DATE:___________ Page 1 of 14

STATE OF NEVADA INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

INFORMATION
STUDENT/PARENT INFORMATION ELIGIBILITY CATEGORY MEETING INFORMATION
Student: Rita G Sex: Select Gender DATE OF MEETING 1/10/19
Autism Spectrum Disorder DATE OF LAST IEP MEETING 1/10/18
Birthdate2/1/10 Grade 3 Student ID #12345
Student Primary Language English Deaf/Blind PURPOSE OF MEETING
Student English Proficiency Status: Select LEP Status Developmental Delay Interim IEP

Federal Placement Code: Select Placement Code Emotional Disturbance Initial IEP

Federal Student Ethnicity Code: Select Ethnicity Code Health Impairment Annual IEP
Address: 123 Main St. Hearing Impairment/Deaf IEP Following 3-Yr Reevaluation
Student Phone: 123-456-7890 Intellectual Disability Revision To IEP Dated

Multiple Impairment Exit Select Exit Code

Parent/Guardian/Surrogate: Mrs. G
Orthopedic Impairment IEP Revision Without A Meeting:
Parent Phone (Home) 123-456-7890 (Work) 123-456-7890
Specific Learning Disability At the request of : Parent or School District
Optional: Cell Email mrsg@yahoo.com
Primary Language Spoken at Home English Speech/Language Impairment Other

Interpreter or Other Accommodations NeededSelect Y or N Traumatic Brain Injury IEP SERVICES WILL BEGIN 2/10/19
Emergency Contact/Phone Number 123-456-7890 Visual Impairment/Blind ANTICIPATED
DURATION OF SERVICES 1 year
Current School Nice School Zoned School Nice School ELIGIBILITY DATE 1/10/18
IEP REVIEW DATE 1/10/20
ANTICIPATED 3-YR COMMENTS
REEVALUATION1/10/21

IEP PARTICIPATION
Parent/Guardian/Surrogate* Mrs. G Speech/Language Therapist/Pathologist/Specialist Polly Hespe
Student** Rita G School Nurse Nancy Lightfoot
LEA Representative* Sara Mac Interpreter N/A
Special Education Teacher* Shelby Olson Other (name and role)
Regular Education Teacher*** Mr. MIld Other (name and role)
School Psychologist Jordan McAfee Other (name and role)

*Required participant.
** Student must be invited when transition is discussed (beginning at age 14 or younger if appropriate).
***The IEP team must include at least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment).

PROCEDURAL SAFEGUARDS
I have received a statement of procedural safeguards under the Individuals with Disabilities Education Act (IDEA) and these rights have been explained to me in my primary language.

Parent Signature

AT LEAST ONE YEAR PRIOR TO REACHING AGE 18, STUDENTS MUST BE INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE RIGHTS WILL TRANSFER TO THEM AT AGE 18.

Not applicable. Student will not be 18 within one year, and the student's next annual IEP meeting will occur no later than the student's 17th birthday.

The student has been informed of his/her rights under IDEA and advised of the transfer of these rights at age 18.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Consider results of the initial evaluation or most recent reevaluation, and the academic, developmental, and functional needs of the student, which may include the following areas:
academic achievement, language/communication skills, social/emotional/behavior skills, cognitive abilities, health, motor skills, adaptive skills, pre-vocational skills, vocational skills, and other skills as
appropriate. For students who are 16 or older, or will turn 16 when this IEP is in effect, also consider the results of age appropriate transition assessments related to training/education, employment,
and independent living skills (as appropriate).

ASSESSMENTS CONDUCTED ASSESSMENT RESULTS EFFECT ON STUDENT'S INVOLVEMENT AND PROGRESS IN GENERAL EDUCATION
CURRICULUM OR, FOR EARLY CHILDHOOD STUDENTS, INVOLVEMENT IN
DEVELOPMENTAL ACTIVITIES

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1. Wechsler Intelligence WISC-111 Full Scale IQ: 109 Rita seemed to give up as soon as items became difficult and did not seem to have any
Scale for Children-Third Verbal IQ: 128 system for attacking challenging problems. When items became hard for her, Rita seemed
Edition (WISC-111) Performance IQ: 87 helpless and simply said, "I can't do that. It's too hard for me."
2. Peabody Individual
Achievement Test-
Revised (PIAT-R), Key Scores ranged between 1.8 and 2.5. She does not volunteer to answer questions in class, and often gives up after struggling
Math-Revised, and with one question.
Brigance
Comprehensive
Inventory of Basic
Skills-Revised
3. Brigance
Comprehensive Scored satisfactorily in tests of word recognition, word When she was observed during the reading, she seemed to lose her place and had
Inventory of Basic identification, phonics skills and reading vocabulary. difficulty concentrating on the material.
Skills-Revised, the Her reading comprehension is at the independent
PIAT-R, the Woodcock reading level of second grade. Her word recognition
Reading Mastery Tests- skills are at the fourth-grade level.
Revised and the Gray
Oral Reading Tests,
Third Edition
4. Brigance
Comprehensive Written expression could not be tested because of her She is left-handed and has had much difficulty performing this visual-motor task. Her
Inventory of Basic extremely poor handwriting skills. written papers are a difficult for her and require much effort and time. And the final product
Skills-Revised is usually illegible and is quite sloppy. She begins many letters from the bottom, moving to
5. Brigance the top of a line. Tall letters are the same size as small ones and her pencil grasp is odd.
Comprehensive
scored at the second grade level.
Inventory of Basic she usually spelled words according to phonics rules, for
Skills-Revised, example, frend for friend, laf for laugh, and tok for talk. She showed poor visual memory for
the Woodcock- irregularly spelled words.
Johnson
Psychoeducational
Battery-111 (WJ-111),
and the Wide Range
Achievement Test-111
(WRAT-111)
Lowest scores were in the areas of daily living skills Rita relies on other people to tell her what to do and that she has made no friends and
6. Vineland Adaptive
and socialization. plays mostly with her younger sister. Rita lacks the motivation to organize herself to
Behavior Scales
complete school work and will often "just sit there".
7. Developmental Test of
Score was equivalent to that of a 6 year old, or three
Visual-Motor
full years below her chronological age. Although she could copy simple designs, such as the circle and plus sign, she had
Integration
difficulty with the triangle, diamond and other more complicated shapes.
8. Goldman-Fristoe-
scores were adequate
Woodcock Test of
Suggests a strength in auditory discrimination.
Auditory
Discrimination

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STRENGTHS, CONCERNS, INTERESTS AND PREFERENCES

STATEMENT OF STUDENT STRENGTHS

Her aptitude stregths involve language, such as similarities and vocabulary. As well as a strength is auditory discrimination.

STATEMENT OF PARENT EDUCATIONAL CONCERNS

Mrs. G. feels the major problem now is that Rita is failing third grade and that she does not want to go to school.

STATEMENT OF STUDENT'S PREFERENCES AND INTERESTS (required if transition services will be discussed, beginning at age 14 or younger if appropriate)

If student was not in attendance, describe the steps taken to ensure that the student's preferences and interests were considered:
For Rita, we will ensure that she is kept on task by encorporating an artisic quality into lessons with music and rythems. Also, postive reinforcements could be implemented
through treats.

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CONSIDERATION OF SPECIAL FACTORS

1. Does the student's behavior impede the student's learning or the learning of others? No. Yes.
If YES, IEP committee must provide positive behavioral strategies, supports and interventions, or other strategies, supports and interventions to address that
behavior.
Addressed in IEP.

2. Does the student require assistive technology devices and services? No. Yes.
If YES, IEP committee must determine nature and extent of devices and services.
Addressed in IEP.

3. Does the student have limited English proficiency? No. Yes.

If YES, IEP committee must consider the following (check box if IEP committee considered the item):
Language needs of the student as those needs relate to the student's IEP.

4. Is the student blind or visually impaired? No. Yes.

If YES, IEP committee must evaluate reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs
for instruction in Braille or use of Braille) and must provide for instruction in Braille and use of Braille unless determined not appropriate for the student.
Braille instruction and use of Braille is not appropriate for student. Braille instruction and use of Braille is addressed in IEP.

5. Is the student deaf or hard of hearing? No. Yes.

If YES, IEP committee must consider the student’s language and communication needs and consider the following (check box if IEP committee considered the
item):

The related services and program options that provide the student with an appropriate and equal opportunity for communication access.
The student’s primary communication mode.
The availability to the student of a sufficient number of age, cognitive, academic and language peers of similar abilities.
The availability to the student of adult models who are deaf or hearing impaired and who use the student’s primary communication mode.
The availability of special education teachers, interpreters and other special education personnel who are proficient in the student’s primary communication
mode.
The provision of academic instruction, school services and direct access to all components of the educational process, includ ing, without limitation, advanced
placement courses, career and technical education courses, recess, lunch, extracurricular activities and athletic activities.
The preferences of the parent or guardian of the student concerning the best feasible services, placement and content of the student’s IEP.
The appropriate assistive technology necessary to provide the student with an appropriate and equal opportunity for communica tion access.

6. Does the student have a Specific Learning Disability and Dyslexia? No. Yes.
If YES, the IEP committee must consider the following instructional approaches (check box if IEP committee considered the item):

Explicit, direct instruction that is systematic, sequential and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs
of the student.
Individualized instruction to meet the specific needs of the student in an appropriate setting that uses intensive, highly-concentrated instruction methods and
materials that maximize student engagement.
Meaning-based instruction directed at purposeful reading and writing, with an emphasis on comprehension and composition.
Multisensory instruction that incorporates the simultaneous use of two or more sensory pathways during teacher presentations and student practice.

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TRANSITION

DIPLOMA OPTION SELECTED FOR GRADUATION (Diploma option must be declared at age 14 and reviewed annually.)
Standard or Advanced High School Diploma. Must complete all applicable credit Adjusted High School Diploma. Must complete IEP requirements.
requirements and pass the High School Proficiency Examination (with permissible accommodations as needed).

STUDENT'S VISION FOR THE FUTURE

A short statement that directly quotes what the student wants for the future.

STATEMENT OF TRANSITION SERVICES: COURSE OF STUDY

Beginning at age 14 or younger if determined appropriate by the IEP team, describe the focus of the student's course of study.

STATEMENT OF MEASURABLE POSTSECONDARY GOALS

Beginning not later than the first IEP to be in effect when the student is 16, describe measurable postsecondary goals in the following areas:

Training/Education

Employment

Independent Living Skills (As Appropriate)

Other

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TRANSITION (continued)
STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES
Beginning not later than the first IEP to be in effect when the student is 16, develop a statement of needed transition services, including strategies or activities, for the student.

Instruction

Any Other Agency Involvement (Optional):

Related Services

Any Other Agency Involvement (Optional):

Community Experiences

Any Other Agency Involvement (Optional):

Employment and Other Post-School Adult Living Objectives

Any Other Agency Involvement (Optional):

Acquisition of Daily Living Skills and Functional Vocational Evaluation (if appropriate)

Any Other Agency Involvement (Optional):

Other

Any Other Agency Involvement (Optional):

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IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
1. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date N/A Date N/A Date N/A Date N/A

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progress Progress Progress Progress

# 1) Be able to stay on task

# 2)Not give up after first attempt of a problem

# 3 ) Participate in classroom acivities
# 4) Socialize with other students

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
2. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progress Progress Progress Progress

# 5) Have legible handwriting

# 6) Get to 3rd grade level spelling

# 7) Show motivation to complete tasks

#8) Improved organization

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IEP GOALS, INCLUDING ACADEMIC AND FUNCTIONAL GOALS, AND BENCHMARKS OR SHORT-TERM OBJECTIVES

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
3. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progress Progress Progress Progress

#9) More independence and less reliance on others’ direction.

#10) Better comprehension of reading material

#11) Be able to write at least limited cursive

#12) No more faking illness to stay home from school

MEASURABLE ANNUAL GOAL (including how progress toward the annual goal will be measured) PROGRESS REPORT
4. Satisfactory Progress Being Made (continue)

Check here if this goal supports the student's postsecondary goal(s) and identify the goal(s) to which it relates: 2. Unsatisfactory Progress Being Made
(need to review/revise)

Training/Education Employment Independent Living Skills Other 3. Goal Met (note date)

Date Date Date Date

Check here if this goal will be addressed during Extended School Year Services (ESY)

Progress Progress Progress Progress

# )

# )

# )

# )

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METHOD FOR REPORTING PROGRESS

METHOD FOR REPORTING THE STUDENT'S PROGRESS TOWARD MEETING ANNUAL GOALS (check all PROJECTED FREQUENCY OF REPORTS
methods that will be used)
IEP Goals Pages District Report Card Quarterly Semester
Specialized Progress Report Parent Conferences Trimester Other
Other

SPECIAL EDUCATION SERVICES

SPECIALLY DESIGNED INSTRUCTION BEGINNING FREQUENCY LOCATION

AND OF SERVICES OF
ENDING SERVICES
DATES

N/A -
-
-
-
-
-

SUPPLEMENTARY AIDS AND SERVICES

Includes aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings to enable
students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

BEGINNING AND FREQUENCY OF LOCATION OF

MODIFICATION, ACCOMMODATION, OR SUPPORT FOR STUDENT OR PERSONNEL ENDING DATES SERVICES SERVICES
Provide specific description(s) below.
N/A -

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RELATED SERVICES
RELATED SERVICE SERVICE TYPE AND/OR BEGINNING FREQUENCY LOCATION
DESCRIPTION AND ENDING OF SERVICES OF
A - Assessment DATES SERVICES
C - Consultative
D - Direct

Select Related Service Select Service Type Description: -

Select Related Service
Select Related Service
Select Related Service
Select Related Service
Select Related Service
Select Service Type Description: -
Select Service Type Description: -
Select Service Type Description: -
Select Service Type Description: -
Select Service Type Description: -

PARTICIPATION IN STATEWIDE AND/OR DISTRICT-WIDE ASSESSMENTS

Indicate how the student will participate If the student will participate in an alternate assessment, explain If the student will participate in a
in statewide or district-wide why the student cannot participate in the regular assessment, and regular assessment, does the student
assessments. why the particular alternate assessment selected is appropriate require accommodations?

State Criterion-Referenced Test No Yes

(CRT) Yes N/A Alternate If YES, list on "Accommodation(s) for the
Nevada Proficiency Examination Program"
(attach form).

End of Course Exams No Yes

Yes N/A If YES, list on "Accommodation(s) for the
Nevada Proficiency Examination Program"
(attach form).
College and Career Readiness Assessment No Yes
Yes N/A If YES, list on "Accommodation(s) for the
Nevada Proficiency Examination Program"
(attach form).

Other (List): No Yes List Accommodation(s):

Yes N/A

EXTENDED SCHOOL YEAR SERVICES

Does the student require extended school year services?

No Yes If YES, IEP goals and benchmarks/short-term objectives and/or related services to be implemented in ESY must be identified.
If need for ESY is to be determined at a later date, indicate date by which IEP decision will be made:

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PLACEMENT
PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME
IN REGULAR EDUCATION ENVIRONMENT
Selected Rejected Regular class with supplementary aids and services (no removal)
Selected Rejected Regular class and special education class (e.g., resource) The student will spend 90 % of his or her school day in the
combination Selected Rejected Self-contained program regular education environment.
Selected Rejected Special School
Selected Rejected Residential
Selected Rejected
Hospital
Selected Rejected
Home
Selected Rejected Other

JUSTIFICATION FOR PLACEMENT INVOLVING REMOVAL FROM REGULAR EDUCATION ENVIRONMENTS*

Explain why the IEP goals and objectives cannot be implemented in regular education environments, including the reasons why the team rejected a less restrictive
placement. Include an explanation of any harmful effects on the learning of this or other students which affected the placement selection.
If Rita requires more one on one attention in order to get a better understanding of a subject.

*Regular education environments include academic classes (which might include field trips linked to the curriculum), nonacademic settings (such as recess), and extracurricular activities
(for example, sports, after-school clubs, band, etc.).

IEP IMPLEMENTATION

As the parent, I agree with the components of this IEP. I understand that its provisions will be implemented as soon as possible after the IEP goes into effect.

As the parent, I disagree with all or part of this IEP. I understand that the school district must provide me with written notice of any intent to implement this IEP. If I wish to prevent the implementation of this IEP, I must
submit a written request for a due process hearing to the local school district superintendent.

Parent Signature

A copy of this IEP was provided to the student’s parent on : ________2/19/19___________by_Shelby ______________________________Olson_________________
(2/19/19) (Shelby Olson)(Special Education Teacher)

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