college on his own. She is Inot confident that will be ready for a 4 year lcollege after high school, Ms. Tupacz reports that Ishe has faded her support and monitoring s0 that Ir can take on more responsibilty for his school work, meeting deadlines, working on his time |management, and seeking help from teachers and ladvocating for his needs. However, she still has to ~ post secondary goais align with his lstrengihis and weaknesses He has a goal of latiending a 4 year college butis stil in the process of Ideciding what is the best option for him. He has a lgeneral idea of what he would lke to do for a career lout needs to research options to better define his lempioyment goal -sias improved in the area off lself advocacy however, he stil relies on teachers and lparent to occasionally prompt him to seek help, lsupport, or to have questions answered. He will need lo increase his self advocacy skills to discuss his ldisability and need for accommodations at the post |secondary level with unfamiliar staftiprofessors, will also need to work on managing his time lat college when there is no adult support around to iguide or when employed and a employer expects ideadlines/tasks to be completed lpromot 2 communicate with teachers and|seek help or ctarification when he is having difficulty Iwith a concept. Ms. Tupacz would also like to explore| lwork options for this summer to work on lemployment skills, ate of Educational De lopment Plan (EDP): 03/02/2016 If student did not attend IEP, describe steps taken to ensure consideration of student's preferences/vision: ‘attended his IEP. Student’s Post-Secondary Vision and Transition Activities Career/Employment: As an adult, what kind of work do you want to do? After graduation, will work ina field related to sports such as sports management, sports journalism or sports, broadcasting. Career/Employment Assessment: Present level assessment related to this vision statement ‘yas a strong interest and participation in the world of sports as well as writing, however, he does not know specifically what kind of sports related job he would like. He also does not know who to contact to get more information about this career choice and needs to research more information on the work training and resources regarding this career field ’3s strong school attendance and will make up his work in a timely manner if absent. has no work experience at this time. Is there a need for activities or services for Career/Employment? i Yes °) No Explanation of Responsible Type of Activity activity/service Agency/Persons Expected Completion Date will research further into the careers related to Employment sports such as journalism, broadcasting, or management - and IEP Team 03/08/2018 will complete an interest inventory for career. |. and IEP Team 03/05/2018 planning, Functional Vocationat Evaluation will attend an informational meeting to learn about possible Related Services. employment supports and |~ “and IEP Team 12/01/2017 services from MRS (Michigan Rehabilitation Services) Post-Secondary Education/Training: Aller leaving school, what additional education and training do you want? After graduating high school, ‘will attend a 2-4 year college/university Post-Secondary Education/Training: Present level assessment related to this vision statement. Understands he must attend a 4 year college for his career choice but he needs to research which schools have programs for majors related to sports and writing and are a good ft for his learning needs. Garrett has visited the following colleges so far: Hope, Grand Valley, and Siena Heights. Is there a need for activities or services for Post-Secondary Education/Training? (2 Yes ‘"i No 7 Explanation of Responsible i Eg eee activity/service Agency/Persons See eee will Begin researching which colleges or universities he would like Instruction toapply to that supporthis |. “and IEP Team. 03/08/2018 interest of study in sportsiwriting and support his needs as a leamer.Related Services will attend a and IEP Team 03/08/2018 transition conference offered at WCC or a college of his choice to gain information on disability supports at the college level. Adult Living: As an adult, what kind of living arrangements would you like to have? ‘After graduating high school, will ive in a college dorm during his post secondary schooling, After college, ‘would like to lve in an apartment or house. ‘Adult Living Assessment: Present level assessment related to this vision statement “understands he must five in @ dorm or aparimenthouse while attending college and after college. He reports that he knows how to perform daily ving skills such as household chores/upkeep, money management, personal hygiene, and meal preparation. Is thore a need for activities or services for Adult Living? @% Yes ~ No = Explanation of Responsible ‘Type of Activity gctivitylservice ‘AgencyiPereons Expected Completion Date ~ will practice performing more dally living ‘Adult Living skills such as cleaning © saue.cand IEP Team 03/05/2018 around the house, laundry, and cooking meals, “wil select a class at Saline High School, ike Instruction Business/Personal Finance, |" and IEP Team 03/08/2018 that will expose him to money management topics. ‘Community Participation: As an adult, how do you want to be involved in your community? ‘er high school, will participate in his community by being a part of recreational soccer and basketball leagues, as well running in 8K races. ‘Community Participation: Present level assessment related to this vision statement. is part of many community groups and actviies such as soccer teams, basketball teams, boy scouts and is. independently able to participate with peers within the community Is there a need for activities or services for Community Participation?’ Yes {3 No Course of Study Describe how the student's course of study aligns with the postsecondary vision: ~~" ““is completing courses that will meet MMIC requirements for graduation. He has taken or will ake the following courses this year” "3 Very involved in sports clubs and activities outside of school, which allow him to pursue his interests in sports for his future goals of studying sports related career fields in college.“ tas met his technology and fine arts credits. Next year,~ "tas elected to take College Writing and Public Speaking to further explore his interest in journalism and broadcasting. He will complete his Foreign Language requirement next year. English 9 World History Basic PEI Digital Photography Health Algebra Orchestra English 10 Academic Support S History ‘Sports Sociology Geometry Physical Scienoe US GovernmentSpanish 1 ‘Alg. 2 Fundamentals Biology English 11 American Lit Basic PE Il arrett has eared 18 credits of the 27 needed to graduate, ‘Check Only One: Michigan Merit Curriculum leading to a high school diploma (beginning with {sa Personal Curriculum on file? class of 2011). Yes @ No Course of Study leading to: Is Garrett expected to graduate with a Regular Diploma during this IEP year? “1 Yes @ No will ‘complete age eligibility for Special Education services?! Yes © No Community Agency Involvement Was there @ need to Invite @ community agency representative likely to provide current or future services? Yes. No IfYes, did agency representative attend? Yes @ No Please list any additional steps taken to ensure that the student has made connections with any appropriate outside programs and services: Parental consent was obtained on 2/24/17 to allow MRS to attend smesting. An email dated, 2/26/17, was sent to Tracey House, MRS representative, to invite her to Garretts mtg. Parental Rights and Age of Majority ‘Check all that apply @ The student will be age 17 during this IEP and the student was informed of parental rights that he or she will receive at age 18, |The student has tumed age 18 and the student and parent were informed of parental rights that were transferred to the sludent at age 18, including the right fo invite @ support person such as a parent, advocate, or fiend The student has tured age 18 and there is a guardian established by court order. The student has tumed age 18 and 2 legally designated representative has been appointed.Student Name: IEP Date: 03/06/2017 PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Progress on most recent goals and objectives? ‘Transition Goal: By March 2017, will complete activities to develop a pian to reach his post secondary goal of attending allege and determining a career path by meeting the following objectives, Achieved tas completed interests surveys within his EDP to identity aptitudes and strengths. has identified the careers of sports management, journalism and sports broadcasting as areas of interest for post secondary careers, By March 2017,“ _illuse various strategies to increase his independence in planning/completing academic tasks by ‘meeting the following objectives in order to meet his post secondary goal of attending college. Goal in progress. ~~ “does not complete these tasks 100% independently. He requires adult prompting at home and at school at least a few times a month to initiate study plans, communicate with teachers, and seek help or clarification/understanding of concepts. This goal will be revised for next year to further develop C.' 3 self advocacy skills, ‘Area of Need ‘Subarea of Need Goal? INedicalHeaith/Physical (Memory Loss/ADHD-Inattention a. Ds ion of ~ intial eligibility for special education services was in 2011 under the category of OHI, Otherwise Health Impaired, for Imemory issues related to hypoxic ischemic encephalopathy at birth, He also experienced seizure activity early in life. For 3 year re evaluation in 2014, the tearm recommended to continue special education eligibility under the OH lcategory but did not perform additional testing through the school since _.. was followed by Dr. Seth Warschausky of the lUniv of Michigan Dept of Rehabilitation and Neuropsychology and was evaluated in 2011 and again in 2013 in addition, ~_. was recently diagnosed as having Attention Deficit Hyperactivity Disorder-Inattentive Type by his pediatrician, Dr. Stephen Park, MD. A letter is on fle, dated 6/8/15. He takes medication to assist with concentration and us |r" is also under the care of Dr. Liza Green, MD at the Univ of Michigan Dept of Physical Medicine and Rehabilitation to laddress rehabilitation needs related to memory, attention, and concentration. A leer is on file from Dr. Green dated Oct. 19, hnt6. iverse Impact Ic... s abilly to manage his time, prioritize and complete assignments and tasks, as well as study effectively has been latfected due to a birth related trauma and ADHD- Inattentive Type diagnosis. C ... requires special education services to lassist in developing strategies that address time management, assignmenttask planning and completion, monitoring lattention, and preparing for assessments. He requires special education accommodations to access the general education curriculum, ‘Area of Neod ‘Subarea of Need Goal? [Transition (age 16+) [Self Advocacy a ripti d [School teachers report that ™ can sometimes become distracted while working through tasks or his attention to detail in Icompleting tasks will cause him to take much longer on assignments or assessments, He also has difficulty gaging how Imuch time completing a task will take prior to beginning and while working on assignments or assessments. Garrett needs to |work on seeking assistance from teachers or other resources when he has questions or difficulty with work or reviewing for ests. ‘5 mother reports that ~~ has made many gains over the last few years in high school, however, she expresses lconcem over him being able to get into the college ot his choice and then being able to manage the demands of college on nis own, without the prompting of adutts, Mom reports that she is giving less guidance/prompling at home to give - an opportunity to take on more responsibiiy for his school work and meeting deadlines, working on his time |management, and seeking help from teachers and advocating for his needs, However, ne is not doing this completely independently and stil requires adult prompting at times. Ic difficulty in gaging time management to complete tasks and prepare prior to assessments by seeking assistance or using resources available fo him may impact his ability to reach his post secondary goals of attending college. His difficulty in leficientiy meeting deadlines may also impact his future goals of employment. ‘squires special education services to lassist in developing plans to meet his post secondary goals of college and employment and further develop his self advocacy] ls,Student Name: IEP Date: 03/06/2017 SPECIAL FACTORS, SUPPLEMENTARY AIDS AND ASSESSMENTS ‘Supports and Modifications to the Environment, Behavior Training Needs, Social Interaction Supports for the Student, Health-Related Needs, Physical Needs, Transition aids and supports are provided to enable the student: «To advance appropriately toward attainit ing the annual goals. + Tobe involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities. + Tobe educated and participate in activities with other students with disabilities and nondisabled students, Explain the extent, if any, to which the student will not participate with nondisabled students: ‘When enrolled in a resource room class ‘The IEP team must consider the following areas of need for each student. For the areas of need below, does ‘Yes @ No Communication needs quire supports andior services due to? ‘Yes 3 No Need for assistive technology devices and services. ‘The IEP team must consider the following for the student, as appropriate. ‘The use of positive behavioral interventions and supports, and other strategies, to address behavior because the student has behavior that impedes his or her learning or the learning of others. The language needs of the student because the student has limited English proficiency. Braille instruction because the student is biind or visually impaired, The mode of language and communication because the student is deaf or hard of hearing Yes i No Need for nursing, ‘Yes © No Need for personal care. {@ Supplementary aids and services are needed at this time. (idsiPrograt Frequency/Timeline Location ‘Modifications/Support for School Perggenal 2H jExtended time on assessments Up to double time, and over multiple days, for all classroom, district, and state assessments “Saline Area Schools [Alternate setting for assessments. ‘When requested by the student for all classroom, district, and state assessments ‘Saline Area Schools [Student created notecard for assessments ‘When created by the student, prior to the test for all classroom assessments, with the exception of a testing out assessment Saline Area Schools [Provide directions/assignments in written format Tall classes where instruction is, primarily delivered orall Saline Area Schools: [Access to teacher's notes ‘When requested by the student and when the student is demonstrating effort to take his own notes Saline Area Schools, |Graphic organizers/rubrics/templates/models lfor writing assignmentiprojacts For all contentiwriting assignments greater than 3 paragraphs and projects assigned over multiple days Saline Area Schools. lExtended time on wilting assignments or projects Up to 1-2 additional days, when student has made prior arrangements {in person/email) with the teacher prior to the due date. Saline Area Schools: Wanced notice of tests, papers, and projects: 35 days of advanced notice in all classes Saline Area Schools STATE ASSESSMENTSAre state assessments required for the grade level(s) covered by this IEP? & Yes™) No ‘To participate in the state assessment(s), will require accommodations andior altematve Yes“ No assessments? . Does \eed to take an altemate assessment instead of a particular state assessment? Yes @ No ACCOMMODATIONS AND ALTERNATE ASSESSMENT For the listed state and district assessments, the IEP Team has determined that the following accommodations andlor alternative assessments are needed for Garrett fo participate: Assessment | Subtest Time/Schedule Setting Presentation Response English TA-& - Extended |U - Alternate educ ae ee Tees | aesessmenttime | setting: in school 1) ce] TA Extended |U~ Alternate educator ML Statewide | Methorraty | assessmenttime | setting: in school ~ | th Ewiended | - Atorate education Statewide} Science (Gr | assessment ime | setting: in school TA- Extended |U - Alternate education| WW Statewide Socal Susie] gccccmenttine | seting: im schoo "Ta- Extended |U~Atervate education Ml statewide] worksite | gcceccmenttme |” seling: i schoo Additional Information:Student Name: IEP Date: 03/06/2017 GOALS AND OBJECTIVES ‘Area of Need: MedicaliHealth/Physical ‘Subarea: Memory Loss/ADHD- inattention nual Goal: By March 2018, ~ will create quizlets/study and work plans/graphic organizers with 100% independence to plan for and complete academiciemployment tasks, as measured by teacher observation and/or anecdotal logs, in order to meet his post secondary goal of attending college and finding employment. Willa graph be used to report progress toward the annual goal and associated objectives/venchmarks? ": Yes & No Short-Term Instructional Objectives/Benchmarks: Objectives/Benchmarks Criteria Evaluations Schedule will independently create a study/work Student demonstration/teacher plan that involves estimating time frame to observation and prepare and complete a test/project/on fey eeeeene Grading period demand writing assignment. anecdotal records : student al erate quiets wth graphics and analyze big easleoncepts to prepare for” | 100% independence |Semonstationtessher| Grading period pecan anecdotal records Student _lincependenty develop graphic demonsratontescner| Gag '3| organizers on his own to use for planning out | 100% independence eee Grading period |papersiprojects and preparing assessments. Seeeree Prior to taking an assessment, wil consider the format and plan how many Student questions he should complete in a specific aac demonstration/teacher |4\smount of me by using a timer to keep track | 120% independence | °° cpservation and Grading period lf his time, and spend no longer than 3-4 anecdotal records minutes on an MC test questions, Staff Responsible for Goal: IEP Team How will progress on goals and objectives be reported @ Progress Reporting-Text Option Progress Reporting-Other Option (Specify): Comments: None When will progress on goals and objectives be reported? © Every Grading Period OtherStudent Name: . IEP Date: 03/06/2017 GOALS AND OBJECTIVES Area of Need: Transition (age 16+) ‘Subarea: Self Advocacy nual Goal: By March, 2018, . will independently request support from his teachers on assignments or assessments when fe does not understanc .»e material without adult prompting, at least 3 times throughout the trimester with 100% independence as measured by teacher observation and anecdotal logs. Will a graph be used to report progress toward the annual goal and associated objectives/benchmarks? ") Yes £ No Short-Term Instructional Objectives/Benchmarks: Objectives/B: Griteria Evaluations hedul will independently initiate early |communication with teachers when a new Teacher }1|marking period begins to share withthe 100% independent |observationsianecdotall Grading petiod teacher his strengths and weaknesses, records laccommodations, or questions beforehand =~ yl contact teachers through email ae request extra help/support or assistance on 6 it ; i aa ecie zt mae s tines Guy te 100% independent [obseratonsianecdotal] Grading pod grading period 3 la Staff Responsible for Goal: IEP Team How will progress on goals and objectives be reported &} Progress Reporting-Text Option Progress Reporting-Other Option (Specify): ‘Comments: ‘When will progress on goals and objectives be reported? @ Every Grading Period OtherStudent Namo: IEP Date: 03/06/2017 Programs and Services [Related Services with General Education andlor Special Education Programs [Direct Service: the primary mode of service is directly working with the student, There may be occasional consultation with “hers, unsultative Service: the primary mode of service is working with the teacher(s) and others having dally contact with the |student. Direct work with the student is occasional (Current IEP Year: From Date 03/06/2017 To Date: 03/05/2018 [School Year: 2016-17 |School Year: 2017-18 IGrade: Eleventh grade [Grade: Tweith grade Related Services |Start Date| End Date | Service Minutes Sessions Frequency| Setting within Mode [Low | High | Low | High Location Min. | Min. | Number | Number [Teacher Consultant |03/06/2017|03/05/2018] & Direct |10 j20 1 | (Month |GE Classes - LD |Consultative| [Teacher Consultant |03/06/2017|06/14/2017| G3 Direct [355 [355 1 IS Week |GE Classes Cl f [Consultative Programs Depart- | Start Date| End Date | Offered | Provided SE GE __[TotallFrequency| Imentalized| At | By [Low[High|Low|High] Min ‘in| in| in | i [Elementary or Secondary- fia YN [0g/5/2017|12701/2017|Saline [Saline [355 [365 |1540|1540/1895|Week ILevel Resource Program Iigh [High [School__|School [Does the student require a reduced day? Yes) NoStudent Name: © IEP Date: 03/06/2017 OTHER CONSIDERATIONS ‘TRANSPORTATION PROVISIONS 1s the IEP Team determined that _. requires special transportation? No, transportation is not required or general education transportation is sutficient to meet. needs. EXTENDED SCHOOL YEAR @ The IEP Team has considered the anticipated needs of this student including the need for extended school year (ESY) services ESY services are needed ANTICIPATED NEEDS AND OTHER COMMENTS ‘Other Comments related to this IEP: None