Washtenaw Community College

Individualized Education Program

Student: Leanna P.

DOB: 06/19/91

Age: 16

School: Local High School

Grade: 10

Placement: Special Education Classroom

Disability Classification: Mild Cognitive Impairment

Date of IEP Meeting: 10/17/07

Notification to Parent: 09/23/07

Date of Initiation of Services: 03/23/99

Projected date of review: 10/10/07

Dominant Language of Student: English

Present Level of Performance in the General Education Curriculum

1. Academic/Educational Achievement: When it comes to learning core curriculum

subjects such as English, math, science, and social studies Leanna often
struggles. In most areas Leanna is ranging between a fourth and fifth grade
academic level. This has been shown in the Peabody Picture Vocabulary Test
and with the books that she is reading. With a score like this it puts her in the 6 th
percentile which is drastically below her grade level. Leanna learns best when
she is interacting with the material hands-on. The student has shown that she
can succeed in activities involving using what she read immediately to the task at
hand; such activity could include cooking.
2. Social Development: Leanna is a person who would really benefit by having
some friends, even though she may seem a little timid. It was stated in the
debriefing that she pays attention to the news and television. According to
Leanna’s father earlier in her life she had friends who came over to spend the
night. This excited her, and sent her “bouncing off the walls” unable to focus on
one thing. The experience was something that the guest did not want to repeat,
and that took a toll on Leanna. She is now a very quiet girl hesitant to make
friends because of this.
3. Physical Development: Most of Leanna’s disabilities involve her struggling to
comprehend what is going on around her. She has trouble connecting events

1
 and making inferences about what is going to happen next. Physically she can
take care of herself fine, as she can maintain her well-being. One of the activities
it was stated that she enjoys doing is cooking which is vital in order to be
prosperous.
4. Management Needs: Leanna needs to be able to have dual instruction both at
school and at home. What she learns at school should be in a format both the
student and parents understand in order for her to succeed. It has been shown
that a recommended supplementary aid would include a one-on-one tutor to help
keep her on track toward her goals.

Related Services
Service Frequency Location
Computer Room Access Anytime Needed Room 321
Special Education Anytime Needed Room 207
Classroom
Library Anytime Needed Community Library

Supplementary Aids and Services

Service Frequency Location
Personal Tutor Para- Every day (3-4) as needed School
Professional
Special Education All Day (8) Everyday School
Teachers

Program Modification and Support for School Personnel

Service Frequency Location
Learning Center Every day (2-3 hours) Community Center/School
Personal Tutor Every day (1-2 hours) Home and/or School

Annual Goal: Math (Criteria Based + Real Life Application)

Short Term Objectives and Evaluation Criteria Procedures
Leanna will have a better understanding of basic  Find a qualified tutor
mathematical concepts such as multiplication and  Flash Cards
division.  Mathematical
Manipulatives
Leanna will be able to apply money usage  Play/Real Money
concepts in a real life setting.  Pretend Store
 Trips to Shopping Centers

Annual Goal: (Literacy)

Short Term Objectives and Evaluation Criteria Procedures
Leanna will be able to read at a higher level, and  Leanna will be permitted
have a better comprehension of what she reads. to have a dictionary to
use while reading.

2
 Short Term Objectives and Evaluation Criteria Procedures
 She will be provide
graphical notes to
document certain parts
read.
Leanna will be able to understand context clues  Leanna will be provide
and make inferences in what will happen next. graphical notes to
document certain parts
read and predict what will
happen next.
 Have her read books on
the computer where she
could highlight certain
parts and write on it
without making it illegible
for others to read.

Annual Goal: (Social)

Short Term Objectives and Evaluation Criteria Procedures
Leanna will be able to interact with a group and  More group activities and
participate in conversations. outings.
 Playing outside at recess
with peers.
 Having an adult step in to
monitor conversation.
Leanna will have at least one good friend. The more people who she
interacts with will increase the
chance of her making a good
friend.

Transition Goals Type of Evaluation Person Responsible

Find a passion that Talking about it with her, Parents and Guidance
Leanna could follow as a and observing her reaction Counselors.
future career. to different topics found in
her stacks of newspapers
and magazines.
Leanna has always Getting her to socialize Caregivers including
mentioned the want to find with more people and parents and teachers.
some friends and a viewing who she is getting
soulmate. close with.
Leanna also should start Teaching her life skills, and Parents
learning some basic life allowing her to perform
skills for when she starts them on her own.
living on her own.
Leanna wants to seek out Letting Leanna check on Guidance Counselors and
more education. some community colleges Parents.
and universities.

3
 Assistive Technology and Communication Needs
Computers with internet access should be available both at home and at
school.
A mini-dictionary should also be on hand for Leanna to use anytime needed.
A full-time tutor should be available to help explain concepts both inside and
outside of school.

Testing Modifications
AR Testing will be needed in order to help improve reading comprehension.
Exams must be timely in order to provide the most accurate results.

Participation in State Districtwide Assessments and Testing Modification and

Alternatives
Leanna can test in all state-wide testing as long as it is fourth and fifth grade
levels.

Methods and Frequency of Communication with Parents

Emails will be made bi-weekly including progress reports from the special
education teacher and the tutor.
Means of communication will be provided to the parents in the case of
emergency or improvement.

Date of Meeting:

Relationship/Role Committee Participants Signature(s)

Parent Jackie Pearson
10th Grade Teacher Darcia Grey
Special Education Teacher Holly Anderson
Special Education Daniel Black
Administrator
Educational Evaluator Greyson Fort

If parent was not a member of the committee, please indicate:

Put an “x” next to the statement you agree with below

I agree with the Individual Education Program x
I disagree with the Individual Education Program

Parent/Guardian Signature: Jackie Pearson

I participated in this meeting and agree with the goals and services in the IEP.

Student Signature: Leanna Pearson

4
5