EDUC 521

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM

Students Name: Elli Smith Grade: 2 Disability: Specific Learning

Disabilities
Date of IEP meeting: The IEP annual review must occur before:
10/17/2016 10/21/16
Most recent evaluation date: Next re-evaluation must occur before:
10/17/2016 6/8/17
IEP Teacher/Manager: Share Martin School: Liberty Elementary School

The Individualized Education Plan (IEP) that accompanies this document is meant to support the
positive process and team approach. The IEP is a working document that outlines the students
vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an
IEP is to bring together a team of people who understand and support the student in order to
come to a consensus on a plan and appropriate and effective education for the student. No two
teams are alike, and each team will arrive at different answers, ideas, supports, and services to
address the students unique needs. The student and his/her family members are vital
participants, as well as teachers, assistants, specialists, outside service providers, and the
principal. When all team members are present, the valuable information shared supports the
development of a rich student profile and education plan.

Participants Involved
The list below indicates that the individual participated in the development of this IEP and the
placement decision; it does not authorize consent. Parent consent is indicated on the Prior
Notice page.

Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the
required participant positions according to IDEA.

Name of Participant Position

Mr. & Mrs. Smith Parent
Mrs. Julianna Margulies 2nd Grade Full Inclusion Education Teacher
Mrs. Archie Panjabi Liberty Elementary Special Education
Teacher
Mr. John Charles Liberty Elementary Principal, LEA Rep.
Mr. Matt Czuchry Liberty Elementary Psychologist
Mrs. Christine Baranski Speech-Language Pathologist
Elli Smith Student

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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM

Factors for IEP Team Consideration

During the IEP meeting, the following factors must be considered by the IEP team. Best practice
suggests that the IEP team documents that the factors were considered and any decision made
relative to each. The factors are addressed in other sections of the IEP if not documented on this
page (for example see PLAAFP).

1. Results of the initial or most recent evaluation of the student:

According to psychological evaluation, Elli demonstrates overall ability in the average range.
She demonstrates substantially less well developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. According to an achievement assessment,
Elli demonstrates average oral language skills, mathematics, and written expression in the low
average range with significant deficits in reading in the borderline to deficient range. According
to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and
auditory cohesion, as well as in pragmatic skills.

2. The strengths of the student:

Math: is very good at adding and subtracting and has caught on well to the strategies she has
been taught.

3. The academic, developmental, and functional needs of the student:

Please refer to the Present Level of Academic and Functional Performance.

4. The concerns of the parent(s) for enhancing the education of his/her child:
Parents indicate concerns with reading skills and difficulty with frustration, attention, and
adaptive skills weaknesses.
These are the concerns reported by the parents. The listing of these concerns in the IEP does not
mean that the concerns are shared by the school division. To the extent the parent concerns are
shared by the school division, they have been addressed in the IEP.

5. The communication needs of the student:

Ellis speech and receptive/expressive language skills are considered to be within the average
range.

6. The students need for benchmarks or short-term objectives:

Short-term objectives and benchmarks are not required.

7. Whether the student requires Assistive Technology devices and services:

The IEP team has determined that Elli does not require Assistive Technology supports and/or
services.

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8. In the case of a student whose behavior impedes his/her learning or that of others,
consider the use of positive behavioral interventions, strategies, and supports to address that
behavior:
Elli does not display behaviors that have been determined to be related to her identified disability
that impact her learning or that of others.

9. In the case of a student with limited English proficiency, consider the language needs of the
student as those needs relate to the students IEP:
Elli is not a student with limited English proficiency.

10. In the case of a student who is blind or is visually impaired, provide for instruction in
Braille and the use of Braille, unless the IEP team determines after an evaluation of the students
reading and writing skills, needs, and appropriate reading and writing media, including an
evaluation of the students future needs for instruction in Braille or the use of Braille, that
instruction in Braille or the use of Braille is not appropriate for the student. When considering
that Braille is not appropriate for the child, the IEP team may use the Functional Vision and
Learning Media Assessment for Students who are Pre-Academic or Academic and Visually
Impaired in Grades K-12 (FVLMA) or similar instrument; and

Elli is not a student with a visual impairment.

11. In the case of a student who is deaf or hard of hearing, consider the students language and
communication needs, opportunities for direct communications with peers and professional
personnel in the students language and communication mode, academic level, and full range of
needs, including opportunities for direct instruction in the students language and communication
mode. The IEP team may use the Virginia Communication Plan when considering the student's
language and communication needs and supports that may be needed.

Elli is not deaf and is not a student with a hearing impairment

12. Extended School Year (ESY)

Ellis IEP team determined that ESY services are not warranted.

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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM

Present Level of Academic Achievement and Functional Performance (PLAAFP)

Student Name__Elli Smith________________________________________________________

Date___10_/__17__/__2016__ Page __1_of_10__

The Present Level of Academic Achievement and Functional Performance summarizes the
results of assessments that identify the students interests, preferences, strengths, and areas of
need. It also describes the effect of the students disability on his/her involvement and progress
in the general education curriculum, and for preschool children, as appropriate, how the
disability affects the students participation in appropriate activities. This includes the students
performance and achievement in academic areas such as writing, reading, math, science, and
history/social sciences. It also includes the students performance in functional areas, such as
self-determination, social competence, communication, behavior, and personal management.
Test scores, if included, must be self-explanatory or an explanation must be included, and the
Present Level of Academic Achievement and Functional Performance must be written in
objective, measurable terms, to the extent possible. There must be a direct relationship among
the desired goals, the Present Level of Academic Achievement and Functional Performance, and
all other components of the IEP.
______________________________________________________________________________
Students Strengths, Preferences, and Interests
Elli Smith is a 7.8 year old girl currently in the 2nd grade. Elli was found eligible for service for
Specific Learning Disability.
According to psychological evaluation, Elli demonstrates an overall ability in the average range.
She demonstrates substantially less well developed long-term retrieval associative memory and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in the aspect of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), might make the acquisition of reading
difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Ellis
social functioning, as assessed through rating scales, teacher interviews, and direct observation
appears to be a challenging area. According to achievement assessment, Elli demonstrates
average oral language skills, mathematics, and written expression in the low average range with
significant deficient range. Teacher reports indicate that Elli demonstrates an independent
reading level of pre primmer 1. Her auditory comprehension is very good, but her word attack is
very poor. She has received PALS remediation and Title I supports for reading for a period of 6
months and has made very minimal progress despite supplemental instruction interventions
targeting her identified areas of deficit.

Students Areas of Need (Deficits that Require Supports)

Ellis areas of need resulting from her disability-related deficits include:
Decoding
Reading
Spelling
Written language

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Effect of Disability on Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in aspects of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), makes the acquisition of reading
difficult as well as the spelling of unfamiliar words.

Academic Performance
Wechsler Individual Achievement Test- Third Edition (WIAT-III)
Subtests with age-based scores:
Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79,
Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90,
Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93,
Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency-Addition 83, Math
Fluency-Subtraction 89, Oral Reading Accuracy 61
Oral Reading Rate 78,
Listening Comprehension
Receptive Vocabulary 81 Below Average,
Oral Discourse Comprehension 103 Average,
Sentence Composition
Sentence Combing 98 Average, Sentence Building 84 Below Average,
Oral Expression
Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average,
Sentence Repetition 97 Average, Oral Language 91 Average,
Total Reading 69 Low, Basic Reading 75 Below Average,
Written Expression 85 Average,
Mathematics 85 Average, Math Fluency 86 Average,
Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1st); independent level (Readiness); Ellis comprehension is good as
long as it is tested orally. She can recall story elements and information when the story is read to
her. Her word attack skills are extremely limited. She knows sounds when they are isolated but
has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She
is currently receiving Title 1 and Pals Remediation, but she has made very little growth.
Language instructional level (below grade level); she has memorized certain sentence structures
and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is
spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting
and has caught on well to the strategies she has been taught. She does a great job deciding which
operation should be used and then working out a word problem. Social Studies and Science: Elli
does very well in both classes. Movement Ed.: she follows directions and does all activities;
seems to get along with everyone during class and seems to enjoy PE; appears to love Art and
Library and works well with other students.

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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Measurable Annual Goals, Progress Report
Use the Present Level of Academic Achievement and Functional Performance (PLAAFP)
example of Elli to write 3 standard based goals. They must be different than the goals you wrote
for your IEP Goals and Objectives that you submitted during Module/Week 3. You must include
all goal components.

1. MEASURABLE ANNUAL GOAL:

Goal: Elli Smith will become accurate at identifying phonemic in accordance to Standards of
Learning for Virginia Public Schools-2.2. a, and 2.2.c. Elli will be able to identify initial , medial,
and high-frequency phonemes in grade appropriate words in various lesson instruction with 95%
accuracy with minimal cueing by 6/1/17.

Behavior: Elli will be able to blend given phonemes to form words with 85% accuracy at her
current reading level, and in 4 weeks be able to decode 5% more words by deleting and adding
phonemes to construct new words.

Benchmark: Elli will be able to segment words and syllables in various reading activities using
vocabulary , including rhymes, using syllables, prefixes, suffixes, and compound words, as well as
silent letters, with 90% accuracy. She must maintain these skills for weekly evaluations until
6/1/17.

phonemic awareness
decoding
group parcipation
identifying unique sounds
Write the SOL number related to this goal: 2.2 a, 2.2 c.

How will progress toward these annual goals be measured? (Check all that apply)
____Classroom ____ Observation ____ Criterion-referenced test:_____________________
Participation ____ Special Projects ____ Norm-referenced test: _______________________
____ Checklist ____ Tests and Quizzes ____Other:Curriculum-based instructional
____ Class work ____ Written Reports materials____________________________________
____ Homework

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2. MEASURABLE ANNUAL GOAL:

GOAL: Using Prepostion flashcards, Elli will become proficient in receptive langage vocabulary
and oral reading fluency at grade appropriate reading level by 6/1/17 (end of school year).
Elli will accurately read outloud a preposition which uses words and pictures to create a sentence,
80% of the time. These preposition cards function as both fictional and non-fictional reading at
the reading level appropriate for Ellis success, and will progressively get more difficult until she
meets the 2nd grade reading level in accordance to English Standards of Learning for Virginia
Public Schools-2.1.

Behavior: The use of first and second grade propsitional flash cards will be used in sequence to
teach Elli Receptive Language skills. These fun flash cards can be used along side props as an
objective lesson in word and sight association. For example: a flash card which reads Put the car
under the bridge. The words car and bridge are omitted, and replaced by pictures, and the word
Under is highlighted to emphasize the instructions. A physical toy car can be used from the
classroom toy box, and a bridge can be made from paper. Elli is then to demonstrate her
understanding by reading the flashcard outloud and then demonstrate understanding through
action with her special education teacher for 30 minutes once a week until 6/8/17.

Benchmark: Elli is to advance through the propositional flash cards by June 1st and demonstrate
her receptive language understanding by reading with 95% accuracy using the 2nd grade
propostional cards, as well as demonstrate her oral reading fluency skills with 90% accuracy,
including self correction, at 52 words per minute.

image: autismtank.blogspot.ca

Reading
Decoding
Write the SOL number related to this goal: 2.1 e, 2.1 c. 2.1 d. 2.2 a.

How will progress toward these annual goals be measured? (Check all that apply)

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____Classroom ____ Observation ____ Criterion-referenced test:_____________________

Participation ____ Special Projects ____ Norm-referenced test: _______________________
____ Checklist ____ Tests and Quizzes ____Other: No accommodations or modifications with first
____ Class work ____ Written Reports grade prepositional language flash cards.
____ Homework

3. MEASURABLE ANNUAL GOAL:

GOAL: Elli will demonstrate Listening comprehension with 90% accuracy by listening to a story
read outloud in her general education classroom, and then actively participate by verbally
responding at designated stopping points in the story to discuss plot, characters, and important
ideas/messages with 95% accuracy in accordance with Virginia SOL Oral Langauge Standards
2.3.

Activity: Elli will retell 2 selected stories per week by writing the plot and key points/ ideas with
80% accuracy with her special education teacher twice a week for 25 minutes.

Behavior: Listening skills are under emphasized, and to test Ellis phonetic awareness, Elli must
listen to a story read outlout by the General education teacher, and then reproduce a short version
of that story through written summation. Elli must then reread her own work and correct
mistakes by self-correcting with the supervision of a teacher/paraprofessional.

Bench Mark: By the end of the school year, Elli must demonstrate with 95% accuracy her
listening skills with Mrs. Baranski, her Speech Language Pathologist, by summarizing 2 short
stories and addressing the characters and setting with 90% accuracy and writing a short
summary that she will reread outloud and self-correct 5 written mistakes.

Oral Communication
Decoding
Reading
Writing
Write the SOL number related to this goal: 2.3 c, 2.3, a, 2.3 b.

How will progress toward these annual goals be measured? (Check all that apply)
____Classroom ____ Observation ____ Criterion-referenced test:_____________________
Participation ____ Special Projects ____ Norm-referenced test: _______________________
____ Checklist ____ Tests and Quizzes ____Other:______observed by Speech language
____ Class work ____ Written Reports pathologist______________________________
____ Homework

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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Accommodations/Modifications

Accommodations/modifications provided as part of the instructional and testing/assessment

process will allow the student equal opportunity to access the curriculum and demonstrate
achievement. Accommodations/modifications also provide access to nonacademic and
extracurricular activities and educationally-related settings. Accommodations/modifications
based solely on the potential to enhance performance beyond providing equal access are
inappropriate. Accommodations may be in, but are not limited to, the areas of time, scheduling,
setting, presentation, and response. The impact of any modifications listed must be discussed.

ACCOMMODATIONS/MODIFICATIONS

List a minimum of 5 accommodations/modifications that are appropriate for Elli based on

her PLAAFP.
Location
Freque Instructional Duration
Accommodation/Modification(s) (name of
ncy Setting m/d/y to m/d/y
school )
Phonemic Awareness, Listen to 1 time
audio recording (assistive per Liberty Inclusion 10-17-16 to
technology) instead of reading text: week, Elementary Classroom 6/8/16
Impact: inhances listening skills 30 with General
and listen for context in a minutes Education
minimally restricted environment. Teacher

Adaptive skills.
Develop communication skills- Inclusion
understands and uses verbal and Daily Liberty Classroom 10-17-16 to
nonverbal language in group regular Elementary with General 6/8/16
settings, builds and maintains interactions Education
interpersonal skills, and develops Teacher
independence and responsibility
over own actions.
Prepostion Modification: Provide 1 time
Elli with flash cards to practice with per Home Comfortable 10-17-16 to
at home twice a week. Impact: extra week, study place at 6/8/16
time to process oral information by 30 home
reading familiar story plots from minutes
flash cards. at home

Curriculum Accomodation: gets

graded using a different stardard Inclusion 10-17-16 to
than her classmates until she Ongoing Liberty Classroom 6/8/16
demonstrates reading accuracy at Elementary with General

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the second grade level. Impact: Education

graded based on effort and Teacher
participation, not syntax.

Organizational Skills
Accomodation: Elli will be taught
organizational skills using Biweekly Liberty Inclusion 10-17-16 to
calendars, graphic organizers and a check-in Elementary Classroom 6/8/16
timer. Impact: Allows her to stay on with General
top of assignments while diligently Education
working to reach 2nd grade reading Teacher
and writing mastery.
Math assignment accommodation.: Inclusion
Add additional questions to in-class Liberty Classroom 10-17-16 to
math assignments. Impact: Biweekly Elementary with General 6/8/16
challenges her intellectually, to Education
perform at or above grade level. Teacher

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Participation in the State and Division-wide Accountability/Assessment System

Identify the Correct State Assessment:

Standards of Learning (SOL) Assessments Reading Math Science
History/Social Science Writing

Elli will participate in Virginas SOL State Assessments. This placement decision is based on

specific criteria. Elli does not qualify for the VAAP Alternative State Approved assessment

program which reqires that she meets certain criteria such as,

Significant cognitive disabilities

Need for extensive, direct instruction/intervention in curriculum framework
Intensive, and frequent individualized instruction in a variety of settings in order to show
active interaction and achievement
The student is working toward educational goals other than those prescribed for a
standard or advanced studies diploma program.
Furthermore, Ellis academic achievement and success is being addressed using an IEP, and her

team meets regularly to discuss her ongoing progress in order to make necessary changes for an

optimal educational impact elevated to her best interest. In addition, according to her

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psychological evaluation, Elli demonstrates an overall ability in the average range, although

some of those abilities are lacking, proper adjustments to her academic curriculum and adjusted

grading measurements are being used to assess her ongoing progress in these specific areas. Her

annual goal is to reach 2nd grade reading level by Christmas break and be taught organizational

measures in response to her needs. The main objective is to continue Ellis participation in her

general education class with her peers, in the least restrictive environment, with minimal

transitions to the special education classroom ("Virginia Alternate Assessment Program

(VAAP)", 2005).

Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP)

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Services Least Restrictive Environment Placement

Least Restrictive Environment (LRE)

When discussing the least restrictive environment and placement options, the following must be
considered:
To the maximum extent appropriate, the student is educated with children without disabilities.
Special classes, separate schooling, or other removal of the student from the regular
educational environment occurs only when the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be
achieved satisfactorily.
The students placement should be as close as possible to the childs home and unless the IEP
of the student with a disability requires some other arrangement, the student is educated in the
school that he/she would attend if he or she did not have a disability.
In selecting the LRE, consideration is given to any potential harmful effect on the student or
on the quality of services that he/she needs.
The student with a disability shall be served in a program with age-appropriate peers unless it
can be shown that for a particular student with a disability, the alternative placement is
appropriate as documented by the IEP.

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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Free Appropriate Public Education (FAPE)

Educational Programs and Nonacademic and Extracurricular Services and

Services Activities
Proper Functioning of Hearing Physical Education
Aids Extended School Year Services
Assistive Technology Length of School Day
Transportation

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Special Education Services
Identify the service(s), including frequency, duration, and location that will be provided to or on
behalf of the student in order for the student to receive free appropriate public education. These
services are the special education services and as necessary, the related services, supplementary
aids and services based on peer-reviewed research to the extent practicable, assistive technology,
supports for personnel*, accommodations and/or modifications* and extended school year
services.* The student will receive that will address area(s) of need as identified by the IEP team.
Address any needed transportation and physical education services including accommodations
and/or modifications.
Complete the Service Page Table:

Special Education Location Instructional Duration

Frequency
Service(s) (name of school) Setting m/d/y to m/d/y
School Bus Daily to and Liberty Elementary School Court 10-17-16 to
Transportation from home Yard 6/8/16
One-on-one reading 25 minutes Liberty Elementary Special 10-17-16 to
sessions with Special Twice weekly Education 6/8/16
Education Teacher classroom
Free Assistive Once a week Liberty Elementary General 10-17-16 to
technology: audio Education 6/8/16
books on tape or CD classroom
to address phonemic
awareness and
responsiveness

Effect of Disability on the Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in aspects of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), makes the acquisition of reading
difficult as well as the spelling of unfamiliar words.

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Placement Decision

Based upon identified services and the consideration of Least Restrictive Environment (LRE)
and placement continuum options, describe in the space below the placement decision. This
explanation of the placement decision should reflect the services outlined in the Service Page.
Additionally, summarize the discussions and decision around LRE and placement. This must
include an explanation of why the student will not be participating with students without
disabilities in the general education class(es), programs, and activities.

Explanation of Placement Decision: This section must narratively explain the services
outlined in the Service Page Table.
Free appropriate public education provides students with disabilities services at the

publics expense, and is of no cost to the family of the student as long as the school meets state

educational standards. These services extend from preschool through high school and include a

an individualized team that prepares and maintains the students IEP or 504 plan annually (Gibb,

Dyches, 2016). Ellis IEP teams main objective is to address her below grade level reading

ability. It is possible to do this by providing free appropriate public education accommodations

such as meeting with the special education teacher twice a week for 25 minute sessions to

address her reading readiness. Also, Elli has assistive technology available to her. In this case, it

is appropriate for Elli to listen to audio CDs and tapes to develop her phonemic awareness of

sounds through both music and audio books. It is also Ellis right to remain in her inclusion class

for the majority of the day, where she can be along side her peers without learning disabilities.

By allowing Elli to study in the Least Restrictive Environment, Elli will have the opportunity to

build interpersonal relationships, develop her self-esteem, and develop the critical thinking skills

similar to her peers. However, she has been identified as having a reading deficit and requires

additional support, thus she is excluded from her general education 2nd grade reading block in

order to receive special services that work successfully to bridge her reading knowledge gap.This

is in best interest so she will not miss important reading milestones that will aid in her education

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as she transitions to 3rd grade.

Another service provided is transportation by the school. A school bus that shuttles Elli to

and from her home daily and on a routine schedule for convience. She is not eligible for

extended school year services, or length of school-day services. Elli does not need hearing or

vision services, and does not need a special seating arrangement in the classroom, although these

services are free to her if she become eligible, based on the decisions made by her IEP team. Elli

is free to participate in extracurricular activies without any accommodations or modifications.

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Services Least Restrictive Environment Placement Continued

No single model for the delivery of services to any population or category of children with
disabilities is acceptable for meeting the requirement for a continuum of alternative placements.

All placement decisions shall be based on the individual needs of each student. The team may
consider placement options in conjunction with discussing any needed supplementary aids and
services, accommodations/modifications, assistive technology, and supports for school
personnel. In considering the placement continuum options, check those the team discussed.

Placement Continuum Options Considered (check all that have been considered):

Check the services considered in the LRE placement. Review LRE as these services should
be reasonable considerations based on Ellis PLAAFP.

___ general education class(es) (general education classroom, inclusion, co-teaching)

___ special class(es) (resource, self-contained)
___ special education day school
___ state special education program / school
___ residential facility
___ home-based
___ hospital
___ other (describe):

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References:

English Standards of Learning - VDOE. (2010). Retrieved October 17, 2016, from

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_all_english.pdf

Gibb, G. S., & Dyches, T. T. (2016). IEPs: Writing quality individualized education programs

(3rd ed.). Boston: Pearson Education.

Virginia Alternate Assessment Program (VAAP). (2005). Retrieved October 17, 2016, from

http://www.wcs.k12.va.us/users/honaker/VAAP-VGLA/VAAP--Questions&Answers.pdf

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