[TEP Individualized Education Program Tn Ci - ‘Schools | ‘THIS IEP WILL BE IMPLEMENTED DURING THE REGULAR SCHOOL TERM UNLESS NOTED IN SECTION 4 EXTENDED SCHOOL YEAR SERVICES CHILD'S INFORMATION MEETING INFORMATION ane once ID MEETNG Dare: 1082019 STREET: GENDER: F_ GRADE. PK _/PK MEETING TYPE =e | SINTALIEP om sta: 2PM | Cre renew DATE OF BRT Qi DISTRICT OF RESDENCE: COURLY OF RESIDENCE: DISTRICT OF SERUCE: Ee (5000 Trin Cy {the child in preschoot? @yYes ONO Will the child be 14 years old before the end ofthis IEP? Dyes @No Is the child younger than 14 years of age but has transition and postsecondary goal iormaion? Oves @No {s the child a ward ofthe state? OYes @No IEP by third birthday? (t vanaiosing tom Part vec) Dyes ONO PARENT/ GUARDIAN INFORMATION ze ‘STREET; CELL PHONE a OTHER INFORMATIO! [The child's parent has been given a copy of the Guide to Parent's Rights in Special Education. REVIEW OTHER THAN ANNUAL REVIEW, DaMenoment Comer JEP TIME LINES ETR COMPLETION DATE: 10/04/2019 7 DUE DATE: 10/03/2022 \éP EFFECTIVE DATES START: 10/25/2019 END: 1072472020 NEXT IEP REVIEW: 10/24/2020 IEP FORM STATUS (heck when cepts) 21. FUTURE PLANNING Za. SPECIAL INSTRUCTIONAL FACTORS Zs. PRoFWe, E24. EXTENDED SCHOOL YEAR SERVICES Cs. POSTSECONDARY TRANSITION SERVICES Ze. MEASURABLE ANNUAL GOALS. Gir. SPECIALLY DESIGNED SERVICES GiB. TRANSPORTATION AS A RELATED SERVICE is. NONACADEMIC ANO EXTRA CURRICULAR 10, GENERAL FACTORS ins, LEAST RESTRICTIVE ENVIRONMENT Zitz. STATEWIDE AND DISTRICT TESTING Zita. EXEMPTIONS 4. MEETING PARTICIPANTS is. sicnarures AMENDMENTS: cance nt amen ee) FrHE SCHOOL DISTRICT AND PARENTS RAE | p.-o, JEP SECTION AGREED TO MAKE THE FOLLOWING CHANGES |,,0 0%. ,| PARTICIPANT & ROLE Initiate D AMENDED ro THE IEP FRBTIEP FORA REVISED BY ODE ay 12018 Page 1 of16IEP Individualized Education Program Oo FUTURE PLANNING RI 00 NW obs abe crease hr vocalizations and interactions wih pours and with adults She would Tike to see a eee e SPECIAL INSTRUCTIONAL FACTORS. tems checked "YES" will be addressed in this IE} (oes the child have behavior which impedes hisher ering or the leaning of eters? Dyes no ‘Does the child have limited English proficiency? OyYes M&No Is the child blind or visually impaired? Oyves MNO Does the cid have communication needs (requed for deat or hearing impaled? @yes ONo ‘Does the child need assistive technology devices and/or services? @yes Ono ‘Does the child require specially designed physical education? OyYes NO 6 PROFILE CCrile's profile to include Reading Improvement and Monitoring Plan (if applicable): a3 year 4 month old gil who lives with her pareuts, older sister, and younger and older brotheu She qualified for preschool education in her evaluation team report (ETR) dated 10/04/2019" and demonstrates needs in the area of communication and ocial-emotional development. She has been receiving private speech therapy services and is making gains i her communicotion with but does no tlk to others outside ofthe home, ed Head Start this school year A wears glases daly, ; In August, 2019, QD began weekly speech-language therapy services through Cleveland Clinic, ieveland Clinic conducted the Preschool Language Scales. Fith Editon (PLS-9. The evaluaten coer hos the Cline ted Vg, findicates both expressive and receptive language disorders. @Betteaded a play-based observation on September 13, 2019 at Wilece School. During th observation A primarly communicated through the use of gestures (i.e. nodding her head yo, eos at to indicate "more")| ‘reetngs by saying hi and demonstrated joint attention during play. When asked todo modcled upto -word uterances. She had dificult identifying and labeling named items. Aside fons sayion, "age ne, ‘Dot observed using spontaneous language and did not initiate interactions with the adults during the coset ip nad a cring questions and often responded repeating the ast 1-2 words ofthe question (.. When asked "Wha colette tones” geste responded, "Baby dress", QM) ofenneoded directions repeated o complete simple directions. Typsaly deve ag are expected to speak incomplete sentences, be ableto follow simple 2-step directions and answer wi greet 8 Poe i sipation: Based upon observation and teacher input to have needs in her expressive commun thot wither itrces wi brs veal and aarti QBs ocean vties, such as listening toa story, a times as her attention wanders, and she Nas dficulty focusing ithe a large ae dpe aa ee Pe ne Prontized and addressed in this IEP. As she gains sil, PRCOTIEP FORM REVISED BY ODE: hy 12078 Page 2 of 1g,IEP Individualized Education Program oS 1 weer 6 MEASURABLE ANNUAL GOALS NUMBER:_1 AREA: Language PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FIINCTIONAL PERFORMANCE smother shared the July 2019 speech/language report fom the Cleveland Clini. The Preschool Language Scales- Fifth Edition 7LS-5) was completed, Her scores areas follows tudtory Comprehension Standard Score= 86 (Mean=100, Standard Deviation=15) franveConmurcaton Susan Sees Osa a pei ts with significant delays in expressive language and mid-day in receptive nmguage. She primarily uses gestures to eae andi able to model up to two words (ie ‘right back for "be right bak’), She doesnot we spontaneous lanpone, ober few 1-2 word uteranes in routine contexts. Typically developing pees ‘age are expected to understand and use a variety of [vocabulary and speak in 3-4 word sentences ill need to demonstrate comprehension of age-appropriate vocabulary use language [spontancously, and begin to expand her ae utterance to communicate her haves/wante/needs with peers and adults, MEASURABLE ANNUAL GOAL in structured classroom activities, given a fading model & using a visual icon senlence WEB vi tse a semtencete express her ves wants/needs 60% of the time, averaged quarterly by the end ofthe IEP. METHOD(S) FOR MEASURING THE CHILD'S PROGRESS TOWARDS ANNUAL GOAL GA. Curiculum-Based Assessment CIE. Short-Cycle Assessments Cl Work Samplos DB. Pototos GIF Performance Assessments Cl. Inventories 3 EXC. Observation ZG. Checkists Dk. Rubrics g OOD. Anecdotal Records GH, Running Records Select Display Mode: Objectives MEASURABLE OBJECTIVES NOM [OBJECTIVE In structured activities Ag) will identify [averaged quarterly by the end ofthe IEP. in structured activities, QIN will model the label for objects/actions with 80% ‘accuracy, averaged quarterly by the end of the IEP a ‘ee-pproprate Objectlecion By pointing tothe named fam with 80% Rau, 12 lin structured classroom activities label given objets (use of multi-modal communication acbepled) with G09 13 accuracy, averaged quarterly, by the end of the IEP. ia suctured classroom seivities Mil label given actions (ase of mull communication accepied) Wi SOWC 14 laccuracy, averaged quarterly, by the end of the IEP. y =) FREQUENCY OF WRITTEN PROGRESS REPORTING TOWARD GOAL MASTERY TO THE CHILD'S PARENTS tin oo ce eae pare of chi wi aby esas tena opot cas ised fal nn, Hthe dct proves {ntarim por oa cre, progress repcris must be provided toa parent of «chi wih deabty See OPA Proges Ren Reported Every __9 weeks BRCOTIEP FORM REVISED BY ODE: uy 1,208 Page 4 of 16; “Twinsburg Cin Schoo TEP tndividuatized Education Program 08: © eG DESCRIPTION(S) OF SPECIALLY DESIGNED SERVICES TYPE OF SERVICE [ ASREESEp [PROVDER THE] LocATION oF senviCES | {CIALLY DESIGNED INSTRUCTION 1. language intervention: |center-based classroom Specially designed instruction in small group, large group, specialist snd/or individually to fiat communication ails. Adult snd peer modeling of language; reaching, eteaching and | Fepetted practice; verbal visual, gestural prompting econ taasa0i9 ENO 0242020 paroonT oF ne FREON rine every four weeks per school ; calendar 2 Socialization intervention |ente-based classrooms | [Sepp deine section nal gov, are gn specialist andor individually to facilitate socialization skills Adult and peer modeling facilitation and direct instruction for , | socializations, retcaching and repeated practice; verbal, visual, Prompting 1028/2019 ENO: 10/24/2020 JAMOUNT OF TIME: |FREQUENCY: omnes every four weeks per school calendar Pisa eee eee senenene gnats fenleeeesessg revaren services: [Speech & Language Services [Speech-Language _|center-based classroom Specially designed instruction to facilitate language sil; Pathologist small group; preteaching; reteaching; repeated practice; peer and adult modeling, visual and verbal cues; corective | feedback; multi-modal communication Ee 102572019 FB: 10242020 PRROUNT OF Te FREGUENEY. }120 minutes. jevery four weeks per school i calendar ||) |speoch & Language Services 7 Speech-Language Jcenter-based classroom Indirect service for observation, consultation, and Pathologist collaboration to support communication skills aN 1072572019 ND: 1072472020 puouNT OF TMe REUENGY. 20 minutes levery four weeks per school calendar [ASSISTIVE TECHNOLOGY: | Devices: visual icon sentence strip, visual schedule, pictures |1,2 |center-based classroom [Services: explore/monitor AT needs to support |communication skills mN: 102572019 FO" jornar000 TaNOUNT OF TE FREGUENGY: [20 minutes |quarterly IMODATIONS: [Verbal/visual prompts; modeling; wait time; sentence strips; multimodal communication; pictures, preteaching, repeated directions BEGIN: 10/25/2019 (ENO: 10/24/2020 PROTIEP FORM REVISED BY ODE: Juy 1, 2018 Page 6 of