{EP Report for Student 1D: 140013390 / State I: 29604031 “Individualized Education Program (IEP) ert Name prewen\ Level of Academic Acivement an IEP Meetng Date 9872017 Seen os an0T38 | Sale: 891 Tnconal eroranos (Fam 8) Pred pneseNT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTTONAL PERFORMANCE Section 1: Current IEP Information Goal Number Written: 1 Goal Number Met: 0 summarize special education services the student is receiving: (REI coves unctona gazemic ane ive skil instruction in self contained setting. She receives speech therapy and Gaenntred transportation services. Section 2: Evaluation Information Evaluation Information From MET with Eligibility Determination Date: 12/2/2015 sas» student identified with a Mid intelectual Dsabiity and Speech/Language Impairment GUIIMBMS likely to Soruras fs a tude lays in icavning basic skis fr academics and functioning independently. She MSY, FA! small group class Signin ays en ata slower pace with nigh levels of repebton to teacher her base skis, Gre ag likely to SUBD at es alangvoge suppor to increase her ably to express her wants and needs effecively fer more independent functioning Areas of Eligibility: ‘Special Education Primary Category: Mile Intellectual Disability Special Education Eligibility Category #2: Speech/Language Impairment Section 3: Present Level of Academic Achievement READING mon epee eran ame ag st of uO: a a She can independently match and identify al BIRD co inc pener er tap an slsc independently match al ofthe liters in her fast name, She can independently Soa ee ee sapee cose te AP abe sill neds verbal cues wth idenbfying te upper case letters Q°Z 25 she Not say and identify the upper fore, She can independenty match al ofthe letters of the alphabet both upper and lower case aeeade to improve the consistency of letter identification. We are introducing sight words, These words are Strut gor ar pres aust er wi denying be wares, She Garg beter wh matenng ‘the words to signs. hota Un er terive er reasing woup andes hard. To assist “Y rher seademics, we heve her using a loaner augmentative communication device (Words For Life). We Use sign language and pictures as well WRITING ‘an trace her name, sight words, and short sentences with fairly good consistency. At times she rushes through her BER cn reminded to, she will slow down and write more legibly. She hold the pencil/pen/crayon correctly. Ses foe prgcuena per manana skills, and et the same time, use her aug com device to write words. She will Pye letters from a flash card on her eet ‘device, and read it from the device. She needs more practice to know where letters ‘Aug com device, tracing worksheets, flash cards. MATH can identty pumbers 1-10, but stil needs assistance at ties as she isnot consistent She cam independently match mumbers 1-30, She is starting to match the numbers on her device. sn rote count, but not consis e in independently match different shapes, and colors. i ae cod Improvement th her consistency to count from 1 to 31. We are working daly on calendar activites, an es i cams be abi count fom Ltd forthe doek, and 4-31 forthe ealendar vies, and teling (EMMMD ses 2 loaner 2ug com device, manupulatives, calendar template, clock template, Parent/Adult Student's Input on Student's Current Academic Achievement QRMBIB 1029 woule tke ner to communicate more, and work on her behavioral skits Current Classroom-Based Data: EMME 2e1s quite a bit of re-direction. She works better in small group instruction. She does not use much language to