individualized education program web view2/14/2017 · english . child's primary...

DRAFT Section: 2 DRAFT IEP for Brayden PRACTICE | Meeting Date: 02/14/2017

Bemidji Area Schools 502 Minnesota Ave NWBemidji MN 56601-5668

Tel 218-333-3100 PRESENT LEVELS1/26

Title: Name of team member:IEP TEAM

Four times per year: 1 written in annual IEP, 3 in writingWhen and how will progress toward the annual goals be reported to the parents?

PROGRESS REPORTING

Secondary Disability:disabilities07: Specific learningPrimary Disability:

bryan_anders [email protected] Email:

3100218-333-Phone: Bryan AndersonIEP manager name:

01Federal Setting: Annual Initial Placement Type of IEP: IEP INFORMATION

Email: Email: Phone (cell): Phone (cell): Phone (work): Phone (work): Phone (home): Phone (home):

City/State/Zip: City/State/Zip:

Address: Address:Parent Relationship to child: Parent Relationship to child:

Parent/Guardian Name: Bryan Anderson Parent/Guardian Name:

PARENT/GUARDIAN INFORMATION , , School Address:

BEMIDJI PUBLIC SCHOOL DISTRICT: 0031Resident district:

Bemidji Area Schools0031:Providing district:

First City School School of enrollment:

No YesInterpreter required for Due Process?

English Child's primary language:English Primary home language:

MARSS ID: Birthdate: 03 Grade:

F MGender:

Brayden PRACTICE Student:

STUDENT INFORMATION

PROGRAM (IEP)EDUCATION

INDIVIDUALIZED

02/13/2017evaluation:Date of last comprehensive

02/14/2017IEP meeting date:

Tel 218-333-310056601-5668MN Bemidji

Minnesota Ave NW502Bemidji Area Schools

02/14/2017IEP for Brayden PRACTICE | Meeting Date: DRAFT DRAFT Section: 1

Present Level(s) of Academic Achievement and Functional Performance:

The present levels of academic achievement and functional performance (PLAAFP) is an integrated summary of data from all sources including parents.

For preschool children, describe how the disability affects the child's participation in appropriate activities.For K-12 students, describe how the disability affects the child's involvement and progress in the general curriculum. In addition, for students ages 14-21, address the present level of performance in each of the

transition areas.

Background/Parent Information:

Brayden is an 8 year old Caucasian student who attends Third Grade in Northern Elementary School. Brayden lives in Bemidji, MN with his father, mother, sister and dog. Brayden is a very upbeat young man who enjoys the outdoors, sports and video games. His family lives near a local lake where he enjoys a variety of activities: swimming, fishing, tubing, biking and playing with his sister. Brayden enjoys his grandparents, and has both sets of grandparents close by and active in his life. He attends many activities and events with his family, grandparents and cousins.

Brayden is one of the younger students in his grade. There have been concerns developmentally if he is ready for his current grade level or if he should have been held back. As such, Brayden typically demonstrates immature traits and social skills. He constantly seeks peer attention in class, yet is regarded as a leader by his peers. Brayden demonstrates mild forms of attention problems, and typically has a hard time focusing on his schoolwork. He also suffers from anxiety caused by tests and timed assignments.

Brayden also has a tendency to zone in on electronic stimulus, becoming unresponsive to anyone or anything in his environment while engaged with a phone, iPad, Kindle, television or gaming platform. His parents are unable to attain his attention unless they provide a physical stimulus such as touching his shoulder or head.

During his pre-school years, Brayden received language therapy for six weeks. He had difficulty with articulation, intonation and phonology. He demonstrated good growth during this time and was exited out of the program. Brayden has also had issues with hearing. Each year during screening, Brayden fails the initial screen test. Every year he has had to retest, and passes the second screening process.

Brayden has been struggling to make consistent academic progress in Reading. Brayden’s teacher reported that he has had difficulty in reading for the past two years, as indicated by AIMSweb testing. Brayden’s teacher and parents indicate that his fluency and word recognition are below grade level, and that his academic achievement in other core subject areas are being affected by his reading proficiency. Brayden’s teacher and parents also indicate that he has trouble keeping his body still and attention focused while reading. His attention has had a significant impact on his ability to complete academic course requirements.

Present Level of Intellectual Ability:

No intellectual functioning testing was administered, and there was no record of any previous testing in Brayden’s file.

Present Level of Academic Functioning:

Brayden was given the AIMSweb assessment for reading and mathematics in Kindergarten and First Grade. He was tested three times throughout the year: fall, winter and spring. Brayden scored 43% (below average) for letter naming and 56% (at or above average) for letter sounds in the fall. His scores were 68% (at or above average) in oral counting, 14% (below average) for number identification, 28% (below average) in quantity discrimination and 66% (at or above average) in missing number patterns. The winter AIMSweb assessment introduced phoneme segmentation where

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Brayden scored 78% (at or above average). He remained below average in letter naming (28%) and dropped to below average in letter sound (28%). Oral counting remained at or above average (57%), but continued to be below average in number identification (34%). Brayden showed growth in quantity discrimination (68%), but dropped to below average in missing number patterns (48%). The end of year assessment found Brayden to be struggling in all of his academic area except letter sounds (56%). Brayden dropped to 34% in letter naming, 29% in oral counting, 36% in number identification, 41% in quantity discrimination, 34% in missing number patterns and 22%in phoneme segmentation. While the data appeared to show that Brayden was struggling in school, his teacher was not concerned, saying he had made great progress throughout the year.

Brayden’s fall testing scores were: 27% in letter naming, 87% in letter sound, 58% in oral counting, 27% in letter naming, 36% in number identification, 34% in quantity discrimination, 52% in missing number patterns and 78% in phoneme segmentation. The winter AIMSweb tests for first grade shifted into reading and mathematical computations. Brayden’s scores were below average in reading (28%) as well as math (22%). Brayden was enrolled in a reading recovery program that he attended three times a week, but he continued to struggle in reading. His end of year assessment scores were all below average: 34% in reading, 17% in oral counting, 38% in number identification, 29% in quantity discrimination, 9% in missing number patterns and 22% in mathematical computations. Brayden’s teacher noticed a definite increase in anxiety when Brayden was presented a timed test scenario, and suggested that he work on short one-minute drills over the summer.

Second Grade assessments introduced MAPs testing instead of AIMSweb. Students were tested in two areas, reading and mathematics. At the start of Second Grade Brayden was below average in reading (31%) and average in Mathematics (59%). This test was also given three times during the year, with Brayden showing gains (40% in reading and 74% in math). Brayden’s end of year assessments showed considerable growth for him, ending at low-average in reading (46%) and above average in math (76%).

Brayden was evaluated by Bryan Anderson, Special Education Teacher, on January 27th, 2017 using the Woodcock Johnson IV Normative Update Tests of Achievement (WJ-IV NU). Testing was done in the special education classroom, with only the teacher and Brayden present. Brayden’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brayden appeared mostly at ease during testing, becoming fidgety and anxious when dealing with more complex tasks. His anxiety increased substantially when he participated in the timed sections. Brayden was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand. He generally persisted with difficult tasks which is typical for his age level.

On the Letter-Word Identification test Brayden identified initial items rapidly but had difficulty in accuracy and applying phoneme-grapheme relationships to latter items. On the Applied Problems test he solved initial problems with no observed difficulty but demonstrated increasing difficulties solving the latter items. For the Spelling test he spelled initial items easily and accurately but the spelling of latter items reflected a need for further skill development. On the Passage Comprehension test Brayden appeared to read initial passages easily but appeared to struggle as the reading increased in difficulty. For the Calculation test Brayden solved initial problems quickly with no observed difficulties but demonstrated less automaticity with the latter items. Brayden’s Writing Samples sentences were simple but adequate. On the Word Attack test he identified initial items rapidly and accurately and identified more difficult items through increased application of phoneme-grapheme relationships. For his Sentence Reading Fluency test, Brayden appeared to read sentences at a rate typical for students two grade levels below his current grade. His Math Facts Fluency test was done at a rate typical for peers. On the Sentence Writing Fluency test Brayden wrote appropriate sentences at a slower pace than peers.

According to the WJ-IV, Brayden is functioning at average levels in Mathematics for his age. He is functioning at above average levels in Written Language. Brayden is functioning in the low to low average (compared to peers) in the Broad Reading, Letter Word Identification and Reading Fluency categories.

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Present Level of Social/Emotional and Behavioral Functioning:

Brayden was evaluated by Bryan Anderson, Special Education Teacher, on January 30th, 2017 using the Behavior AssessmentSystem for Children, Third Edition (BASC-3). Testing was done in the special education classroom, with only the teacher and Brayden present. Brayden’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brayden appeared mostly at ease during testing. Brayden was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand.

Brayden’s report does not have any score that directly corresponds to interventions provided in the BASC-3 Behavior Intervention Guide. He does not have any primary or secondary improvement areas, but does show adaptive skill strengths in self-reliance, relations with parents, interpersonal relations, and self-esteem. Brayden has a close relationship with his parents, which is often characterized by mutual respect and positive interactions. He also indicates that he is outgoing and well liked, being able to establish and maintain relationships fairly easily. Brayden reports a positive self-image, both in terms of personal and physical attributes. He also indicates that he is confident in his ability to make decisions, solve problems and is dependable.

The teacher report does not have any score that directly corresponds to interventions provided in the BASC-3 Behavior Intervention Guide. He does not have any primary or secondary improvement areas, but does show adaptive skill strengths in adaptability, social skills, leadership and study skills. His teacher reports that Brayden typically adapts very well to most situations, and that he is able to recover quickly from situations that are difficult. He is typically socially adept and at ease, he is polite, courteous and generally helpful to others. Brayden is creative; works well under pressure and can effectively unite others to work together. He generally exhibits exceptional organizational and study skills, and almost always completes homework in a timely fashion. Finally, Brayden’s teacher reports that he generally exhibits adequate expressive and receptive communication skills and that he is usually able to seek out and find new information when needed.

Brayden was evaluated by Bryan Anderson, Special Education Teacher, on January 28th, 2017 using the PsychologicalProcessing Checklist (PPC). Testing was done in the special education classroom, with only the teacher and Brayden present.Brayden’s level of conversational proficiency, cooperation, activity, attention and concentration were typical for his age level. Brayden appeared mostly at ease during testing. Brayden was slow and careful in his responses, often rereading or asking for clarification on instructions he did not understand.

The PPC items are grouped, for scoring and interpretive purposes, into ten areas:

1. Acquisition of Information: Brayden, his parents and his teacher reported that Brayden learns best through a multiple senses. Hearing information is the least effective input.

2. Organization: Brayden reported that he is very organized, only needing help or reminders with locker and desk organization, as well as aligning homework neatly. Brayden’s parents reported that although he is often organized; he is lacking in information categorization, making notes or outlines, and editing or revising work. Brayden’s teacher reported that he is highly organized in most areas, but confirmed that Brayden needs to focus on making notes or outlines and revision of work.

3. Planning and Sequencing: Brayden reported that he has strong planning and sequencing skills, but does need help getting information before working on a project. Brayden’s parents reported that Brayden needs support to prioritize tasks, use planning skills, and creating a logical story. Brayden’s teacher indicates that Brayden functions at average levels in planning and sequencing.

4. Working Memory: Brayden, his parents and his teacher reported that he functions at average levels in working memory.

5. Visual Processing: Brayden, his parents and his teacher reported that he functions at above average levels in visual processing.

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6. Auditory Processing: Brayden and his parents report that he needs support in repeating spoken directions and asking for directions to be repeated. Brayden’s teacher reported that he needs support with remembering verbal information and recalling information presented verbally.

7. Processing Speed: Brayden, his parents and his teacher reported that he functions at average levels in processing speed.

8. Expression- Verbal and Nonverbal: Brayden and his teacher reported that he functions at average levels in expression. Brayden’s parents report that he needs assistance in written communication.

9. Transfer of Information: Brayden and his teacher reported that he functions at average levels in transfer of information. Brayden’s parents report that he needs assistance in writing sentences of varying length and complexity, finding more than one way to answer and differentiate details from key concepts.

10. Motor control for Written Tasks: Brayden and his teacher reported that he functions at above average levels in motor control. Brayden’s parents report that he needs assistance in erasing mistakes. Current Grades: Q2

Math- ASocial Studies- CLanguage Arts- FScience- BGym- BMusic- A

Art- A

Brayden is currently midway through his Third Grade year, and has taken the Minnesota OLPA assessment for reading, where he scored an 323. This score indicates that he is partially meeting Minnesota Reading Standards. This was a surprise to his teacher, who has noticed his anxiety when testing or working under a time restriction, as well as his difficulties in word identification and reading.

MCA OLPA Scores:

Reading: 323Math: 362

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DRAFT Section:

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Teacher records will be used to measure progress

Skill logs will be used to measure progress

Self-monitoring record

Reading probes will be used to measure progress

Reading records will be used to measure progress

How will progress toward meeting this annual goal be measured?

with a 250 word passage written at the 3rd grade level as evaluated by the teacher.

By the end of Third Quarter, Brayden will read 150 words correctly within two minutes when provided:3

with a 250 word passage written at the 3rd grade level as evaluated by the teacher.

By the end of Second Quarter, Brayden will read 100 words correctly within two minutes when provided:2

250 word passage written at the 3rd grade level as evaluated by the teacher.

: By Second Mid-quarter, Brayden will read 75 words correctly within two minutes when provided with a

1Benchmarks or Short Term Objectives:

per minute, through the use of a controlled reader.

Brayden will increase oral reading fluency in 3rd grade materials from 65 words per minute to 150 words

Measurable Annual Goal:

words per minute to 150 words per minute.

65

assignments. In order to achieve this goal Brayden needs to increase his fluency from his current rate of

areas, where reading is required for the acquisition of new knowledge, understanding, and homework

Brayden needs to improve his ability to read fluently in order to be successful in his core subject

(3.3.0.3)

Brayden needs to read grade-appropriate irregularly spelled words, including high frequency words.


GOAL #1Tel 218-333-

3100

56601-5668

MN

Bemidji

502

Minnesota Ave NW

Bemidji Area Schools

02/14/2017

IEP for Brayden PRACTICE | Meeting Date:

DRAFT

.Academics

3.1

DRAFT Section:

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Skill logs will be used to measure progress

Self-monitoring record

Reading probes will be used to measure progress

Reading records will be used to measure progress


measured by teacher checklist, with objective completed by Third Quarter.

Given high frequency words, Brayden will name 100 words by sight, over 5 consecutive sessions, as:2

measured by teacher checklist, with objective completed by Second quarter.

: Given high frequency words, Brayden will name 75 words by sight, over 5 consecutive sessions, as


measured by teacher checklist.

recognizing at least 100 high frequency word(s) by sight third quarter, using large group instruction, as

does), from recognizing 50 of the most common high frequency word(s)by sight first quarter, to

Brayden will read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,


frequency words from his current rate of 50 words to 100 words per minute.

homework assignments. In order to achieve this goal Brayden needs to increase his recognition of high

subject areas, where reading is required for the acquisition of new knowledge, understanding, and

Brayden needs to improve his ability to read high frequency words in order to be successful in his core

Brayden needs to read with sufficient accuracy to support comprehension. (3.3.0.4)


GOAL #2Tel 218-333-

3100

56601-5668

MN

Bemidji

502

Minnesota Ave NW


02/14/2017


DRAFT

.Academics

3.2

DRAFT Section:

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Teacher questioning of student will be used to measure progress


with 70% accuracy on five consecutive sessions as evaluated by a teacher checklist.

Brayden will use the seven steps of the Word Identification Strategy during oral reading independently:3

by the teacher with 50% accuracy on five consecutive sessions as evaluated by a teacher checklist.

Brayden will use the seven steps of the Word Identification Strategy during oral reading when prompted:2

the teacher with 30% accuracy on five consecutive sessions as evaluated by a teacher checklist.

: When requested Brayden will state the seven steps of the Word Identification Strategy when asked by


of the strategy to using all seven steps of the strategy through the use of small group instruction.

Brayden will improve the ability to independently use the Word Identification Strategy from no knowledge


Strategy when he comes across words he does not recognize.

homework assignments. In order to achieve this goal Brayden needs to implement a Word Identification

core subject areas, where reading is required for the acquisition of new knowledge, understanding, and

Brayden needs to improve his ability in word identification recognition in order to be successful in his

Brayden needs to apply grade level word analysis skills in decoding words. (3.3.0.3)


GOAL #3Tel 218-333-

3100

56601-5668

MN

Bemidji

502

Minnesota Ave NW


02/14/2017


DRAFT

.Academics

3.3

Employment: in

the community.

Independent Living:

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05/2026

Anticipated month and year of graduation

Course to be taken:

Level:

GradeYea

r:

School

B. Courses of Study

( )where appropriate, and may include recreation and leisure, community participation and home living.

Brayden would like to work with local companies in Bemidji, MN constructing new buildings

Brayden is interested in becoming an Architect

Post Secondary Education & Training:

A. Measurable Postsecondary Goals

Transition information to be updated annually

)(

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05/28/2026

The Student was informed of the rights that will transfer on

: upon reaching the age of majority (18), unless a legal guardian or conservator is appointed.

All of the rights enjoyed by the Student's Parent(s) under Part B of IDEA and related state law will transfer to the Student

TRANSFER OF RIGHTS AT AGE OF MAJORITY

Agency Providing Service on the IEP

Activity

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation:


Activity

The development of employment and other post-school adult living objectives:


Activity

Community participation:


Activity

Related services:

ISD #31

Improve reading skills through Reading Recovery


Activity

Instruction (i.e. specialized instruction, regular instruction, career and technical education):

C. Transition Services

TRANSITION SERVICESTel 218-333-

3100

56601-5668

MN

Bemidji

Minnesota Ave NW

502


02/14/2017


DRAFT

DRAFT Section: 5

While receiving special education services, Brayden will not participate in the following general education classes/activities:The evaluation team did not recommend any restrictions for Brayden in the general education setting.

Altered School Day. Explain why an altered school day is necessary.

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DRAFT Section: 7

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arrangements).

arrangements).

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with the accommodations listed below:

STATE ASSESSMENTS FOR ENGLISH LANGUAGE PROFICIENCY ACCOUNTABILITY

Document IEP team decision: Explain why this assessment option is appropriate. Minnesota Test of Academic Skills (MTAS), an alternate assessment based upon alternate achievement standards.

him.

test in the Special Education Resource Room, where he can work without outside stimulus to distract

Brayden is also allowed to

alternative seating in the classroom to promote focus on his schoolwork.

He is allowed

Brayden is allowed extended time on tests and assignments throughout the school year.

Explain how accommodations selected are representative of those used in the classroom.

)(Grades 5, 8 and High School

SCIENCE

The assessment is administered in a special setting (e.g., certain lights, acoustics, seating

Student is tested individually or in a small-group setting.

Extended testing time of sections/segments over multiple testing sessions

(Grades 3, 4, 5, 6, 7, 8 and 11)

MATH

The assessment is administered in a special setting (e.g., certain lights, acoustics, seating

Student is tested individually or in a small-group setting.

Extended testing time of sections/segments over multiple testing sessions

Grades 3, 4, 5, 6, 7, 8 and ( 10)

READING

MCA with accommodations listed:

MCA without accommodations

The student will participate in: Not applicable. without accommodations

Reading

Writing

Listening

Speaking

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DRAFT Section: 9

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proficiency must always be based on the academic content standards for his or her grade level.

alternate academic achievement standards, as indicated above, on state or district-wide assessments. Your child's academic

If this box is checked, your child's academic achievement will be assessed using modified academic achievement standards or

Parental Notification of Alternate Assessment

Frequent breaks

No

Yes

Progress (MAP)

Measures of Academic

Extended time to complete tests

No

Yes

Progress (MAP)

Measures of Academic

student will be administered and why it is appropriate.

indicate what alternate assessment the

and

appropriate for the student , state the reason why the specific district-wide assessment is not

NO

If and what specifically is needed.

, for each assessment, indicate if the student needs accommodations(s)

YES

If

the student?

appropriate for

assessment

Is this

for all students in this grade

administered district-wide

List each assessment

District-wide Assessment:

District-wide Assessments ARE administered at the grade level covered by this IEP (if checked, continue below)

District-wide Assessments are NOT administered at the grade level covered by this IEP

DISTRICT-WIDE ASSESSMENTS

ASSESSMENTSTel 218-333-

3100

56601-5668

MN

Bemidji

502

Minnesota Ave NW


02/14/2017


DRAFT


IEP meeting date:02/14/2017

Bemidji Area Schools502 Minnesota Ave NW

Date of last CLASSROOM ADAPTATIONSBemidji, MN 56601-5668

Tel: 218-333-3100 comprehensive AND MODIFICATIONSevaluation:02/13/2017

STUDENT INFORMATION

Student: Gender: Birthdate: MARSS ID: Brayden PRACTICE M F 05/28/2008 0001230001234

Grade: Primary disability:03 07: Specific learning disabilities IEP manager: Email: Telephone:Bryan Anderson [email protected] 218-333-3100

Assistive Technology No Yes , explain:

Brayden will be assigned reading books on an iPad platform for reading.

Program Modifications, Supports and Adaptations in General and Special EducationBrayden will be provided additional time to complete classroom and homework assignments in the following classes:.Brayden will be provided a duplicate set of school textbooks to keep at home in order to complete homework assignments for the following classes:Brayden will be allowed to complete all classroom assignments and tests using printing rather than cursive writing.The classroom teacher will provide Brayden with a list of discussion questions before reading assignment material.Brayden will be provided multiple opportunities to practice newly presented concepts and procedures.Brayden will be allowed additional time to complete tests.Supplementary Aids and Services in Nonacademic and Extracurricular Activities and Services

Program Supports for School Personnel

Goals1 Brayden will increase oral reading fluency in 3rd grade materials from 65 words per minute to 150 words per minute, through the use of a controlled

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reader.Brayden will read common high frequency words by sight (e.g., the, of, to,

you, she, my, is, are, do,2 does), from recognizing 50 of the most common high frequency word(s)by sight first quarter, to recognizing at least 100 high frequency word(s) by sight third quarter, using large group instruction, as measured by teacher checklist.Brayden will improve the ability to independently use the Word Identification Strategy from no

3 knowledge of the strategy to using all seven steps of the strategy through the use of small groupinstruction.

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Student ID: 0001230001234

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02/14/2017 IEP Meeting Date:Brayden PRACTICE Student Name:

ADDITIONAL INFORMATIONTel 218-333-3100

56601-5668MN Bemidji Minnesota Ave NW502


Student:

School:

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along with a Prior Written Notice and Parental Consent/Objection forms to the parent.

Record the changes agreed upon above onto the current IEP. Attach a signed copy of this form to the Amended IEP, and send it

Delete

Change

Adde

No Change

Decrease

Increase

No Changeaccomplish

goals:

Amount of special education services needed to

Decrease

Increase

No Change

Amount of time spent with non-disabled peers:

To:

Changed

From: No Change

Delete

Change

Adde

No Change

Special Education/Related/Support Services:

Delete

Change

Adde

No Change

Delete

Change

Adde

No Change

Date contacted:

the entire IEP Team will be informed of the changes made to the IEP.

amending the IEP does not change the required annual review date; and

consented to implementing the Amended IEP;

the District will not implement the changes discussed until the parent has been provided Prior Written Notice and has

provided to the parent;

the changes discussed will be incorporated into an Amended IEP which will be attached to a copy of this document and

agreeing to amend the IEP in this manner, it is understood that:

without convening the entire IEP Team. In

02/14/2017

The Parent and District voluntarily agree to amend the current IEP dated

05

/28/2008 DOB:

03

Grade:

First City School Date:

0001230001234

ID:

Brayden PRACTICE

AGREEMENT TO AMENDTel 218-333-

3100

56601-5668

MN

Bemidji

Minnesota Ave NW

502


1.

2.

3. 4.

Name of parent/guardian: Bryan Anderson Contact method:

Areas Amended1. Goal(s):2. Objective(s): 3.4. Site or Setting: 5.

6.

7. ESY Services:8. Other:

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