Document Date: 09/11/2018 Idaho Falls School District #91 690 John Adams Pkwy Idaho Falls, Idaho 83401 Phone: Gm onded Individual Education Program (IEP) This EPIsan: inital Annual Review Projected Trennial Reevaluation Date 05/20/2019 Student's Name: ict: (ggmmm | state 105 | gras: Eleventh | Sex: Fernate nate Language: acetic White ne) a tep services, secraconsa Frequency of Special The information below i a summary of the student's prograrservices, including when services wil begin, where they wil be provided, who will be responsible for providing them, and vihen they will end. | Title of Related Services| | Date | Special Education professional cmamsatomy | eeaton erst | and/or Related Service Useoneconmoniyper | 34CFR300:320(a) < Staff Responsible eccermonves' | | semaosminy | STemacesanats | “ eds oe | i | per | Per Per | - = | | | Week | Month — | —— = j ~ | Directestracion-Matn | SPEDTeather | 300 cates, | canvanie) osnorzor9| Language | | | Classroom | Decisructon-Reading | sreDreacher | | 130 © BE eansnore) epron09| . | Classroom | a ne i Behaviorinteventons | sPeDTeecher_ | o2seed | osr20se| os/1012019| | | ciassroom | nn | | elee ——— speech /Lang | P Language Thera i | oon 10/2019 | Total Amount of Time (minutes) | | Optional statement of Service Delivery: sacrR 300.320 Behavior Interventions may be provided by a professional and/or paraprofessional under the supervision of a professional in an, individual or group setting based on the need of the student. SLP services are pravided by a professional in an individual or group setting. SLP services will be provided in one 25 minute session per week Service times may be impacted secondary to absences, holiday, and other related conflicts. Services will be provided as needed to support the IEP on field trios.LEAST RESTRICTIVE ENVIRONMENT (LRE) 34crn 300.320 ‘The IP shall explain the extent, i any, to which the student will nt participate inthe general education classroom, the general education ‘eurriculum or the extracurricular or other nonacademic activities, "Idaho Special Education Manual 2016 Start Date: 09/11/2018, End Date: 03/10/2019 Select the age range for this student: 310 Syear old 61021 year old Minutes Weekly Averages Total minutes in the school week for this student: 2100 ‘Average time outside the general education environment: 1500 Special Ed Percentage: 71% ‘Average time inside the general education environment®: 600 General * evan sped educavon services are being provide Educational Environment for Ages 6-21 34 CFR 300,320(0)5) and 300.114 (01) Student is inside the general education classroom 80% or more of the school day. In a 6 hour school day, the student is Inside the regular class at least 4 hours and 48 minutes. (02) Student is inside the general education classroom at least 40% but not more than 799 of the school day. in a 6 hour school day, the student is inside the regular class atleast 2 hours, 25 minutes, but not more than 4 hours, 47 minutes. (03) Students inside the general education dassroom less than 40% of the school day. In a 6 hour school day, the student is inside the regular class 2 hours, 24 minutes or less. (11) Students in a district self-contained classroom in a separate special education school for more than 50% of the school day more than 3 hours in a 6 hour school day. (12) Students placed in a private special education day school/facility at public expense for more than 50% of the school day more than 3 hours in a 6 hour school day. (13) Student receives education services in public residential facility for more than S0% of the school day and resides in that facility during the school week, (14) Student receives education services in a private residential facility at public expense for more than 50% of the school day and resides in that facility during the school week. (15) Student receives special education services in a hospital or homebound setting (do not include home-schooled students or virtual charter school students). (16) Student receives special education services in a detention center or correctional facility (21) Student is voluntarily enrolled in a private school by parents. PLACEMENT CONSIDERATIONS v Yes. No Isthis placement based on the student's educational needs documented in this IEP? 34cFR30014 Yes ¥ No Isthe student able to be satisfactorily educated in the general education 34 cFR 300.114 environment for the entire school day? Rationale for removing of the student from the general education environment: EERE cures a functional ving skills based curriculurn which cannot be provided In the general education classroom. She requires direct instruction which may be disruptive to the general education environment. ¥ Yes. No Ifremoval from the regular environment is necessary, ist based on the nature and 4 cAR 300.114.0420) severity of the student's disability and not the need for modifications in the general curriculum? ¥ Yes No Is the educational placement as close as possible ta the student's home? 34 CFR 300.116(013)# Yes\ No Is the educational placement in the school the student would attend if the student did not have a disability? ¥ Yes No Did the IEP team consider any potential harmful effect of the educational placement? ¥ Yes! No Does the student have the opportunity to participate in extracurricular and nonacademic events with nondisabled students? OTHER CONSIDERATIONS A. Special transportation is a related service ‘The student requires: Regular ¥ Special No Transportation Describe, if necessary: Curb to Curb. Samantha requires an aide on the bus to ensure her safety B. Are extended school year (ESY) services required for this student? “No Yes TED C. Does the student have limited proficiency in English? vi No.. Yes D. Is the student deaf or hard of hearing? vNo Yes E, Does the student have unique communication needs? v No Yes F. Is the student blind or visually impaired? v No Yes G. Does the student have health care needs? y No Yes 34CFR 300.1164 24 CFR 300.1764¢) 34 cFR200117 a9 cFR 20034) 234 cFR 300.105 26 cFR 200.324(0)2KH) 34 CFR 300,324,246) 34 CFR 300.3240,24) 34 CFR 300.32419)2\) BEHAVIOR INTERVENTION PLANNING 34 CFR 300.324(a)2)() and 300.530{4) 1) Does behavior impede the student's learning or that of others? v Yes | No If behavior impedes the student's learning or that or others: Positive behavior supports are incorporated in this IEP. (Complete the Positive Behavior Supports section below) ‘¥ Abehavior intervention plan (BIP), including positive supports, (Compete the Behavior Intervention Plan section below) Behavior Intervention Plan Replacement behavior (restate SP goal that addresses teaching behavior}