Part B INDIVIDUALIZED EDUCATION PROGRAM

The Individualized Education Program (IEP) is a written document that is developed for
each eligible child with a disability. The Part B regulations specify, at 34 CFR
§§300.320-300.328, the procedures that school districts must follow to develop, review,
and revise the IEP for each child. The document below sets out the IEP content that
those regulations require.

A statement of the child’s present levels of academic achievement and functional

performance including:

 How the child’s disability affects the child’s involvement and progress in the
general education curriculum (i.e., the same curriculum as for nondisabled
children) or for preschool children, as appropriate, how the disability affects the
child’s participation in appropriate activities. [34 CFR §300.320(a)(1)]

Tait’s diagnosis of autism spectrum disorder affects his emotional regulation in the
classroom, as well as his ability to communicate and develop relationships with peers.
Tait’s diagnosis of rheumatoid arthritis causes him pain that may affect his participation
in gross and fine motor activities.

A statement of measurable annual goals, including academic and functional goals

designed to:

 Meet the child’s needs that result from the child’s disability to enable the child to
be involved in and make progress in the general education curriculum.
[34 CFR §300.320(a)(2)(i)(A)]

 Meet each of the child’s other educational needs that result from the child’s
disability. [34 CFR §300.320(a)(2)(i)(B)]

Tait will demonstrate positive behaviors for 7 minutes or longer during morning
meeting daily.
Tait will participate 2-3 times during morning meeting daily.
Tait will appropriately express his emotions at least once per day.
Tait will seek support in emotional regulation daily.
Tait will comment on objects, actions, events, or request information from at least two
peers during free play daily.

U.S. Department of Education Model Form: Individualized Education Program

Office of Special Education and Rehabilitative Services,
Office of Special Education Programs
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For children with disabilities who take alternate assessments aligned to alternate
achievement standards (in addition to the annual goals), a description of benchmarks or
short-term objectives. [34 CFR §300.320(a)(2)(ii)]

Tait will participate in morning meeting at least once daily, and for at least 5 minutes
while he is working up to his goal of 7 minutes and 2-3 counts of participation.
Tait will ask for help identifying his emotions.
Tait will interact with at least one peer during free play.

A description of:

 How the child’s progress toward meeting the annual goals will be measured.
[34 CFR §300.320(a)(3)(i)]

 When periodic reports on the progress the child is making toward meeting the
annual goals will be provided such as through the use of quarterly or other
periodic reports, concurrent with the issuance of report cards.
[34 CFR §300.320(a)(3)(ii)]

The SCERTS Assessment Process will be conducted quarterly to reassess Tait’s

communication.
Frequency and duration notes will be kept during morning meeting for Tait daily. The
duration of his postive behavior will be recorded as well as the number of times he
participates.
Anecdotal notes and tallies will be kept on Tait’s emotional regulation and expression.
Tait will be observed weekly during free play, specifically relating to his socialization
with peers during this time.
Part B INDIVIDUALIZED EDUCATION PROGRAM 3

A statement of the special education and related services and supplementary aids and
services, based on peer-reviewed research to the extent practicable, to be provided to
the child, or on behalf of the child, and a statement of the program modifications or
supports for school personnel that will be provided to enable the child:

 To advance appropriately toward attaining the annual goals.

[34 CFR §300.320(a)(4)(i)]

 To be involved in and make progress in the general education curriculum and to

participate in extracurricular and other nonacademic activities.
[34 CFR §300.320(a)(4)(ii)]

 To be educated and participate with other children with disabilities and

nondisabled children in extracurricular and other nonacademic activities.
[34 CFR §300.320(a)(4)(iii)]

Tait will continue to use his Dynavox Technologies Pal 3 device to comminicate in the
classroom. Teachers in the classroom will receive necessary training to use this
device with him.
Tait will continue to receive speech-language intervention.
Tait will continue to receive intervention from the positive behvaior support team.
Tait will be evaluated for physical therapy for pain due to the diagnosis of rheumatoid
arthitis.

An explanation of the extent, if any, to which the child will not participate with
nondisabled children in the regular classroom and in extracurricular and other
nonacademic activities. [34 CFR §300.320(a)(5)]

Tait will be fully included in his regular preschool classroom.

Therapies/services will take place in the classroom.

A statement of any individual appropriate accommodations that are necessary to

measure the academic achievement and functional performance of the child on State
and districtwide assessments. [34 CFR §300.320(a)(6)(i)]

Tait will be able to use his Dynavox communication device on all assessments.
Tait will have his own space during assessments (ex. a table to himself within the
room).
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If the IEP Team determines that the child must take an alternate assessment instead of
a particular regular State or districtwide assessment of student achievement, a
statement of why:

 The child cannot participate in the regular assessment. [34 CFR §300.320(a)(6)

(ii)(A)]

 The particular alternate assessment selected is appropriate for the child.

[34 CFR §300.320(a)(6)(ii)(B)]

Tait will participate in regular assessments.

The projected date for the beginning of the services and modifications and the
anticipated frequency, location, and duration of special education and related services
and supplementary aids and services and modifications and supports.
[34 CFR §300.320(a)(7)]

Service, Aid or Beginning

Modification Frequency Location Date Duration

Speech-Lanugage 2 times per Preschool 11/1/2018 30 minute

Intervention week visits

Positive Behavior 1 time per Preschool 11/1/2018 1 hour visits

Support week
Intervention

Physical Therapy One Physical 11/1/2018 1 hour

Evaluation evaluation Therapy Clinic evaluation, 30
visit, one minute follow
follow up visit up
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TRANSITION SERVICES
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if
determined appropriate by the IEP Team, and updated annually thereafter, the IEP
must include:

 Appropriate measurable postsecondary goals based upon age-appropriate

transition assessments related to training, education, employment, and where
appropriate, independent living skills. [34 CFR §300.320(b)(1)]

Transition plan not yet needed.

 The transition services (including courses of study) needed to assist the child in
reaching those goals. [34 CFR §300.320(b)(2)]
Transition Services (Including Courses of Study)
Transition services not yet discussed.

RIGHTS THAT TRANSFER AT AGE OF MAJORITY

 Beginning not later than one year before the child reaches the age of majority
under State law, the IEP must include a statement that the child has been
informed of the child’s rights under Part B of the IDEA, if any, that will, consistent
with 34 CFR §300.520, transfer to the child on reaching the age of majority.
[34 CFR §300.320(c)]