EDUC 521

FINAL IEP
Name: Karen Smith School: Heaven Gate Academy Primary language-Student: English Primary classification: Learning Disability Date of birth: July 14, 2002 Age: 10 Grade: 3rd

Primary language-Home: English Special Ed teacher: Terry Gallivan

Present Levels of Performance, Goals, and Objectives Skill Area: Reading Comprehension Present level of educational performance: 1.3 Annual Goal: Karen will improve her Reading Comprehension from a 1.3 grade level to a 2.3
grade level by the end the school year as measured by the PIAT - R.

Short-term objective: Karen will be able to retell a short story using words with 50% accuracy
at the end of the 6 weeks as measured by teacher observation and assessments.

Short-term objective: Karen will be able to retell a short story using words with 70% accuracy
at the end of the 12 weeks as measured by teacher observation and assessments.

Short-term objective: Karen will be able to retell a short story using words with 85% accuracy
at the end of the 18 weeks as measured by teacher observation and assessments.

Skill Area: Verbal IQ Present level of educational performance: 78% Annual Goal: Karen will improve her Verbal IQ from 78% to 83% by the end of the school
year as measured by the WISC R.

Short-term objective: At the end of the 6 weeks Karen will say hello to her peers 2/3 times per
week as measured by teacher observation and checklists.

Short-term objective: Karen will be able to ask questions of her peers in a non-academic
setting (playtime/centers/recess) 50% of the time at the end of 12 weeks as measured by teacher observation and checklists..

Short-term objective: Karen will be able to have a short conversation with her peers in the
classroom and in a non-academic setting (playtime/centers/recess) 50% of the time at the end of 18 weeks as measured by teacher observation and checklists..

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EDUC 521

Skill Area: Reading Recognition Present level of educational performance: 1.8 Annual Goal: Karen will improve her Reading Recognition from the 1.8 grade level to 2.8
grade level by the end of the school year as measured by the PIAT R.

Short-term objective: At the end of the 6 weeks, Karen will recognize grade appropriate
grammar and word choice 50% of the time while reading and responding aloud on 2 consecutive trails.

Short-term objective: At the end of the 12 weeks, Karen will recognize grade appropriate
grammar and word choice 70% of the time while reading and responding aloud on 2 consecutive trails.

Short-term objective: At the end of the 18 weeks, Karen will recognize grade appropriate
grammar and word choice 80% of the time while reading and responding aloud on 3 consecutive trails.

Skill Area: Reading Total Present level of educational performance: 1.6 Annual Goal: Karen will improve her Reading Total from 1.6 grade level to 2.6 grade level by
the end of the school year as measured by the PIAT R.

Short-term objective: At the end of the 6 weeks, Karen will recognize grade appropriate
grammar and word choice 50% of the time while reading and responding aloud on 2 consecutive trails.

Short-term objective: At the end of the 12 weeks, Karen will recognize grade appropriate
grammar and word choice 60% of the time while reading and responding aloud on 2 consecutive trails.

Short-term objective: At the end of the 18 weeks, Karen will recognize grade appropriate
grammar and word choice 70% of the time while reading and responding aloud on 2 consecutive trails.

Special Education and Related Services Type of Service, Aid or Modification

Inclusion Monitoring

Location
General Ed Room General Ed Room

Minutes per /week

30 m 3 X wk 30 m 1 X wk

Begin date 5/8/12 5/8/12

Duration 5/7/13 5/7/13

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Instructional modifications/accommodations: Extended time on assignments and individual / small group setting Non-participation in the general curriculum Regular classes or general curriculum: YES Extracurricular/nonacademic: YES Transition planning (for students age 14 and over) n/a Transition planning will be addressed through the Student's Advisement. n/a Transition planning is addressed on the IEP addendum. n/a Transition planning is not needed due to the age of the student. Participation in statewide or district assessments _x_ Modified: __timing/scheduling _x_ setting ___response format ___presentation forms __Alternative: Reason for alternative: Scheduled reports to parents Frequency: Every 3 weeks, 6 week report card, Method: Progress reports, IEP report cards

Signature

Position Parent Special education director School psychologist Regular education teacher Special education teacher School principal

Date

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