INVITATION TO A MEETING OF THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM Form I-1 (Rev. 10/06) Darlington Community Schoo! District 11630 Center Hill Road Darlington, WI 53530 If you need this notice in a different language or communicated in diferent way, or have «questions about this notice, please contact the Director of Student Services at (606)776-4021,) Dear : Date 02/10/2014 You are a participant on the IEP Team which will meet to address the educational needs of your child, K . IEP team mestings must be held at a mutually agreeable time and place. An IEP team meeting has tentatively been scheduled for the following date _3/5/14 » time and location room 519 . I these meeting arrangements are not agrasable to you, please call __ Michelle Lindstrom at __(608) 776-4021_. You may bring other people who you beliave have knowledge or special expertise about your child to the meeting with you. If your child ls tansferting from a Birth to 3 Early Intervention Program we wil, at your request, sond to the Birth to 3 coordinetor or other representative an invitation to the IEP meeting. ‘The purpose of this IEP team meeting Is (check aif that apply): EVALUATION AND REEVALUATION Determine initial eligibility for special education FZ] Determine continuing eligibility for special education INDIVIDUALIZED EDUCATION PROGRAM (IEP) if student is elgible) Develop an nial IEP [Z| Develop en annual IEP Reviewrrevise IEP ‘Transition — the consideration of postsecondary goals and transition services (required for students beginning at age 14) PLACEMENT (if student is eligible) [L] Determine intial placement JZ] Determine continuing placement OTHER Review existing Information to determine need for additonal assessments or other evaluation materials (meeting optional) Conduct a manifestation determination (check appropriate boxes under IEP and placement if changes in either are contemplated) Determine setting for services during disciptinary change In placement (must also check appropriate boxes under IEP & placement) ‘Specify:Pope 20h? Form -4 {It transition is checked as one of the purposes of this meeting, your child will be invited to attend. Because you provided ‘your consent we are also inviting representatives from the following agencies who may assist in the transition planning for your child: [7] None ‘Agency Name (i known), and Title/Posiion ‘Agency Name (# known), and Titie/Position It at any point during this meeting you or other IEP team participants bolieve that additional time Is neaded to permit your ‘meaningful involvement, additional time will be provided. Decisions related to the purpose(s) checked above may be ‘made in one meeting or may require more than one meeting, depending on individual circumstances. In addition and ‘upon request you may receive a copy of the IEP team's most recent evaluation report. ‘The following individuals have been appointed as IEP team participants and wil attend the meeting. ‘Student Father Name & Title Name & Title Fitzsimons, Steve _ 6th Grade Math Teag Mother Name & Title Name &Tile Lindstrom, Michelle ___Interpreter Richi, Ein LEA Name & Title Name & Title Rose, KellyiJenny RichgSpec. Ed/Audiologist _Savatski, Michelle (opt.)_DEMS Principal Name & Title Name & Title Wilauer, Elizabeth Speech/Lang. Path Mathias, Tom (opt) DHS Spec. Ed. Teacher Name & Title. Name & Title ‘You and your child have protection under the procedural safeguards (rights) of special education law. The schoo! district must provide you with a copy of your procedural safeguards once a year. [7] You received @ copy of your procedural safeguard rights in a brochure about parent and child rights earlier this year. | you would like another copy of this brochure, please contact the distict at the telephone number above, ‘A copy of the parent and child rights brochure is enclosed with this invitation, In addition to district staff, you may also contact Wisconsin Department of Public Instruction at (608) 266-1781 if you have questions about your rights. Sincerely, Kelly Rose (DEMS Cross-Categorical Teacher) Name and Tilo of District Contact Personwi STEP 06, Page 1 of 17 Student Name: Individualized Education Program Darlington Community 11630 Center Hill Road Darington, WI53530 (608)776.20063, Plan Information ‘Meeting Date: 09/05/2014 Stari Date: 08/24/2014 [nd Date: 03/04/2015 | Evaluation Date: OB/08/2014 ‘Special Ea Status: Yoo ‘Spesal a Setting: Agos 6-21: Inside the regular classroom with Nondisabled peers 40 10 78% of time Primary Disability: Other Health Impairment Secondary Disability: Not IDEA Eligible or No Disability Byal Adopted From: ‘Adopted Date: Plan Adopted From: ‘Adopted Dates ‘Student Information Student Name: R DOB: ‘Student Number! ‘Address: District of Residence: Daringlon Community ‘School of Attendance: Daringion ElementaryiViddle School |Gradei08 [Genders M | Race (Ethnicity [Codey Hispanic/Latino Guardian Information Parent Guardlan's Name [Work Piene [Ga Pine ima atonsip to Braden? HPather Siree Adie, Gy, Ba, Zip Hose Phone Peron? sGuardan's Name Wark Phone [can Phone Ema [Rslaonsip © Stadent Mother iret Aves, City, Sale, Zip fone Pen TEP Mosting Participants Fs Team Moving was el 0450 PH on O/OETD%4 nat oom 518 aie = ‘Names of AI Teain Mebers Tale iced [Gross-Categorical Teacher Rose, Kelly Yes Yes SpeedhiLang. Pathologist Wileuer, Elzebeth| Yes Yes | Biudont Yes Yeo Father Yes Yes Mother Yes Yes Sth Grade Math Teacher Fitzsimons, Stove Yes Yes Intorpreter Lindstrom, Michele Yes Yes LEA Ritchie. Ein Yes Yes DEMS Principal ‘Savaiek, Michelle Yes No. DHS Spec. Ed. Teacher Mathias, Tom Yes Yes ciclogist Richardson, Jonny Yes NoWUIEP 05, Page 20f 17 ‘Student Neme District Gover Sheet (3) Purposeof Meeting: (check all ht apply): Bd Evatuntion inciting determination af lgbty Int or Annual TEP Development 1 UP ReviewRevision B]_ Develo a ststernt of enition gots and serves (required for stents ago 14 and ober, of younger if epproprinte) 1) Puacement 10 Manitetaton determination (C1. Determine setting for services during disciplinary 1 Altemate Assessment ‘change in placement O otter: If purpose ofthis meeting is IEP developmen, review, andor revision related to the academic, developmental und functional needs ofthe child, the IEP tear considered the results of: Initial or most recent evaluation Yes 1 Not Applicable ‘Statewide assessments Yes 1 Not Applicable Districtwide assessments Bl Yes OD Not Applicable Tf the parent didnot attend or participate inthe meeting by other means and did not agoe ta the tie snd pace ofthe TEP team meeting, document 2 effort involve the parentsWIIEP 05, Page of 17 Student Name: Present Level Of Academic Achievement and Functional Performance (I-4) lta: Present level of acadeomle acklevement and functional performance must include information that correspon with each annual goal Describe the student's stengths andthe concems ofthe parens about he student's education, enjoys being sociable and sharing personal stories/experiencss. has a good sense of humor and is willing to ask questions/participate in conversations in a one-on-one setting. When focused, attempts to ‘ompleio wor othe best of is abililes,_enioys olng fo dances and ther eves outside of tha schoo feting.demonsrates a "nace for nagating flog. PARENT CONCERNS:Mom and dad are concemed thet _ does not weer hs hearing ads and glasses at ‘school. They ere also concemed about him not getting homework done and his behavior. Describe the students present level of academic achievement and functional perfomance including how the student's dinsility affect his orher involvement and progress inthe general education curriculum. For preschool chien, describe how the disability affects involvement in age-appropriate activities. FUNCTIONAL: demonstrates @ variety of distracting avoidance behaviors tha interfoe with his learning as ‘well as withthe leaming of peers, ‘omonstrates behaviors such as: loud nolses or yawns, having to use tho restroom often, iliness, faking a water fountain break, using a variety of excuses as io why he is unable fo compete a task, repeatedly asking quastions, refusal to complote tasks, sleeping, etc. is noncompliant when asked to \wear his hearing aldes and glasses dus to his neurofibromatoels (other health mpairment). struggles to stay ‘organized. He tends to stuf his textbooks with spiral notebooks and handouts. He rarely has an appropriate writing utensil ‘also has numerous loose papers in his locker that croate clutter. demonstrates tho ability to complete numerous Independent living skls. ‘needs many reminders 1 use his hearing aides and glasses. ACADEMIC: struggles academically due to his neurofitromatosis diagnosis. Sid offects of eurofbromatosis are hearing loss, vision impairment, and noneisolated language impatrnent uront sgrados (as of 3/4/14) in core academic clasces are as follows: science (0-), social studies (0), readingitanquage ari (B), and math (F), is mainstreamed into the regular education ciassroom for science, social studies, and math, He recieves pull-out eadinglanguage ars individualized instruction sores inthe special education classroom Current grades are a resut of ciffcules hearing (82 B Wilauer's evaluation), seeing, and literacy abitios 2s woll as ‘ack of motivation to comploteclasswork/homework. struggles to consistently complete homework and submitit. will submit compted homework or two to three days in & ‘ow in.8 month, bul then struggie to complete and tum in homework fe the remainder of the month, refuses assistanco on classworkhomawork in 3 out of 5 chances, gels ustratod easly when he is exposed to dlificat material. He tands to "shut down’ and claim he wil get an*F* on the assignment anya. READING: struggles greatly in reading class. He struggles to choose appropriate tox for his independent reading level tends to choose text written at a much higher reading level for independent reading purposes, During benchmark testing in October 2013, tested at an Instructional reacing level of D according tothe Fountas and Pinnell Benchmarking System. The expected seventh grado inctructonal reading levol i Z. ‘instructional reading level fs equivalent to that of @ student becinning fst grade according tothe Fountas and PPinnell Benchmarking System. So farthis school year, has recolved assistance in reading and answering ‘comprehension questions for a level K text (60% comprentoneion) and level W toxt (75% comprehension). He ls currently being assisted on reading 2 level U book and demonstrating 60% comprehonsion. The assistance rocoives includes: pro-teaching now content. the text being read aloud to him, Frequently stopping to essess ror ‘comprehension, reading comprehension questions read aloud, ané supplementing hie writen responses with verbat ones, This is compared to ‘peers abies to read ano aemonsirste comprehension of level Z text. fias also been working one-on-one on an intensive Response to Intervention program for approximately 45 ‘inutes per day. He is currently working independently out of a level E toxt. shows groater succass when he is able to demonstrate his teading comprehension through answering questions verbally versus answering with a paper and pencil, four book report scores since the beginning ofthe school year have averaged 77%. For feach book report, _read a book at his independent reading lavel. He thon was vorbally asked questions by the teacher. He diciaea answers to the teacher as she wrote. heurofbromatosis hinders his ables 0 hhoar, 800, and read, (See B. Wilauer's evaluation report). This arecty affects abilities to correctly hear toxt, road text, and share writen comprehension of text. The delaye _pxperlences in the areas of reading, understanding, analyzing, evaluating, and extending text would inieiera witn his success inthe regular education reading classroom where the materia is presented ina larger group setting, ata higher level and ata faster pace. ‘This can be demonstrated by his RIT score of 154 In January 2014 compared the norm grade level moan RIT soore (0f 221 during the winter reading MAP testing session. LANGUAGE ARTS:. struggles greatly in language arts due to his neurofioromatosis. Due to his heath Impairment, struggles tohear and see, valso refuses to wear his hearing aldas and glasses wich also contribuies to his acadmic struggles. reads ata fist grade reading level, which moons he also has a lower ‘vocabulary than his eighth grade peers. ‘nours some high frequency words such as: mo, ho, sho, and, the, etc. 1 struggles with phonemic sounds that ltters make. spelling text scores, since'the socond ‘Wook of the 2013-2014 echool year, are as follows (es averages): 100% (when graded out of 5), 87% (whan craded ‘out of 8}, 70% (when graded oUt of 10) basad on the sixh grade version of Rebecea Siton spaling disabled classmates (in the same cless) have been graded on the sama tests ai the same time, bul graded out ofWIIEP 06, Page 4 of 17 ‘Student Name Present Level Of Academic Achievement and Functional Performance (I-4) 10, 18, and 18 sccordingly. This is compared toi __peers' abies fo eam similar grades, when graded out of 24, n the eighth grade version of Robocca Sition spelt » sttuggles in wilton vooabulary carries over into his waiting pieces. During his most racont writing plece, _yped (on Microsoft Word) a nerrave piece containing 63 words, He struggled/did not care io correct the underined misspelled words. He spelled onethie of ‘words incorrectly, which made reading the piece impossible to intorprot. The words spellad correctly Included: and, to, the, mall, will, go, see, my, and a, The words spellad Incorrecly Included words such as Park (oare), fair (Ne), house (heodidhs), cousin (cald), fiends (rysaq), and west (wesch). As stated earlier, ‘struggles {0 hear and Interpret letter sounds. For many years, the loaring gap between and his peers has ‘been increasing due to his noncompilance with hearing aldes and glasses, The delays’ expevianogs in the ‘reas of phonemic anareness, speling, and wilting would interfere with his success Inthe regular education language ars classroom where the material ls prosonted at a higher level and faster pace. This can be demonstrated by his RIT score of 162 in January 2014 compared the norm grade level mean RIT score of 220 during the winter language usage MAP testing session. ‘SPEECH AND LANGUAGE: See 8. Wilauer's attached repot. ‘AUDIOLOGY: has not worn his hearing sides or glasses since Octobor of 2013. He has demonstratad no Imorowementin regards to his hearing and seeing abiltios. This s directly affecting" academic progress. ‘ studlotogy services will discontinue du to noncompliance on wearing his hearing aides and lasses, ‘Will ho student bo involved fulltime in the general edeation ouriculim or, for preschooler, in age-appropriate activities? Byes [No Mf no, describ the extent 1 witch the student will not be ivolvedfulsine inthe general curricula or, for preschoolers, in fige-appropriate activins). ‘The student will participate in an alterate or replacement crsiculum tats aligned with alternate achievement standards in: (eeck all tha apply) C Reeding ] Math] Language arts] Science (C]_—_Soxial Studies other (spcity Sposa Factors ‘Afler consideration for special factors (havior, limited English proficiency, Braille needs, eommanication needs including d snd wsitive technology), is thee a need in any of the areas? Th _Yee No _afyev onthe student has a vkewa impairment, attach 5 Speck Factors page)WIP 06, Page 5 of 17 Student Name: ‘Special Factors (I-5) ioe: For any nea ened below, threat be a stctement ofthe services to met that wee (ncuding anowfreqweny,octon. and det on te Popa Sema pase OD ofthe services). ing amountfreguen, JA. Does the stdets behavior ipod hse aning orth of others? Be [Ne Pleare include the postive behavioral ierventons strategies, and supports to address that behavior Gomonstrates a varialy of distracting avoidance behaviors that interforo with fis learning as well ee with the leaming of peers. Jemonstrates behaviors such as: loud noises or yawns, having to use the restroom often, liness, taking a water fountain break, using a varioly of excuses as to why he is unable to complote a task, sleeping, ‘lc. Siratagies used to sssist in using positive behaviors incude: redirecting the behaviors with verbal and nonverbal cues and offering quick and often incentives (one pleco of candy each time he completes throe math problems In study hall). 11s also noncompliant with wearing his hearing aldas and seelng glasses. His noncompliance is direct affecting his abilty to learn. recelves constant reminders from adults to use his hearing aides and sooing glasses, 'B. Is the stent a student with limited English proficiency? ElYe [No Please include the language needs that relate to his IEP: ‘struggles with word retievachoice due to his bilingual ablities. He is able to epeak Spanish and English, CIF visu imped, dos the stndent need insttin in Balle othe ue of Brule? Ove Bi] No 1 Cannot be determina tis tise 1 No Applic es, include Brailie needs; no or cannot be determined, allach BR-3jrom the latest evaluation/reevauaton. oes not use Bralle, presents with a visual impairment bul refuses to wear his sesing glasses. /D, Does the student have communication needs that could impede his/her learning? fe] Yes [] No os, icade communication nee, Iyes and he det defer bar fearing, dey the conmmiaion needs Wetton tng: dy sysrttieter src ooancaon si parsed paeond parol a te Sane La elcome Been sec ee rage ned cho param teat Set itton he slong nd contin Rode Signconty tolow avorge ably nrcoptho and expr anguag tra wth _alty sata whatho rained verbal and hon wing, anowerqcstons ine conese-and accra manner, parapats case discussion, categorize and understand vocabulary, and manipulate sounds/syllables. E, Does the student need assistive technology services or devices? fH] Yes [] No Please specify partoular devices) and servce(t): uses a varity of assistive technologies that include, but are net limited fe: a SMARTboard, an iPad, a ‘Smarven, @ nook, a spel-checker, and other word-processing devices, | |WWLIEP 06, Page 6 of 17 ‘Student Nemes ‘Annual Goals and Objectives (1-6) ‘Measurable annuel eoademic or functional goals to enable the child o be involved in and progress inthe genecal education eurrculum, and to mect ‘ther edeatonal needs that renal fom the sabi. i if eat (Qiote: present levels of academic achievement and functional performance mast include information that corresponds with each annual goal) [Goal # ill increase his receptive vocabulary understanding as demonstrated by Increasing hs score on the PPVT=4 by 15 points (to @ score of 75), Procedures for measuring the student's progress toward the annual goa: Charting, teacher report, obsorvation, PPVT-4 Wil annua goal (including benchmarks or short-term objectives) be addressed during ESY? D ye f] No "Note: When reviewing goals, use tho Progrost Report Ferm to make periodic comments and assessments, Wil the student partiipate in an altemate assessment aligned with altemate achievement stendars for studcos with dsailitis in any subject sree? O Ye fH No (yes, include Benchmarks or short-term objectives forthe sade) When will reports about the students progress toward meeting th annuel goa! be provided to parents? Quarterly [Goal ~wil correctly answer questions by: making inferences, using implied meaning and drawing conclusions ‘pase on a short paragraph In 7/40 opportunities. Procedures for measuring the students progress toward the anwal goal: ‘Charting, observation, teacher report Will annual goal (including benchmarks or short-term objectives) be addressed during ESY? O vs Nw ‘Note: When reviewing goals, uso the Progress Report Porm to make periodle comments and assessments. ‘Will the student participate in an alternate assessment aligned with alternate achievement standards for students with dsabilite in any subject O vs ff Ww (Uys include benchmarks or short torm objectives for he sade) ‘When wil repors about the students progress oward meting th ann goa be provided fo pares? ‘Quarterly Goals will expressively (speaking andlor writing) formulate grammatically correct sentences in 7/10 opportunities. Procedures for measuring the students progres owed the save! gal Charing, ebservation teacher report ‘Wit annual oa Gichiding bencnats shorts obctves he dressed dng ESY"? Oo ve ff w% ‘Note: When reviowing goals we the Progrest Report Form fo make perodie comments nd asesmens Will the student participa in an alternate assogsient aligned withaltemate achievement stendards for stuonts with di areu? O Ye wo (Ayes, include Benchmarks or short-term objectives for the ster) When wil reports shou! the student's progress toward moetng the annus goal be provided to parents? QuarterlyWITEP 06, Page 7 0f 17 ‘Student Name: ‘Annual Goals and Objectives (I-6) Goal #4 When complying with wearing his hearing aides and seoing glasses, __ ll indopondently identify now \vocebulary words and answer comprehension questions (orally and wntten) fora level H text (according tothe Founias and Pinnell Benchmarking System) with 70% accuracy. Procedures for messuring the studen's progress toward the annual goxl: -observation -assignmentsiquizzesfasts, “gradebook “Fountes and Pinnoll Benchmarking Syston ‘Will annuat goal (including benchraarks or short-term objectives) be addresod during BSY? O ys Bw "Note: When reviewing goals, use the Progress Report Form to make periodic comments and assessments. Wi che student participa sea? O ys GW (yes, nclude benchmarks or short-term objeeves forthe studen) in an alterate assessment aligned with allerate achiovernent standards for students with disabilities in any subject ‘When will reports about the stadca's progress toward meeting the annual gol be provided fo parents? Quarterly Goals When complying with wearing his hearing aides and seeing glasses, wii complete a witing piece, that a reader can interpret, containing atleast 65 words with fewer than 20% of words spelled incorrectly by using a spell ‘checker and # wort-processing device. Procedures for measuring the student's progres toward the annua! goal: observation ~orting assignments -gradeboo! ‘Wall anaual goal (ncuding benchmarks or shor-tomn objectives) bo sdaressed daring ESY? O Ys @ we Note: When reviewing goals uss te Progress Report Form to make periodic comments and assessments, ‘Will de student participate in an altemate assessment aligned with altemate achievement standards for students with disabilities any subject area? O Ys ff % Aves, include benchmarks or short-term objectives for the student) When will reports about the student's progress toward mecting th sonual goal bo provided to parents? Quarterly | Goal¥e When complying with wearing his hearing aides and seeing glasses and working with the Speech and Language Pathologist, willindependently Kdentity tho first 200 words of Fry's high froquonoy words with 85% accuracy. Procedures for measuring the student's progress toward the cru! goal: -observation assessments with Fry's high frequency word Ists wring assignments ~pradebook Wil annual goal Ginclding benchmarks or short-erm objectives) be adessed during ESV? oO ves No "Note: When reviewing goals use the Progress Report Form to make perlodic comments and assesinents, ‘Will the student portiipate in an allemate assessment align with alternate achievement standards for students with dabei any subjectWIIEP 06, Page 8 017 Student Name, ‘Annual Goals and Objectives (-6) O Ys fw (ves, incluce benchmarks or short-term objectives forthe student) ‘When will reports about the students progress toward meeting the annaal go be provide o paren? ‘QuarterlyWITEP 06, Page 9 of 17 Student Name: Participation in Statowide and Districtwide Assessments (1-7) _ To be completed for students particlpating In statewide or dlerict-wide assessments Participation in Statewide Assessments ‘The student wil bein the following grade when the Wisconsin Knowledge and Concepts Examination (WKCE) and Wisconsin Knowledge and Concepts Extmination-Crteria Reterenoe Test (WKCE-CRT) ae given. epee aa pee Feu [gee [en [PE CEA CO Complete the sections below. Check each ofthe WOKE content areas and need for accormodation,ifsny, or the altro assessment. Ifthe IEP teana is unsure about the stiden'speticipation inthe WRCE with accommodations, complete the Wisconsin Altemate Assessment (WAA) checklist and include it with the IEP. Reading, [1D WKCE without secommodstions 1 WKCE wita accommodations (ist accoramodstions for each content ares) [D_ WAASwD Gelade the WAA checklist) Math 1D WKCE without sccommodatons 1 WECE wit zecommodations (ist accommodations fo each content ee) [)__ WAASwD Gelade the WAA chests) Language Arts Cl WKCE without accommodations __WKCE with accommodations (list accommodations for each content area) [__ WAASwD Gehude the WAA checklist) Seience C)_WKCE without accommodations CWE with accommodations (ist accommodations for cach content met) [1 WAA SwD Gnctude the WAA checklist") Soctal Studies 1 WKCE without xccommodations (1 WKCE with accommodations accommodations foreach content ass) [1 WAA Sw Ginchude te WAA checktist*) * The atached WAA participation checklist describes wiy the student cannot participate in the regular assessment and why the alteats sessment i appropriate Participation in Distriet-Wide Assessments [i] District-wide assessenens given [1 District-wide sssessments nt given [Student will not be inthe grade wien assessment is given List distriet-vide assossmeni() student wil ake: MAP Testing (Reading, Language Usage, and Meth) EXPLORE Testing Describe appropriate testing accommodations, if any: “The entire Language Usage portion and Math portion of the MAP test and the directions ofthe Reading postion of the MAP test wil be read alouc to 14 Quiet, small group environment each time he is required to tost (al, winter, and spring). The entice EXPLORE tost willbe read aloud to ina quiet, email group environment.Participation in Statewide and Districtwide Assessments (7) Alternate Assessment If student doos no take regular dstit-wide assessment, deseribe why the student cannot prtcpate in the regular essesment, and why the faliemateastessment i appropiate wim 0 e001 Sen Manes | NA |WIIEP 06, Page 11 of 17 Student Name: “Transition Services (1-8) Post-accondary goals and needed transition services must be developed annually forall students whe are: ‘dmefranve of this TEP, oF who are younger than age 14 and need transition services, 14 or will tarn 14 during the List the date and method of inviting the student to IEP team mestng (Ifthe students name was rot included onthe invitation tothe TEP meeting) Invitation delivered to | by Kelly Rose, DEMS Cross-Catogorical teacher, on Monday, Fobruery 10, 2014 at 3:30 PM, List steps that were taken to ensure thatthe students preferences and interests are considered (ifthe stodent isnot atthe TEP team meeting) ‘was interviewed by Kelly Rose, DEMS Cross-Cetegorical teacher, on Tuesday , February 11, 2014 at 8:15 |AM, Iwas decldad during this interview that: was indecisive about whet sort of path he would take after high ‘school. Ho thought of three options: deity farmer, construction, o automotive technician. seemed the most enthusiastic about becoming an automotive technician, ‘Transition services means a coordinated st of wctivties designed within a resuls-oriened proces cused on improving the acedemic and fanetonal achievement ofthe chikd with a disability to facilitate the chle's movement from school fo post school activites, ineluding post-secondary education, vocational education integrated employment (including supported employmen), continuing and edut education, edult Services, independent living, or community participation and is based onthe student's needs, aking into account the student's strengths, preferences snd interests. measurable post-secondary goal(s) based upon age eporopriate tranelion assessments relsed to edueaion, raining, employment and where ppropsaie independent ving ek: Taining Baeation: coxhibits an interest in becoming an automollve technician after graduating from high school. would lke to bacome a technician because he Ikes working with his hands and fixing things thal are broken + shared an intorest in attendina college in order to become an automotive technician. Based on surrent Interests, afterhigh school wil aliend a two-year technical colege to eamn a degrae to become an automotive technician, Employment: Employment opportunites for _. as he gets older, inclule working at, volunteering at, andor being en ‘apprentice for a local automobile repair shop. ‘Where appropriate, Independent Living Skil: | curently exhibiting age appropriate living skils.. However. he continues to be noncompliant with wearing hie hearing aldes and seeing glasses, which he will direcly impact his indepondont ving skis in the future. ‘ote nace posse gle) baton ee spot tandinaeenensadantnes Yes] oO Seetaments cocarenad Describe the transon services needed to assist to student In reaching the above goals. (Transon series Inciuie bu are nt ted fo inatuction, related sorvies, comminiy experince, Iterated employment including supported ercoymont, doveloraort ef employment and other post-sohoal ‘adit lng objectives, furcional vocal evaluations and approprai, te acquision of Gly hving skis. fe tanston services are cantaned ‘slsewtore in tie IEP, you may provide across reference) 2 will need to master knowledge and skits in mathematics, reading en language ars, physical education. ang technology courses to meet the requiremenis nacessary to become an automotive technician. Other sks will noed fo master include: folowing dcections the frst time witout complaint, accessina tutringlaftor schoo! homework services, and practicing solt-advocacy and soltdetermination skis. Ak gets old enough to have a parttime job as a sludent, he can work at, voluntear at, endor became an apprentice for & local automebile repair shop. Wi ther agencios they be involved in proving o paying for any ranetn srvices? Ye =) wm ‘tyes, describe the services ‘yea, wor representatives ofthe eboragenaee, wih parent consot mies othe? moethg? Yes =f] wo Deverbe the course(s) of study tat focus on seademne and fuetionalachievernent needed to asist th stxsent in resching the above goal ‘8th Grado: Mathomatics, Reading, Language Avis, Physical Education, and Technology courses. ‘8th Grade: Mathematics, Reading, Language Asts, Physical Education, and Technology courses.‘WETEP 06, Page 12 of 17 Student Name, Transition Services (1-8) transfer of Rights: Will the student reach hsher 176 birthday during the tinefame of the TEP orbs the student reached the age of 187 O Ys ff wo tyes, specify how the student snd the parents have heen informed of the rights which will rnsfer or have transfered to the stent at age 18 if no egal guardian bas been eppoiated:Page 1 of 8 INDIVIDUALIZED EDUCATION PROGRAM: TRANSITION SERVICES FORM 8 (Rev. 5/12) District: 1295 - Darlington Community Name of Student: Date of Birth: WsN: PTP ID: Meeting Date: 3/5/2014 |. Meeting Attendance attended the IEP Team meeting. Ul, Postsecondary Goals ‘The measurable postsecondary goals for assessment. ‘are based on an age-appropriate transition ‘The IEP Team reported the following methods and/or results of the transition assessment: © “Was interviewed by Kelly Rose, DEMS Cross-Categorical teacher, on Tuesday , February 11, 2074 at 8:15 AM. |It was decided during this interview that! was indecisive about what sort of path he would take after high school. | He thought of three options: dairy farmer, construction, or automotive technician. 2 seemed the most enthusiastic about becoming an automotive technician. Measurable postsecondary goal in the area of education or training: ‘After high school, ¢ wil attend a technica/community college and eam an associates degree, diploma, or certificate. ‘After completing or obtaining postsecondary education or training ployt ‘Transportation, Distribution & Logistics - Facility and Mobile Equipment Maintenance - Automotive Service Technician & Mechanic. Moasurable postsecondary goal in he area of independent ving |The IEP Team has determined that | ‘does not have a need for postsecondary independent living |sklls goals at this time. HI, Annual Goals ‘Annual goals that will help make progress toward meeting all the stated postsecondary goals can be found under the annual goals section of this 1EP or appear below. IEP:PTP Printed 3/16/2014 3:34:42 PM | |Page 2 0f3 | Language 1: ‘will Increase his receptive vocabulary understanding as demonstrated by increasing his score on ithe PPVT-4 by 15 points (to a score of 75) Language 2: will correctly answer questions by: making inferences, using implied meaning and drawing ‘conclusions based on a short paragraph in 7/10 opportunities. | Language 3: will expressively (speaking andior wirting) formulate grammatically correct sentences in 7/10 ‘opportunities. |- Reading: When complying with wearing his hearing aides and seeing glasses, will independently identify new \vocabulary words and answer comprehension questions (orally and writen) fora level H text (according to the Fountas jand Pinnell Benchmarking System) with 70% accuracy. |- Language Arts 1: When complying with wearing his hearing aides and seeing glasses, vil complete a writing 'piece, that a reader can interpret, containing at least 65 words with fewer than 20% of words spelled incorrectly by using a spell checker and a word-processing device. ~ Language Arts 2: When complying with wearing his hearing aides and seeing glasses and working with the Speech and! [Language Pathologist, wll independently identify the first 200 words of Fry's high frequency words with 85% accuracy. WV. Transition Services Needed transition services include: [Access tutoring services in school or (rough a eh ininaciion Practice soi-advooaay and sel |aetermination exits Inte generst ;ducation classroom I faoiso0% fa01a-2014 [Eacymont nang |Fotow drecdons winautcamiant [2014-2018 [aiden alo ochoat [Superme pcyment_| | Tetons rng sows oda or|20T4BOTS schoo adore, dor trough eprvcteegeny ren race st cioony ands” FRTA61S not a aS [icerabalte elo te gone I aaa (Seiten dnctoor \V. Participation of Outside Agencies Likely to Provide or Pay for Transition Services ‘An outside agency is not likely to provide or pay for transition services during the term of this IEP. VI. Course of Study IEP-PTP Printed 3/16/2014 3:34:42 PMSara an oT rune econ cnae Niles VIL. Transfer of Rights. will not turn age 17 during the effective dates of this IEP and does not need to b a informed of the rights that will transfer to him/her at age 18. JEP:PTP Printed 3/16/2014 3:WITEP 06, Page 13 of 17 Student Name: Program Summary (9) Projected beginning end ending date(s) of TEP services and modifications: 324204 wo GUN4/2015 Physical Bdvcati HL Regular TD Specialy Desines Vocational Education: Regular [Specially Designed Environment [The student will participate full-time with non-disabled peers ina regular education eases, EE] The student will not perticipato full-time with non-disabled poesin regular edeation eases, ar for preschoolers, in aage-sppropriate settings. (Uf you have indicated a loeation other than regular edneaton clases or age-appropriate stings in the case of «preschooler in lor Ill bove, you must check this box and explsin why fulltime parcipation with non-disabled poers ‘is not appropriate) Comparod to his poors,” __Is performing bolow grado lovetin reacing snd language ert ‘continues to eed indlviduaized instruction presented al his current sk level in a small group environment. this instruction Cannot be reasonably provided inthe regular education environment due to the large group sating, faster paced Intruction, and higher lave! learning. Vill also attend a minimum of one guided study hall por day in the special education resource classroom to help him with organization, reading dficul text, chacking over: assignments, and practicing on-task behaviors. \e0ds Individualized instruction in a 1-4 or small group selting at his curentskil evel for receptive and cexprossive language remediation to assist in his ably 10 improve his skls end fo help close the gap betwaon his, ‘ll level and that of his peers |xracrvcnar and Nom seadeic Asis Will te student be able to participate in extracurricular and nan-tendemic activites with non-disabled students? BH vs O wo (no, describe the exsent 10 which the student will not be involved in extracurricular and non-academic acts with non-disabled students) ‘Special Education Services (1-9) Provider (directndireet min) ‘Special Education Services ‘Service Frequency/Amount Tacaiion Duraioa—_ESY Engish Lo/Gross Cat (48.000) Special ogna/ant4 Teacher minutes 1.0 Education 03/04/2016 times por day Classroom ReadingfLang, Ars Instruction Up/cress Cat (00.0700) Specnl _oarzaanta- Teacher minutes 1.0 Education 08/06/2014 times per day Classroom SupportediResource Study Hal ——LD/Crose Cat (45.0000) Speci oaizaaata~ ‘Teacher minutes 10.0 Education 03/04/2015, times per week aon Comments: «ut ocoWve one stay hal period por day forthe duration of the IEP. At the request of andlor his poronls and atthe discretion of his case manager,’ willbe alowed to atend a maximum of wo sty hak ppriods in a day for tho duration ofthe IEP. times por month Edusaton Related Services (9) Related Services - needed fo benef fom Service Frequency/Amount Tecaion Duration EST special education including frequency, Provider (directindreet min) location, and duration (it differcat from TEP Deganing and ending dnt) ‘Speech and Language (250/150) ‘Speciol 8 —oSaR014- minutes 7.0 Regular 03/04/2015[WATER 05, Page 14 of 17 a Student Nemes Related Services (19) Related Serves - eed fo benefit rom Tervice — Frequeney/Amount Tocation ‘Duration SY special education including Frequency, Provider (dreeutuivet mi TGeatlon, and duration (i diferent fom TE beginning and ending dates) ‘Comments: 3/4 weeks a month direct servis, 2xhwosk (Specil Education) “4 weeks a month indies! sorices,tWook (Rogula Education) No speech serves fet ana lat wosks of school ‘Supplementary Alds and Services (!-9) Supplementary Ais and Services— als, Service Frequency/Amount Tocatlon Duration 5S ervices, aad other supports provided tear Previder ——_(diretindireet mi) ‘on behalf of the student im regular educstion or other educational settings. ‘Access to computer for writing LD/Gross Cat (0.0/0.0) minutes Regularand —ogi24i2014- assignments Teacher 0.0 times per Specie 03/04/2015 aay Eatrcafon Classrooms Duration, Frequency, and Location: (service snot tracked in direct/indiret minutes or standard frequency options) For the duration ofthe IEP, _vllhave access to computer or other word processing device to write lengthy {@mote than one paragraph our sentences) pieces. Other (See Comments) LBIGross Cat (0.00.0) minutos Regularand — on42014- Teacher 0.0 times per Special 03/04/2015 day Education Classrooms Duratton, Frequency and Locatlon: (service not racked tn dreclindiest minute or standard frequeney optons) Forthe duraton ofthe IEP, sl use hls. assignment notebook lo keep track af all day assignments fora classos Note oulnes fornote-aking dung —_LD/Cross Gat (0000.0) minutos Reguer —oweazov4- lectures ‘Teacher 0.0 times per Education 03/04/2015 day Classroom Duration, Frequency, and Lacation: service wot tracked in dret/ndirect nuts or standard frequency optons) For the duration ofthe IEP, wil ecaive outlines for notes from the reguiar education toacher (teacher notes, ‘alde noes, fitinsthe-biank roves, recorded noes) fra classes in which note-taking is requlted Modificatons LDiGross Cat (0070.0) minuies Regular owzarzor4- [1] ‘Teacher .O times per Education 03/04/2015. ae Classroom: Duration, Frequency, and Lecation: (servic not trucked in diectindrest minute or standard frequency optons) For the duration ofthe IEP, wl ocive madi assignments that include: wor problomssquestions and lower evel vocabulary. Paraprfessional Support, Loicross Gat (45.000) Reguar —oanaov4- ‘Teacher minutes 3.0 Education 03/04/2015, fimos per day Classroom aration, Freqwency, and Location: (service luo tracked in direotndirst mites or standard frequeney options) Forthe duration of the IEP, ull reaelve edu support dally in scence (48 minutes), socal sues (45 minutes) and math (45 minutes). Proferential seating LDICross Cat (0.0/0.0) minutes Regular and 03/24/2014 o Teacher 0.0 times por Special 03/04/2015, Bee Education Classrooms Duration, Frequency, and Location: i setvice snot trackod in direct/ndirest minute or standard frequeuey options) For the duration of he IEP, __wilsitn the font ofthe class and onthe so (oot are in the front mi). ‘This aroa of the caseroom snould bo closest tothe teacher lecturing, but also allowing the assistant to have convenient access to. In order help him.WEP 06, Page 15 of 17 Student Name: ‘Supplementary Alds and Services (18) Duration, Frequency, and Location: (if service is not tracked in directindirect minutes or standard frequency options) ‘The spacial education teacherfoase manager along with the translator will communicate with parents biweekly to discuss progrossidotays. Supplementary Ai and Services alas, Servico Frequeney/Amount Toston Duration EY eteces,and other supports provided oor Provider (arecUindivet mi) fon bebai of the student in regular educaiion or other educational settings: Other (See Comments) LopGross Gat (0.00.9) nats Regularand osa0t4-—] ‘Teacher 0.0 times per Special 03/04/2015 ay Edtcaton Caseroome oration, Frequency, and Location: iservice i not tracked in drct/udieet minutes or standard frequency otons) TESTING ACCOMMODATIONSIMODIFICATIONS: 41). For the duration of the IEP, ‘ill receive a study guide at the beginning of each science, social studies, ‘snd math unit. These study auides will contain no more than eight major concepts of the unit and no more than 15 Socebulary terms that wil need to kno fora slance, socal tule, and math quizzes and fet, 2). For the duration ofthe IEP, _yilbe provided with teas tha Include: no more than 3 answer choices for ‘muiple-cholee questons (maximum of 15 questions), tng arswers wl ake the place of short answer responses {imaximam of § questions) and a word bank for al l-nsho-enk questons (maximum of 15 quesiono-ept int S0l8 of 5). Essay questione wil bo readto and he wil dictate the answer tobe writen By an edu 3). For the duration of the IEP, will have all quizzes and tests read aloud to him in all classes. 4). For the duration of the IEP, vill take all quizzes and tests in a quiet, small group environment. 5). Forthe duration of the IEP, __will acolo oxtonded time (no mere then 3 sequential school days) Compete all quizzes, es, ana projects in al clsses, Other (See Comments) (©.010.0) minutos Regular owzan014- 0.0 tinea per Education 03104/2015- year Giassroom Duration, Proqueney, and Location: i service fe not tracked in diretiadirest minute or tandard frequency options) For the dutalions ofthe IEP, teachers wil eupplement orl information with text and peturee to suppor. tnderstanding fh slonce and socla studies. Modifications and Support Services (1-9) [Program Modifications and Sapports-for ‘Service Frequency/Amownt Tocatioa Duration ESY school personnel that wil be provided Provider _(@vectndroc as) Collaboration with Teacher Lo/cress Cat (15.0000) Special wan Teacher minutes 1.0 ‘Education 03/04/2015 ‘umes per month Gannon ‘Collaboration LOICross Cat —_(15.0/0.0) Special osz4014- ‘Teacher minutes 2.0 Education 03/04/2015 times por month GaamonWIIEP 06, Page 16 0f 17 Student Name, Extended School Year (I-11) ‘Does tho cid roquireexicnded school year (6y) services to reive a tee and eppropias publi edusaton (PAPE)? O Ys fy No Ino, explain the reasons rejected surrentty exhibits the ability to make academic progress.\WITEP 06, Page 17 of 17 Student Namez Determination and Notice of Placement (P-2) Darington Community SCHOOL DISTRICT if you need this notice in a diferent language or communicated na diferent way, oF have questions about tts note, please contact Denise Welt a (608)776-2006x3 Date ofthe placement determination: o3i0si2014 ate parent provided wit netic of placement: 03/21/2014 Name of Student Dear eae The TEP developed on oaiosr2014 ‘willbe implemented st ___Datlington ElementaryiMiddle School inthe Darlington Communty/Darington School DistievCity, witha projected date of implementation on osrazoi4s Will the child attend the schoot heshe would attond if non-disabled? Yes [] No (no, explain) List other options considered, if any, related to the placement it (school building or schoo distr), frequency, location, and duration of the special education and related services, supplementary ids and services, program modifications and supports, and the place of those services tha vere considered. List the resson(s) rejected, ad a description of any other actors relevant to the proposed aeton: 8 None TH Youpreviunly received copy of your cits evtation report end copy ohisber IP is encased 1 Acony of your cits evahuton report an th TEP are enclosd You and your child have protection under the procedural safeguerds (rights) of special education law, ‘The school district must provide you with a copy of your procedural safeguards once year, Previously you received a copy of your procedural safeguard rights ina brochure about child rights. Ifyou would like another copy ofthis brochure, please contact the district atthe telephone number above, In edition to i youmay slo contect Kelly Rose (DEMS Cross-Catogorical Teacher) if yos have questions shout your righ, Sincerely, Denise Welln ‘Nahe and Tile of District Contact Person